>>[gavel] width >> all right. the regular meeting of the board of education of the san francisco five school district for january 10, 2017 is now called to order. roll call please >> >> thank you cook, here. haney, here.

mendoza-mcdonnell, here. murase >>[inaudible] [off mic] thank you norton, here. mr. sanchez, here. >> thank you mr. walton, here. >> please join me in the pledge of allegiance. >>[pleage of allegiance] >> we have one special order of business. as stipulated in

series 9000 the board shall we adopt its rules the first regular meeting at that year. thus my promotion and second for annual we adoption of board of education rules and procedures series 9000 >> second. >> >> thank you commissioner. those speakers signed up. no comments i believe from the board. roll call >> cook aye haney aye mendoza-mcdonnell haight dr. murase, here. norton aye walton spirit six aye >> so our next item is the election of officers of the board of education. before i do that and still might meaning to chair for couple of minutes. i have a few things i want to say

very quickly. the first is 01 wish everyone a happy new year. this is our first board meeting back after the new year we hope you all had a joyful and restful holiday and new year. the second thing i want to say is i want to welcome and wish they were both here were all were here for this but i want to welcome you want to ask you all to join us in welcoming our new and returning commissioners could there is right on time commissioner cook commissioner sanchez. welcome those commissioners. >>[applause] that was good timing. that was good. of course, commissioner norton congratulations to you as well. thank you. we are very excited to have our full board here and to get to work this year. i also want to say thank you to the board and to the district for allowing me the opportunity to serve this year is the board president. it was an incredible privilege and honor. i think that there are

some boards that people chair and for those you had this experience it can be very challenging. it can be a difficult experience and that actually was not the case for me this year. i think this is a group of people who even though we spend long nights together and don't always agree, was never a moment in which we questioned each other's commitment to the work,, to our students, to our schools. the integrity of the people who are on this board and the commitment that all of you have i think inspired me every day and really made it so i did not have to fear coming here and sharing these meetings. i'm incredibly grateful to have the opportunity that this was a year of tremendous change in significant challenges for us as a school district. our superintendent left over the summer. we had an election and the affordability crisis in our city continues to place

tremendous strains on our families come out on our students, on our educators and schools. i think it is not an understatement to say this a critical time for our school district and for public education. some of you may have seen that earlier today the governor announced that he would be giving less money than expected to schools to public education in slowing the increases even as we continue to be near the bottom in per-pupil funding. the new president of the united states will be inaugurated. one who has a at times question the very existence of public education. and spent much of his campaign attacking and belittling communities and values that we hold dear. now more than ever. local leaders, we as leaders in public

education, have to stand up for our schools, our students and our families. especially the most honorable and especially those who continue to be left out of the incredible prosperity in the city. i think it's incredibly powerful that before this board meeting and some of you may have been part of it or may have seen it-it was a rally put on by our students led by her student delegates >>[applause] that had over 100 people that pack a lobby in the pouring rain rallying for the passage of the undocumented unafraid and united resolution that was offered by her student delegates. i think they are setting the tone as they often do for us in the sort of courage that we need to have as your allies as people who stand with you and who are elected on his for to servitude we

actually have to act swiftly to raise staff salaries and adjust access to housing. we have to fight against the forces that would push san francisco students to the margin property homelessness and segregation. we are going to have to work even harder to ensure the values of equity, opportunity, and innovation are actualized in our schools. we are also going to have to hire a full-time superintendent. with that it was an honor to serve as a board president this year. i have full confidence in her new leadership whoever they are. because i have full confidence in all the people were sitting up here and i'm happy and excited to go back to the other end of the dais to a regular old troublemaker. so with that we will move on now to the election of our board officers for the coming year. as a reminder to the board and the public, this type of election is by voice vote. second is not needed for nomination and it is permissible for member nominated to vote for him or herself in this election. board members, you'll be voting by name. there's more than one

nomination only one home nomination you be voting by saying, aye or nay i declare nominations now open for the office of president the board of education for the year of 27 injured are there any nominations? commissioner ronen >> thank you. i have the honor to nominate someone that in the two years that he joined this board is emerged as very thoughtful and hard-working leader. he is a gentleman. he does not lose his cool even under the toughest of discussions and yet he is-he holds his convictions very clearly and he is very committed to equity and to the work that we are collectively doing and for that reason it's my honor to nominate commissioner-to be president in 2015. >> if there's no further nominations for the office of president, i declare nominations close. we have one

nomination for president that is commissioner walton get can you please call the roll call on the nomination >> commissioner walton, mr. cook aye haney aye mendoza-mcdonnell aye murase aye norton spirit sanchez spirit walton >>[laughing] aye that is seven aye four commissioner walton >>[applause] >> you will get the chair in a minute. i'm not hanging on it. now for the office of the vice president of the board of education. for the year 20 syndicate any nominations?

>> yes. i would like to come forward to nominate someone who is also thoughtful and on this board of education. someone who has played a major role in making sure that the city does it share to educate our students make sure that we have the resources and the support that we need to work together as a city family. because as i often share with some of our counterparts in city hall, the education of our students it the responsibility of all of us here in san francisco, not just the board of education, not just our families. here in the audience and their administrators and teachers but all of us in the city particularly our sf leaders in the subject i will economic someone who's thoughtful caring , who is a leader in this fight for equity, commissioner mendoza-mcdonnell >> i like to move we take this domination by affirmation. >> that works for me. without

objection by acclamation commissioner mendoza-mcdonnell will be the vice president of the board of education for 2017. >>[applause] >> congratulations to both of you. now you can take over this thing again good luck. >>[laughing] >> first of all i do is take a brief moment just to say thank you to pres. haney for his work

and dedication this past year. it's definitely not easy keeping all of us on the same page making sure that we work together as a unit. so i want to thank you for that and thank you for giving me the opportunity to serve as your vice president in that role. i also want to congratulate commissioner mendoza-mcdonnell on her election as vice president. this is going to be an exciting year. i just got a few words prepared to put move through these faster but i do want to apologize for not being a president and i know some of you wish you could be listening to him right now. we promise that this is going to be a exciting and insightful meeting as we are plenty of public comment lots of things to move forward tonight. so with that said, all of our efforts have been focused on continuing to increase equity within our schools and ensure all of our students are successful in achieving high levels. as this years president of the san francisco board of education i will continue to work with

everyone to focus on addressing the achievement gap that is so prevalent for black latino pacific islander english learners and children with special needs. we will focus on improving the lives of our educators and school personnel and push strategies for affordable housing on district property and define specific recruitment and retention policies that are aggressive and robust. so that sf ust can bring in the most qualified and educated educators available. we will also fight hard to are the most dynamic equity focused and caring superintendent. so that sf ust will the leader that can increase achievement among all students and ensure all students graduate with the opportunity of higher education or an opportunity at a living wage job. because of the skills gained while in our district. in addition in 2017 we will be

fighting to develop for parity in programs and increase quality of education in our lowest performing an isolated schools in the district. we will work to develop strategies that provide more predictability for families when selecting schools. over the course of this year we will also witness the full implementation of the career pathways of resolution i drafted in 2014 and provide quality internships in the area of teaching, building and grounds and tech, along with adequate compensation for students within these pathways. students participating in these pathways will also be opportunity to interview for positions within sf ust as they wish upon graduation. in closing, we will spend this year realizing the graduate student profile for sf ust's vision for 2025 plan for all of our students. to dedication and commitment and support i'm looking forward to working with all of you to accomplish these goals. take you for this opportunity. >>[applause]

>> with that said, if there's no approval board meeting minutes tonight. as it's been announced at the past few meetings members of the public are reminded that if they wish to address the board of education an individual can complete a speaker card prior to the item being called. presented to the executive assistant. importantly, according to board rules and procedures, speaker cards will not be accepted for an item already before the board. presentations to the board of education we now have our superintendent's report item b good superintendent leigh >> thank you so much president

walton at congratulations to you to stepping up to this extremely important role of president of the board of education. congratulations also to vice president commissioner mendoza-mcdonnell. thank you for your service as well. it's an important year i did i also want to thank immediate past president of the board of education, president haney could you have done a fantastic job meeting the board and the leading all of us as the staff during an equally or bernie pennell 20 important year in 2016 and i will miss sitting next to you on these second tuesday nights. i will say i think president walton by dr. by a little less space with his stuff. president haney a lot of stuff >>[laughing]. anyway, the roasting will continue. but definitely, it was really important >>[inaudible] [off mic] yes, president haney check any luggage over here let's give it back to them.

definitely look for to working with the two new commissioners who are in the case of commissioner sanchez returning commissioner sanchez after eight years and certainly commissioner cook as well. we had a really enjoyable and celebratory evening last week at tenderloin elementary school and it was great to welcome all of the that tori is commissioners either back to the board or to the board and we want to thank the elected officials who administer the oath of office did so just for folks that were not able to attend that evening, i wanted to it knowledge several individuals who are important that evening. so administering the oath of office to commissioner cook was our public defender jeff--good for commissioner sanchez supervisor

jane kim and for commissioner norton president of the board of supervisors london breed and for commissioner haney our bart director-simon. so all of our friends and the elected family of san francisco that were part of the proceedings that evening, we appreciate you could we appreciate their support and everyone else's support who was able to attend. we definitely feel as your staff very proud of all of you for serving on the board and we note as i said that evening, that it's a very difficult and in some ways torturous process to seek a post on the board of education and we acknowledge that in another itself takes a

lot of heart and a lot of effort and a lot of them so thank you for the efforts you put in so far and look forward to the work ahead. before leaving the topic of swearing and i also think the-ensemble. the-latin combo and the global jr hughes c, guard as well as many the adult staff and supporters who made that evening possible and certainly last but not least, mr.-castro jessica executive assistant to the board of education really hold all the very many details together for the swearing in every other year. so with that i also want to echo president haney's welcome back to the second semester. classes been in session for over a week but we do have a very busy semester ahead. staff students, families and certainly the commissioners did so happy new year to everybody. we have in the next

few days some important milestones that are coming. so for our student enrollment process our annual student in rome and process applications for the first round of enrollment, that deadline is happening this friday and please don't take this as a foreboding omen anybody but it is friday, january 13 and that is for the march recent period for the 2017-18 school year. applications for kindergarten, middle school, high school or really any rate, should be submitted by this friday and can be turned into the educational placement center or btc at 555 frequency room 100 and i believe there are also some satellite locations where applications can be submitted. if your children are currently

sf ust students you can turn in applications at their respective schools that they attend and if you have any questions you can come talk to you placement counselor or e-mail. it's enrolled in school@sfusd.edu and almost this information is available on our website. in case people have not seen the new environment over at the epc, there has been a upgrade, a rumble we model, we hope that space is now much more hospitable for our families and guardians who are seeking enrollment information were in woman's or change in enrollment. the city county of san francisco partnership with sf usd and san francisco alliance of black school educators 100% college prep, more magic and many other community partners proudly present the spring biannual black family day on saturday january 21. week from

saturday. from 9:30 am-3 pm at willie l brown junior middle school and that is that 2055 silver avenue and that day will feature a southern buffet brunch the community resource fair for students and families pre-k through 12, student and staff facilitated some activities, student performances, and a series of workshops focusing on family apartment and advocacy. there will also be raffles at black family day the we raffles of amazing poses such as tablets, and warriors tickets. this event is free and open to families in san francisco and participants can register by calling 415 401 2555 or e-mailing the contact information in the number in their group, the size of the

group that will be attending to a eight pac@sfust.edu. of coarse that stands for our aipac. it's january 21 saturday. so we from this saturday. 9:30 am i can 3 pm. finally i would like to remind the community that all sf ust students and offices will be closed next monday, january 16 in observance of martin luther king junior day. thank you president walton >> thank you superintendent leigh item c recognitions and resolutions accommodation. none of this evening. d student delegates report. >> >> thank you. good evening everyone. superintendent leigh, first of all before i begin

with i think the report i want to start with congratulating the new commissioners and vice president and president-looking forward to looking with you guys the rest of you unless a happy belated birthday to commissioner vice president-let me take that back-vp mendoza-mcdonnell and superintendent leigh. i'm also happy new year's to everyone. also i want to congratulate the college students and i want to tell those of our still in the process of applying to keep pushing hard get the deadlines -[inaudible] and don't forget to to submit your present-day applications. [inaudible] after that just keep going. really looking forward knowing what friends and our schools are getting accepted [inaudible]

starting to report back at the documented united students resolution is going to be sent to review for committee and one i want to thank everyone who came tonight and the board and the district for supporting [inaudible] they are for the people. [inaudible] i'm really glad people came out and supported that is just one view of how many more steps are going to be taken in the future not only with documented students but every single student that will be affected. i know in a couple of next years and am really looking forward to being next to the students to stand next to them and support them. i note that student delegates will be even taking better steps. we are hoping and looking forward to eating with a whole board of

education and district to set up meetings and discuss what is going to happen next. thank you a lot everyone and-sorry >> before i begin my report i want to say kudos to berea and all the other students i spoke to was very courageous and are deftly and inspiration for lots of students in the district i want to commend him on that. another thing is that we have an sec curriculum updated by now the sec is talking about the results from the-and also the health curriculum. students at the next meeting will be looking over the current dress code and health curriculum is specifically looking at how consent training is being taught in schools and we are already talking with the sf of programs. that's 20 or really interesting to another thing is that the essay c is partnering with youth commission and other community organizations on the second part of the young and future voters form. the forum

is on to zürich january 24 at the next which of the san francisco public library and will be hosted from five-7:30 pm but essentially what it is is it free event comprised of eight open microphone that will focus on helping youth going through scary times and there will be arts and crafts an expression that i would definitely check that out if you're interested. if final update for committees is the sec health committee update the last time i was here we talked about [inaudible]. since then we sold over 172 t-shirts. total that is $2600 raised for this nonprofit and was all spearheaded by students good that's really amazing. right now i'm wearing one of the t-shirts. from the fundraiser. it had a really great turnout am really happy. the person who is leading it she is not here

today but it was a vice president christine child and i also want to congratulate her on that. all the students working on. so this thursday some of the students from that and we are going to go to a conversation called clinical conversations educating and empowering homeless students. it's this thursday again from 530-7:30 pm the 20 cooks st. and we will learn more about district initiatives and policies regarding helping homeless students in sfusd. finally, i will >> finally i want to remind you guys on march 17 930-2:30 pm will be having our annual youth summit could this years theme is all board leadership. save the date just looking for for it is seen student leaders in the [inaudible] for how it's

going and what they're looking for to get i want to invite you guys were next sec meeting will be on january 23 on monday at 5 pm here in the board room and everyone is welcome to come. it's an open and public meeting and if you would like to come or be part of our agenda please contact salvador lopez are sec-[inaudible] and wish you the best for the rest of the week. thank you. >> thank you student government kids. i do have to do that i want to send a went to commend our student delegates and our students across the district for taking the leadership and writing a resolution. the one exciting thing about living in san francisco is that we have a very informed student populace. they are unafraid to fight and unafraid to step up and make sure that their voices are heard. so i commend you for your leadership on that and making sure that you influence

policy and taking your role so zero. so thank you both for that. >>[applause] >> item e advisory committee report report from the parent advisory council. ms. giorgio williams brak and her team could we are ready. >>good evening commissioners, superintendent and having my name is--either eight-year-old daughter studying at waterloo bay elementary school in second grade and i'm glad i can represent the report. he was

good evening and happy new year commissioners. my name is jo anna-attitude i am the chair of the pack but i have a seven-year-old daughter in second grade at flynn elementary school in special education. >> the role of the parent advisory council is to represent parent voices and perspectives to inform the board of education policy discussions and decisions. this report provides a brief update on the pacs work with sf ust's task force. to sport this year's stakeholder engagement campaign. first, pat wanted to welcome the new elected commissioners gave on cook and mark sanchez welcome and congratulations good we also wanted to recognize and congratulate as well returning commissioners met haney and rachel norton and

congratulations on your reelection to serve another term. were happy to have you guys. we look forward to working with all of you and congratulations to our new president and vice president as well. so the community conversations to inform local control and accountability plan the outcome the packet has been working with districting committee partners from the task force to develop the stakeholder engagement plan for this year's community outreach campaign. this is the fourth year that were working and engaging stakeholders in conversations about the budget process to help informed that a moment the district 3 year plan. we recognize the need for a different approach this year and they are using lessons learned over the past few years to shape this year's conversation. in the past because we've not been able to provide information about concrete dollar amounts were specific examples with actual trade-offs families and

community members generate a long list of resources they would like to see expanded across the district. which is not-set real cars this approach has been chomping his heart for families to give feedback in a vacuum and return difficult for district leaders to use family input to meaningfully inform the budget. the result can choose to families sometimes feeling they have not been heard. this year we want to improve the process and manage expectations about the limited resources we have is a district. by providing concrete examples of resources and trade-offs on the table for discussion. helping families and community members understand bridget trade-offs is crucial for them to authentically engage in this process. provide meaningful input and make informed decisions regarding limited resources both that site and district levels. we recognize

there are some critical factors that are driving the district budgeting process this year. first the data of student outcomes currently we are not leading meeting our goals but identified in the--especially our local students intended to benefit under the states forming format and prioritize by district. this year contract negotiations are taking place between district leaders and our labor partners because implications for the actual trade-offs. it requires establishing clear priorities. district leaders are assessing the effectiveness of various strategies to determine benefits and trade-offs and discussing how to start and to implementation of others to improve student outcomes. >> over the years we've heard from the thousands of families and community members about the specific resources promising practices and support that are making a difference in student outcomes. at the same time we have also heard about the

challenges on the ground and the fact that it is not always evident how these issues are being addressed and practiced in the way that connects with the actions and goals identified in the-i've conjured for this reason the members thought the task force met with the district strategy management and allocation resources team readership to highlight what we have learned over the past three years through-stakeholder engagement. here were the priorities and trade-offs they are considering as they begin the budget planning process. understand the district's plans to strengthen implementation of key initiatives and priorities services detail in the--to address these changes. members of the task force will need with smart leadership again

later this month to continue our dialogue.-and budget,. last year we were able to start the stakeholder engagement and link it to find funding and [inaudible] this year we will continue to build upon this approach including an earlier time on. one major shift in the district timeline for the overall budget planning process is that central office department budget process will now align with the timeline of school sites. this alignment makes it possible for district staff to [inaudible] in april almost a month earlier and for the year pastor this change is an improvement and we hope it will increase level of stakeholder feedback reflected in the first draft. for more

detailed information about the overall project, and for the budget planning process, see the appendix 0. the following outline provides an overview of the project projected timeline of activities to support community engagement for the 2017-20 2020 local control and accountability plan of the san francisco unified school district. >> >> thank you you can see we are timeline and we are trying to work really hard especially on getting our forms. he would be really great to see some of our commissioners and district leaders that some of the forums you can directly hear from our communities and we can support in the process. we are in the

process putting those dates together so we can let you know as we have finished. thank you. >> thank you so much appreciate you taking a lead on this and please to remember to send an e-mail with the dates when you get them because i would do my best to make sure i can at least one got any questions or comments from colleagues? know. thank you so much. item f >> i'm sorry we doing obama stood by three committees under this item as well? i have an appointment. >> my apologize >> it's okay. i like to point janet jeter the public education enrichment fund cac. >> any other appointments this evening? thank you, sorry about that commissioner norton item p public comment on consent items would the one signed up tonight. consent

calendar. can i get emotions and second on the consent calendar please will set spiros at any items withdrawn by superintendent's >> yes. is to steal please >> thank you review of two corrections versus 217 to 1 on page 57. correct contact number from 0 to 1 through 720-2192. the second is 171-10 the whiskey on page 65 in background second paragraph contract modification is for additional project management not construction management support. thank you. >> thank you. any items removed for first reading by the board? any items severed by the board of superintendent for discussion? roll call will take place on supersession of joe will of a question no one

consent item. just to give you a heads up. superintendent's proposals? there are none tonight. board members for both good none tonight as well. now we are on item that are j public comment on general matters. just going to read a few rules real quick speaker shall be ruled out of order for failing to speak on the subject matter for which the privilege of the fort was granted. no speaker at a meeting of the board words committee joe make any abusive threatening or harassing personal remarks were charges against any officer or employee of the district. were against any board member. with a consequence of first, a verbal warning and second, loss of speaking rights on the matter under discussion. charges or complaints against any officer or employee of the district it be made in writing and by the person making the

charge submitted to the district's legal office. pursuant to government code section 549 57.9, the president may order the board meeting room cleared if violence or verbal harassment disrupts the orderly process of the meeting. i also want to remind everyone that we want to make sure that everyone has the opportunity to be heard. the ones to speak tonight. so we do of a two-minute , but for speakers so respect the two-minute time limit so other people may have an opportunity to speak and be heard as well tonight. with that said, >>[calling public comment cards]

>> good evening to adam. we teachers are here today to follow up on the two e-mails sent from [inaudible] we have copies of the e-mails to present to you in case you have not received them. er taylor has a long tradition of being a collaborative school where they success of the school was built on trust and mutual respect between staff and administration. that tradition has all been -- all but disappeared in the last year and a half since barbara berman has become the principal. her non-collaborative leadership >>[inaudible] [off mic] >> i can refrain from mentioning names at this meeting. or position.

>> sorry. >>[inaudible] [off mic] >> correct. >> okay. administrator or non-collaborative leadership and without three actions resulted in 25% of the staff leaving the school and in her first year as principal, which is the largest turnover in the last 30 years. currently, 60% of the current staff is considering leaving this year. this continued decentralization of creates an environment that's not conducive to academic learning and essentially accentuates an atmosphere already physically and emotionally unsafe. the hostile work environment that has developed under this

administration has caused staff to feel threatened. teachers have been targeted for merely raising concerns were asking questions in a meeting. this stifling of voices salting and top-down policies put in place that are counterintuitive to what students often really need. >> thank you. okay. >>[calling public comment cards] >> thank you for the privilege for being here and instructions how to work him in all of what goes into public education. grateful both as a parent of a

first grader and part of the community for the work that you are teachers and or administrator sue. i special appreciation for your leadership and courage and am glad to be here just a regular troublemaker tonight. along those lines, i am here to ask that you direct superintendent lee to reconsider the decision point the current sub aquatic park elementary first grade as a long-term supper the rest of the year. i've written down some notes as hr professional enters in the risks of making an exception and know that it is within the board's discretion to do so. i also understand this level of probably seems like this decision is clear and an exception may not be warranted but the parents of glen park who are here tonight with us feel otherwise. for three

primary reasons that one is putting students first and the students have already expressed a great deal transition. while there is a solution for new potential teacher we feel that another transition being persuaders, six-year-old through another transition will they cost. the risk for not receiving a quality education during a foundational year. he also feel this is a social justice issue is in equity issue is the reading specialist will be pulled from her role where she's working with students often come from bowls honorable parts of our community into into this class. finally, we feel that during this teacher shortage, this crisis, we need to be making exceptions were began to support our teachers, to support administrators and be providing with current situation is one that [inaudible] >> thank you so much. real quick before our next speaker i

just want to clarify a point that i was informed by people. so we cannot force you to not say names or positions, but we will not tolerate abusive language in this meeting. keep that in mind as we move for. he will clarify our rules and make sure we make the appropriate announcement in the future and thank you counsel them. with that said, next speaker. >> my name is kerry park-pto and i want to speak on behalf of the teacher will be placed in the first grade classroom. i would like to address the hardship that this sudden transition presents for her. sholl is an exceptional educator who has worked for our district for many years. so many children have benefited from her commitment to provide the best learning environment

our school district is very fortunate to have such a qualified individual is part of the teaching team. after years in the classroom this individual was ready to switch gears and work as a reading specialist. she double down to earth her certification and has happily been hired for this position at glen oak school. the position she is now in is a much better fit for her both professionally and personally. she is held herself to the same rigorous work standards that she was always in. in this new role in establishing excellent program for our school. many of the children that she works with are in families who are is enfranchised and they are not able to be here for many reasons. to speak on this issue. i bring the message from them,, from each one of those parents that they value her work and cannot afford to lose the support she gives to their children should paying for this the services she offers out of pocket will be thousands of dollars that is impossible.

>> great a lack of respect for the work she does and the program that she has built. furthermore, she's committing from haywood with her son could now that are sponsored always have shifted the trip is far worse than it was before. the stress it puts on her family is not sustainable and could easily result in her decision to leave our school district altogether. we are not in a position to drive more of our valued teachers out of the school system. i request you please reconsider removing her from the position she is in. >> hi. i'm josh freed a parent at-element to out. sasha's letter and she's decided to read it herself. >> dear school district it

this is sasha from-. right now i'm feeling sad, mad anxious and scared that [inaudible] last year in kindergarten bart out the way it was supposed to be in i learned a lot. this year it was too much. i did not learn anything because so many teachers. everything was copied. this test was a great teacher and very helpful when things went wrong and she made him better. now with these changes i feel like i do not belong in this class anymore that i can't handle this anymore. thank you for listening to me. >>[applause] >> tomorrow is sasha's seventh birthday and she decided to come here tonight. it was her choice to >> thank you sasha. >>[applause]

>> hi. i am konstin i'm very lucky to be sasha's grandmother but in my other life i am also a licensed ecologist and a certified school psychologist with over 40 years experience in school. there are three things i would like you to consider as you consider the decision you make. the first is , there is a huge body of research about the importance of attachment in learning. especially with children this young. this research has been established since the 60s and is currently followed up at 90 university reiki learning california. without solid attachment to teachers kids don't learn. in addition without solid attachment they develop a level of anxiety that disrupts the ability to attach to their classmates as well. the second piece has to do with academic achievements pure any study that you look at stresses the importance of time on task

to facilitate achievement. in order to facilitate time on task kids need to know what the systems are that are in place. they need to know where to sit they need to know where to get equipment they need to know which bathrooms are allowed to use. as this is disrupted academic time is also disrupted which creates, again, boston education and finally without consistency teachers have no way of understanding kids in eventual needs and can't program a variety of learning styles. finally, research out of new haven school suggests over and over again that the importance of parent participation in schools cannot be overlooked that you have a group of active parents committed to public education who are making a request that you consider the consistency of their children's programming during this critical year.

thank you. >>[applause] >> hi. my name is elias), parent of the student in [inaudible] much like a piece evil will be talking shortly after birth by one of the huge supporter of public education lead him to also understand [inaudible] with staffing and understand that something you always have to juggle these issues. while maybe aware of a decision that happened in her classroom but it was in the chronicle today. i would encourage the board to allow reinstatement of tests for our classroom. our classroom has been soaked through so much this guitar signed teacher left midway through the first app and since then we've had 13 different teachers in the classroom and it's really-iit's unfair to the children. i feel like the parent and the school committee found a solution that creative swift and given the circumstances,, and i would just encourage the board to go

back and think about this another way to reinstate this test. i feel like this solution for the board is offered to robbing peter to pay paul situation had taken from the learning services to cover for the first-year classroom and putting all those other children any more help at risk. our class is suffering. does not just affecting the students but the parents in their work and their employment as well with the fallout of how they're doing with the situation. services will be severely, my stem the core values as of usd not been demonstrated. the decisions like these that make private education all the more alluring that a shame for the public education establishment. thank you for hearing my concern. i would encourage you to look at this issue again and keep students and committees at the heart of your consumer is their success that ensures your success. thank you. >>[applause] >> hi. i'm superintendent

leigh board of education or think of a given opportunity to speak. my name is christy wong maclennan park school and him on the council and pto board. for all the reasons that been spoken about and for more, there also sorts of reasons this is important to our community and most important way to the children-i do not have a child in the effective cost but also the parents and staff. i just want to highlight one particular reason why we might-you might want to exercise discretion and that is the housing shortage and the resulting teacher shortage we have and are secured in my day job i work on housing policy and i talked endlessly about the need for more housing affordable moderate middle income people in the region and specifically in the sink their incomes are not rising at the same rate as housing costs are and this is a problem not only

for workers but for their families and for the overall community because we need a broad spectrum of people to make a healthy community i know what not the only school that had to do with the effects of teacher shortages i plot the district for the effort is making to work on affordable housing, to work with the state and figure out ways to enable more teacher housing to be built but that will benefit future teachers and future subject we need to keep good teachers we have right now enjoy them we value them and i just ask you to exercise good common sense and not be a faceless bureaucracy and figure out a way to make this possible. thank you. >>[applause] >> >>[calling public comment cards]

>> >>[foreign language] >> hi. good evening everyone. i represent-on behalf of the er taylor i would encourage the highest person in er taylor administrator.. >> >>[foreign language] >>[non-english speaker]

>> everyday students feel the safety is threatened. principle cannot take proper action to handle the situation causing the students to be physically and emotionally disturbed it also affected their learning and makes parents feel unsettled during their work. second, the principal refused to accept the suggestion from teachers and parents leading students to be [inaudible] academic also the pencil is neither cooperating were being flexible with parents to give

more meeting opportunities. third, due to this [inaudible] with a pencil many staff members have decided to quit next year. this will put a great negative impact on student learning. on behalf of ert retailers a limited school and community i'm presenting the impingement petition letter to the board of education where the-we are [inaudible] the principal petition collected more than 400 signatures from the community members and dispensable and impeachment action is ongoing. thank you. >>[applause] >> i had submitted a card to speak on behalf of ert look at may i speak quick

>> sure. >> thank you good evening i'm lisa blount is of united educators of san francisco and personality one of graduate new commissioners returning commissioners and tell everyone we all look forward to working together this year it's a time more than ever when we need to listen to each other and collectively find solutions for the good of our kids, or are educators in the whole community. so i just want to give a little bit of a perspective from the union as far as the situation of er i am here basically to support the staff and the parents were coming to ask for a possible change in leadership at er taylor for next year. since last september, not this past but a year and half now we have been receiving as you have, relatively constant stream of e-mails about a variety of issues. often the folks on school safety and the bin grievances filed on even a

valuation's and in general general deterioration of school climate in which staff not feel respected what had been a very strong and stable staff was basically decimated last year within the parts are of many veteran teachers and we really want to support this staff paraprofessionals and teachers alike in seeking and being able to find a leader who is able to move them forward i think there's been a good-faith effort on the part of the staff to find a path toward restorative justice, practices, and it has been coming too late in the game truly be effective and i feel they have been the staff has been very articulate with district administration, usf d staff and officers have been involved in numerous meetings with which we try to air the issues and get some resolution it is in part intent on the district to it resolve

the situation but i think [inaudible] in the plea for new leadership i request you take seriously. thank you. >>[applause] >> hi. my name is renée gonzalez. i'm here for glen park school. i have a son in second grade that. i've been community members for 16 years and watched glen park school involved. to this magnificent neighborhood scooped up with a lot of support from parents. i son max, is diagnosed with adhd on the autistic spectrum and we were told he was not going to be mainstream. thanks to outstanding leadership a principal robertson and all the resources has in place that is not the case could use for thriving there because of everything that's in place. [inaudible] transitions and change his using the literacy specialist now regularly. very behind in reading and speaking.

years behind sasha did an amazing job. so he would be ashamed to have ms. redding go somewhere else to cover this class. i feel-let's see-i wholeheartedly trust the decisions made by principal change and i think the world of her. i know she has the best interest of the glen park community at heart and start always the easiest decision but it's usually the best decision and also back to test robertson. fantastic teacher but she is bonded with max outside of the classroom on the playground and in other areas after school program in the cafeteria it's allowed to choose, and help them. so i just think it be great to have things in place asking the district to use at their discretion common sense, to us allowed test robertson to maine in the teaching of the persuading for the first year and the reading specialist they

were she is aware she wants to be. i think that's it. thank you for listening. >>[applause] >> could ask staff to report back to us about how students are getting their [inaudible] met in the different staffing changes? >> good evening my name is riley only. my riley [inaudible] and glen park scooped it as one of your personal perspective on how this is affecting my family directly. earlier this year after leaving the first teacher city was asked [inaudible] she fell behind in her learning. she was super emotional home she cried at top of every month she told me she hated school. with test robertson and her classroom things started to get back to normal. the stomach aches disappeared and was able to stay in the classroom where she needs to be good reading skills picked back up and so

maybe more poorly her willingness to read and are interested in learning. that came back. by the end of the winter break she was literally counting the days till she could go back to school. is a huge change for good with the news that test is leaving her cost cd is distraught and her stomach aches have come back again. i fully anticipate more missed hours of school for and more setbacks in her learning. i know there are some hypothetical concerns about having a principles family member teaching at the school but the impact of removing ms. test from his classroom was in the hypotheticals of those are good we seen what those impacts for our kids a window with a mean brother students as well. some asking you to reconsider using your discretion in the hiring policy and please keep test robertson in the classroom for the remainder of the school year. thank you. >>[applause]

the ayes have it. >> hi. my name is nick murray. i'm a parent of a first grader at glen park elementary school. i live in glen park neighborhood of san francisco. i want to respectfully express my frustration at how long will process has taken. the primary teacher left in mid-october and just this week the district is implemented with a think be the long-term solution which is over the reading specialist in reverse. those 2+ months which were taken over by the principles under test robertson we lost a 2+ months of continuity and of momentum and i have request you reconsider your decision but i think it's a mistake to take the reading specialist away from her needs, from other students in the school and lastly, i want to say this hold up and this

decision was most likely made because of the disagreement between our administrator in the district as to whether or not you provided them with qualified candidates. day-to-day subs candidates you provide her with not satisfactory and if you would reconsider and agree to these candidates are not satisfactory you might reconsider your decision to implement this personal relationship policy. so thank you for your time. >>[applause] >> my name is leo mclachlan. i have imo should. i actually don't have any children in the classroom of a kindergartner the second grader. i is part of my parent involvement at the school mates were dyed all the incoming students. i am here to provide context for what our school looks like and how it is

and the fact that test is amazing and she's not just a good teacher. she's amazing. i would never have taken my towards into her classroom like before i skipped right on by. this is a tough group of get this a highly achieving and underserved class at the same time. it's rather combustible. this a very unique group of kids. if you were to go in that class last week they are happy. they are engaged good test has full command and they respect her. what i'm worried about is our school is in transaction and yes, we are in glen park and we are gentrifying quickly but we are not there yet. the school is fragile. i would encourage you to use your decision discussion ability to

support our school and support our families. we have a solution that works. test more than worse. she's a great solution by taking her out, taking her out and forgive me for bringing his name of, the same week that trump allows his son-in-law to be in the office -to be in the office the white house and we won't allow a principles daughter to serve 19 weeks in that classroom providing consistency for the students. i would like you all to think about the students in a more compassionate way. i'm not saying it's not compassionate right now but in vision is redding who will be replacing-i'm sorry i'm using is-she's leaving avoid also. thank you. >>[applause] >> hi. good evening

superintendents abort management my name is amanda freed my daughter sasha is room six at glen barker i know at this point you're all quite similar to the situation i just want to thank those of you who've taken the time to learn about the situation off-line and spend some time with parents and are principle we all know this and really appreciate it. i've heard you when you said this isn't an issue for the school board. this is an administrative decision that you must respect the staffing decisions made by the superintendent. with all due respect, i agree that's why first reach out to the superintendent the first week of november and i still not got a response. i've heard you when you said test how it should not have been placed in room six good and ready when you told me the solution in place a 13th teacher for my child is actually a good plan under the circumstance. i want to assure you that this situation is not resolved and it isn't okay.

this is precisely why we have elected school board members are kids need a voice. even the best policies and the most carefully made decisions look very different when you view them from the perspective of six and seven euros. i know that everyone involved is doing what they think is best for the school. i respect the leadership. i also understand it's unusual to overrule the superintendent on a personal issue but again with all due respect superintendent is an adult. he's a professional. if you ask him to reverse his position he is going to be okay. these kids are not. they have been traumatized by the changes and uncertainty as you've heard to have nightmares, stomach aches, they're biting their nails could have lots of tears. note, there is no learning going on on that list. i know you think so get over it and be okay with this new teacher in place and i really wish i could believe that. but they trust ms. test. they love ms. test and most importantly, they're thriving and bonding and finally

feeling secure. i really think it is your job weigh-in on these issues and prioritize our kids learning over lawyers to solve problems with principles in tow. thank you. >>[applause] >> hi. my name is of a lease apologized to him to it my daughter ellery stover was a six-year-old first grader. in room six of glen park elementary did she like to read part of a letter that you wrote to you. >> please keep ms. test. ms. test is a good teacher. we don't want to switch teachers again because we already had 11 teachers already. >>[applause]

width i also about stack of other letters written here. we you mind if i have my separate 2 min.? that was for 2 min. thank. i do stack of other letters which inhibited from students in the classroom i was a normally i love speaking at this kind of event. i love public advocacy and public school. much a menace support your time and energy. i feel comfortable standing here today because ace on some of the conversations that i've understood happening am afraid your decisions are already made in your minds are closed on this and i really want to implore you to listen to the families that are here also to note there many many voices of families in our 370+ students who can't be here tonight. those are the families who are struggling. those of the families four point our literacy specialist will have a huge impact and as you can guess, those students come from families who are in large part,

traditionally marginalized. so i'm concerned about that. i want to be a great we iterate through we understand this on a legal risk having ms. test report, the one of things i hope our child nro committee learns ms. is that adults can work together to find creative problems create greater solutions to problems that arise in the best interest of our kids. i can only imagine would be like for you if your leadership had changed 13 times in the past several tons. for six and seven old that is profound. so i so just want to name for myself and the pto and other parents at this point we are getting-we party burned-out charges for the kids in the classroom. please the we are disheartened and parent volunteers have been cannibalized by this. so i want

you to hear me say that i cannot imagine a more educationally sound reason to use your discretion and to keep this test in the classroom and i urge you to order your state by putting students first. thank you. >>[applause] >> >>[calling public comment cards] >> >> >>[non-english speaker]

>> >> good evening my name is karen and i'm here because of the need to ask that you remove principal er taylor. >> >>[non-english speaker] >> the reason is that in my experience she is protecting a teacher who was abusive and humiliating to students. >> >>[non-english speaker]

>> my son who is five years old is very serious problems with this i personally have spoken to the principal and are perceived no response. instead she chooses not to hear our opinions were address our problems. >> >>[non-english speaker] >> i appreciate your time. i ask that you consider my

personal experience so that you can help these children. many are refusing to speak because they feel threatened by the teacher and the principal is not doing anything about it. >> >>[non-english speaker] >> >> thank you and good evening. >>[applause] >> good evening. my name is maria escobar could either six-year-old first grader at er taylor. for karina kirsch's expense a lot of [inaudible] at the beginning of the year we've been talking to the administrator regarding the street we met several times and the sometimes we met we've never gotten any agreement on anything. anything i gotten told but i have not heard any support from her or from basically the staff. specifically the administrator said. we tried our best to get

together as parents as community come and talk to her and we were turned down since the beginning. every civil meeting we were turned down. we were turned on to express ourselves and i felt myself discriminated and i witnessed how the asian community has been discriminated as well. by shutting them down on the whole way screaming not even talking to them in a nice manner. i am here today because i am concerned. i am concerned about my dog on talking on behalf of my daughter i want her to receive a good education the fact that i'm hearing double teachers are leaving especially from the bilingual program economic bilingual person-and him and permits, want my child to get the best education in the education i never had the fact that some of the teachers are leaving is concerning for me and my daughter's teacher had an incident with this kid whose bowling. my daughter has

been several subsequent teachers i told her what are you doing about because i want make sure i got her start falling behind. the trimester and a testament my daughter could not take it she said the test is not important it is just a first grader tested it offended me because my daughter's education by first-graders education is not less viable [inaudible] to me when i brought up the bullying situation you can have a form and you can sign a safety move. she's actually asking to my daughter out of school. i got offended. be please do something about it. thank you very much. >>[applause] >> hi. my name is sharon thurman. i was born and raised in vinton at bayview and bayview area. i went to virgin but i'm coming as an alumni. sfusd but also i am coming as a

part of representing innovative public schools. we are volunteer parent leaders and community leaders innovative public schools innovate is a nonprofit organization whose mission is to build the parent and community demand for world-class public schools in the bay area. innovate works to support the growth of excellent new schools particularly for low-income students and students of color. we are concerned about the achievement gaps between low income students particularly african-american students and latinos. we would like to collaborate with you on this issue. thank you. >>[applause] >> good evening. my name is [inaudible] and the parent. a parent leader with innovate.

our organization has to do the candidates [inaudible] some of you attended in october but we are happy to meet individually with each of you to talk what the needs of the schools and your plans. we have contacted the reelected and new board members first and then we will follow-up with everyone else. so we want to thank say thank you to all those who responded to our e-mails. please let us know when you can meet with our group soon. thank you and congratulations. >>[applause] >> good evening. my name is marco--i'm part of the second grade [inaudible] elementary school. i want to say first of all congratulations to the new members of staff the board, the

superintendent. i know a few faces here. but i want to talk in my own language. please. >>[non-english speaker] >> >> good evening everybody got this night i would like to talk about opposition m and the support from the board to implement in order to help the-the election of the members

help with the selection of the members out of our school. >> >>[non-english speaker] >> the second part of my comment is that now you are in the search for new superintendent would love to have someone that doesn't have the higher titles that actually someone that is willing to work the grounds and talk to the people and work with parents and students and staff. >> >>[non-english speaker]

>> someone that is willing to work with the parents and the reality of the schools and really really hook up with the parents and the reality of san francisco and not to be involved in politics or bureaucracy. >> thank you very much. >>[applause] >> hi.. my name is marianne cramer, 22 are old spanish bilingual veteran teacher id er taylor elementary school. which was a highly functioning school in the southeast quadrant of san francisco. due to several principles and leadership they had a positive broad vision for

the school built on true mutual respect for student teachers and parents. a dedicated staff who generally used to work until lease six-7 pm every night if not seven-8 pm daily and gravelly. since our new principal arrived a year and a half ago er taylor just the opposite has occurred. there's been no apparent vision that there's been no apparent vision for the school but rather in management style micromanagement that is top-down, disrespectful and disregarding of parents and teachers input as you've heard. we would hear more of. this is led to severe issues of safety at our school. the large waiting list of parents and students, as you heard. they are being asked to leave and many want to leave as do the teachers. again this

school since i've been there there's a waiting list to get into the school as a teacher. now get about 25% last year and according to the survey is send you about 70% more are looking for jobs elsewhere and i am one of them. i thought this was my community and most of us thought this was literally our family and communities. i don't want to go into too much more detail about the principal did i think others will speak about that. suffice it to say we've had many grievances against dr. berman and problems continue good i'm here to ask and beg you to not renew her contract for next year. our students and staff deserve better. thank you.

>> good evening. i've appoint quick point accreditation i sent to speak on the item l. mia cookies okay to speak out or should i come back? >> come back. >> thank you >> good evening student commissioners, commissioners and superintendent leigh and promotions to the new commissioners and those newly elected look for to working together on all the work we will have to do. the first thing i would like to do together is on january 19 which is a national day of action through the lines to reclaim our school. i'm wearing our shield key search not as a fashion statement. it's hardly that but because our intention on january 19 is to be standing there hands around our schools to shield our students and families from what we see coming once january 19 comes and we have a new person in charge of the national level. so these

are the-these action will be taking place before school all around the country. many cities it is a community effort of educators, unions, parent groups and community-based organizations. student delegates in particular, i hope to see you at your school. you can lead the way in we be honored to follow. these are the demands for that day. our schools and campuses the main centers of learning that are protected against threats of bullying, racism, and deportation. we demand that the senate support public schools by rejecting education secretary nominee betsy the boss who spent millions of our family fortune to destroy public education. >>[applause] lastly, we demand that policy makers increase investment in public schools take wall street

billionaires pay their fair share and tech title i funds. if anybody is listening here in the room were anywhere else want to find out where, which schools are participating on january 19 and its increasing number at this point-you can call the new esf office at 415956 8373 or look at our website which is it you esf.org. take you very much. >> seeing no more public items we are misquoted item k social order visit the next item is information we now present the 2016-2017 initial proposal from the district to united educators of san francisco certified and classified unit. also public hearing on this proposal be held at the redwood board meeting on january 24 2017. superintendent leigh

>> thank you pres. walton presented that in this item is our chief of neighborhood relations. >> thank you, board and superintendent. the requested action is that the board of education presents the initial proposal from san francisco unified the strict to united educators of san francisco at the public hearing on this proposal will be held at the regular board meeting of january 24th 2017. >> thank you. any comments or questions? colleagues? thank you mr. scarlett oh. item l discussion of other educational issues. we are going to discuss the sfusd pathway to teaching. superintendent leigh >> thank you once again pres. walton this is going to be a team presentation i believe good

at presenting tonight are dr. bret stephens our chief academic officer. chris tingley, i believe our executive director of our office of professional learning and leadership. i believe iris olsson from our human resources department will be part of the team as well. is that it dr. stevens? >> that is correct and will be joined by two other members jennifer steiner and helen-. they are making away here and we've got a slide deck to microscopy of you to make way for the visuals.commissioners

and members the public we appreciate the opportunity to present on a program that is due to san francisco in a fight. that program is called san francisco pathway to teaching. the brand-new teacher credentialing program and for the first time ever san francisco unified will become a credential issuing agency. essentially authorized by the state of california to grant teaching credentials to prospective teaching candidates. we've had an opportunity to be before some members of the board to present months ago this was prior to our knowledge that the state was going to approve the program could we have now got approval for two of the three subject areas could were confident about the third so essentially we have a green light to launch the program so this is intended to be an update on the status of that involvement of the program. to say just a couple of words as a preface to the presentation by

the team, we know like many other districts in california that we are in the midst now the teacher shortage. all indications are that teacher shortages going to continue on some number of years. given challenged by the superintendent and by the board to be careful and thoughtful about designing a portfolio of options that expand the pipeline of potential teachers when entered to san francisco serve our students and families. so this really sort of headlines while this presentation is that we are adding to our repertoire, our portfolio, pipeline opportunities by the sense of being able to issue credentials to new teachers in our district. at the leadership level, we've taken a number of moves just in the last half year or so is the extent of the teacher teacher shortage has revealed itself to us. that includes much tighter coordination between seeing eye the office of professional leadership and learning and

human resources. it includes making shifts within the seeing eye budget to emphasize the support from our portfolio options and includes entry into a few strategic partnerships with organizations accepting grant dollars with a make good strategic sense to plan our portfolio. so you will hear in his presentation reference to an organizing gold key ntp reference to a federal grant that we excepted in order to build out this program make it our own. we also been challenged to think carefully about contemplating the full set of perspective teacher candidates would enter san francisco so we have been think about folks who are drawn to university rooms together traditional teacher credential did you been thinking hard about folks who are interested in a residency style extras are entering the profession and then getting close talk to prospective teacher candidates in our own community. talk about folks who currently serve as her professionals, who are

classified staff and other members of our community for whom sometimes going through a traditional university program is cost prohibitive and time prohibitive. we specifically with that audience that we set about design pathway for teaching could pathway to teaching. to attract locals to serve in our school communities and these are very often folks who work in our schools the board he exhibited a long-standing commitment to our schools. so having said that we designed a program that we hope you will see is both local. it emphasizes san francisco, our values, our curriculum our efforts. israel logically orientated that tries to stand people up relatively quickly if they take on their teaching role and that builds in from tip to stem from the start of the springs all the way to the end of the experience i have the emphasis on culturally sponsor practices. so having sort of setup problems like to introduce the team to my left. executive director kiss he

might leave the opposite professional leadership and learning into his left family of director jennifer steiner with the supervisor helen had afford an director of certificated management iris olsson from hr. so we will tag team and they would jump into the presentation you >> thank you dr. stephen hilbert said about being you did appreciate the time to talk about this new program. this is both challenging and rewarding to be building on teacher preparation program. the exciting venture and we are bringing together our best thinking in the school district about the essence of best practice and pedagogy in teacher preparation. a lot of great minds are coming together in the process has been exciting. tonight you will be hearing from you little bit about that portfolio of this it's in the portfolio. i will hand off to a: lesbian ringing together sfusd resources and stakeholder groups to build this program. she will talk what the intended audience of

the design principles. iris olsson who is our beating the hr team on developing this project is going to talk about the targeted credentials the applicants and selection criteria and then jim steiner our new director is going to be talked about the training timeline and the overview of the learning for our new teachers. i will talking a little bit about the credentialing authority and then handed back to brent. just to take a look at the list here, we have a-you'll see san francisco pathway to teaching the second to last bullet in this list. we have-what we feel were building a strong portfolio of different types of options for different types of people to become teachers in the school district we can rely on this to happen without our support. swift high school academy for students which is undergoing great level of expansion with lincoln balboa and mission. we have the parent

to teach a program around for many years which is expanding and strengthening just today we met with our university partners. if over 30 universities that prepare teachers for this will district we meet with them on a gun monthly basis and strategize for student teacher placement and for credentialing and hiring. we had those same universities we have over 140 intern teachers in place in the school district right now. the pathway to teaching role which sits in this portfolio will bring forward 75 teachers and the san francisco teacher residency prepares in the neighborhood of 30-40 teachers annually. so this is our portfolio. with that we are confident the pathway is going to fit into this powerful. as another opportunity to be focusing on a particular demographic that we think will be effective in the school district with that i will pass it on to helen who will talk little bit about population.

>> good evening commissioners all assembled. we would like to share with you that we have already begun to recruit diverse talent from our community. those who are serving as paraprofessionals have the option of coming to this path would classified staff at schools who are interested in coming forward showing that interest. of course, we are many many emergency teachers right now and in the last two years that has really climbed from about 20 emergency credentialed teachers , to 200. that is facing many teachers now in classrooms that are not prepared. then, we also go to our substitutes. we also recruit from that pool and from our afterschool staff. our aim really is to recruit people who are already here in san francisco. people who are

diverse and the alternatives enter into credentialing. actually been our focus. these images you see here were at our first recruitment events but many of them were emergency teachers. were going up another recruitment event this month as well inviting more of the candidates to come forward and learn and apply and encourage those who are interested in need of alternative way to commit to teaching. last year we designed this pathway to teaching with four design principles that we are really except that all of this because, for us, so exciting, really a dream, that we would prepare our teachers there would not be that gap between what they came from their teaching credential programming and having to learn or relearn

once they get to us. we are so excited to prepare them with the content, the curriculum that we designed here in san francisco and those priorities in terms of instruction and the use of resources. so they will have valuable practical springs that his infield practice in that opportunity to develop as teachers in the future here with us. culturally and then was strictly sponsored teaching is also a focus in which we will make sure it's rooted in history and culture of san francisco. so people are well he acquainted with all our diverse populations in the city and then finally the credentials granted to teachers who complete the pathway and make those checkpoints. i would like to now pass it on to iris to my left and she is going to continue with some of the targeted information.

>> thank you commissioners for having us here tonight. what you'll see on this slide is our objective numbers for the first year of this project as chris mentioned, are high and total projectionist of 75 participants in the program get the when production is 55. you will also see there are three different credential areas we are targeting. special education, mild to moderate bilingual spanish multiple subject which are elementary school teacher good you will notice the numbers are waited on high and toward special education and this is in direct response to three years of historical vacancy data aware we have the highest in need of teachers. so you will see that the weight is between 39 and 53 professional education to pick bilingual spanish is between eight and 11 multiple subject is also between eight and 11. just to give you some context for momentum for this program may recruitment standpoint there off to a very strong

start. we had as mentioned 100 participants at our in-house recruitment which of the turn stopovers were trying to target interested in the program without over 120 participants in our first q&a webinars on the program and to date we have 560 applications that are been started and we have 92 applications been submitted which is actually already exciting exceeding our first target for first obligation deadline which is january 15 as chris mentioned this is resigned to a strong need and give a population of candidates were very interested in this from excited to pursue it. the next thing i will talk about is the essential cop and sees that her cancer being assessed on. one thing to note here is that through the program design process we have aligned these competencies with the competencies that standard teaching candidates are assessed on when we are

considering him for any teaching position within the dutch. so pathway to teaching candidates will be assessed on high expectations, cultural competence, critical thinking, teamwork and collaboration wishing ship and growth mindset. the final piece i will talk about is the actual screening process or entrance into the pathway program. this process is already starting with our official launch with her first application deadline is january 16 we will have rolling application deadlines as the need progresses. for step of the process is a general application screen into a prescreening process for those essential, these are just until next up is a phone interview prospect also assessing those essential competencies the final piece of the assessment process is an in person interview with san francisco unified school district employees also aligned to those competencies and offering

acceptance into the program. i will. over to jen steiner to talk more about the candidate experience. >> good evening commissioners. thank you for having us your ticket going to talk a little bit about that, and we have. as you heard iris vegan robbery in the middle of the first [inaudible] about probably last into the middle of this figure we will be selecting candidates asserting actually doing initial interviews and fabric. january sorry. selecting candidates until we meet the 55-75 candidates we would like to see. and after we select those candidates they will go on to cite interviews good the web interviews with principals as well in order to be proactive building rolled in april through may process [inaudible] and once they are both accepted into the program

and also hired they will enroll in their preservice trinket piece of this training will be six weeks in the summer so much with a student teaching experience is good they we matched with a teacher at the credential in teaching a summer school session and during that time they'll get some coaching at field placement also be participating in some course work which i'll talk about in a minute. at the end up from the weird checkpoint for interim placement to make sure everything is going as planned. during the first year they'll continue on in their coursework online and also in person and then they will also be teaching kids to be a second checkpoint at that point at the end of the year when we recommend for pulmonary conventional then for the next two years, as they are under credential we will also be providing them with coaching earnings are credential sections. there are a number of supports for pathway at this

point. the first two i want to talk about our spark. spark sf is provided financial support for cameras. the service training sissies can't become interns the week paid off.) the year would have summer we had opportunity to vote [inaudible] spark sf's been able to secure $75,000 toward that effort. in addition they provided a hardship fund and we are thinking about ways to support people both in the pathway and also in [inaudible] as they go through the program. ctc offers test fee reimbursement. hr-sorry hr offers fee reimbursement for all the safety requirement test. if you think my tuition the tuition is $5000 for working with [inaudible] to become the credentialing agent. that is far below what a university credential would cost

candidates have the option to either pay the $5000 were taken out of their salary the pro rated fashion at times because the we interns they will have a both salary and better switch will help retain more tables while supporting them. i talked a little bit about this before but i want to talk more about their coursework will look like and how we are going to support them through the years. as i mentioned, during their preservice time which of the summertime there'll be doing a field experience similar to a student teaching they will also be doing a lot of expiration of the community looking at learning more about the community in which the quantity working from exploring san francisco and showing that were giving them an opportunity to ramp up to the sfusd core curriculum and strategies we use here in san francisco making sure they are aware how [inaudible] so important vinton

were bringing apart the groups to work on the curriculum. so humanities in math and sfusd tool are all working together to make sure their curriculum committee kind of curriculum we want our intern teachers to be off and running at the start of the. throughout the year to be getting blended coursework. somewhat what we want you teachers to learn from the respective of usf sfusd in order to render [inaudible] to be able to reflect on what they are learning to get small bits of what they need to learn just-in-time coaching be will to apply that. finally we hope the coaches will work closely with the principles so that we make sure that what the coaches are giving the new candidates are in line with the cycle. good handed back to chris to talk what the district goals. >> thank you, judging him and a toggle little bit about the firewall between san francisco

unified school district and the credentialing agency and is employing agency. early on in this cases when we brought stakeholders together we reckon is when the greatest concerns was this very firewall. how does a school district act both as an employment agency, an employee agency, and the credentialing agency. so i'm going to attempt to walk through this a little bit today. the credentialing agency function through curriculum and instructional be overseen training content and delivery. the piece of his teaching checkpoints that will allow these candidates into the interim placement and then the intern checkpoint for the pulmonary [inaudible] that will be in a position to recommend at the conclusion of their interim teaching here. finally the-i'm sorry-the induction

checkpoint for the induction of the-which will happen over the next following two years. our hr department will act independently as the employer in the interim selection process and placement. the hiring and contract, evaluation and managing the probationary staff. to we talked with other districts and county agencies that work through this process and we are confident we will be able to overcome that challenge although we recognize [inaudible]. with that were to pass it back to dr. stevens. talk little bit about sustainability. >> so my thanks both to the team and all the hard work they're putting into the program we still the law of in front of us in the coming was to make sure this a quality program [inaudible] and we have some things to think about as we maintain this program over

time. we were strategic in our early stages about partnering with key ntp who came with a large federal grant that supporting a good portion of the staffing costs associated with launching this program. you will have administrative cost good wealth coaching costs that are curriculum related costs that were defraying right now for a period of three years two through dispersed good at the end of the three years the program is meant to be entirely ours. we will be responsible both for the crooklyn, staffing and all other expenses. as we work towards ownership we will have a series of conversations, i imagine, but how to assume that ownership was from christendom perspective and a financial perspective. you're in good standing right up you would get everything covered window we will have to continue conversation about sustainability as we go. were we to know though, all signs appeared to be that we are sort of hitting an audience that's

eager to move from current positions into teaching positions doing in a way potential to make that career transition much more accessible to a larger group of people. so our thanks for your attention over the course of this presentation we are looking for to questions and comments after public comment. thank you. >> thank you so much for your presentation dr. stevens and the entire team. before we ask questions and make comments, we do have a couple of people for public comment. mr. randy

>>[calling public comment cards] i do apologize. he did put on your comment card went to speak on item f so my policy. 2 min. >> thank you president ronen good evening commissioners and superintendent, staff and community good congratulations to commissioner cook commissioner sanchez and president walton and vice president mendoza-mcdonnell. we applaud the district for rolling out this initiative. it's yet another tool to populate our classrooms with a talent needed to lead our young people but as we do at urban education. to focus on one group of young people a voice of color. in brief, we implore the district to take this teacher shortage and this recruitment opportunity to short gaps in representation between our voice of color and the teachers needing needing their educational choice and equitable prices our priorities are tickled by the district by the city and by the state. as a

flagship school district of california sfusd should be a leader district responsiveness to the teacher shortage. we should be exhausting all opportunities at all options to hire more qualified than a color to these positions with a large number of vacancies projected in the years. we really can't afford to miss when it's opportunities to prove upon for example the less than 3% representation we have of african american men in front of our classrooms. evidence strongly supports the cultural competency cultural reflection mattered in the educational process digitally for voice of color and we are happy to hear those things are held in believe here at the district. but we are very much looking forward to seeing the results of this initiative.. as the district makes its efforts over the next few months to populate these positions. thank you. >> so usf that supporting the goals of the program is to

leave the program has significant flaws as presented in the most glaring flaw is the bb did preparation permit. the following are some of the questions we have which we've shared some of the people who spoke this evening to the program. how can someone be sufficiently trained during only four or five weeks of classroom experience over the summer? i is and would ask any of you or parents or the young people who are the on the verge of becoming teachers, would you want your nephew, son or daughter or neighbor child to receive the program has presented this evening? at the conclusion of the portion-we are concerned about the checkpoints. checkpoint at the end of the summer training what will it consist of queen will be consistent with best

evaluation practices as currently we have in the district? without the coaches were all participants receive?. in person coaching when last thing we heard o'clock about blended coach. has the notion of virtual coaching been dropped? if not what is the ratio of online coaching to wield in person coaching kids who is doing the coaching? what will they be paid? we are also very concerned with how and where-how you are placing people at schools and what a great year for placing participants during the school year for success especially knowing that the largest number of participants will be training to be special education. it will be subsumed education teachers as of the first day of school. we have very serious questions about there being a possible conflict of interest in having the employee pay the employer for tuition good items up there as a the word firewall but it just rings makes me think of company towns where you're going to the company store and paying the company with the

giving you. one more question. this is actually at the court of where we split ways last winter which is with the district and the board of education be willing to take a deeper rest pushed the possible of him and see if we can scale down the program to see if there's fewer participants but deceiving top holy support? that we think is going ahead program, can you stop, considerate and said this is what our students if it's adequate to meet the needs of our students. thank you. >> thank you commissioner haney >> thank you for your work on this. it's been a long time in development and they came and allow people who are not here. so thank you for your hard work and your creativity. we

obviously need to think about other approaches and this is one we been talking up for some time i think we all agreed that going to need an in-house program of some kind. i have a couple of questions. some of which ms. long brought forward. one of them was interested to see that the pathways really targeted at a certain set of population when it's really arty here and working in our schools. i wonder if that has been in some way actually included or rolled into the application process itself. so if we are going to say that there's six weeks of preparation which i think many of us agreed is not ideal to say the least, but if people have been in the classroom already a certain number of service hours or are paraprofessional for certain number of years, makes a little bit more sense to me. so would

we actually memorials that some way to say you actually have to have a certain level preparation even before entering. because i see we see it taps into buddhas that formalized in any sort of way and you actually have to have a requirement for some level of preparation which to me stands out as something we might want to consider like to know why if we have not. the other piece of it is in the amount of preparation, as ms. blanche would forward, these are some of our highest needs classrooms and we want to make sure that on day one the person is prepared to be successful.

that's not just about the time but that's about substance of the preparation and also with a done before hand. which to me makes sense bawsca's obviously it for preparing people were not wasted and ready to take over the classroom that's not good for the kids. it's not good for the schools and alternately they won't stay so we will have to replace them anyway. one of the things were about that if we consider other types of models where perhaps they were not on day one taking over crushing on their own. i know with sft audio for your review student teaching is a mavis like a model and see a lot of success and that. why not do that with this? when not have a productive time where you are the classroom the mentor teacher teaching or something where we are actually making sure that there's a handoff over certain period of time when someone has had more time in the classroom. then, a couple of other quick things. we have any sort of sense--i see the sort of general subject areas but to we have a sense of perspective where exactly these teachers will be placed if we

are clustering teachers in schools with a lot of other new teachers with a limited amount of preparation, we know the challenge that creates. so i would like to have them thought around that because we want to put them in places where they have more experience. teachers there beckons for them. how do we set that up as a model so they're going to schools with those other folks beckons for them. then i guess the question is, i realize, but part of a national model national program. is this the same in every school district? can we design our own or are we part of some larger than things happening around the country that are adopting ourselves and would like a little more input on to that and this model because i think this other school districts that do things like this and i wonder what

perspective is on the level of success those programs and of those teachers. they staying for longer periods of time? much higher rates of turnover? but to bring metal thing we are long conversation about about tfa. not such a dissimilar model into the amount of preparation and so there are some things that stick out to me that make it different but we had huge problems with the amount of turnover is wrong oh very well. from those teachers and other questions about that. those are some things that stick out for me and then lastly this is around the wool of us ues effort and early on its board of directors table in helping develop it at some point that stopped happening at some level and so it just for us to understand because it was very important to us as a board with two wool has been and what it will continue to be moving for. thank you.

>> thank you love the opportunity respond briefly to some of the questions. in terms of the question about the weather or not four or five weeks over: the preservice training can adequately compare a person to become a teacher, the answer is quite clearly, no. we are not conceiving of this essay 4-5 week program to year-long program of these to a credential at the end of the successful completion of the year. whose first 4-5 weeks are mastering about essential skills that stand the teacher to begin successful. the kind of common sees their emphasize developing a classroom present. developing a knowledge of your students are understanding the effect of engagement looks like an understanding how you essentially create what we call a warm commander role. glycerol

service foundations but there's many other skills that a successful teacher needs to master over the course of view. he ideas that inept 4-5 weeks we are creating a set of candidates to stand up on their own in classrooms and continue visa ported. the screening criteria will although we have a not formalized i like ada will naturally i think advantage folks who already working in our school district judge in terms of their commitment to our community, in terms of their longevity of their service. glycerol aspects of the screening process that we think are going to hike the advantage folks who are already with us and indeed we designed the program to capture that very audience. we've not at this point considered a co-teaching model to we been designed with scale in mind. we know very well at this point that the scale of our teacher openings is now numbering in the thousands, not in the single digits as we had to design a program that number in mind. i think you will see

that's what we have done at this point nothing entertaining a notion we would scale back for the purpose of creating something more like sft are sft are generates about 30 teachers. good your aiming something more like 100 teachers per year once this program is fully operational it's a very different model but it's essentially what we are facing in terms of the teacher shortage. there's a very strong research base attached to this particular kind of support model. were aware of the research-based it we would be happy to present at some time in the future and what the research says about this type of model and we would love though to point out that one point of comparison at one point helen had afforded mention in the last two years we've gone from having 20 emergency teachers in our district to 200 that's an astronomical change in the type of credentials in our district. those emergency teachers are required to seek a

credentialing program during the year there emergency teachers or otherwise ineligible to continue to be employed with desperate each year in fact a number of folks might otherwise be great teachers are required to leave the district is that haven't found a program lead to a credential. this is the kind of program. as opposed to someone seeking an online program or other private program with the quality is questionable, this now becomes the alternative of choice in fact it's much cheaper alternative and even those alternative programs out there. so we want to try out the point of comparison ought to be naturally to the university program or folks are doing student teaching but also to the point of comparison twitter emergency teachers currently face which is essentially a market of programs and questionable quality that we are able to step in and fill a real gap. >> commissioner norton

>> yes. i'm interested-i mean i will be very interested-it sounds like you've got off your amount of interest so far. but you're just starting recruiting. i really would like to get a report as soon as the application process closes for how many applications did you get, how making from you sft woodchuck classifications were they in. i can't think i don't want wait another thing six months-one year for a report on the peer i want to see what was the interest level and did in fact, as you say, want to do and have designed a program to do, capture folks who were already working in the district to see this is a great option for them that would be persuasive to me that it's a good model of reaction we are capturing a lot of current emergency credentialed teachers. that does seem to be a convenience for them. unless expensive than trying to seek

out credentialing program elsewhere. that again is persuasive. thank you want to hear a little bit more about kind of the coaching and visa court and the mentoring that they're going to get because i think-i mean it's the same issue as commissioner haney pointed out we hire our concerns with pfa. that these folks are going into some of our most vulnerable schools, most honorable student populations. schools with the highest needs. personally, it is troubling to think of special education teachers come out and serving students right on the first day of school with only four weeks of preparation over the summer. so how are we -can you talk more about what that might look like because i think those concerns stand. the same concerns we verify

with steve they know stand with this model as well. >> so we'd be happy to provide with the board with an update with a month. an update that report as we continue with rolling deadlines. i neglected in respond to commissioner haney to talk with the placement process for folks in the pathway. their presentation we describe the screen password pathway to become a member of the credentialing program. that was the phone interview the in-person interviewing bauer got the screening criteria lined up with our own values. that's entirely distinct from the process that an applicant of the district would follow through hr to become a teacher. so they would apply to the program that they would also then apply to the district for implement much like anybody who is seeking a district job would get in our district principles serve as our hiring agents. so

we don't place candidates sensually through hr is not our intention to place pathway candidates through hr either. they would essentially be approved by hr for employment and principles would be accessing list of eligible candidates could include pathway candidates anybody else who's applied. they would interview at the site and be selected or rejected by the principal for employment at that particular site. so were not envisioning that the scoring to be a central placement for any of the pathway candidates that applies to special ed teachers is what applies to bilingual teachers in general at teachers as well. in terms of coaching, we are intending to maintain same coaching ratios in this program with you and our induction program so that's approximate 12-15 applicants per coach. that's the ratio that we use for all our full-time fte coaches. these would be

employees of sfusd. these we trained on our coaching model. which we have developed a great deal this year as part of our expanded and option program. so we are not envisioning that this is anything distinct from the coaching that we provide to pull one teachers" to teachers seeking their credential. >> if i can just follow up. though, i mean i think we have to recognize release it seems to me-it we don't have to recognize-it seems to me we have to draws a distinction between a teacher who has an interim teacher's come through four or five weeks of training and then in the classroom versus one that's come out of a university program is done a year or two of course. the coaching that teacher might need to make from a university program to me would look very different and would maybe need to be less intensive than somebody coming out of a five week summer program. i mean the concern i guess i have a fear

saying that the ratio of coaches is the same for one or the other, that's a little bit troubling. do you have an answer for that? >> yes. my team is eager to jump into the fray so all picture jennifer steiner. i meant the comparison of the ratio coaches to be a statement of quality not [inaudible] you are concerned commissioner norton. what effective coaching with cisco set different wall the pathway teachers are engaged in a full year of teaching the number getting teaching could also engaged in blended learning experience another in person experiences that shore up their knowledge base and it's not just that it's only coaching to the it's

coaching closes other pathway experiences that we are counting on will create a full learning environments for them and of course will be playing close attention is the goat adjusting as we need to the weird thing about these multiple components as providing race all base of support for these folks in the program. only pitch it over to jen center want to say a word or two about this. >> i want to situate in terms of the candidates that we are serving this year and how this relates that if you think about the new teacher serving this year the number of teachers induction in the 300s and the number of interns currently this year are about 140. those interns though not credentialed by us are in similar situations. they're currently in university programs that out to student teaching extent there simultaneously getting their credential while in the classroom i happen to be supporting two of them directly it so i know what their background are to coming get what is been a paraprofessional for number of years. when discussion are the doctors to be an interested in teaching and got and internship program

at this happens frequently whether we greatest program on a get result 200 emergency teachers i mean emergency credentialed teachers this year those teachers are anywhere from teachers of a bachelors degree something and then can work on getting into an intern program for the following year to other folks that have a credentialed one area one of the credentialed in the secondary [inaudible] i think when we think about who we are trying to tap into first work trying to tap into this emergency teachers who can't figure out how to get their credentials. sometimes it's one year and review some. times that they teach with us on emergency credentialed waiver of short-term interim [inaudible] all these different short-term credentials we give them and in the fourth year after the not able to get into and onto program we lose some. that's truly unfortunate and his previous pencil i that experience a number of times and other pencils can speak to that, too. in terms the

coaching given in terms of production candids this would change the way we do coaching this year. we provide weekly on-site coaching to all interns and induction candids this program will be no exception we do accommodation code teaching observations analysis of student work. helping them to go when observed better veteran teachers. if they need more an hour minimum of an hour a week is what's required in by the cpc. it's not something designed by us. it's a minimum required by the cpc for all interns and for induction candids trying to earn their clear. there actually is an essential made by the cpc although we both don't a distinction is needed. i supported induction candidates. i definitely spend more time with my interns. i think that's what the coaches will have to do is think about their schedule it full-time coach that is 15 candidates on their schedule has more than our week to spend with those candidates. that's what we would like to try to figure out how to redefine those pictures coaches

to school and if we have multiple schools in an area country comercio the nocturnal run the city so they can concentrate in the sport to their interns as needed. >> i would just finish by saying-and appreciate that-i just want to make sure-i know you know this but i want to make sure that it's less about numbers and more about success. that's why were in the pics were in because we knew so many new teachers after a year or two. if we-so i'm all about the numbers. we need the numbers but we really really knew him to be successful. i would be-i'm really interested to see who pies and where do they come from. i hope we are doing targeted outreach to our emergency teachers. success numbers i guess but thank you for the presentation.

>> commissioner sanchez >> thank you for the presentation and can you talk a little more about you ess role in the design process thus far? and into the future? >> so early in this process we can essentially as a stakeholder engagement process. we designed an advisory board that would inform eventually the broad direction of the program in all its details. we were able to partner with tnt p lien on their content but all that content as we go has been revised by us. over the course of the three years were envisioning the content is entirely our sinfully reflective art district but we will swear work towards that in steps that would simply impossible for our staff to design a program from scratch. so the invitations you ess a went out at the early stages of the design of the program and tv were participants in the advisory board for number of sessions. pres. blanche describes some of the concerns they surface to us at early in

those discussions. they had to do with the nature of the checkpoints. they had to do with the potentially cloudy relationship between credential issues and employment decisions. had to do overall width of what they perceived as the speed of the program and so at that point case were decided they would rather step aside from the program can be continued forward under the direction of the superintendent knowing we had a directive to meet and that is the designed a program that supports local candidates to become teachers. so recently within the last six weeks or so we begun conversations again in the hope to continue those conversations want to be sensitive to the point they raised while also queuing to some of the central decisions about made about the fundamental design of the program. so we value the relationship that we want to go

stronger and acknowledged we had to swerve the client in communication over the last few months. >> questions? so the folks would be in this program we are to have the special ed program in the summer >> correct. >> so iva concert about that because i personally don't think it's that haven't i like to hear more about that later. i think that is concerning. also i think we look at why were in this pass even having this conversation about this type of program is because we've not been able to offer salaries girl are appropriate to our competitive and will attract teachers to art district that summation using we have a shortage and made reasonable going down this pathway looks like. i would like if we could-i know it's a cost factor-but i went to a two-year program at uc santa cruz and i was not prepared to go into an urban classroom. one full year in the classroom with a master teacher. one year of coursework as well. have we

looked at having this program be a one-year paid opportunity to the with a master teacher? in other words the candidates in the program they succeed in getting in the program would be with a master teacher and getting paid as a teacher? >> very early in the design process that was a conversation that took place in the advisory board into proposal from ucsf and others pitched it as all. everyone at this table is a fan of fs trp would love the residency model. residency model pairs essentially student-teacher the practicing teacher where through americorps they're able to pay those residents who in modest stipend. it's not enough to live off it's a modest stipend. at the end of the day, when we start to think about the balance we don't want to be a balance but how do we achieve quality

and build a program that meets will be known out based on data that are shortage actually begins to really address the gap that exists in the dozens of openings. had to set aside that model because some frequently cost prohibitive to offer essentially again to teachers to be in one classroom. >> commissioner mendoza-mcdonnell >> thank you. i just have a couple of questions with regards the amount of the grant that was provided and what the budget you anticipate will be needed in order to sustain it. three years will go by quickly. i want to start thinking about that now. >> yes. could essentially the cost of the program has to do with mr. in of costs and real to make those efficient as possible and so we are being thoughtful about how our portfolio programs that

[inaudible] can be made similar and administered by us also to people. we will of coaching costs and we know we will be leaning in part on some district funding but on this grant to create those coaching positions and then there's the cost of administering the program as well. some of which will be recouped in the modest tuition we are charging candidates that those are essentially the cost will bit of the revenue could grant helps us a great deal around i get the specific numbers two because i don't recall quite what is on annual basis what it is but we are-we've got at this moment sort of draft organizational charts would look like to sustain this program in three years and working rainouts convert those organizational charts into something like an annual budget for the program. >> to a ballpark for the grant is a $2 million grant or is it like eight 300,000 or grant? >> it was in the millions. it

was something like many hundreds of thousands of dollars per year for san francisco. the grant partially covered working three districts. san francisco was one of them but it's hundreds of thousands dollars for the year >> wilbur the other two districts? >> boston and dallas. >> interesting. the 55-75 candidates, i thought i heard you say when we reach our 75 we will cut off that we will work with. i would hope you take more than 75 units is patient that some may drop off some may not stay. i just want to kind of say that out loud. then i am curious. i have the same concerns some of my other colleagues as mentioned in terms of program itself. and i want to just appreciate the comment from-llong we should be

thing about this growing smaller and having a lot more support provided to these new teachers. but i'm just curious on emergency credential should what is that i'm how does that compare? i don't know what emergency credit israel choir? >> and emergency credential teacher the main requirement are they have a bachelors degree they pass a series of content knowledge exams. so to put this in context, oftentimes emergency teachers are working in classrooms without the support of any type of program were credentialing agency in associate with the emergency credential provides is the cc tasting you can teach for your internet time you need to find a credentialing agencies to become qualified to teach in the classroom. from a benefit perspective the differentiation with this program is that

candidates will be similar to an intern model with a working with university working with us in getting the full support of the program author in the classroom. >> so they'll essentially have more support and expensive emergency teachers >> significantly more >> how many emergency teachers to have in our district? >> 200 rainouts be was so we actually would've more emergency credentialed teachers than we would in terms that come through this program? >> not necessarily. part of the pipeline we are targeting our emergency credentialed teachers who they don't enroll in the program are forced to leave us. that creates a retention issue and an attrition issue. ideally if we hit our numbers we hit our numbers with our emergency credentialed teachers and we are retaining oh staff and providing the program a quality program. >> thank you. i look for to hearing more about this. it's good to hear you have already are at a mark you have not expected to hit. thank you. >> thank you commissioners.

just a couple of follow-ups. one, i do want to commend the team for working hard to try to pull local talent into the district developing a provincial program. the development pushing very hard for this to happen. i do have some of the similar concerns that were shared sweat won't go to all of them but briefly because you made mention this. i know i was talking to the superintendent. who's providing the training? >> so right now it's a blended model. we have the team here and we have every department and see a night actively involved in creating course content. that involves work with our language arts curriculum, our math program all the signature pedagogy. the racial equity movement team

involved as well in developing modules about implicit bias but identity stereotype threat and we are leaning on some content that tmg p brings. some of the work i talk to are related to engagement establishing presence existing on when i percent presentation that some of the content team tp is bringing. it's been a work of this group to blend the two sets of content into something we think is meaningful. >> than one team tp is gone after three years, then what? >> correct. it's meant to just as a scaffold towards completely district owned program that was the allure in the partnership is that there was never an attempt at the program requiring ongoing relationship with ken tp. the design was sort of a scaffold support with an exit strategy. >> so i hurt we heard the reference of the tfa. i have a different thought process. i actually think this is exciting were going to provide a pathway

to credentialed individuals already committed to the district and within the district and working in the district but the one thing that spray concerning to me is the conversation that did or did not happen with principles in terms of was thereby and is in you may have had this conversation did that twice it did work did not but which is for problematic tfa and models like that is if you're hired pencil the heart performance: get 10 candidates are going to go with the credentialed teacher that is more experience. so what ends up happening is our schools but don't necessarily have as many options as takers to come into the school if you will end up with educators that are lacking the experience. so what do we do to safeguard that? lets it down with our performer principles of high-performance

was and how can we get them to buy and to these models and pull the brunt of these interns were candidates. first is setting up a model that's going to ensure that they're going to schools that need more qualified and credentialed teachers. more so than anything. >> i wish i could say i have more than i agree with. i think you're absolutely in your analysis. we want all our schools to share the responsibility of conducting our newest staff the rhino falls disproportionately on some of our list challenge schools. i'm doing that i don't have the formula for how to do that although there's many internal conversations going on right now trying to think about things like compensation, teacher leadership professional work conditions, the role of leaders and keeping staff in schools. all of those things together probably represent

some strategy for curbing the turnover in most challenging schools and it's a conversation at this point. more than we have a well articulated strategy commissioner walton >> i do just want to push a little harder on the point of getting buy in from high-performing schools. again i think that is where we get into the doing things different. and strategies around there. versus again we work towards incentives for educators to go in the were performing schools but maybe we can get groups of principles that high-performing schools to take some of our educators to pathway programs if there is some value for them and doing something differently in that aspect because we already know what has not worked and what we need to do more in certain areas but this is something that i think may be a little bit different in terms of school of thought.

>> yes. i think you're speaking to something that we have been having conversations about it's certainly something that we are thinking about. i will second speak to the point necessarily our high-performing principals but i will say my team in a chart has been already setting the stage with principles in conversations.. particularly, to the point of commissioner tim mendoza was questioned earlier about current staff members are either emergency shoulders teachers we need to get into a prevention program and pencils are excited by the possibility to attain their staff but, to, also think more broadly about their staff currently. with their paraprofessionals. the of afterschool workers and their substitutes they worked with that they feel great passion but the community are just looking for pathway into the program were into teaching with

us so i will say that the feedback so far from has been fairly positive. however to the point of them being hired within the schools we do allow significant autonomy to our principles. we are not placing them sensually in schools. but i hear your point and it is certainly something were talking in terms of buying in. i agree with you. >> dr. stevens you mentioned something earlier something about the research. with the resource at about the post models like this. without going into every detail, what is the research saying? >> essentially the headline is that there is a way to contemplate programs like this that have a start in the summer that rely on intern credentials to people teaching in classrooms and over the course of that year that they are able to meet a set of high criteria and earn a credential that is entirely possible that i would be happy-a present to the board

or share information about the specific findings but essentially it's a model that when done well can yield good results. >> to commissioner sanchez the point were somewhat the direction he was going i know for me not to like this with the team i would rather see with the pie in the sky costs look like what the best model is to have a [inaudible] teacher to work with an interim would love to abc with a price tag is. before we get we say we can't afford it or doesn't work because of cost. because as you know you care me say this all the time some things were going to pay for potato with the trade-offs may be. so it would be nice to know what the cost looks like and going back to another point those made by commissioner haney because i

agree i been pushing hard on hr. i been pushing hard to make sure we come up with aggressive women and retention strategies so i appreciate this work. but where is the common ground or where is the space and place where we can say we are we start off. you don't get to 75 this first year and we make sure that were doing a great job in bringing in educator said to be sustainable, work hard and stay in the district if there is--but i also get the point of emergency teachers not have the opportunity to get into credentialing program. just food for thought as we think about that but as we move forward about cost, though you care me say this all the time i rather see with a price tag is just before we abandon something to be on the resource. we don't have the money because we may want to put our heads together and figure out what we need to do and what the trade-off is on that. on that note i also think

that there is a way that we can work better together as a district with our community with her educators with her parents at times. some things some decisions would've to make people are not point to like it the understand that. we have some strong conversations about issues and topics tonight. but there's also way to do things to make sure that we do get by in soweto are ready to press go people are on the same page. they are working together and so i just want us to be mindful that as we move forward in how we do the work because everybody's talking always be on the same page but how we work together is important through the process. commissioner murase did you have any think we are you still there quick >> three quick questions. first i want to applaud the team [inaudible]

>> emily obama second. we're trying to get you on the microphone. go ahead. >> i just want have three quick questions. first, i want to applaud the team under the direction of that stevens. this enormous amount of work and it shows. i really want to appreciate all the thoughtfulness going into it. at the same time, i'm a little bit concerned about the criticism by our partners about the program and what i don't want to see is a two-tiered system where some teachers are coming in [inaudible] not fully supported by other teachers or

other [inaudible] i'm hoping i'm also asking our labor partners to come to the table and help us get to a program that everyone can support. lee building on pres. walton's comments. finally, i know that the number of people we can [inaudible] has to be limited. i'm hoping we can really make an effort to grow our own that something that i think we have a ways to go in our district. we really need to make a commitment to provide development opportunities for people who done things, taken on roles within our district and it can be adding [inaudible] talk about [inaudible] people been working in our district whereas i feel like when we recruited a whole bunch of educators in our

district they found how difficult it's been to find permanent housing. so i think we try to grow our own we can reduce some of that turnover. >> thank you commissioner murase for those remarks. we lived to commissioner murase is the most federal sure thing to things that fall to the cool cat appeared to recently received grants at the district and one $100,000 award from; cowboy class but school employee teacher assistance program. $100,000 that simply sits there to all folks achieve undergraduate degrees. were to work through teacher credentialing programs. this is to help folks enter the

workforce. we are proud about one of the [inaudible] is a contract that has to do with fully developing a proposal to americorps. to support folks who are in our teacher academies to events become harris and teach it we are to $75,000 and in grants which will pay for the expenses of the planning that's in one of the-and that we would lead to a successful obligation to americorps for something like $1 million a year that will support folks to move all away from high school to undergrad into our classrooms. we are excited about that. >> before i turn this into superintendent leigh there are some good things in my set about the cost of a mix about the opportunity to prorate and go across sake i think would be very beneficial for affordability. i'm hoping we get past some points and move this forward but thank you so much good superintendent leigh

>> thank you pres. tremont. before i make some brick very brief comments on like to ask deputy superintendent-i see that he would like to make comments as well. he was just a couple things that get first of all thank you for the team. this is been a lot of work in a notes over a year in the making it was a year ago i totally far for starters but this first opportunity to be important i think to refresh all our members and also for news missionaries to get a copy of the rant dinardo. since we are talking dollars this is a three-year seed grant. this is boring effective educators to bowman grant. it's a three-year $14 million grant that is being provided through tng key to the three main and sub school districts, boston dallas and san francisco. with the notion of providing technical assistance to build a program that is part of a portfolio of pathways into teaching into our

school of course. role traditionally brought up to will always have a preference but we also of a real need. 500 vacancies a couple hundred teachers on emergency credentialed at this another way to do it to create a program that instills her priority areas are core values, etc. in-house could already the team we met willie important milestone getting accreditation as an le i saw a small matter. kudos on the guilt we continue to shape it agreed. need to continue to work with our stakeholders so means all of our needs. we want to shortchange people coming through this pipeline not be successful at that something were deftly be paying attention to. i swear put some numbers divvy up the arithmetic that's about 1 million happen services that's coming to the district during these three years rob .10 how's it working. so aside from internal program evaluation part of the seed grant includes the program evaluation that can be conducted by those three just while some findings there you

can also contemplate as well. >> thank you deputy superintendent. i just want to echo some of what others have said but just to also appreciate the quality that took place tonight i really do think this is an example of the kind of work that is a district multiple voices, multiple roles contributing from our respective roles. so obviously the work that the staff teams has done has been very meticulous and thorough and i to want to appreciate the team for the presentation but more importantly for all the work that's been going on for quite a long time. and the stakeholders educators of san francisco especially with everyone else on the advisory group. it really is a collective effort and as many of the commissioners pointed out tonight it is--i was very

impressed by the nature and quality of the discussion that you lead in your questions and in your comments about the program and what you are because i really do think that all those points were very important and will help improve our work and improve our thinking and this is a systemic chronic challenge and it will take this type of high-quality licorice and inclusive discussion and i just want to say partly in response to commissioner sanchez and i know you agree with me on this, commissioner, that we have to do multiple things differently and well could so it's not a matter of one strategy versus another strategy. we certainly have to focus continue to focus on compensation and we are glad we sunshine with the

you esf tonight were looking forward to our bargaining sessions beginning next month and we have tried to make up some ground over the last couple of years. we've managed to increase her compensation of base compensation for united educators for example by 14% since july of 2014, i believe. we have more ground to continue to make up. so we get that and we have to think about creative pathways. mr. think about induction. if does about creating a culture that will incentivize all of our employees to want to stay for as long as they can or as long as we can incentivize them to stay. so multiple things could we have to do all the above. look forward to taking all the feedback that all of you contributed to do our thinking and we will be back in touch. thank you. >> thank you superintendent leigh. with that said we will move on. thank you so much.

item m consent calendar resolutions. will that these readings for second reading and there are none tonight. item n boat on consent calendar which is moved and seconded under item f >>[inaudible] [off mic] a quick question for resolution number 171 10 w-2 it starts on page 53. in a page 55, it just lists the advisory council i believe, to the bond proposition we just passed. i just want to know how they were selected. good night to art student delegates. please study hard and thank you so much for all your hard work. so, page 55. pop would also oversight committee. i'm curious how the

committee was selected? >> so president walton i may need to phone a friend on this. unfamiliar with the requirements of the-we've had in place for many years but as to the particular selection of these nominees were these candidates-are you able to help with this quick i believe ms.- when the item was not severed >> correct. esther bolden did leave so i can group your report to hearsay these numbers are actually the same members who been sitting on the committee and i do take this opportunity to preview for the board that we will be bringing this back to you because with the new bond we will need to look at the composition of the committee but in order to remain in compliance the legal requirement established within 60 days we have exceeded the existing members.

>> please communicate i don't have an issue with who they are but of skiers how they were selected. thank you. commissioner sanchez >> i just want to mention one thing go on [inaudible] just to point out we are furthering our goals (tentative but more soccer fields in our schools and some happy to seize sanchez elementary is getting a soccer field. albeit synthetic. akhtar six or seven school. a big thanks to course for helping to fund and fund raise for these. cleveland was the first, by the way. >> thank you for pointing that out. >> on the consent calendar cook aye haney aye mendoza-mcdonnell aye murase aye norton aye sanchez yet walton spirit seven aye's

>> thank you. item o consent calendar resolution severed for more discussion and immediate action. none. none tonight. item p introduction and assigned to committee the superintendent and board members proposals perverse reading. i will ask for a motion and second after read him into the record and assigned him to committee. first resolution 17 110 sp1 adoption of poor policy 5145.10 protection of the rights of undocumented students. one 7110 f p2 authorization code proof work expands education plan one 7110 eight undocumented unafraid and united students resolution being introduced by commissioners haney walton and let our student delegates.. so

when 7110 sp1 is one 7110 xp to referred to the rules committee could one 7110 a is referred to a future committee of the whole meeting and they are your motion and a second to these three resolutions >> so moved >> second. >> thank you. item q introduction of proposals for immediate action and notice of suspension of board rules. none tonight. item the r board member reports. we will start with standing committees. budget and business service again is there anything to report commissioner norton >> i'm sorry i was talking to our commissioner and i do not hear >> anything on budget and business >> yes. we have scheduled the budget and business services committee actually due to scheduling issues will not have a meeting in january so the

next scheduled meeting will be wednesday, february 1. there will actually occur at 630 instead of 6 pm because there is and all administrators meeting that day so this gives the staff some travel time to come back >> >> thank you. building and grounds and services >> thank you. buildings and grounds would be meeting again on monday, january 23. at 6 pm. >> thank you. curriculum and program committee. >> so we will be meeting in separate but we have not set an exact date yet either. i think it's likely to be the third monday but we are confirming that. i will let the new committee members know. >> commissioner sanchez anything on rules policy and legislation? >> i will let you know. >> >> thank you commissioner murase anything on ad hoc per

student assignment? >> yes. i believe we are meeting on tuesday, january 31 but i want to confirm that with [inaudible]. >> thank you. the exciting and exhilarating ad hoc committee for personal matter and labor relations wwill be meeting on january 26 at 6 pm. one note. there will be a change. the ad hoc committee on personal matter and labor relations is now the ad hoc committee on personal matters labor relations and affordability. to be continued in terms of with changes and directions that means for the committee. anything on school district and city college?

>> thank you. we have a tentative date for that meeting for wednesday, january 25 at think with the shift of new trustees and commissioners it has not been decided who's can be on the committee. so stay tuned. >> thank you. and the board-sorry commissioner murase >> i just want to announce i did appointed to the [inaudible] annual conference committee i will go to the first meeting during the day and sector mental january 26 but i anticipate consulting my colleagues on input for the annual conference in 2017. >> thank you and congratulations commissioner murase. >> president walton may ask you to revisit your assignment

of 1/79 10 sp two to the committee. i believe you stated it was going to the rules committee. that is actually a curriculum matter. the experience education plan, it's not a board policy. i apologize for that error in your notes but we would ask you to send that to curriculum. >> no problem. one 7110 sp two will actually be assigned to curriculum committee. thank you dr. kaufman. any board delicate organizations? any other reports or updates from board members. no other no item c or other informational items for tonight? no memorial enjoyment item t for tonight. the board will now goal into closed session should i call a recess of the regular meeting. >>[gavel] >> we now resume the rather board meeting and item v report of close session actions. the

board by a vote of seven >> yes. approved the settlement agreement and a teacher dismissal matter. this meeting is adjourned. >>[gavel] >>[adjournment] >> >> >> he was the

chairman has called a meeting to order. be please turn off your electronic devices as they tend to interfere with the equipment in the room and please rise for the pledge of allegiance. >>[pleage of allegiance] >> commissioner turman oddly to call roll call turman, here. mazzucco be present marshall the present dejesus, here. melara, here. hing, here..