supervisor. thank you. >> you guys were able to do that separated. i appreciate that. very nice. [laughter] item 6 is our advisory commity report and appointments by board members. item 1 under that, a report from our title 7 indian education advisory committee. superintendent, you have a representative from the committee to present? >> we would like to welcome the parent advisory council to give their presentation. we ask that the members come to the dais. [applause]

>> hello, everybody. i'm the parent advisory committee chairperson. i am from south dakota. and this is my son. >> hi. i'm a student at galileo high school and i'm the student representative.

>> hello. i'm paloma flores. i'm the program coordinator for sfusd indian education program. >> good evening. i'm melanie anton-gordon. i have two children that represent gateway high school and middle school and i'm a p.a.c. member. >> i'm amy anderson. i'm metis. and member of the p.a.c. and i have a child who attends george washington high school. >> thank you, again, for having us here for our annual report. i wanted to take a moment to represent or show you who represents on the cover of the

program. so on the bottom, we have lucien, pit river. and donovan, dene nation. to the right of him, the lacoda nation. and tanu, blackfoot nation of montana. going to the next page. >> the indian education program supports the unique educational and culturally related academic needs of american-indian and alaska native students as it connects to their social and emotional well-being in the san francisco unified school district. the center is at sanchez elementary school.

>> a little bit of american-indian education history for you. in 1879, the first indian school named carlisle indian school was created. at this time, indian school was for the purpose of getting rid of indian people. in 1924, indian citizenship act happened, the first time that american-indians were considered citizens. in 1968, indians civil rights act happened. in 1972, the title 7 indian education act. 1975, the indian self-determination act. 1978, the american-indian religious freedom act. and in 1991, a report was

created to state that indian education was at risk at that time. >> for 2017 highlight and successes. i wanted to -- there's quite a few on the list, but i wanted to shout out a couple that really is new to our program so i will just say them. new multimedia dene library. student representatives american-indian cultural center board of directors. just so you know, it's raziel. so congratulations to him. [applause] we tipped monthly official p.a.c. meetings and working group meetings.

the last is in collaboration with the indian ed program. our prospect students met with american-indian student association, learned about opportunities and resources available to them. and it's in the 32nd annual ucla pow-wow. the next slide shows the 2017 end of the year celebration. each year we celebrate our students' successful school year, promotions and the p.a.c. arranged for each high school graduate to be given an honor blanket. that was new and it's a big thing for the native community to honor these students with the blankets and our community

wanted to support the group and they donated 10 blankets. the indian ed students have participated in a conference world renowned indigenous forum. we'd like to thank the collective for providing our program with this opportunity. so it's a huge investment in our children for us to participate and we've been one of the groups that has the largest students participating every year and it's getting bigger. so it's a huge win for us. >> the picture above is indian ed being honored by the board of supervisors and mayor's office for preserving native-american cultures and planning an annual dancing feathers pow-wow.

this is the first time youth were honored at the event. to the right, you can see the indian ed program coordinator receiving the 2017 local unsung heroes award. we're grateful for all of the support given to our community by the late san francisco mayor ed lee. >> continuing on. there's a list of multiple, ongoing programs and events that happen, but i wanted to highlight a few. cultural nights have included instruction in beading, basketweaving and sewing of ceremonial clothing. it features culturally relevant books and computers for the

students' use. we're proud of our ongoing collaboration with the native-american health center, friendship house. this collaboration is integral to supporting our students and families as a whole. it takes a village. american-indian community challenges. trauma layered with historical intergenerational trauma. we have the lowest graduate rates nationwide. cultural appropriation. need for curriculum rooted in cultural humility and inclusivity. and the sf bay area housing crisis. here we have the graduation rates and dropout rates and the rates of our students going to

college. as you can see, graduate rate for american-indian students in 2014-2015 was 52.6. the next year, 77.8. our dropout rate for american-indian students went from 15.8% to 16.7%. and program graduates that went to college in 2016, we had three students go to four-year universities and eight go to two-year university. the following year, we had one good to a four-year, and six go to a two-year. we'd like to note that these numbers are skewed by the san

francisco housing crisis. we've lost a number of american-indian families in san francisco because they cannot afford to live here anymore. >> i'm a member of the rose bud sioux tribe and here's a snapshot of the nations that represent in the program. >> our top priorities, cultural competency, humility, training for all sfusd employees. tipped input into curricular development through regular interaction with advisory committee and barriers in the american-indian community. to adopt a supportive policy with the wearing of sacred feathers during graduation ceremony. to remove the racially insensitive murals at washington

high school. our academic and social, emotional support, to increase staff support at the indian education center from part time to full time. policy and operations. thanks, everybody. we welcome questions. and we'd like to invite you to the indian education program moving forward cultural event, honoring our students and our culture, saturday, june 2, 12:00 to 3:00 at sanchez auditorium. >> the list of nations you see there represent many tribal nations. san francisco has the the latest, one of the largest on the west coast, intertribal, inter generational, and here's

what you see and that's a snapshot. take a note of what you see, here and outside the state of california. and the invitation to the event is right there. thank you. [applause] >> okay. thank you very much. before we go into any discussion or comments, i'm going to call up -- we have four public comments on this item. we have several speakers. michelle anton and celeste aguilar. come on up and press the red button. robert martin. alexis bunton. janeer alewa.

amy anderson. and mary travis allen. so you have 2 minutes and press the button for the red light to go on. >> good evening. i'm michelle anton. community leader and parent of a graduate from galileo high school. i wanted to reiterate about the murals at washington high school. recently it was brought to our attention a mural in their lobby, which is of a dead indian. we would like to see that removed. it's very detrimental -- it can be detrimental to the learning of our students having to walk past that every day. there is also other murals there that are regarding other races. it made us think what other

murals are listed in our high schools or even buildings, we wanted to know and have an inventory so we know what murals are in our schools and what we can do by taking them out of our schools, because that cannot be helpful at all to our students. i want to reiterate the resources on our top priorities page. using the indian museum and cultural center in santa rosa can be a valuable resource to help with curricular information and training for teachers. they are an excellent resource to use and we would reach out to them for you if you would like to make that connection, to have them come in and do some training in the school district. they have made that offer to us

previously and we would love to recommend them as a resource for the school district. there's a bill in the legislative -- being worked on right now involving regalia. when my daughter graduated, she wore an eagle feather and she was honored for and we'd like to have that san francisco take a stand and approve and make a formal statement that our students would be able to wear their eagle feathers in honor of their graduation and we would like the school district to take a stand on that. thank you. [applause] >> thank you. next speaker.

>> my name is robert martin. i'm from the cherokee nation of oklahoma and teacher for american-indian program for beading. i think it's very important to have this curriculum to teach our students of their background, their culture, for emotional and spiritual reasons. when i was a kid, we never had anything lining this. i think it's important that the negative images that we see in the media and movies be put aside and more positive images for people to teach our students and our youth. so that's what i have to say for now. thank you. [applause] >> thank you. next speaker. >> good evening. i'm janine luwa, graduate of

galileo, 1979. congratulations. and i'm here because i want to support the native children in our community and i'm very proud of them. and i want them to know that i'm an elder in the community and i really admire your work and keep up the great work that you're doing. it's an honor that you are a board member. and i would like to respectfully request that the mural at washington high school be removed as it is very insensitive. i wanted to point that out to you, folks, and i'm just here to support the community. i'm a san francisco resident born and raised and very proud of my city. thank you very much. [applause]

>> hello. i'm alexis bunten. i manage a program mentioned in the speech. last year we is served 107 local indian youth. we empowered them with mentorship and meeting amazing change makers. my ancestors were enslaved by the russians at the barrel of a gun. they had to come down here to hunt otters. my grandmother was forced from her village in alaska to boring school in oregon. and had i been forced to make a model of an indian boarding

school, i would have been traumatized. so i want to remind you that san francisco has the largest urban indian populations in the country and continue to experience ingoing and systemic oppression on a daily basis. i was raised by a single mother. we were poor, affected by alcoholism, drug use, mental illness. i do have a bachelor's degree from dartmouth and ph.d. from ucla. i ignored my teachers in public school that told me i was disruptive and sent me out to the hallway and told me i would never reach my goals. i had positive native role models at home that told me that columbus is not what we were learning in school and san francisco unified school district need to learn the truth, too. they need to know what happened in california. they need to understand the language of oppression so they

can speak to power especially in this current national administration. i hope that we can lead the way for the rest of the country to do what's right. it reflects a responsibility that the government owes the first nations of the country. thanks for hearing my remarks. [cheers and applause] >> my name is amy anderson. i'm grateful to be here.

i am here to talk about the mural at washington high school, where my son attends 10th grade. i will describe pieces of the mural. bear with me. if you need to close your eyes to imagine what it looks like, feel free. in the mural, scalps of humans adorn the belts of american-indians. scalping began with an english colonial settleer. indigenous warriors attacking white soldiers erases the reality that george washington ordered all-out war without diplomacy against indigenous people. it depicts american indians

committing the hideous tactics of warfare. it glorifies colonialism and whiteness. in short, this landmark-making mural perpetuates white supremacy. the size and placement of the mural shows a deep sadness for indigenous people that were killed. frontiersman walk over the lifeless body of a warrior. george washington stands beside the fallen warrior, but not a single eye is diverted. [cheers and applause]

>> i have two more speakers on this item. mary and celeste. >> looks like i don't have to push a button. i like pushing buttons. [laughter] i've been here a few times and i've been on this earth for 62 years. i'm a mother and a grandmother. my blood comes from central america. my children are enrolled members of sioux nation, pine ridge. you will have to forget my voice. i know it sounds sexy, but i'm dealing with a virus, so entertain me here. if i have a coughing spasm, give me a couple more moments.

so to that end, my granddaughter proceeded as the student leader for indian ed. and she is now second year at ucla. there were times she was told she would not succeed because she did not conform to some of the things she was being taught or told to be quiet about. she's a very strong woman now and strong leader and you will hear from her again. i have to say, some of the items on this list have been here a few years. it's time to proceed to action. that's what i will challenge you about. i have 62 years.

i don't want to come back a couple more years and just talk about the list incomplete. the other thing i want to talk about, i was at the board of supervisors meeting today. and you guys took a landmark decision to rename columbus day as indigenous people. they did like ways today. [cheers and applause] so there's a prophecy. and there's a prophecy about the condor and the eagle. the eagle lives in the north. condor in the south. and it represents a time of the two coming back together and bringing the nations together. remember, we didn't put the borders. other people put them there. and in that, right now, san francisco is stating over and over again about being the

sanctuary city. representing and protectioning , not the illegals that trump represents. that's coming together. and i want each of you to remember that. and that's something to the children need to know and they need to release and stop the racial bias and stereotyping that's being taught in schools because that's what makes trump being elected because people believe those lies and those falsehoods and those stereotypes and they live in fear. stop the fear. educate. educate yourselves. and next year i want to give you a better report card. thank you. [cheers and applause] >> thank you. i have one final speaker. mary travis allen.

sorry, mary. celeste aguilar okay. she's not here. all right. thank you very much for that. >> can i substitute? >> no, i'm sorry. thank you. all right. commissioners, comments, questions? commissioner walton? >> president walton: thank you for coming tonight. one statement and a question. it's good to see you collaborating and going off on trips together and working together and hopefully we can see more of that collaboration. and then just a question on slide 9. we don't see graduation rates for '16/'17. are we waiting on those? okay. >> commissioner murase: thank you.

i was on the board when the facility having an indian education center, a physical space, was a very big issue. and i was pleased when we were able to carve out that space and be at the opening. and there are other communities, pacific islander community, that's seeking space. i want to know what difference that's made to have a physical space where you can meet and teach from. >> the difference is everything. it is, as the name implies, the center. the center that brings many together. the center being that in the middle of the serbingle. it's the hub, not only for the academic school program that supports k-12 and their needs after school, but it is the

family center space. it is the cultural night. it is professional development. it is a safe space in this city, a city that has no space for anyone. and yet our children make their way from all the schools to spend time together. to be supported. to know more than words. there's genuine care. we're a family. we're relatives. we're healing with each other and that space allows us to do so. in terms of the space allowing the program to expand, four years ago there was no space. four years ago, we were being asked to make a difference in the outcomes of our children. the graduation rate and the dropout rates. we were not able to make as deep

of an impact as we are now because we have the center. >> and i just wanted to give some testimony to your comment or question, my son, marciano, who is in the audience, and he often gets the calendar of the month, places it on the refrigerator and that's his go-to spot. what is going on today? i'm there. yesterday as we were sitting there in the center, we were talking about what the late mayor ed lee and how he supported us and just because he has that center, he knew what he had to do. he needed to burn some medicine for that late mayor. if we didn't have that center, where would he do it? where would he go? who would he be part of? it's critical as developing him.

without it, where we would be? >> i would like it say quickly what it brought my son. one would say leadership. he is the student representative and has been for over a year. he was honestly on like five boards. so he's become a young man and a leader. as well as family. countless times he's said, i have friends from every culture, from my school, but when i come to indian ed or the few other indigenous spaces in the city, we have family there. and for kids that are often the only native student in their schools, that means everything. because they don't have to worry about anything there. they're home when they're

amongst their people. it means everything. thank you. >> are you done? okay. student delegate. >> i want to say thank you for your presentation today. the mural at george washington is in the process of being addressed by the school site council. the student advisory council will be collaborating with its representatives at washington high school to make sure it's dealt with. we cannot tolerate any insensitive artwork. so we will be in contact with our representatives at washington high school and continue to follow up with them until we've taken the steps necessary on this mural. thank you. [applause] >> thank you.

>> first of all, i want to thank you for your work and your advocacy. it's a report i look forward to and have learned something. this is the case for you, challenging to keep on bringing back some of the same questions and same demands and i do want to say that it does matter. i know for a number of years, the need to have a center and a space was one of the regular requests that were made. and i think it's a testament to your advocacy that that piece has been dealt with it and we can work with you to chip more off the loss and ensure the success of our students. i wanted to -- i had one question and then a statement. to see the graduation and

dropout rates, they're very concerning. and i wanted to know from your perspective, is there more that we can be doing as a school district to be supporting you and the students you work with. is there anything that comes to mind that would be helpful in terms of resources or -- and i don't mean to put you on spot there. you did outline some of them. you can repeat those, too, if you like. did want to recognize that it would be a critical priority for us. >> many of our young people, they respond to one-on-one support. when we look at the needs of our children, the unique needs, you will see that the priority was identified under the academic, social and emotional support, and i will add culture, where we're looking to increase our staff support from a part-time position to a full-time, at the indian ed center that would allow us to reach more of our

children during the day and after school. and provide to them the support they need. >> thank you for that. we hope that can help you make happen. a couple of quick points. i appreciate the priorities around cultural competence and humility. i hope as a district, we can make a commitment to offer these trainings and partner with the california indian museum and cultural center and the supportive policy. it sounds like there's a bill going through the state legislature, so i would want to ask that we bring that to our rules committee and potentially take a position of support as a school district, so i can join in the advocacy for that and implement it in the district and the challenge around curriculum

development and we bring this up and want to express our support for your continued advocacy and commitment to make sure that nowhere in our curriculum are we offering negative and inaccurate and ahistoric portrayals of american-indians. so as far as we're concerned, if we're offering curriculum in our district it should be in partnership with you all and you should see it first. and i appreciate the comments made here. i have long felt that the murals at washington high school are an embarrassment, as least as far as i'm concerned. and i think it's that we

shouldn't have those portrayals. the school should be safe and accurate and to look at this history that you have shared with us here and to think that somehow we would be offering any portrayals that continued that persecution and that historic discrimination of american-indian people in our schools is shameful. so i would like us to continue that conversation. i appreciate you bringing that forward here and hopefully it spurs a conversation here in the school district about what can be done to address that. i think it's shameful that it continues to be in any of our school buildings. thank you for your work and thank you for bringing this forward.

[applause] >> thank you. >> commissioner sanchez: thank you. and thank you for your presentation. i would like for staff to give a report back to us in a month or two about where we are on the priorities, so we can move on some of them or all of them. the mural, to me is an ma embarrassment. and i would like to be advised about what the council says. and also do we have a policy about native feathers? >> we've always received support within the school district.

because in our school districts in southern california and other districts, have not allowed students to wear their feathers and regalia. so our hope is that san francisco often leading the way will say, we support this. >> i'm willing to work with you on a resolution to do that. >> great. thank you. >> and then as far as staffing from a part-time to full-time, i support that as well. has it always been halftime or has it been full time in the past? >> seven years ago, it was part time for the entire program. up to four years ago when i took the position, it was one full time staff for the school district. as of this school year, '17/'18 we went from independent

contractor support, 25 hours a week, so .6 part time position sfusd. >> so total staffing is 1.6. >> no consultant? >> for the cultural nights, yes. we're looking for something more sustainable. >> and thank you, again. >> thank you, mark. >> any other comments? >> can i ask how many native-american students we have in the district? >> that is a great question and that's often asked. it's not the data that we receive. unlike any other group, they have to verify, who they say

they are through tribal enrollment. so the form they have when families come to the district, that allows us to see who is enrolling. if you put anything other than hispanic or another race, that's not coming to us. we have it search through the data or it's word of mouth. we've gone from 226. we're at 250. and not everyone there may have that eligibility point met.

so we're 250, k-12. >> okay. thank you. >> i want to extend my support for the hard work and efforts you've done to engage the native-american community and empower our young people that you serve and strongly support that we immediately after a racist depiction and groups represented in our schools. it is embarrassing. and it's -- we should be embarrassed also, we had some community members come here and talk to us about it in 2018. i want to support staff and the conversations at washington. we do all we can to quickly

remove the mural and to the extent we can have restorative circles to discuss the impact and the trauma it's had on our community. so thank you for bringing it forward. i look forward to working with you more closely and reporting next year. >> thank you very much. appreciate it. [applause] our next item is appointments to the advisory committee. i know student delegate ang and commissioner walton have appointments. >> thank you. the student advisory council is making an appointment to the public education enrichment fund community advisory committee. we'll nominate a junior from mission high school, zariana reeves. the next meeting will be february 7 at 6:00 p.m. at 555

franklin. >> thank you. commissioner walton? >> thank you. i would like to appoint tracy brown gallardo. >> any other appointments? seeing none, next is our consent calendar. i need a motion and second. >> so moved. >> second. >> thank you. i have no public comment on consent items tonight. >> no, there's none. >> any items removed or severed? seeing none. if any items are severed -- we don't have any, so we won't do that. roll call vote, please. [roll call]

>> yes except for k1, 2, 3 and 4, they're retroactive. section d is discussion and vote on consent calendar. section e, proposal for action. our first is proposal for staff coordination and delivery of programs and services to meet the needs of homeless children. this was authored by matt haney. 175-23a1 proposed amendments to original resolution, shown in redline. this was moved and seconded on may 23, 2017. couldn't get a committee report from the budget committee on an updated fiscal impact analysis.

>> we just heard the updated fiscal impact and there was no change to the recommendation. >> thank you. do you want to read the recommendation into the record? > commissioner haney: sure. one second. i don't want to read the whole thing, right? okay. >> commissioner haney: in support of staff training delivery of programs and services to meet the needs of homeless children youth and families in the sf unified school district, to build on the sense of urgency around student and family homelessness and empower staff to support

homeless students and their families in connecting to services and housing. sfusd is rich in human resources and students and we can and must do better for vulnerable students. at the end of the '15/'16 school year, 2,144 homeless students were reported in k-12, with a total of 1, 093 hispanic students. i'm going to skip over and just read the resolves here. therefore be it resolved sfusd and the board recognize the requirements for the must mckinnie act requirements, to provide homeless students with a safe, positive learning environment that is free from discrimination and harassment that proposed self-esteemed

outlined in 6173. the board of education directs the superintendent develop a student and family experiencing homelessness action plan that incorporates the provisions in the resolution. a report of the policy changes, strategies and partnerships including the status of the learning centers in support of students and their families as outlined in the resolution. i'm going to skip ahead. it's a lot. further resolve addressing enrollment barriers prek- and especially those that have recognized required, proof of residency and credit transfers should be temporarily removed to expedite placement. this is a really long thing.

i'm going to skip ahead. sfusd will collaborate with shelters for the resources needed to support the learning centers and identify and assign a liaison and school site liaisons at schools that will support the afore mentioned and in addition to a number of things there. sfusd will pursue opportunities to collaborate including referring students homeless to life-learning and initiatives. i will go to the end of it. sfusd shall improve data collection by entering into a data-sharing agreement. and further resolve to pursue opportunities for sfusd-owned

land to build affordable housing. including potential partnerships in our funding sources from city and county and state philanthropic resources. we'll get a report in six months and further resolved that we'll collaborate to develop an urgent response system when a student is unsheltered or about to lose their housing. this urgent response system with services administered by hsh. sfusd will collaborate for training on the family process and to ensure that sfusd staff knows the best way to connect homeless students and staff with city services. that's about 1/6 of the resolution that i read, but i

will leave it at that. >> thank you, commissioner haney. i'm going to call up speakers on this item. if you would please come over and step up to the podium and turn on the mike. eugene alaho, maryjane rodriguez, aaron agdelo, daniel lumon, tony robles, david wu, and p.j.ilhenio. come on up. you have 2 minutes. >> okay. good evening, tenant counsellor south of market community action network and alumni of k-8 betsy

carmichael. i support this cause because many of the homeless families are attending betsy carmichael elementary and many of them live in doubled-up units and dealing with roaches and bed bugs on a daily basis. it's not contributing to a stable learning environment. i urge you to support this cause. if this resolution passes, a lot of students, not only in betsy carmichael, but districtwide will be provided adequate housing. thank you. [please stand bsfusd sfusd sfus

sfusd if this passes, this will be instructed to provide for families in need. like my family, we need speaking staff and the research and opportunities for sfusd on land to be made available to affordable housing for families like mine. i recommend that all of this board member pass this

resolution and that school district staff to work with our community in making this reality, thank you for all of you. >> we have already started this item, so we're not going to be taking any more cards, so what i have is what i have and we're not going to be accepting any more speakers on the item. let read off the last few i'm taking on this item. alexis david. raul fernando. raquel and jennifer. >> i am the t.k. kindergarten leader at filipino education centre. i've studied child and

adolescent development with advocacy systems. i've studied how policy has affected poverty and poverty has affected the intersections of family and children developing. i understand that homelessness is not only on issue, but it is something that threatens the development of children and families. for the students who are facing this issue, it's not just an academic issue, it's a social and emotional issue as well. having a sound home environment will not only help them with their academic studies but with their social and emotional development as well. thank you. >> thank you, next speaker, please. >> good evening, i'm daniel, i'm also an educator. i work with 6th grade and one, i want to appreciate the ambition

of the resolution to use sfusd land, i hope you all have a good portion or the homeless youth out here, but there is a sizeable amount. ever since i started working, i do get comments about living conditions and house conditions and i just wanted to make it known that it is imperative there are children's lives at stake and livelihood. and truly this resolution is an investment because right now, as we can see, the current return is very -- if we don't make moves fast, i'm afraid i'll lose students, because i'm having a hard time with students not eating and if they don't make it in time for meals. in regards to the after-school program, there is so much more care than just academic

enrichment, which is important, we we try to provide holistic which addresses social problems in regards to socialization, both of their emotional well-being and we hope that this resolution is holistic and encompassing as well. and with homelessness, it does hit the fact there needs to be better quality, food and packaging, especially fresh produce. these children when they have negative environments. when we get fruits and vegetables from the school district and they're pr prepackaging but they're spoiled, that just reinforces a lack of care, which they experience from their environment and i hope this resolution brings back that care. so, we can have a better future hon restly for the city and -- honestly for city and california

and america. >> next speaker, please? >> good evening, i'm the youth coordinator at the saddle market community. and we are in support of the resolution providing housing and culturally competent service to homeless students and their families and that's sponsored by the commissioner, we thank you for working with our community on this issue. and our student needs better support in the school and also outside school, including having a home that is habitable and room to do their homework. they need culturally competent servants that can speak their language to provide full support to them and their parents. for me, when i was in high school, i always go to someone that i can relate to, that can speak the language, so they need that also. this resolution is one of the ways