tv Government Access Programming SFGTV February 28, 2018 7:00am-8:01am PST
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we're here to share an update on the web property redesign project. this project is a collaborative cross departmental team effort that's led primarily by two divisions, and in particular, before we begin, i just want to recognize that the core team consists of a few people that are here with us tonight, join cy, jill shagere, and elva gutierrez. we're trying to get a deck synced up here. i'll give you some content before that. as you know, the world is on-line. the majority of our families, both current and future families, as well as employees and future employees are looking for information about our district on-line. we have an average of over 100,000 unique views a month on our primary site, but there are also dozens of other web properties that have been
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developed over the years that are maintained by staff and departments and at school sites. the content on these sites may or may not be translated, may or may not be meet accessiblity guidelines, may or may not be up to date. but due to other priorities, as you know there are many, as well as limited funding, we haven't been able to update the content for our website properties in eight years, which is a long time for a web management system. a lot has changed in eight years. in the fall of 2017, we were able to make this a project under our digital district steering committee a priority, and we partnered with a local company that has parents on staff, sfusd parents on, as well. over the last several months, they've worked with us to
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analyze current web traffic patterns, conducted outreach to multiple departments, teachers and principals as well as families and students. so tonight, we want to share with you a little bit about the work in progress and to let you know where we're headed next. what you here -- what you see in front of you are what they call in sort of the web design world user personas. they're just a few of personas that sort of capture for us the things that people who might come to our website look for. we really want to emphasize that this is a site that is not just for our parents and community, but it's also for our staff, and we know that currently content is difficult to find. our search doesn't work to narrow down options successfully, that we have poor mobile responsiveness, which
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means that people who go to look at our website on their phone, which is at least 25% of our main site users, don't get to the information that they want. and -- and it's hard both for our staff and our families to know where to look for sometimes critical information. so you'll see that we have leo, we have amino, and leo's looking for school options. amina's a teacher looking for forms she might need, and neither of them are able to really easily find what they need. so what we're looking to do is to improve leo and amina's on-line experience, and to do that, we plan to increase accessiblity and mobile friendliness. we also need to make really importantly functional updates, meaning things that we couldn't do on our old content
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management system, including making it easy to find information in a different kind of information architecture than what we were able to develop eight years ago, and we also have something really critical. while we have on our main site, i think some strong language accessiblity, and we do have accessiblity for people with disabilities, we need to bring all of our sites up to that kind of accessiblity standard, and we're even under a mandate from the office of civil rights, along with other districts across the country, to meet that standard. so i just want to tell you briefly about the process, and then, i'm going to turn it over to melissa to tell you about what's next. so exigy did one-on-one interviews. they looked for the kinds of challenges that our users face. they looked for the type of concerns that our multilingual
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and special needs audiences have, and really tried to figure out how we can capture a vision for a -- all of our multiple web properties that will meet the needs of our key users and the types of information that they're looking for. so the -- they then sort of looked at engaging with our core team that i mentioned earlier, doing what are called design sprints. they did an on-line student survey, they created some different prototypes around different types of user flow, so the different types of information our users are most likely to need, and how they will find that information on a newly visioned website. a lot of things that they learned aren't going to surprise any of you who have gone to any of our web properties, but we have a lot of content. and so what was a big issue for a lot of our users is navigating the website, figuring out given how much
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content there is, how do they find what they're looking for? so we had people talking about, if they were a teacher, for example, and they went to our intranet, which is our internal site, that there was difficulty figuring out where to find what they needed, and as soon as they found it, they would leave. and that we also know that for our school websites right now, we're using a totally different management system than for our main website, and people at the school websites have a variety of capacity to support and maintain those sites, and they -- and our users thought that the sites didn't have a good representation of the kind of amazing work that the teachers and students at those schools. and i'm going to turn it over to melissa. >> thank you. good evening. so we had a number of goals going into this project that gentle touched upon in the framing and having really a
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best-in-class digital presence to represent the amazing things that are happening in sfusd. when we haven't updated that presence in eight-plus years, that's hard to do that, so that is sort of the key driver in this work. we also wanted to be mindful of a couple of key themes with this? gentle touched on having a mobile responsiveness and mobile accessiblity, so really ensuring to address a tech equity question, so regardless of the type of device, a parent, a teacher, another staff member, a student, can access the information that they need. to that end, having accessiblity for all, so expanding our accessiblity for students with disabilities, for multilingual individuals, as well. and then, having a focus on collaboration and community. so thinking about the sfusd community, and ensuring that our web presence is representative of the entire community? and then being forward looking,
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so with our vision 2025, having a web presence that represents that vision and gives a sense of the direction that we're moving in as a district. so with those goals and with all of the user-centered design work that we undertook, we came up with and what the proposal that we're going to walk you through to give a little sense of what's to come is an integrated community site, so a unified platform that provides access for parents, for students, for job seeker who are yet to be part of the sfusd community, as well as our employees, our sfusd communities. and then, a concept that we're introducing called a front door, so that's really that entry point, that single pathway into a particular school, into a curriculum area that we focus on. so that can help navigate and direct users to the right information that they're looking for.
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and then, i'll show a little sample of what that can look like. i should also say, too, we have a focus being the technology person, you know, focus on the infrastructure that's supporting on it and having a scaleable what's called a content management system, that's both scaleable and flexible to meet our needs, so i'll talk about that in a moment as well. so to give an example of what that front door could look like. this is called a wire frame, so it's just to highlight a map, if you will, of what a school front door could look like? you'll noticed problems that gentle mentioned we currently have around search. and balancing both contents, language, written text, but also graphics and being able to
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leverage icons to be able to access information, as well. and then, you move from a wire frame into what i -- a user flow, and you get a little bit more into the design and detail of the work. and this is where you'd add in additional colors and typo graphy, and balancing of light space. you know, one of the points of feedback that we heard, too, is there's a lot of rich information and content on the site, but it can be hard to find it and access it. so being able to walk users through a flow that guides hem to the information that they're looking for. also, ensuring that our students are student centered and that students are first and foremost, so bringing the student's stories and the student's faces to the for front of our web presence?
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and i have wiwill share our br we've brought samples of what it would look like. it's still in evolution. so a couple of the key features and benefits that we've hit upon, again, the responsiveness and being mobile friendly, so that when the site gets pulled up on a phone, it's easy to being assess content, having multilanguage support, so ensuring that we're meeting the needs of our multilanguage lea learners in the district. having a dashboard, so thinking about our employees and administrators have limit willed time, as well as our families and students to access information, so getting, kind of aggregating that information up to a single dashboard. and ensuring we're compliant with all of federal accessiblity requirements, and
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then, having that modern open source content management system that's underneath it? we looked at a number of different platforms and are moving forward with what's called droople, so it's open source. there's a large community in the bay area that supports droople that we can leverage and tap into. it's an intuitive platform, so that'll help with both all of the many content owners and authors that are in the district, both in central offices and in schools, and it's also the direction the city is moving in as they're upgrading their content management system. so with that, just a little highlight in terms of what's to come? so we're here sort of closing out that phase one in terms of the assessment we've done and initial recommendations? and this spring, we'll be moving into phase two, which is both a design and buildout of the site, as well as what we're
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calling that content strategy in governance. so once we get a site launched, what's the process by which we're managing it so we're able to sustain it over time? and then, what's the needed support so that we can move this forward into the upcoming school year. i should say throughout all of these points in time, we'll have opportunities for feedback and input. that's part of the user centered approach. that's not just through the beginning but throughout the stages of the process. and then as we move into the fall and next year, we anticipate having -- you know, seeing some initial front doors and the sfusd.edu, but building in department sites and school sites over time. it is a change management process, and so we need to make sure that we're working with schools and with departments so that the resources, the infrastructure is in place to
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migrate over and support it, so that's the process, and that's what we'll be doing over the fall and winter, as well as operationalizing the new site. >> so in summary, we're looking forward to having this new site that will be mobile friendly and even more accessible for all of our users, and we welcome your questions and feedback now. >> thank you so much. it's always exciting to come into the 21st century with more bells and whistles, so i'm glad we're thinking about how our families are able to maneuver
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website. commissioners, questions or comments? commissioner haney, and then, commissioner wong. >> well, first of all, thank you for this. i think this is very exciting, and i know that there are many priorities, but this is often one of the ways that the community or our families or students, teachers interact with us on a regular basis, and sometimes for the first time, so it really is critical that it is reflecting who we are and our identity and is able to be navigated in a number of different ways to find, as you said, you know, the different pathways if you come to us. there's a lot of questions that i have, and i'm sure this is going to be an involving piece of work. one of the things that i just wanted to underscore and i don't know how much thinking has been done around this, but i'd also love to see how we might engage our student
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advisory council on this, is how our website can be more of a resource for students. right now, i don't think it's really a place that students go that much, and there's -- at least in my experience, i haven't looked that closely in a while, but i haven't checked this previously, but there isn't a clear home for students on our website of where they would go for certain resources. that can be a range of things. sometimes it would be that maybe they need help or they need certain resources for college. there's a range of things that might lead them to the website, and i want to be sure that that's a part of the conversation, because i think it can play an important role in our district. the other thing is thinking about how this process might link in some way both with the way that families look for schools and find the right fit,
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the right school for them and how that's going to be integrated in the different pieces of what -- what is included in both the main website and the school by school website and how, you know, certain ways that we structure it, the individual school website, would impact how and with which factors you can search to begin with. so that's making sure that integration is there, and what factors are important to families as they're looking for schools. and then, with that, is there any thought given to the opportunity that this could provide to think about the -- the way that families apply for schools to begin with, and whether that had been part of the conversation in terms of actual applying or schools using our website as a vehicle for that, more than just how do i enroll and where do i enroll, but actually enrollment and
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searching process. so those are some of the questions that i had. i mean, obviously, i think the overall project goals in using a user-centered design is the way to go in making it accessible in some of the goals you send out -- put out made a lot of sense to me, but wanted to underscore those two points. >> do you want to make a comment? [ inaudible ] >> sure. so thank you. yes, we did have some students as part of our initial design input session, but in thinking about right -- how -- what's that front door for all of our stakeholders to being assess through that unified platform, so thank you for that. and then in terms of for families, we do envision that sfusd.edu would be that entry point for families to learn about, to explore, to discover sfusd schools?
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as part of the enrollment process that was a very specific user case scenario that we looked at, and that was part of the design sprints process, which would then integrate to okay, now that i have learned about schools, and then i want to go and apply for schools, so we do have a parallel, an integrated project underway with respect to exploring that on-line application. and so we'd see those two components fitting together in an integrated experience for the family. >> commissioner walton, and commissioner cooke. >> thank you so much for this presentation. just a few questions. on slide four, when we talk about target audience, and you list students, parents, faculty, administration, but students, parents, faculty, administration, like where? what schools? what level of -- >> yeah. so i think -- i need to
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actually go back to slide four, but my computer is blocking me with my password, so give me a second. we'll go back here. are you talking about this -- yes, i think that's the one. [ inaudible ] >> yes, okay. so target audiences. in other words, that's the target audiences for this integrated community site. so right now, for example, we're operating as though there's information that's just for staff, and then, information that's just for families, communities, student, sort of public facing and internal facing. what can be challenging about that is there's a lot of overlap there, but our employees who are keeping content fresh don't necessarily have the band width to keep it fresh in multiple places. so those target audiences for the site will actually reflect the new site will have information for staff and for community members, and those
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things that are provide, they'll have to log in if it's confidential information. but otherwise, they'll all exist in one platform. >> like, where are you going to get the students? where are you going to get the parents? >> oh, those are already existing. >> so these are bayview students? parents in the sunset? i'm just -- where do these -- where are the target audiences. >> so in the -- in the -- for the one-on-one interviews and on-line surveys, we had parents -- i don't know this -- we can get the specific schools that they represent, but we did have -- we did have bilingual families, as well as families who had students with disabilities, so we could address various student needs? we had a group of high school students who were part of the process, part of that initial one-on-one interview and did an on-line survey here, as well, so i don't have the specific
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schools, but trying to look at the diversity of the sfusd community? and that we're getting multiple viewpoints as part of this. >> when you get a chance, i'd be interested to know what's the part of this. so secondly, would a front door concept also apply to the epc office. >> yes, so the way it looks right now is we know that the main people who are coming to our site are either looking for jobs, they're looking for the calendar and the school lunch meenoo, or they're looking for enrollment and school information, so sort of in this idea of a user flow, if we know that's what's motivating people to come to our website, we need to make it easy for them to find what they're looking for, we need to make that easily available on this site. >> is it the goal for all school's websites to be uniform
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or at the very least have those certain same components? >> the goal is to have -- first and foremost have it be really easy for people to find what they're looking for. so what happens now is that schools have a lot of independance and autonomy in how they organize their sites, and the challenge is that some schools have sites that are very easy to navigate and some have sites that are very challenging to navigate. some schools have robust parent support, for example, parents who know how to design websites, make beautiful sites for them. other schools don't have that. we want to create equity for all schools to have a baseline of information that can be centrally supported, and then, some freedom and flexiblity to bring their own school's character and personality. >> thank you. and my last question, we already now how we're funding the entire process?
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>> so do you want to get that? >> yeah. sorry. so yes, we have funding allocated for this project? it came through a project review and prioritization process, through our digital district steering committee and was prioritized as a project to move forward, and so with that, we have set aside the resources to launch it. >> okay. thank you. >> thank you. >> commissioner cooke, and then, student delegate ong. >> thank you. i really appreciated the update, as well. i think the first time i met with our current set of epc, i talked about websites, and the vast difference. and you know, you're starting with the district, and you're trying to roll something out. i heard that piece of schools can have a better way to before their websites and manage their websites, but, you know, it is true. it's like everyone's first impression when they're
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thinking about getting research or what to do is to go on a website. and looking at this existing school websites and you know i'm sure you've seen them, the quality of the websites is very, very different. and so you know -- it hearkens back to, like, our high school students are thinking about where to go to college. instead of going to the websites to make a decision, people are still in that frame of make when they're making school choices, and to get really serious about presenting our district about the best option, that has to be communicated through our web presence. you guys are taking steps towards that. you're starting centrally. i would love to see the plan for how to support schools and how that compares -- you know, 'cause we have limited resources, and so you'll be able to offer a certain level of support. but for websites that get a lot
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of traffic or seeing the type of teams they have behind their sites to kind of make a comparison, i would love to get a sense of that. because you're obviously making research-informed decisions. you know what people are coming to our website for, and there are a lot of analytics out for other sites to see, where is most of their traffic coming from, what are other people looking at in terms of school options, who are the best in class for telling a compelling story around what the school is, what it offers. because that's the thing that i think we do have: we have incredible stories happening every day in our district and using our websites is a way to tell those stories. i think it's really powerful. you touched on a bit of that, i think, in how you're focused on revamping the site, putting stunlts at the forefront, making sure it's easy for the
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top four groups that we know so that they can get the information that they need. one of the -- one of the issues i was hoping you could speak to was -- [ inaudible ] -- computer hasn't left all these websites, huh? [ inaudible ] >> it's really hard currently now to find out who to contact if you have a question for the school district, and so i can go on the existing website and probably search something but how are you thinking about using the website for collecting public information and responding to those requests, if at all? >> i think those are really good points, and i think we do have some people taking careful notes on all of your input.
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i think that sort of this relates also to commissioner walton's question about the funding, which is that we have the funding to kbet to a certain point, but where we are still needing to look at resources is on the back end, so i appreciate your input about what are comparable teams for this type of content, what that needs to really look likes in order to support our schools, to make sure that our content is robust, and then to your last point, make sure that we are able to respond to people when they're making requests through the website, whether that be informational requests or other types of requests, and i think that's a part of the next phase is to real really look at what it will take in order to make it a truly responsive site. >> if i go on a site right now, and they have a help desk, i hate using the help message
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thing, because i want to talk to somebody. but if i do, a box comes up, and someone responds. is that in the works? are we looking to do something like that? >> it's too soon to know if we would, but i think we need to have the staff on the back end to be the responder, and i think that's where we need to explore what the capacity is for something like that. >> student delegate ong. >> thank you for your presentation. i just want to follow up on student input regarding on the process of building this website, and my question is what other student focus groups were involved, were you able to meet one-on-one with students and get their input, and how exactly did you use this in your process? >> so for students, we did an on-line survey for students? and so we followed the same types of questions in terms of
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key challenges, when students were looking for in a new site, how they used the current site, how they'd want to use a future site, so that was part of the intake process? and then, the feedback that we received from that went into the further stages of the design -- of the design process. >> okay. and one other question that i had was did you take any steps to reach out to communities, and especially students that were underrepresented in terms of especially access to technology? >> so i don't have specifics in terms of the types of students that we reached out to? we do have a lot of -- and data and understanding in terms of the variances for types of access? which was one of the original project goals and sort of design principles going into this work in terms of ensuring that we have a mobile friendly website that can be accessed from a cell phone, so i can get
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more specifics on the students who we did incorporate? but we looked to sort of have a broad reach that would be of students, that would be representative of the diversity of our student body. >> thank you. thank you. i'd also like to just corroborate what commissioner haney said about keeping students involved in this process as it goes on, and i'd really like to be kept in the loop, and especially the sac be kept in the loop regarding this process, and i'm glad that you came to present to us, so thank you. >> thank you. we'd love to do that. >> commissioner merase? >> thank you very much. i'm really excited about this project. i think it's long overdue? i just had two questions. one, what is the relationship between this website project and parent view, as well as there was an effort to create fund raising platforms for each school through sf public schools. i just want to make sure we
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have these sort of three disparate systems, and i would love to see them come together. >> i can speak to the parents view? at the end of the day, we do have different sites that serve different purports, and at the end of the day, we ensure we have different clarity on which system to use for what purpose? and i'm thinking how the users access the information through the various tools. so in terms of thinking of an integrated site here, having that single point of entry through sfusd.edu, that can bring you to hey, i'm looking for grades for my student who how my child is doing attendance wise. that would bring you to parent wise, for example, but it would give you a way to access it? it would be clear and easy, so i appare a parent doesn't have to
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remember i have to go here for one thing and here for something else. >> and my second question is, i know that the city went through a major assessment of accessiblity of their website to the deaf, the blind, you know, people with physical challenges, so i just want to offer that the mayor's office of disability has a lot of expertise in this area. for example, i know our department is discouraged from posting things in pdf because that's not accessible fully. if you could just comment on your efforts in this. >> so -- so we do have a core team of people that are becoming more and moraccessiblity experts, and we do have accessiblity checkers on our current site. what we need, though, is i think to have anyone who's providing content needs to have
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a shared knowledge base around that, and right now, we're still -- we're still developing that, and we really appreciate that offer, because i think we could learn a lot from that office, so we'll definitely connect with them. thank you. >> great. thank you. i just had two questions. so the city just went through a very similar kind of revamping, and they did it through the communications office so that all the sites were similar and all the departments had, you know, the same information. so i just wanted to put that out if there was -- [ inaudible ] -- were really instrumental in that. i'm just wondering, will there be templates for all of the schools so that there's consistent information and they don't have to kind of build their own? >> yes. so that's part of the -- you know, moving into our next phase in phases to have the content management system which provides for those common templates so that we can
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ensure, as gentle was mentioning, there's that foundational information that's in the same place for every schools while allowing for school's flexiblity to represent their unique identities. >> and then, will the schools be responsible for updating their sites and keeping it current. >> i think that's one of our challenges is we have one person who supports all the on-line content that's on our websites, and so that's not enough to really adequately support school sites, as well as the central websites. so we need to look at -- that's to the governance part of the next phase is how -- how can we maintain a certain level of support so that our school site information doesn't suddenly become stale as soon as it's, you know, posted or a year later, and so we don't continue to have the kind of situation that we have now where there's quite a bit of variablity in
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terms of the types of content you found on those sites. >> it sounds like one person could do the things that are common throughout the school districts, and it'll be great to see on individual school sites, some of the common, you know, postings that we have that are relevant to all schools, no matter what school you are. and i'm curious on the social media piece, do -- do most -- will most schools have some form of social media that they -- you know, they can get tagged on, whether it's a twitter or facebook or instagram? obviously they would have to maintain themselves, but it's another great way to get stories out and information out and to post really positive things. >> yes. i'm excited because i think that's a part of this specific project, but it is something we've been building capacity within our support for our site leaders around -- we have a style guide, and some guidance
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around social media and how to use social media, and we have a school marketing-focused person who is supporting schools that are underenrolled or sort of have a specific need to do more to establish their identity and their presence and providing more support for those schools, as well, including with social media. >> yeah, and i would just add to that, right, social media and how to leverage social media to get out and show the amazing things that are happening in the district, we build that out with professional learning that we do with administrators and on our digital district day and work with schools on that. >> and individuals and board members and superintendents that all need to learn how to do that. >> awesome. any other questions or comments? all right. thank you both so much. this is exciting. and then, you'll come become --
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back to us in another six months. >> when we're launching phase two, so well he work hard to do that. >> all right. great. thank you. next item is 50d, consent, calendar. there are none. next item is j, special assignments to boards and committees. we have board 6195.5 is student organizations and equal access, and board policy 4027, temporary athletic team coaches, and superintendent's proposal 182-27-sp 12019 public education expenditure plan. so both board policies will be referred to rules, policy, and legislation committee, and the piece plan is referred to discussion and recommendation at the next regular board meeting of march 6th. [ inaudible ] >> when's the next budget
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meeting? is that what you're asking? [ inaudible ] >> so pete is going to come back to the board for all of us to hear. well, we usually do it as a cab out. we have back to back meeting, and we're going to do it at our next board meeting. and then, it'll go from there -- what did we say? >> march 13th. >> and then, for approval. so the next time you hear pete, it'll be a presentation without the vote, and then, it'll come back in two weeks after for the vote, okay? so can i get a motion and a second for the first reading of these three items? >> so moved. >> second. >> thank you. section k is proposals for immediate action and suspension of the rules. there are none tonight. section l is the board member's reports and standing committees. report on the curriculum and program committee, we actually
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got updates on those two already, although, there was something related to social media for lgbtq studies, an informational item. does anybody want to report back on that from rules? [ inaudible ] >> it was february 15th, so you couldn't have. [ inaudible ] >> okay. so you don't want to -- you don't want to update us on what that conversation was? >> no. >> okay. [ inaudible ] >> okay. so committee on personnel and labor, commissioner cooke? >> yes. come back to me. one second. >> okay. while they're pulling those up, board delegates to membership organizations, any reports on membership organizations, commissioner merase? >> yes. i'm a member of the csda conference committee, and there will be a call for workshop
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proposals that opens in early march. i will be sure to send around that announcement once it becomes public, but i hope that my colleagues, because this year's conference will be in san francisco, will think of great workshop proposals to showcase all the good work that we're doing. there is a requirement that one board member be a participant in each of those proposed sessions, and i also hope that some of our very talented student groups will apply to perform at the december csba meeting. >> thank you. and we do -- go ahead. >> did you say the dates for csba, i'm sorry, for this year? >> what. >> did you say the dates for this year for csba? >> the date for csba is always after thanksgiving, and this year's dates will be...december
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5th through 8th, i believe, 5th through 8th, but i'll have the whole schedule and be sure to circulate it to my colleagues. >> and if i'm correct, miss casco, we have an opening for a csba member, is that correct, so commissioner walton, you are no longer a representative, is that correct, so if anybody else wants to serve as a csba rep, please let me know. okay. so let's go back to the report from the ad hoc committee. vice president cooke. >> yes, thank you. so we actually had a really incredible overview of the basic aid fund, which -- which is a state -- is a way to fund the school districts that is --
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[ inaudible ] -- gave an overview of examples of basic a districts and how they're funding teachers in every instance that happened in san francisco to implement a basic aid approach and what happens, so it was very thorough overview. we also had an overview from deputy superintendent lee regarding our parcel tax, and we received an overview on our diversity recruitment efforts for the upcoming -- upcoming teachers that we're looking to bring into our schools. one interesting data point that staff brought forward was the research report done by johns hopkins that stated that having at least one black teacher in third through fifth grade reduced black students probability of dropping out of school by up to 39%, and
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increases interest in pursuing college by 29%. so, you know, staff is looking at all the latest research related to the powerful impact diversity has on hiring teachers and that's top of mind as they are looking to recruit for this upcoming year. there's a number of new initiatives and existing initiatives, and so it was, you know, a very thorough overview of that. we finally got an update related to classifying staff. >> thank you. commissioner walton? >> just a question for deputy superintendent lee, and you don't have to necessarily answer now, but as we talk about basic aid districts, if you could explain to me -- and again, we don't have to do this now -- how san francisco doesn't -- doesn't qualify when we're talking about property taxes having to meet our exceed
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the lcsf allotment. and i don't know if you can explain that now, but it just doesn't make a whole lot of sense to me. >> so commissioner, that -- that was kind of a central question to the discussion at the ad hoc committee that vice president cooke is reporting out from, so it was actually quite an interesting exercise for we as staff to refresh our analysis of and our research regarding, as well. so be happy to figure out an appropriate way to share that information with other commissioners who were not present at that particular meeting, but we feel up to speed on -- on the basics of that -- so to speak, of that question, so be happy to share that in another forum. >> go ahead.
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>> yeah, i'm just going to do one more update to be more specific about classified, and this is to credit president mendoza mcdonald's leadership. so we've had this long-standing issue around getting our classified staff eligible for passing the certified service exam, and based on this mou, it looks like we expect to on board an additional over 350 new employees as a result of this mou being signed, so that's really exciting. >> that's great. >> so thank you, president mendoza mcdonald. >> thank you. >> and our folks thank you, as well. all of our folks been working out there for a long time, but ineligible for benefits, because they couldn't pass the civil service exam, so that's really exciting.
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>> i wanted to announce that the next meeting of the curriculum committee is scheduled for monday, march 19th. >> great. thank you. any other reports by board members? and then, yeah, calendar of other committee meetings, so budget and business, commissioner haney, do you have a date on that? >> yeah, so it's going to be on march 4 -- wednesday, march 14th, 4:00 to 6:00. >> okay. so that's an earlier time, so please note that budget is going to be earlier. we're still working on rules and grounds, curriculum and policies. >> monday, march 5th, at 6:00 p.m. >> ad hoc committee on student assignment? commissioner merase? >> it's not until may. >> okay. so that's going to be thursday, may 3rd, at 6:00 p.m.
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ad hoc committee on personal matters, commissioner vice president cooke? >> yes, it is march 29th at 5:00 p.m. >> 29th or 22nd? >> march 22nd at 5:00 p.m. >> okay. thank you and then the ad hoc city school district joint committee is going to be this thursday, march the 1st, at 6:00 p.m. at city college. item m is other informational items. our information is peer assistance and review. i'm going to call for any public speakers on this item. okay. seeing none, this item is closed. section n is a memorial adjournment. this evening, we have a really special adjournment in memory of our superintendent's father, willie earl matthews. mr. matthews, age 50 -- i'm
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sorry, age 80, was born in fort worth texas, january 28, 1937. he was raised in fort worth and was a proud graduate of im terrell high school. he met the love of his life while working at a segregated cafeteria, ana louise. they were mayor he'd on december 10, 1956. willie joined the navy and ana louise moved to san francisco. their union was blessed with the birth of three children. after moving to san francisco, willie earl became affiliated with providence baptist church. he became a u.s. postal carrier, and retired after 5 years. after his retiermt, ana louise took ill, and he became the primary caregiver for her. willie earl passed away on
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january 27th, 2018, one hour shy of his 81st birthday. superintendent matthews, we grieve your loss, and we're really sorry to you and your family. on behalf of school district board members, and several of your senior staff, we're going to be donating over $700 to the united negro college fund on behalf of your father. >> thank you. >> item o is closed session. the board will now go into closed session. >> we're now resuming our section after closed session. i move to vote on a stipulated
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expulsion case number 2018-12 from the district for the remainder of the fall 2017 ' semester and spring 2018 semester. can i get a motion and a second? thank you. roll call, please. [ roll call. ] >> six ayes. >> thank you. we're now going to vote on the chief and deputy contracts. i move to approve the contract for the general counsel with salary set at grade 28 m-1, step nine. can i get a motion. >> so moved. >> and a -- >> second. >> thank you. roll call, please. [ roll call. ] >> six ayes. thank you.
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i move to approve the contract for deputy superintendent of contract and operations for grade 28 at the present time nitime -- step nine for a two-year term. >> so moved. >> second, please. >> thank you. roll call. [ roll call. ] >> six ayes. >> thank you. i move to approve the contract for the chief of student family and community support with salary set to grade 23 step nine for a one-year term. >> second. >> thank you. roll call, please. >> thank you. [ roll call. ] >> six ayes. >> thank you. i move to approve the contract for the chief communications officer with a salary set at grade m-23, step six, for a one-year term. can i get a second? >> second. >> thank you. roll call, please.
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>> thank you. [ roll call. ] >> six. >> thank you. i move to approve the contract for the chief of research planning and assessments with a salary set at grade m-23, step seven, for a one-year term. can i get a second? >> yes, second. >> can i get a roll call, please. >> thank you. [ roll call. ] >> six ayes. >> thank you. move to approve the contract for the chief of staff of the salary set at grade 23 step m-9 for a one-year contract. can i get a second? >> second. >> thank you. roll call, please. >> thank you. [ roll call. ] >> six ayes. >> thank you. move to approved chief of human resources with a salary set at grade m-23, step six for a term
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of one year, can i get a second, please? >> second. >> thank you. roll call. >> thank you. [ roll call. ] >> six ayes. >> thank you. move to approve the chief financial officer with a salary set at grade m-23, step eight, for a term of one year, can i get a second, please? >> second. >> thank you. roll call, please. [ roll call. ] >> six ayes. >> thank you. move to approve the chief of policy and operations with a salary set at grade m-23, step six, for a term of one year. can i get a second, please? >> second. >> thank you. roll call, please. [ roll call. ] >> yes. move to approve the salary of
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the relations officer at m-23, step seven for a term of one year. >> second. >> thank you. roll call, please. [ roll call. ] >> yes. thank you. four more. >> okay. >> move to approve the chief of special education with a salary set at grade m-23, step seven, for a term of one year. can i get a second, please? >> second. >> thank you. roll call, please. [ roll call. ] >> thank you. move to approve the chief academic officer with a salary set at grade m-23, step eight, for a term of one year. could i get a second, please. >> second. >> thank you. roll call, please. [ roll call. ] >> i'm sorry, that was a nay?
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>> yes. >> thank you very much. [ roll call. ] >> that's four ayes. >> thank you. move to approve chief of early education with a salary set to grade m-23, step six, for the term of one year, could i get a second, please. [ inaudible ] >> thank you. roll call, please. [ roll call. ] >> thank you -- i mean yes, thank you. last one. move to approve the chief technology officer with a salary set to grade m-23, step eight, for a one-year term. i need a second, please. >> second. >> thank you. roll call, please.
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[ roll call. ] >> thank you. >> six ayes. >> the read off for the february 18, 2018 closed session in the matter of one case of litigation, the board by a vote of six ayes and one absent, norton, has given direction to general counsel. the board of a vote of six ayes, approved the contracts for 69 principals. the board by a vote of five ayes, two nays, cooke and sanchez, approved the contract of one principal. the board by a vote of six ayes approved the vote of 68 assistant principals. the board, by a vote of seven ayes has approved the resolution determining the application for classified position is rehabilitated. the board, by a vote of seven ayes, approved issuing notice that two principal contracts
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may not be renewed. the board by a vote of seven ayes approved issuing notice that two assistant principal contracts may not be removed. the board by a vote of seven ayes issued a vote thnotice th assistant principal will not be renewed. the board, by a vote of seven ayes, approved the release of four protectionary, one certified status employees, and the board by a vote of seven ayes, approved the vote of two protectionary status employees. item q is adjournment. this meeting is adjourned. thank you.
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