okay. hold on. commissioner norton, student delegate, and then commissioner murase. >> i most of you know that my daughter's attended roosevelt and washington which are stunningly beautiful architecture. i'm really happy that the school district has taken care of those assets and i don't -- at this point, i'm not prepared to support this. it feels like this is very much a conversation that needs to happen still particularly at the washington site. it also just feels unnecessary to me to add this level of protection. i think we are proud of the

beautiful architectural assets that we have, and we have demonstrated that we can take care of them in our community. i'm just not sure that this is necessary. >> thank you. student delegate. >> thank you. thank you, president. i would actually -- i was actually in attendance as a washington site council meeting at the end of february where they discussed the implications of the mural in question right now. and at that point, the school site council did not think it was a site issue, that it was, instead, a district wide issue that should be addressed at the board of supervisors because of its pending designation as a landmark. they thought washington school site council would not have the jurisdiction to take action in terms of removing the mural. instead, they suggested that plaques or signs be put up to acknowledge the atrocities committed in the mural and basically provide context for

the images depicted in the mural. that's what i heard from the school site council upon my visit to washington. because of the concern being brought up by my fellow commissioners and the discussion that is on going, i also feel inclined to table the item and not make a decision on it at this date. >> thank you. >> thank you for the presentation. i, too, like commissioner walton am dis pushed about justification of violence against the first people's. i don't want to hear justifications about the mural, and i'm a little bit surprised, i know that building and grounds heard this in october and in january, but i'm just curious about process because it was introduced at the board of supervisors january 9th before our whole board could look at

it. so in terms of process, i really would like to understand why this went to the board of supervisors before it came here, and then finally, i would like to request copies of the report. there was a lot of time and effort put into them and going back into the agendas, they're not attached as informational items. so at least online. so i would love to get copies of those. >> would either of you be able to respond to the supervisor question? >> tim fry, planning department staff. in terms of the process, we began this conversation with the grounds committee in i believe 2015, and at that time, we were working with dave gold. we received a warm welcome to the landmark designations, and

it was suggested at that time that only review of the documents would be required at building and grounds. so as we continue to move through the process, it wasn't until very late that we understood that there were concerns from building and grounds or outstanding questions, but in terms of our process, we do have an obligation to our own commission to move under certain time lines that are outlined in the code which is why it did continue through the two hearings at the historic preservation commission, but the reason why -- one of the main reasons we're here today is naturally, the board of supervisors wants to wait before scheduling the item to hear from this body on any additional concerns that it may have as those are heard. we'll report back to them on those items once it's scheduled.

>> commissioner haney. >> i want to thank you for what i think is the third presentation to us. i think this is the third one i've been in. there may have been others as well. thank you for your hard work on this and deputy superintendent lee as well. i think hearing what i heard tonight about the implications of this and what it means, i still share the concerns of my colleagues about the additional complications that this could bring for us as we consider, in particular, this question of the murals, but in general, i think the fact that it on one hand at least in law doesn't bring on us any additional barriers to changes, but yet the city wants to do it, suggests it brings consequence. it changes the conversations about the buildings in and ways. i think in light of the fact that we've had this conversation, particularly about

washington -- the murals at washington, i think we have a responsibility to see that conversation through a bit more. it has come forward to us recently and we want to, i think, also bring that to maybe buildings and grounds in some capacity. i do think that just -- i can't say anything really to the extent in how articulate commissioner walton put it, but i do think that the context of these murals is important, and i appreciate learning a bit more of some of the context for when they first were done. i think for us, we also have the context of the responsibility to our students and their safety, their sense of place, and support and that they can walk into a school and feel seen. we've heard from them and their families and communities that these murals can make that very challenging for them as they walk into our schools.

and so that's a context in which we sit. and also, it's important to recognize that these murals sit within a school named george washington with a huge statue in the middle which is a clear celebration of him and his life and so to have those murals, even if there was some sort of thing they were trying to do, the artist is trying to do when he originally, you know, put those murals together, the context in which it sits now with the statue in a school named after him sends a message about the behavior, the atrocious images on those murals. so i hope that we can express our concerns about what this means. of course, the timing is such that i think we should further this conversation, and i appreciate you all being here and everyone who has been part of this process. i agree with my colleagues on what we should do next. >> thank you.

vice president cook. >> i think commissioner walton also speaks for me in terms of the sentiment around the george washington mural, and all of my colleagues have reflected or-shal -- based on my dealingsh the planningition exam, it does complicate -- commission, it does complicate changes within the city. i do appreciate the city's efforts to create guidelines and preserve areas of our city and if you talk to anyone that tried to get anything done in the city, when you're dealing with a historic area, it makes things way for complicated. you spoke to the issue and it not being connected. it doesn't feel actually accurate given what we have seen in terms of trying to change things here or trying to start anything new here. it's such a hot button issue.

actually, all of my years growing up in the city, i never saw the mural until the group -- the indian -- native american presented and commissioner sanchez showed me the mural and it's horrific. to think our kids are there today, they were there yesterday passing by that every day, is something that i think as a district we should make it top priority to complete. so i'm hoping by the end of the month, there's a plan on that that's clear, that's swift, and that addresses it with the urgency that we say we stand for as a district that celebrates diversity and believes in social justice and wants to continue to highlight excellence for minority communities like we did with our african-americans students when we started this meeting. as long that that mural stands, we're not living up to that.

i wanted to say that publicly. alongside that, the sunshine school is absolutely beautiful. i used to work there at the san francisco education fund. the way that the artist depicted along the stones is a very unique place. it's gorgeous and it's a building that's serving low-income families. to think that's some of our best facilities are serving some of our most add need communities, it has a high school for pregnant girls on the top floor. that's something i do want to see preserved. so i'm just hoping that we can resolve this mural issue and it sounds like we all want to delay this discussion. i look forward to all that happening. >> commissioner walton. >> just another question because i know we keep saying delay it. that got us back here to having

our third presentation on the same thing. i mean, why don't we just say we don't want it and move forward? >> i've heard some people say delay, but i've also heard from the beginning the comments from mr. lee was that what we wanted to get was a sense of the board so then we would determine how we would move forward. i've heard people say delay, but at least at this point, that's not the sense that i'm getting from the board. >> all right. thank you. i, too, have heard this presentation several times. i've sat with the planning committee. i've talked to the supervisors. i think they're all eager to hear what our take is on this. i think there's for me two very important issues here. there's the building itself, which i'm really proud of, you know. i want to washington. i love all of the schools. i love what we've done, you

know, through our bond measures to preserve our schools. if you go into any of our schools today, they're modernized and beautiful. but we've tried to keep the integrity of the schools that are historic intact. mission high school was a perfect example of one of the schools that was a really beautiful historical landmark, and i think one of the challenges that we recall with mission high was wanting to do some facade work and we were challenged by that because it was a historical landmark. it was a preservation issue. and so my concern lies more around -- it was really good to hear what the designation means, but this idea that, you know, article 10 planning code doesn't apply to us, that even -- once you make this designation, it really doesn't mean anything in terms of enforcement or anything

else, and then in terms of using the designation report to serve as tools for education interpretation, it concerns me that the materials would provide perspective that don't actually coincide with the way they as a district think. so those are some of the issues that i would have around landmark. i do feel that, however, recognizing that we as a district who owns a tremendous amount of real estate throughout the city of san francisco owns quite a bit of property that has been around for a very, very long time. i'm really proud of the district that we've spent a lot of time ensuring that our facilities are clean, safe, healthy places for our children and that these spaces are also places we would want to be proud of.

so that to me again goes back to this idea that the facility piece of it is something i support. i think it's really great for us to say, we are -- our schools are landmark designated. they're facilities that have been around for a very long time, and they have rich and beautiful amazing history to it. but i don't know if the interpretation of the history is something that we're agreeing on. i think with roosevelt and with the sunshine school, that there may be -- there seems to be not as much animosity around the two schools being recognized and, again, not having that be put on us if we want to do anything, although i think here in san francisco, it's not going to matter because people will throw at us, but it's a landmark school. it's a preservation school. you can't do anything with it because the city has recognized it. that's one of our bigger

concerns, is that even though we don't fall under any of these jurisdictions, it will still be the opt ticks and the public push that will prevent us from being able to do the kinds of things we think we want to be able to do for our schools. i think we have some issues around washington, and we're in conversations around some of the more demeaning artwork that's there, that we need to deal with as a district. so my sense is that at this time, washington is off the table, and it should not be part of the discussions when it comes to the preservation piece at this time. however, i do want to just check in with my colleagues with regards to sunshine and roosevelt and if we just feel across the board that this is just something we don't want to participate in or if roosevelt and the sunshine school are two schools we should acknowledge as

being schools with rich history and a designation would be a nice thing to have. >> commissioner norton. >> i'll say that i'm very swayed by the argument that commissioner walton made -- maybe it was -- i think it was. some made that even though, you know, the city is saying, well, these restrictions wouldn't apply to you if this -- maybe it was commissioner haney that said that. sorry, commissioner haney. that even though these restrictions wouldn't apply to you, they still want us to do it which implies there would be some kind of additional hoops to go through. so i just think -- you know, i think we really value these

beautiful schools. i know that i do. i think the history of this district is that we've taken care of them and that we -- that we see them as important assets, and i just am not sure that it's necessary. i think, you know, we should -- i think we can trust future boards and future leadership of the district to take care of our schools as we have, you know, since the beginning. so i would say no. >> thank you. commissioner walton. >> yeah. i think a big part of reluctance is this is not driven by the district. it's not driven by us as board of education members. maybe we can come up with a more amazing way to honor our schools and work on that as we move forward. to commissioner norton's point, i don't see what the push is for that to happen because it's not

something that we're driving. i just got to continue to reiterate, when it comes time to make a decision down the line, when none of us are here and the school community or the next superintendent or something needs to happen with these sites, we do have to keep in mind public opinion. we do have to understand what historical landmarks mean to communities here in san francisco. we're dealing with it with the art center. we're going to deal with it with any school that is already designated as a historical landmark when there are changes that need to be made. improvements that need to be made. so that's something that we have to keep in mind as we make decisions like this. for me, it's not a process that was driven by the district. it's not a process that we decided we wanted to do. and i feel, if we want to somehow honor the history at

these campuses and come up with some kind of designation, maybe we develop something here as a district that does something similar to the city's process. >> thank you, commissioner. i apologize. we did receive the reports yesterday at 5:30, but given the extensiveness of the reports, i would like to have some time to read through it carefully. so i'm not in a position to make a decision right now. >> okay. vice president. [ stand by ]

it makes us uncomfortable,

and the idea it can come from anywhere is the idea this is taken up by the city and brought to the board of supervisors without any jurisdiction over property or policies, and it would be -- i appreciate you have always reached out to check in on these ideas. it isn't anything that was come from the school district there. is probably other properties that we have that would fall under this category. it does put us in an awkward position. it seems that board members would like to not move forward on the designation or to at least provide our support for landmark designation on any of the schools at this time, and perhaps we will have an opportunity to explore it at another time. with all that is going on and

wanting to find a better way to be more collaborative how these come up. at this time we are going to pass on a landmark designation. is that fair to say? thank you both so much for your engagement. our next item is discussion of the superintendent's proposal public education expenditure peace plan. >> we have the director of public education enrichment, cathy fleming, presenting. then we will hear from the peace community council advisory members.

>> good evening commissioners, superintendent matthews, i will wait for the power point to come up. i want to thank you for this opportunity to present to you the superintendent's proposal for the 2018-2019 expenditure plan. i would like to thank and introduce our peace staff. we have lisa chavez, our

management assistant, and also ann marie gordon, our budget manager this year in the back. also, i would like to thank all of the 26 peace program managers and their teams for all of their hard work in developing the 2018-2019 proposal. thank you. they are all present here today. i want to take a moment to review the materials. there are folders before you, commissioners, that have the peace materials. first is the proposal for first reading. second is supporting materials document for first reading. i do recommend you use this kind of as your guide for the specifics on what is included in the proposal as well as changes as they will occur or have occurred since the first reading was posted and all through the second reading next week.

we also have the peace recommendations memo and the staff response to those recommendations, and not included in -- included in the folder not the e-mail yesterday the 2016-2017 elementary school arts profile, and we have the peace annual report for 2016-2017. just a point of notice that all of these documents are available online. there are three ways. one way is to go to the board of education web page on the district website. board docs and a temh-2. also voter initiatives and peace and you can go to the council

and committee link. our total allocation for sfusd for 18-19 is $73.69 million. that represents two thirds of the total peace allocations. the other one-third is for universal pre-k managed by the offers of early care and education. the allocation is divided equally between the sports, libraries and arts and music, slam. the other general uses the third third. the slide shows the budgeted amount and allocation per slam program. the other general use is portion to three separate funding areas. we have student and family

support programs, academic support and infrastructure which including the reserve fund decreased by a half million for next year. it includes the peace office staffing support for the our children and family council. as i mentioned the supporting materials document including details on changing and new investments for 2018-19. the changes are note understand the program budget section begin on page 8. these program budget show the change between this year and next year and offer comments where applicable. peace program budgets remain consistent with current year. there may have been changing in personnel and nonpersonnel line items. any net changes from this year's budget to next year's represents

increased salaries and benefit cost. the $4 million increase for 18-19 is for salary and benefits increases. it including additional support for the african-american achievement leadership initiative programs, also included is support for the homeless students. additionally, this budget represents or presents a realignment of investments. we are shifting out three administrative positions from stem and funding for assessments to unrestricted general fund. in return we brought in approximately 7.5 social worker and nurse positions to the student support professional program. before we move on to the details of the program areas, i would like to pause to thank the

voters, city leadership and greater sf community for supporting peace for the reauthorization in 2014. it is made possible great increases in programs and services for every student in every school in san francisco. prior to peef only 23% had a librarian. that is at 100% since 2012. prior to peef there were no teachers at elementary level. this including 46. the budget includes over 200 arts teachers, librarians and physical allocation teachers and structural material also, uniforms and equipment for each slam program area.

the student and family support program area including 10 funded programs. including wellness centers, restore to practices and support for student was incarcerated parents and homeless youth. theratio is smaller than at the state level. there is one social worker or nurse for every 357 students. whereas statewide there is one social worker or nurse for every 1878 students. the budget includes over 113 nurses, social workers, peer resources teachers and site based staffing. the translation interpretation services for families and interventions for pre-k

students. the peef budget includes 12 academic support programs. it increases access to credit recovery courses. for example, the number of credit recovery courses offered since 2012-13 has doubled. it includes support for middle school health education expansion and provides funding for class at high schools. supported are career and technical academies including internships, job shadowing and college prep more middle schoolers there. is support for language path wades including the spanish and mandarin. now lisa chavez the peace

analyst will provide information about the most recently issued peef office reports. good evening, i am pleased to share with you two reports of the peef office produced that eliminates the impact on students and staff and families. first is the report that focus on the 25 programs funded by peef in the last year 2016-17. this is a new product for our office an and replaces the impat summary. this contains background information on the program budgets and for each funded program a summary of the program, description of continues and data that we had wherever possible it was compared to the program's

pre-peef data to show the impact. our goal is to produce the report every year and improve every time. this year we plan to expand the program description to include highlights and projects. the second report i would like to describe is the elementary school arts profile report. this is the second year for this report in collaboration with the department. like last year, this summarizes the arts instructions to k-5 during the academic year. this year we advanced by capturing the arts instruction on the enkind rare russ by the providers in the city. we captured the arts instruction that sites were able to secure through the grounds.

this has four components. dedescription and the artist in residency and describes the funding sources for that arts instruction. the report also including a one page profile for each of the 72 elementary schools that summarizes arts instruction, who provided it and the content and funding source. we have an agated level analysis of each of those profiles that summarizes everything at the district level. we have an appendix that lists the community arts providers that offer artists in residences with the classes they taught and schools they served. yoyou have a copy of the body tt contain the analysis. you can find the entire report including appendix a with 72 individual schools profiles and

appendix b with the lists of the artists in residence. i would like to share two main findings of the arts profile and on the left it shows the disciplines offered in the elementary schools last year. 86% of the schools offered a music class of some kind. 93% offered visual arts, 67% offered drama. the chart on the right shows that 87% of the schools offered three or more arts disciplines with 54% offering all four of the arts disciplines. thank you. >> now we turn or attention to the our children our families initiative. created with the voters of san francisco approved proposition c in november of 2014. council is chaired by the superintendent doctor matthews. they align efforts against the

city and county with the goal of improving out comes for children and youth and families in san francisco with emphasis on those with greatest needs. there is framework and five year targets articulating the milestones we want children, youth and family to reach. many of the targets graduation rates and attendance are related to peef investments. the targets are final and adopted by the council. we will allowance the programs with the outcomes framework goals and tarp gets. -- targets. we are going to the peef program alignment with the ocof framework. we have supported the advisory commicommittee this year. we deepened the knowledge to advise the district and the

board of commissioners on the best use of the funds. they are community representatives, parents and students and principals and offer an exceptional opportunity to make the portfolio stronger and more impactful. they review all program materials, proposals including proposed program activities, budget, impact data and staff responses additional requests for information. at next week's board meeting we will formally recognize each member for their contribution. i would like to thank the could theirs for leadership and -- co-chairs and invite them up to present recommendations with the other members for 2018-2019. i will invite them up.

>> thank you, cathy, for the introduction. good evening superintendent, president and members of the board of education. i am paul andvi the tremendous privilege of serving as co-chairs of the public education and enrichment fund community advisory committee. this is the 14th year of coming before the board. we look forward to sharing our findings, presenting the budget and policy recommendations and entertaining questions you might have for us. i would like to recognize and thank our incredible staff. cathy fleming, and ann marrye --

ann marie gordon. our staff has been incredible on keeping us on mark and allowing us to increase the capacity every view and program proposal. i could like to turn it over to my co-chair. >> good evening superintendent and board of commissioners. we will start with current membership. we have a 21 member body, 14 appointed by the board of education. 3 be the superintendent and four by the student delegates to the board of education. at this time last year several members termed out, five newer appointed. three student members are adding student perspectives to the group instructions. there are 17 active members and for a ca -- vacancies at this t.

>> for 2017-2018, the members revisited, discuss and affirmed the principals. they are to fund programs that offer direct services to students, address access and equity with a view to advanced social justice, increase social and emotional safety and promote creativity and sustainabilities. we met with doctor matthews to learn about the approach. members shared backgrounds and perspectives. the guiding principals and thoughts for moving forward. as well as providing feedback on the 2017-2018 -- 216 t to the pe report. we have invited managers from

selected peef funded programs to discuss stem and multi link gal pathways. we invited the staff for children and families to learn more about the council. as well as reviewed prototypes for the logo presented by staff and selected a logo for that. we discussed potential outreach and building activities and also devoted meeting time in january and february to review 2018 2018-2019peef proposals and supporting materials and peace proposal, program manager responses to questions, supporting materials and multiple reports. we have developed with the support of peef office staff a

new review and feedback question that facilitated our assessment of the 2018-2019 program proposals and ensured they captured for information such as whether or not the programs fulfill the peef guiding principals. >> good evening. i am principal of the early education school and the ost program. i would like to read our recommendations around the sports, libraries and arts and music. the slam budget continues all programming at 2017-2018 levels ensuring students can continue to have access to these important programs which offer direct services to students. the number of students participating inlam has grown -- slam has reached every student

at every school k-12. the middle school redesign rollout is underway. they have encouraged the district for new scheduling models so more students have access to the rich and varied curriculum. looking ahead we recommend the district staff monitor the progress and report on future out comes following implementation including increased participation in peef offerings, arts classes and look forward to receiving update on the progress of the middle school redesign. they see some slam services and resources are provided to prehk student -- pre-k. if an early education school site is self contained or part of an elementary school, all

pre-k students should have access to slam programming. we make adjustments as necessary to ensure access for all pre-k students. >> i am a public school parent. i have kids at the school of the arts. i will tell you what is happening in the arts and music. the arts profile reports provides a great snapshot in our schools this is the second year and is a resource for peace contribution to students' access to arts. the district should promote the report more widely posting individual arts to the website

and featuring o on the web page. the cac is interested in exploring a school profile similar to the arts profile detailing creative spaces with a goal of access for all students k through 12. it looks forward to the summer arts lab and integration with the after school program in spring 2018. this is a great way to increase access to the arts for secondary students who find it challenging to fit arts in their schedule. it commends the cultural relevant arts programmings. the budget includes a number of central office administrators. it prioritizes peace fund everything for direct services and encourages redirecting funding to support students

directly. we are concerned the atharts lab -- saturday arts lab was on hiatus and we want the funds to this. it is critical for those who need support to apply to school of the arts. >> good evening. i am a teacher librarian of rosa parks now working with the district library office. library usage has grown tremendously. particularly at the elementary level. increased funds from peef means each school has a staff library with books and other materials. they provide technology and support for research skills. new programs including integration of creative spaces.

it encourages the library department to provide recommended books that represent diversity. it recommends the secondary level model be explored at the elementary to increase collaboration. the library department can create more schools encouraging the hands on programming teaching to a more creative learning environment for lunchtime access. >> the physical education program in secondary schools how it has expanded offerings and we look forward to this rollout to elementary schools. peef supports the paralympic program. we appreciate that some teams are not try out base which increases the students. it has reviewed the data as concern about the high number of

concussions. there has been no decrease. while they have appropriate restrictions concussions and head trauma are a concern to members. they encourage to explore ways to make sports safer by making modifications to sports, particularly for football. >> good evening. represent sevtive -- representative for peef. >> i am the school district nurse. >> we will represent the student and family support. students, social and emotion development is integral to educating the whole child and programs that address these needs. the budget including the programs that impact the students with an emotional and social support. they provide direct services at

every site. the partnership academy works to provide training and enrichment that is important. peer resources is a important students for schools. it provides peer to peer mediation in multiple languages and -- excuse me. a thriving program for students and schools. it is able to provide peer to peer mediation. the peef applauded the ongoing investment and the program to take responsibility for actions, repairs harms and builds safer school environments and strong relationship. the score program addresses the social and emotional learning needs of one of the most vulnerable student populations. peef supports of students within

cars rated parents -- incarcerated parents and the investment and interpretation empowers families, ensures equity of voice, increases sense of belonging to the school community and strengthens partnerships between school and home. the commitment to health and wellness in wellness centers providing direct services for students and support for activities guided by the wellness policy especially for the be well program. >> wheel the proposed -- the the greater access to the professionals is needed at many schools. schools should not have to choose between a social worker

and nurse. we recommend a increase in the number of social workers and nurses so each school receives a minimum allocation of 1.0fte. we recommend any subsequent revenue increases be directed towards increasing the number of social workers and nurses. we would like to learn more about the partnership academy specifically how this program will help the needs of students in addition to the families it supports. per the cac request staff will be coming to the april meeting to present information and hold the discussion with us. we support continued investment in restorative practices program and "wonder" how we can assure all schools and staff are trained in restorative practices. >> good evening i am privileged to serve as the principal of

baptist middle school in san francisco. i will open up the first section regarding academic support. it continues to ensure access to direct services to programs. it applauded the strong growth in computer science offering and participation by the stem department as well as expansion of ethnic studies to middle schools. the offerings is helping students graduate from high school. they work with first generation college students english schools. the reading intervention support program has a strong rollout plan to offer direct service to specific students in need of support. african-american leadership

initiatives focus on academic acceleration and cultural empower meant is admirable. also digital learning. they focus on the family that is crucial as well as the health education plan to impact pre-k. the pathways as the work continues to contribute to the students -- excuse me. it applaud the use of p funds to support the multi lingual pathways as it works to contribute to the seal of literacy. >> i am willy q a senior attending wombring high school. you might see a little red. i will continue the academic support section over the peef

recommendation. for many years they recommended formative assessments because they would not offer direct services to student. while the peef supports this it was moved out of the budget and into the general fund. it sees the value in the teacher and leadership development, program and activities but feels that the funds should come from another source as it did not support direct support from students. they appreciate the administrative cost moved out of peef in 2017-2018 and administrative staff in 2018 to 2019. we have ongoing concerns about the focus of the stem features on special assignments not being directed towards students.

curriculum development has been taking place and has been identified as one of the main focuses of work and we believe the majority of the time should be at the school site guiding and coaching students to implement common core. peef has been funding the translation for a few years. i wonder if this is necessary on an ongoing basis. this is the last year the district is mandated to follow the plan. we are concerned over how they can support english learners. there continues to be no specific curriculum availability for the classes. we would like to see the resources to support the english learners who continue to underperform. >> on to the reserve fund, we are pleased to see the peef resources that better match the

principals and work hard to deliver a education to all students. there is a reduction in the reserve fund. it can be further reduced. the dramatic increase in students made possible by $4 million reduction and would like to see expansion of programs that offer direct services to student. they believe increase in school social workers and nurses should be a priority as more funds become available. we would like to now go to our final considerations and recommendations. they appreciate access and equity are reflected in the proposed budgets and they have hipnal or no -- minimal or no staff changes. the final recommendations are follows. 1. we would like to recommend the

board of education call for reduction in the number of cop discussions and head injuries -- concussions and sports specifically tackle safety. >> the protocols in athletics. we ask they find ways to increase sift and modify -- safety and reduce head injuries. 2 increase in social workers and nurses at every school so minimum of 1.0 to every school. 3. discontinuation of direct peef funds that do not offer impact to students. teacher and leadership developments. it recommends the funding be provided by another source. secondly, we see redundant by central office administrative staffing to be reallocated to directly support students and we

recommend the stem shift responsibilities of tsa from curriculum development to classrooms to support teachers and students. >> our fourth recommendation continues on a recommendation from last year. fully support existing multilink gal pathways. focus on the out comes of english learners. we are serving both english learners and speakers to acquire additional language skills. disaggregate the information to make sure we are not serving some students at expense of others. recommendation five to demonstrate how slam is serving our pre-k students in early education schools this. is in line with our general

objection to expand access for all students. greater focus on how to supply these earlier in the education system. finally, we were impressed and pleased with the elementary school arts profile. it is an incredible depiction of quality and access of services. we would love the support of the district in amplifying the visibility so they can see we have a commitment to arts education across the district. >> as we wind down our recommendations, i want to give a brief update on otlf. they will participate in our family and council activities by the newly selected representative nicole scott. members will embark this spring to look how the programs are aligned with the framework which

you heard from cathy this past year. bob has served as the representative has attended the meetings to better understand the budget/plan. since mr.pel osio will term out a new representative will be selected in april. >> to wrap it up. looking ahead we continue to engage in opportunities to inform the public about peef and the great programs. we were finalizing the logo to build the ability to identify the programs and will continue those efforts. we will meet with the partnership academy and students within cars serrated parents -- incarcerated parents and homeless less and how we are expanding the