interviews, we appreciate your feedback, and we took all of the considerations that we're going to be presenting today. we visited eight schools, and as you have it in front of you, and six elementary, one middle school, and one high school. we interviewed -- or we did three things: we interviewed the school team, the -- the families, and then, also did classroom observations of designated english language development and integrated english language development. [ speaking spanish language ]

[ through the interpreter ] >> good evening. in every school, we found out every school had a clear protocol for active translation and interpretation services in many languages particularly for school to family communications, school meeting, and parent teacher conferences. the family liaisons we met during the school visits are able to speak the home language for a majority of the student

population. [ speaking spanish language ] [ through the interpreter ] >> among the recommendations the bcc wants to make, some of the efi's at the active learners of the school's advisory committee elect, and the bcc, there is still some schools with an --

[ inaudible ] >> -- in order to create a functioning elac. also, the school should focus more time on the needs of the english learners. also -- it also -- it is also important to include the -- the english learners language groups as a school and not just a majority language. other english learners, not just the majority language groups. >> i'm going to be focusing on the english language instruction that's on page two. we noticed that some schools have culturally relevant

literature in their school libraries that reflected different cultures and languages. during designated eld, some schools had evidence of language objectives that's based on the eld standards and the ela common core standards posted -- posted and visible for the students to see. we also noticed that there were conversation norms and collaborative structures that were being used by teachers to promote student interaction. and third, the use of the designated district wide eld framework, an integrated framework, and using a mentor text complexity within their lesson. there are some evidence of high rigor in their instruction based on critical thinking

questions that were asked from the teachers to the students. now, we have some recommendations. some schools are implementing strong e.l. practices, but this needs to be more consistency across the schools that we noticed. lastly, we have to be more mindful of the cultural responsive learning styles of students actually reactivating their memory systems and cues that -- that they can use while learning their language, specific pathway programs. also, the continuous use of high quality academic instruction during language pathways from k to 5. and lastly, this is true to my heart, and it's the fles param, which is the foreign language elementary schools.

it's usually in the tagalog, which is one of the three languages. the instruction should be in the target language, so the teachers that are teaching this it needs to be in the target language. [ speaking spanish language ] >> in terms of english learners clarification, the leader were very familiar with the classification criteria and rate over classification at their schools. when they receive a classification from some

multilingual department, they're able to follow through with teachers and parents to complete the requisite classification process. [ speaking spanish language ] >> in terms of the recommendations from the bcc, schools should provide more proactive parent education or more classification in multiple ways. for example, during the [ inaudible ] of reclassification which is with the elac, and during the parent-teacher conference, all teachers should be able to

discuss student's progress towards classification. [ speaking spanish language ] [ through the interpreter ] >> while some students might take more time to communicate for a number of reasons, [ inaudible ] before they complete the fifth grade. this will allow the english learners the opportunity to take electives and not just english development language -- english development language

classes. [ speaking spanish language ] [ through the interpreter ] >> and our next steps would be for the bcc -- well now, the bcc looks forward to continue working with the district staff to create accountablity measures and receive ongoing reports on the status of th-- these recommendations. thank you. >> you can clap for that. [applause]. >> thank you very much. why don't you hold on a second. just see if there's any questions from the board. so commissioners, any questions or comments? commissioner sanchez? >> commissioner sanchez: thank you very much. for some reason, we can only

have two or three microphones on at a time. it's old school here. so i just want to thank the vcc. you do such great work year after year representing the parents and the communities who need to be served more and get -- have their kid be reclassified right, before they get to middle school. i was to congratulate myrna vasquez. she's a parent at cleveland. i recruited her onto the student side council a few years ago, and i'm so glad to see you here right now. i want to congratulate you guys. i just have a way, maybe, for miss wong. with the recommendations that are made by the bilingual community council, what do we do with them? there's many, many recommendations in here. not all of them obviously can be committed to or overnight or even over the next year or two,

even. how do we put these in order where we can actually start implementing some of the recommendations? >> so in the past, and what we're going to be doing moving forward, we do take each of the recommendations, and we plan the future bcc agendas around those recommendations, and so that we have, basically, a series of meetings where we're talking about each of the issues. around eld, for example, that was a recommendation the last time around, and they've received a number of workshops from the multilingual pathways department, a lot of different updates over the course of the year. so we will continue to do that because as much as central office tries and a lot of the school sites try to implement certain things, the feedback that bcc provides is invaluable in that it gives us a different perspective that we also must consider. >> commissioner sanchez: i guess what i'm getting at is there are a lot of recommendations. that'

there's, like, 20 recommendations on this two-sided piece of paper, and i just want to know how we put them in order of priority, and then, how we actually, as a board, understand which are going to be implemented in a timely manner, or if not, be honest and tell us which ones cannot be. for example, one of the recommendations is for every school to have a full-time parent liaison, essentially, and that's probably not going to happen. so i'd just like to be aware and honest about which of these recommendations can be followed up on. >> i should also mention that, you know, we do have five english learner audited this year, so part of the roll of the allow internal oversight committee, we're going to be reviewing all of the e.l. audit findings and also reflections and observations, so everything that's here is going to be taken to that group and we're going to begin to prioritize, look at funding streams and see what we can do in the next year and some things that we will

have to wait or find other resources. >> commissioner sanchez: so then at some point during this next year or before a year lapses, can we get an update what's happening in terms of these recommendations? >> yes. >> other comments? commissioner haney? >> commissioner haney: so want to thank you for your leadership and for all of these recommendations. i think i agree with commissioner sanchez, that there's a lot here that we need to take up, and it's clearly a -- an incredibly insightful perspective on things we can do to improve. there's two questions i had. one is when we have schools that have inactive elac's, is there kind of an ongoing effort and tracking and support to try to sort of support schools to develop those, and what does that look like over the course

of the year, and are we tracking that on a regular basis? and then, the second thing i just wanted to flag because it relates to something we're going to talk about later tonight, which is the partnership academy that we're going to be launching or in the process of launching, and i wonder how that can help support some of the different me pieces of these recommendations. a lot of these have to do with parent involvement or proactive parent education, and it seems a consistent theme that there's a lot more that we need to do on that front, particularly for the families or actually the e.l. families and e.l. parents. so wondering how we might integrate those things or if that conversation has -- has been brought to the bcc. >> good evening. thank you for that question, commissioner haney.

my name is danielle lany, so your question was specifically around what are we doing. i can speak to some of the work. the work actually begins in the summer with the admin institute, where i directly interact with site leaders, personally introduce myself and provide them with resources around elac and the requirements? beyond that, my next step is to outreach to our family liaisons in the school district? within our district, we have 65 liaisons district wide, and they offer that direct connection to be able to -- to support the development as a functioning elac, and when we talk about elac's being inactive, they're not necessarily inactive. they're usually in the process of trying to come together and determine what a fully functioning elac looks like,

right? so they need a little more coaching and more support. and with that, we also have eld teachers and eld coordinators. last year, dlac recommended that all school sites have an eld coordinator, and so this year, multilingual pathways has provided a stipend to provide coordina coordinators. we also have a full-time -- my counterpart, maggie zoe, and this in -- let's see...we've directly coached 36 schools this year. we know that there are approximately five to six school sites that don't have a

functioning elac. we directly reach out to these principals and those leaders, and they are extremely receptive to the work or to the support that we provide, so we know that this work is ongoing. unless -- and we hope to raise more parent leaders throughout these elac's throughout the district. one final thing we did for the first time this year is we had an alignment advisory summit? where we were -- we invited 75 families where 75 families came to the advisory summit. this was february , february 10th, and it was an opportunity to provide coaching and leadership skills to our families to be able to go back to their school sites to start working on the development of these functioning elac's. >> commissioner merase, do you

have any questions? >> commissioner merase: i don't have any questions. i just wanted to thank my colleagues for tonight, and for my other appointee, manny juarez. >> thank you, commissioner merase. i have just a -- i have very similar questions with regards to all of the recommendations. first of all, i want to thank you for all of your work. this is -- we always appreciate this portion of the report around the recommendations 'cause it helps us to think about what you're seeing and what you're hearing, which we don't often get a chance to do. so you were just talking about the 65 liaisons that we currently have in the schools. and i'm just wondering out of the 65 liaisons, how many of those schools actually have elac's. >> so we do know that the sites that are required to have

elac's that have a liaison have a functioning elac. there's a direct correlation between that because that's the person that parents feel most comfortable walki comfortable? walking into a school, sometimes it can be uncomfortable if they don't understand the language? elac's are assigned by language, so that's the first person that they feel comfortable speaking with. >> thank you. and then i'm curious about combining elac's with other kinds of meetings. what other meetings are they combining with? >> so ssc and elac, we have an opportunity to have a merger? i hate to use the words compliance pieces, but there's all sorts of processes that needs to happen. first off, they have to have a fully functioning elac. that means that the elac means

that -- a nomination form must go out, they must be elected, and then that elac must be educated about their roles and responsibilities. once that has happened, then, a vote must take place, so the elac will then vote to relinquish their roles and responsibilities to the ssc. that doesn't mean that the elac is completely gone from that union, but they merge, and then, the ssc takes on the role of making the recommendations around english learner programs and services. i actually highly recommend when i see this happening at school sites when i do go into the school sites? there's one school that i highly recommended that they separate the entities because we want to be able to provide our english learner families an opportunity to become leaders and to speak around these programs and services that directly impact their children, so i discourage it. it does happen, and it is

possible. >> that's very confusing to me that you would, you know, come together and then -- and then have the lead be the school side council without having at least an elac representative, and when do they come back together -- you know, the accountablity piece to me is missing in that. so yeah, i'd really like for us to think about how we encourage or administrators to not allow that to happen. it's a disservice to our elac. and then, i'm curious on the -- around the -- around the reclassification, so that's something that comes up on our -- regularly, and when i interact with parents whose kids are -- should have been reclassified and they're getting notification that they're not or -- so i just -- you don't have to answer that. i just want to put a pin in that that that's something that we really need to work more tightly on, 'cause every year,

the notifications that come out are often times not accurate, and i think we need to do better around both educating our families, what reclassification means and how they get to that point. and then, once they get a letter, they make sure it's accurate. great. any other questions or comments? >> i have a question. >> yes. commissioner sanchez? >> just clarification question. are there 65 liaisons -- most of them are halftime, right? >> correct. >> so there's 65 sites that have at least a halftime parent liaison? >> correct. >> that is correct. some of our liaisons actually serve two sites, so some of them, it is .5 that are district funded. some of the sites that have a full-time liaison, the site

chooses to fund that other .5. >> all right. if there are no other questions, we thank you very much for the report and for your continued participation and advice, and we will look forward to seeing you again the next time you do your report. [applause]. >> our next item is the annual report from the district english learners advisory commission. superintendent matthews. >> thank you. i'd like to call on danielle yo utley. she's our family integration specialist, and she will introduce the to speak to

reclassification originally, paula van artsdelen is sick, as many people are, unfortunately, but we have our representative, mr. longtren. >> good evening, everyone. my name is long tran, and i am one of the dlac board members. i would like to briefly talk about my personal experience of why it's important to help and train our teachers on how to reclassify english learners

promptly. as you see, this important process is the process for our kids' education and success. so before i get started, let's warm up with an ice breaker so that everyone feels welcome here and safe, and also hopefully stays awake. what's the common theme of these five terms, or words? how are they related to each other? a man, a pan, a cat, a canal, and a mat. which the way, this is a code internet section, so no cheating. i ask the audience to do just this. while you are thinking hard, i would like to thachg the commissioners for creating a group to reach out to chinese

speaking families. at first, i thought it was fake news, but it happens last year. if you think these are all nouns, please raise your hands. by the way, these are all nouns are not the right answer. since not many of you -- since not many of you get it, let me try to guide you with several common core thinking that our kids are learning from their teachers. for those who excel in english language, you might maybe show your talent by using all of these words in a sentence. a man with a pan and a cat walk along a canal from panama. a perfect sentence, but it's wrong, too. because you did not read the 12ru 12r instructions thoroughly. a point our teachers always try

to emphasize to our kids before they take the exam. read the questions carefully before you proceed. this sentence does not show how these things are related. so here's your second clue. switch your orientation. to be specific, i meant, switch your orientation in writing. instead ofof -- try writing th list vertical instead of horizontally. this is the strength of chinese, where diversity matters. some of you might say, wait a minute. that's not fair because i'm not chinese? you know what i said to my daughter when she says that's not fair? i said that's too bad. life's not fair. learn to deal with it. just kidding. fortunately, we have another

policy our school proposes, and that's called inclusion. that is you don't have to be chinese to have a mandate of pride to you. you can be arabic and muslim. all you have to do is learn and know the chinese language. so here's your ultimate hint: switch your direct in reading. you have 15 seconds. time's up. let's hear for chinese language. you can read the characters either from the left or the alternative left, also known as the right. so as you might have guessed, it spells the same words if you read it from the right: a man, a plan, a cat, a canal, panama. and it's one of the -- and it's one of the famous palindromes, known as a panama palindrome.

and there's also an expanded version of that and that includes 50 words instead of just five. so what's my point? my point is that even though most of us don't have the answers, we can all take faith in knowing at least we don't have that much fake news on tv, because it's true that most of us are not as smart as fifth graders. this is -- my daughter actually asked me that question when she was in fifth grade last year, and i did not know the answer. again, this is not fake news. i actually do have a daughter and here is her yearbook picture. just in case anyone has thought of her age, here's her birth certificate. she is born and raised in san francisco, not that it matters in 25 years later when she might need to prove that she was born in the united states because i don't think she will

be running for u.s. president, but then, i have been burned on this subject of presidency two years ago on that subject. so you might ask, what does this have to do with the current question, we can? yes, we can. my daughter was an english learner, and because she was able to be reclassified promptly, she was enrolled in the regular english class. if she was still in e.l., she would not have been exposed to the big word pannindrome, and some of her e.l. friends did not. so with your help, you can help all of our kids excel and get reclassified at the right time, not too late and not too early. here's our first recommendation: we recommend that the district implement professional development modules on reclassification for all administrators, teachers,

to ensure that they fully understand the requirements and reclassification process and procedures. this will include accountablity mechanism in order to ensure completion of training modules, workshops, at a minimum of twice yearly, and my colleagues ma marco and sarah will cover our two other recommendations. thank you for listening. >> good evening. my name is marco ponce. i am a parent of a student in third grade elementary, and my daughter, 7th grade at hoover middle school. i serve at interim chair perso person. when we speak of an equality in the district, i wonder where my school, my child and other

students fit in. there are support in place for students that are far below basics, titlements and supports for those that excel, but what about those students that almost are reaching their goal but not achieve it. i've been told my son is almost a level for e.l. proposition, and therefore does not qualify for any excessive work. what does that mean in terms of equity? isn't every student supposed to receive the support they need, wherever they may be? this brings me to help and support for the students is not distributed with equity in mind. at school, the support for students in the first, second, and third grade is flourishing, but our fourth and fifth grade

students are not acheefg their academic goals. after school different demographics receive different support. the community youth center programs provide students for one language group with vibrant english programs while our latino students receive services from other programs. the programs does not meet the same standards. current data shows that reclassification rates are low for the spanish speaking english learning students, while chinese speaking english learning students have reclassification rates at 51%. our spanish speaking e.l. students increases with only at 28% of reclassification rate, a difference of 23%. with that in mind, we would like to recommend the

following. instructors timing learning programs for english learning. [ inaudible ] interdisciplinary [ inaudible ] >> reading, speaking, listening and writing. these should include a professional development complement for teaching and staff. thank you. >> good evening, esteemed friends. my name's sarah richy, and i'm speaking in solidarity with families and students as the dlac secretary. as we all know access to opportunity is not equally distributed in our communities. listening to students, parents, and staff a represented concern

is the lack of district sponsored on-line programs through eld instruction and also programs that are designed to support eld integration in core subjects. in addition, i'm hearing concern that without developing access and competency, e.l. students won't have the success they need for highly advanced testing. we therefore recommend computers that improve out comes for english learners, including instructional programs that support learning from home and school use. these programs should be research based and include established aligned instruction. these should align with instructions and reports that include the vital keyboarding skill development and navigation of computer based skills. lastly, i should like to say that a good policies have good

outcomes, but really good policies have consistently good outcomes. and lastly, there's no greater accountablity mechanism than a really good audit by the lauren group. thank you so much. >> hi. my name is maggie dau. i'm the one that they just mentioned, the english bilingual liaison. i'm the community outreach liaison for the multi-interlingual department. i'm also honored to work closely with our dlac committees and school elac, as well. so i want to thank superintendent dr. matthews and the board of education for the opportunity to share these recommendations, and we look forward to our continued collaboration in support of our

english learners. thank you. >> great. thank you so much for your report and your recommendations. let me see if there's anyone from our -- any other commissioners have any questions or comments on this? no? i'll just quickly say that i'm -- when we were just looking at the other item on the -- on the bcc, the -- this is actually the reclassification piece that i really wanted to emphasize once again 'cause that's where we -- there's a lot of confusion around that, and i don't think our families are educated enough around what it means for our young people, and so i

really appreciate that that was one of the recommendations that came up here, as well. so thank you for that. commissioner merase, do you have any comments. >> i just want to thank the community for their tremendous work. i know it's not easy work, and i thank you for your time that you volunteer. >> okay. and your slide show, by the way, was really great. i really enjoyed that. a good ice breaker. thank you all so much. we really appreciate it, and we look forward to seeing you again next year. thank you for your service. our next item is item c, our consent clepd. can i get a motion and a second, please, on the consent calendar? >> so moved. >> second. >> thank you. i know we're having speaker -- speaker issues here.

i don't have any public comment on the consent items. are there any items withdrawn or corrected by the superintendent? >> no items. >> any items removed for first reading by the -- okay. none. any items severed by the board or superintendent for discussion and vote tonight? okay. seeing none, roll call vote on consent calendar, please. [ roll call. ] five ayes. >> thank you. our next item is section d, proposals for action. we have a couple of items here, so item 182-27-fp 1, it was

moved and seconded on february 22nd, 2018. it was heard at the regular board meeting on march the 6th. superintendent matthews, would you like to introduce cathy fleming? >> director of peef, cathy fleming. >> testing, testing. thank you, dr. matthews, and thank you commissioners. i'm going to read into record our resolution for the approval of a public education enrichment fund expenditure plan for the 2018-19 school year. whereas the voters of san francisco passed a charter amendment in 2004 to establish the public education enrichment fund, and whereas the voters of san francisco reauthorize the charter amendment in 2014 to extend the public education

enrichment funds through 2041, and whereas board resolutions 44-27 a 10 and 115-10 a 3 establish a process for public input and development of recommendations by a community advisory committee on peef; and the community advisory committee on peef has submitted its recommendations to the board of education and superintendent. and whereas the 2018-19 pe d f expenditure plan was developed on language range plans with input from the committee advisory committee on peef and reflect a current level in staffing and programming, increasing salary and benefits cost, and an ongoing need to support school site budgets. there are be it resolved that the san francisco unified school district commends the thoughtful recommendations from

the community advisory committee on peef, and the dedicated stakeholders that contribute to the success of peef and further be it resolved that the board of education of the san francisco unified school district approves a public education enrichment fund spending plan for the 2018-19 school year after examining the recommendations from staff and the community advisory committee on peef, and therefore be it resolved that this may be amended during the based on availability of state funding and/or subsequent adjustments to the peef adjustments made by the city and county of san francisco. the superintendent is requested to inform the board of education in the city and county -- of san francisco's mayor's office that such amendments may occur. thank you. >> okay. thank you. so i have a few speaker cards

on this item. sammy kipmeto, shavif sacoutz, and julie roberts sung. if you'd come on up, and you each have two minutes. >> awesome. good evening, everybody. thank you so much for being here. i just wanted to say and appreciate everyone who's worked on these translation services for our arabic communities. this was very important. many of our folks are recent immigrants, and so every little bit helps, and so i just want to appreciate that. i work with the arab resource and organizing center, where i work with many families who are also interested inn making sur that we have a comprehensive language learning program as well, and we look forward working with you moving forward, and our families are very happy to hear this. thank you. >> thank you. >> hi. my name is sammy kamito, i just

want to expand a little on what sharif started, and to say to support our students emotional learning, they need to have their parents connected, and the language learning is crucial to that. they also needs to stay connected to their culture and their families. language pathways is an important part of that of the community, and we look forward to full implementation of the pathways program in arabic. thank you. >> thank you. >> my name's julie roberts fung, and i'm speaking on behalf of oca, a vietnamese language school. our school has benefited from translation, and we still could benefit from more support to make sure that all of our things going on in sfusd reach

parents and families. today i just wanted to ask about at the last reading, there was .6 allocated for the new vietnam yees and chinese language pathways. i wanted to reallocate the need to be dedicated to teachers to get those programs off the ground. i wanted to make sure that those move forward, whether in the peef or another portion of the budget. thank you. >> all right. thank you. commissioners, any further questions or comments? no? look at that. yes, commissioner merase? >> yes. i am disappointed that we won't be allocating any new moneys for a pilot on -- [ inaudible ] >> -- but i'm looking forward to working with staff in terms of an overall budget analysis

for the school year. i also wanted to acknowledge -- [ inaudible ] >> thank you, commissioner merase. commissioner sanchez, and then, commissioner haney. >> can peef pay for a new sound system for our -- for the board of education? this thing is, like, 25 years old, at least. so last year, i had a recommendation. i'm hoping that -- it didn't happen this year, but i'm hoping it can happen this year, which is have the peef check in earlier with the board at least one time in the fall so we can have some more input in the

process. is that possible to do? >> i would say it's certainly possible and highly likely. >> what would block that from happening? >> i think that the only challenge would be time on the board agendas that i can see at this point. i think that also is the will of the peef cac, which i can predict they would be in favor of that. i would predict the only barrier i see is time on the agendas for the board meetings. >> okay. thank you. >> commissioner haney? >> yeah, thank you for this and thank you for the responses to our questions. i also wanted to -- and i appreciate the folks who came and underlined that -- the need to really see through the work around vietnamese language and air abasic language pathways and support. i think, you know, this -- this board took a very clear and strong action that we wanted to

see this happen, and with the support of the community, and i think that we're still wanting to see a greater investment and seriousness to see this through, and i realize this is not all on peef, but since some of it was being funded here, and i appreciate the funding that is in here. we really would like to see, you know, further investment in that in seeing it happen. also, the -- the points around the translation and interpretation are great that we're continuing to invest in that. you know, echoing what i heard tonight, continuing that there's just the strong need for further investment in that, whether it's through peef or other sources, i think we should continue to ramp that up however and wherever we can, and thank you for your work on this. >> all right. seeing no othermen comments, i just want to thank the peef cac

for all their hard work. i know over the year you do research and get into some deep conversations, and cathy, thank you for your leadership and all of those who help cathy make sure that this happens, thank you as well. so if i don't see any otherment coulds or questions, roll call, please. [ roll call. ] >> five ayes. >> congratulations. thank you. thank you so much. >> thank you. thank you, commissioners. okay. we now have several board policies for action. bp 6020 parent involvement, bp 1325, advertising and promotion, bp 6171, title one

programs, bp 3100, budget, bp 3513.4, drug and alcohol free schools, bp 4027, temporary athletic team coaches, and bp 6145, extracurricular and cocurricular activities. so all policies have employee'

supervisor in accordance with district policy.

as a reminder board rules and california law do not allow us to answer questions or comments during comment time. if appropriate, the subject will ask that staff follow up with speakers. so i have a few -- i have a few speakers this evening. anthony wilson, star moore, karen chow, and sabrina hall. >> good evening, board, and superintendent matthews. my name is anthony wilson. i'm the director of advocacy in kip and bayview area schools. i'm here to reiterate that we are generally not satisfied with the popular offer to locate our school in the mission education center. as you know we've served kids in the bayview since 2003, which is about 15 years, and we are not newcomers to the bayview community, but we're part of the existing community.

our charter clearly outlines and states that our school will serve students of the day viba and we know that there's space at the schools, such as malcolm x. the district has made it a priority to keep students in the bayview and kip has created an opportunity for that purpose. so it does not make sense to ship 100 plus students out of the bayview and bus the new school students who do not live in the bayview in. so displacing two communities will ultimately punish the learner, which is our students. so our prospective parents who i'm here on behalf of, and our students and our families want to stay in the bayview, and i hope that we can work together over the next month to work in partnership and good faith to keep them there. thank you. >> thank you. any other speakers? if you are called, would you please come up to the mic?

thank you. >> this is my first time. and i also had a name, like, all through here, so i'm going to try to do this without saying the name. my name is star moore, and i'm a parent at lafayette elementary school, and i'm here representing other parents of room 107 at lafayette elementary to initiate our collective report for our children's teacher. we have learned through an informal network that our children's teacher's contract to work at lafayette has not been renewed for the 2018-2019 academic year and we're extremely disappointed, confused, and dissatisfied with this and would like to express our strong support for this teacher. we request that the teacher contract be renewed and that he be invited back to teach at lafayette this coming school year. each of us has different stories and reasons why we're making this request. they all lead to the same

conclusion: this teacher has been an incredible teacher to our children, and it would be a significant loss to our lafayette elementary community if he did not return this fall. this teacher is an experienced and dedicated teacher who supports every student in his class. he's willing to accept the challenge last year to teach in our third through fifth grade sdc and this year to teach the second grade inclusion class. he's been supportive of our dhh class and these with special needs, language, socioeconomic or community based, allowing them to participate fully in daily special activities and those he has planned for room 107. this teacher makes sure each students feel they are part of the class. this teacher provides students with a positive role model as a male teacher who is supportive, inclusive, firm, in addition to

incorporating fresh and innovative programs, this teacher has given our children opportunities to explore art, music, movement, emotions and relationships, fostering social responsibility, empathy and respect for others, and i would just like to say this is signed by parents of 15 students, and we expect more to sign on, too. >> thank you. next learners,

including deaf and hard of hearing students, which include my own son, and he has an iep. he's an inclusion student. my son has benefited very much from this teacher. academically, he is doing really well. i'm a child of immigrants myself, and i'm also an english learner myself, so i feel this teacher is effectively serving the communities that we especially wish to close the equity and achievement gap on. thank you. >> thank you. next speaker, please. >> good evening, board. my name is is a reassabrina ha. this is my first time here. i'm not sure how this goes, but i'm coming with a complaint. we moved here from las vegas in june, and we're homeless. i have four children. two of them go to everet, and

one goes to ocano. which has we start since we started in august august, my complaints were meant with retaliation. my daughter has been suspended excessively. my daughter has been attacked. i've made police report does. she has been sexually harassed by a dean at the school. it has been pushed under the table. i've spoke to several people at the school district. thus far my daughter has been suspended for 27 days and still has not been in school. now she's up for expulsion. she's in nineth grade. 8th grade, she was student body president in vegas. i'm reaching out to you because i'm a single mother of four out here in san francisco, and this has been going on since august, and i've been sending e-mails and calls, and it's just been brushed, and my daughter thus far has been out of school, and i need