early, and so if site clerks had more time to actually help with on boarding and follow up say with the families or elementary school to find out if the student was absent or absent in the after school program, that would be a way to develop or partnership across the elementary schools and other programs. the other piece to point out is that the out of school regulations have changed from the state in february 2017, so staff still doesn't know all of it -- the impact in terms of the workload, and how -- what impact it will have on the families, as it's still being implemented. and i think one of the bigger pieces that we really wanted to highlight from this whole process that our district is committed to the pre-k third grade alignment as an approach to really look at improving student out comes, and in particular, really narrowing the gap in achievement early on, and so if we real he loly t

how with can strengthen our supports, our systems and our services, it's an opportunity to explore where we can improve that to really fore identify that alignment and the set of recommendations that developed out of these conversations are with that thinking. so there's five recommendations that were developed out of this process, and in the written report, the longer written report, there's some considerations and implications that we actually kind of flushed out a little bit more, and we want to encourage you to read those. but basically the five recommendations that we have for the overall early education department enrollment process is, well, you know, is to move -- the first one is to move the early education enrollment process to a digital platform. we really want to kind of point out that in the process of the -- looking at these findings and through these listening sessions, we also discovered that any recommendation for the out of school time enrollment process would actually require a shift

in the overall early education enrollment process, so it was keeping that in mind. and the second recommendation is to think about creating a hybrid system of on-line enrollment and the paper application process, as well. and to think about how can we establish flexible hours to accommodate working families, and one of those considerations, for example, is thinking about what the conversations would be around union negotiations for that to happen, right? the fourth recommendation is to develop a pilot program plan and implement it at a couple of after school programs to transition to a central model. and finally, it's the recommendation to establish an on boarding transitional plans for students and families for new enrollment as well as transfers. so -- so some of the big take aways is that we know that any kind of transition with a system like this going from

site-based to a centralized system really requires intentional, well planned coordination and in particular, loorking how do we work with our educational placement center, and how do we think about the early education system -- enrollment system in concert with our -- our tk, transitional kindergarten, through 12th grade enrollment process, and how do we work together to really fore identifore -- 23 ort -- 23 ortify that alignment? >> just for the next p.a.c.c. meeting is tomorrow night, 6:00 p.m. so that's wednesday, april 11th. it'll be here on the fourth floor. child care is provided. we're also still recruiting for p.a.c.c. members, and you can see the p.a.c.c. website for details about that. and are there any questions?

>> thank you both very much. commissioners, commissioner merase? >> thank you very much for this thorough report. i really appreciate it. i totally support the alignment issue of trying to get this piece of our youngest students right, so it will set the students up for success as they grow older. so i really completely agree with you. i want to acknowledge the work of carla bryant previous to this and minuya scherr who continues in the value of investing in the early years. i have two questions. you in the report described the demographics of folks who came to your focus groups. can you talk a little bit about the outreach to administrative staff and clerks. did you get a good representation among the staff

who were participating in this process? and then, i have a second question. >> so we facilitated a conversation at the principal's meeting, for example, where site administrators were, and likewise, we had a conversation with the clerks -- site clerks, as well as an on-line survey for them to participate. >> thank you. and i support your recommendation about the site clerks, that perhaps their job can be transitioned to more work on attendance issues. i think that is he aa great idea. my second question is about looking at the demographics of the participants, and there seems to be a big under representation of asian pacific islander folks, of the folks -- people who are involved in the engagement sessions. i'm trying to figure out is that because they don't participate in the pre-k early education enrollment or was there something we could have done to outreach and get more

participation? >> so there were two conversations with families, and one was out at leo havord out in the bayview. and the other was currently enrolled -- that site is partnering with carver elementary school, so the outreach was through that community. and then, in the commission it was at las americas, and staff helped with the outreach to those families. we actually expected to see more chinese speaking families, as well, and for some reason -- well, it was raining that night, too, so that might have had an impact, as well. >> so i would just say that we figure more outreach to asian-american, pacific islander students. there are many chinese families living together who rely on

student resources to bring opportunities to their students. >> i just want today have one comment. so we had interpreters there for the various languages, and i actually did notice that even among the different groups, the concerns were very common about -- i was actually surprised when i saw that. it was very -- so even though i understand your concern, i -- i think some of the findings would still be consistent among the -- the different groups. >> commissioner walton and they be commissioner norton? >> thank you, commissioner mendoza mcdonald. thank you for the presentation. nice change of pace with the powerpoint. just two questions -- well, three definitely related to the topic here on the slides, and then, the third one just to get legal offset with me for going off topic. if we look at the first slide where we talk about areas of

improvement, what do you mean by transfer system? >> so when a -- when a student is transferred from -- switches over -- from, like, elementary to the after school program, going from one program to another. >> and then, just a question for leadership of the district, because i believe we have other eed enrollment sites because 55 franklin. i think there's one at everett and somewhere citywide. just out of curiosity. how is that possible and how can we do more of that? >> we can work directly with epc to see that -- i can get back to you with an answer on that question.

>> good evening, commissioners. think minnie ahshad, chief of the early edu. we have two, which is one at neil halverd, and then we have one at 55 franklin. those are the two, but we are interested in the recommendation, and our wanting to think about how we can do -- be more flexible and do more hours and that sort of thing. >> thank you. and then third question is if we have groups or organizations that, like, want to give tickets to the ballet or want to do things like that, would that be something that the parent p.a.c.c. would be interested in to having available for parents involved in the p.a.c.c. and their young people or would you rather it go a different way? 'cause if so, then i will connect somebody to you. >> yes, i think that the p.a.c.c. would like that.

>> okay. great. thank you. >> commissioner norton? >> thank you. thank you for the report. i think it -- i support the recommendations. i think it's great that the p.a.c.c. is looking at this and bringing up this issue, because it's been sort of a -- a prap attic part of our -- problematic part of our issues, they're both complex in different ways. but i wanted to ask staff that as we look at these recommendations, i would also like us to look at possibly adding some kind of a preference for our educators and enrolling their own students in early ed. i received an inquiry from one of our special education teachers who kind of at her wit's end trying to enroll her toddler in an early ed program that works with her schedule.

so it would be i think yet another possibly easy way to try to keep our educators in san francisco and make their lives a little bit easier, so i would love to see us study that and consider whether we could do that. >> is that -- is that a -- wait, who can answer that? >> i don't need an answer right now. i mean, it's really i'm just hopeful that staff can kind of put that in the hopper with some of these other changes to consider whether this is a change that we can do because it seems relatively straightforward to me. >> thank you. >> i was going to say, i took notes on that, so if we do that in the future, i would definitely add that. because i have actually heard that, too, so... >> great. thank you both.

section c, is consent calendar. i need a motion and second on the consend calendar. >> so moved. >> second. >> okay. thank you. i don't have any public comment on any of the consent items. are there any items withdrawn or corrected by the superintendent? >> yes, there are corrections. mr. stihl will read the corrections right now. >> thank you, superintendent matthews. we do have two withdrawals from our on-line k resolutions. first is 18410 k 8, and second is 184-10 k 8. we have a withdrawal, number 16 on the calendar. the first comment of the six is being withdrawn. >> thank you. any items removed for first reading by the board. any itemed severed by the board or superintendent for vote or discussion tonight? seeing none, roll call vote on

consent calendar. >> clerk: thank you. [ roll call. ] >> yes. no on items k 1, k 12, 13, 14, and 20. all retroactive. >> clerk: thank you. >> thank you. >> clerk: thank you. >> all right. section e are proposals for action. we have several items. board policy 4019, professional standards. this was already moved and seconded at a prior meeting. a report from the rules committee on april 2nd. if there's anyone on that, do you want to just lump all these together or do you want to take them individually. >> i'm happy to have the board vote on them together unless there are questions or reasons we should separate them out? >> okay. does anyone feel strongly one way or the other? okay. why don't we do these all

together? so you want to do all the -- all of the, including the charter school authorizations and over sights and all of that? >> i would suggest we do perhaps items one and two and then take item three, the board resolution separately. [ inaudible ] >> what she suggested was one and two. >> yes. >> so yes, we're going to do them all together. okay. thank you. all right. so we'll also include bp 0420.4, charter school authorization, bp 02042041, charter school oversight. and bp 7160, charter school facilities. so all of these have been moved and seconded at a prior meeting. who can give me a report from rules from april 2nd on this? okay. commissioner merase? >> on behalf of chair mark sanchez, it was very -- it was clarified to us at the meeting

that the text of these policies are to align us with csba standards, with ed code. we're not going beyond anything, so it's really just formalizing policies that are in keeping with our state law requirements. >> okay. great. thank you. >> they're all moved with a positive recommendation to the full board. >> okay. perfect. thank you. all right. so i have -- oh, superintendent, would you like to call on this out to introduce it into the record? >> would you please introduce these into the record. >> we're asking tonight that you approve four policies together. board policy 4019, professional standards; policy 420.4, charter school authorization, 420.41, charter school oversight, and 7160, charter school facilities.

>> i have no public speakers on any of these items. any comments from the board? okay. seeing none, roll call vote, please, on all four items. >> clerk: thank you. [ roll call. ] clerk clrk five ayes. >> thank you. next item is resolution 183-13(a) 1 in support of equitiable services and staff for our hawaiian or pacific islanders. this was already moved and seconded on march 3rd, 2018. a report from the committee as a whole meeting from april 3rd, commissioner cooke? >> yes. we got an update from staff about the suggested strategies on if passed, how to move

resolution forward. staff also followed up with questions that couldn't be answered at informational update. so we really appreciate all those questions being answered, and it seems like people are thinking really thoughtfully how to connect resources to achieve the objectives of this resolution. >> thank you. at this time, we're going to have a reading of the resolution by commissioner cooke and i. you're going to rt start, commissioner cooke? thank you. >> resolution number 1(a)3-31(a) 1 in support of equitiable services and staff for hawaiian pacific islanders and staff.

[agenda item read]

[agenda item read] . >> do i keep going? [agenda item read]

[agenda item read]

. >> i'm going to skip down a couple -- few whereases. [agenda item read] . >> thank you, vice president. so i'm going to continue. therefore be it resolved in order to provide the equitiable support required for our nhpi students to thrive in the 21st century, the board requests the superintendent of schools to work with staff to expand additional support for nhpi students, and be it resolved to further advance the mission of the san francisco unified school district to support our students attending college, the district shall one work with the samoan community center and other development groups to

recruit nhpi for positions throughout the district. in staffing schools, one, nhpi students are most demographically populous. the district shall work to ensure that staff is culturally competent to meet the needs of our nhpi students and explore all options to support new and existing college and career readiness programs designed to meet nhpi student needs in a culturally competent way, and expand sfusd's partnership with the oceana and star supports. further be it resolved, san francisco unified school district shall provide community space for nhpi

community partnerships, including but not limited to, involving community partnerships for practicable to advance nhpi disproportionalities and inequities in san francisco unified school district and to supporting culturally relevant curriculums for nhpi at all grade levels. these should seek to preserve preserve and pass on traditions with parent and community involvement where practicable. three, exploring all options to ensure the samoan community development center to continues to operate within sfusd, including facilitating a joint use agreement or other legal instrument to share facilities with scdc and exploring all options to facilitate the creation of an nhpi wraparound services center in the building currently housing scdc with the goal of addressing nhpi health

disparities including but not limited to nhpi focused youth services tuthtorring and college readiness programs and culturally competent services. in order to measuring ongoing progress, the superintendent of schools shall work with staff to comply with federal -- federal and state mandated data standards from api data and to further breakdown data by pai ethnic groups to further capture nhpi data. so there you go. how about that? [applause]. >> so we have a few public speakers on this. so i'm really glad the community came out. it's so great to see all of you. so noah frigaut, helga, john,

and hifo, come on up. [ speaking native language ] >> it's really emotional. tonight's a historical moment for pacific islanders, as everybody in this room should know. so i am really honored to be here, and i first and foremost want to thank the district, thank the leadership of the board. we've been doing this since august, right? we've been at this since august, and we got here. it took some pulling and pushing and figuring out what to write in these papers, but we're here. on behalf of the p.i. community, the p.i. community that are in the house, we want to say mahalo, just mahalo,

continue moving forward. this is community driven. it is formed by the community. we are in partnership. i was here at the committee meeting earlier. i saw there was one position on there. we're advocating for three positions, so we can get in there and do this work. i spoke with kevin truitt a little bit earlier, and there's a recommendation that we're going to positive the p.i. community. as we move forward, continuously working on some immediate needs currently today that we can do with this building, but again, i'm just going to keep it like that. thank you so, so much. mahalo. [applause]. >> thank you. next speaker, please. >> hello. my name is epha, and i am a tongan woman.

[ inaudible ] >> one of the classes i'm taking this semester is called pacifica. i was also taught the definition of culture, and that is when you as people are given a space to manipulate. how we manipulated the spaces, one component is the tatau, or other words, the tattoo. the identity that you hold today is fluid, which means it's going to change. the tattoo is supposed to solidify your reality. the reason we told the tattoo in the samoan culture, it's a moment you are supposed to hold in your lifetime. these classes that i take are my identity, and they are my tatau.

the more classes i take, the more fluid my identity become. i am here to advocate for more classes for pacific islanders so they can have the same opportunity i had. i am advocating for the pacific islanders who are pushed out of the schools and kept away from realizing who their people are and who they really are. and i am here to advocate for the pacific islanders who are kept from getting their own tattoo. i am tired of the -- i am tired of being a teacher for my ownoppressions. we are tired to say we are struggling. we are tired of repeating ourselves, but what we don't want to do is forcefully get it from people. that's why our people always ask, and our people are always giving. thank you.

[applause]. >> good evening. madam president, commissioners. my name is john nauer, and i'm the coach here of the pacific islanders association. this is very historical and as well as emotional for us. i mean, just listening to some of those statistics, the only thing i can say, it's long overdue. it's long overdue. it's been a problem that our city and many other cities haven't yet addressed, and i thank you for putting this together for our city. and i encourage the rest of the commissioners to please vote yes on this. this is the first step -- let me give you a scenario for a young pacific islander student in san francisco.

if you walk-through the door, and you don't see anybody that looks like you, they see their teachers, they see the dean, their council, their principal, you kind of want to just walk right back out the door and find the first doorway you he had se had -- you see, get you a pack of cigarette and a beer and drink. there's no motivation for our young people. that's why there's those statistics. the proof is in the pudding. a lot of our kids are not making it. that's because they don't have an identity. when you do not see yourselves in an authoratitive role, why should you go to school in for us, it's athletics or clubs, especially the polyclubs, but that's a lot of culture and dancing and stuff, but it's not going to take us where we need to go as a community. i really appreciate allowing us

to partner up with our community. there's eight organizations. we're working hard, we're going to be back and hold hands with the district and make sure this is the first step. let's get our young people, let's help our community. let's make an impact, you know, let's change instead of just shooting for becoming an nfl player which is what, one out of a large number, let's shoot to get some doctors, right? let's shoot to get some more doctors, teachers. i mean, that's what our young people need. as you see, we have a larger community, but most of our folks are not used to partaking in forums such as this, but this is one great step. once we get the word out in our community, trust me, the next function, our numbers will be a lot greater when we show up. thank you so much. [applause]. >> thank you. our last speaker, please.

>> good evening, commissioners. my name's noah, and i am a policy analyst with the human rights commission, and on behalf of staff, they really wanted to offer our full support for this historic resolution. we are really excited and want to work with the board as this moves forward or -- and just to focus on one example of how this resolution is so forward thinking, for data desegregation, when you're looking at asian and pacific islander statistics together, it really masks a lot of the issues that you highlighted in the resolution. and so pulling that out and looking at pacific islander specific data and then

desegregating that further, like the resolution says, really goes a long way to make sure that students receive the supports that they need and that they're not statistically invisible. they're -- just to say how far ahead of the curve sfusd is on there, there's state law about desegregation, but it's not set to take effect for another 4.5 years, and it only applies in health situations. so this is a really important resolution, and the human rights commission is really excited that the board has taken it up. thank you. [applause]. >> thank you, noah. so at this time, i'd like to open it up for board members to make any comments. commissioner walton?

>> one, you know, i want to thank commissioner -- or president mendoza and president cooke for bringing the resolution forward. this is a conversation that we've been having for a while in community and with the board of education and with the district, so it is long overdue. but i also think this represents the commitment of this board to make sure that we provide specific and static opportunities for the groups that have the biggest gaps in the district. so i'm excited to see us continue with the specificity like we do for our black learners, like we do for our minority learners, and as noah mentioned, actually carving out our nhpi community. that's important.

and just the last thing that i want to say as i talked at about last week's meeting, it's important that you leverage what's out there. i always want to say on record, the role that they need to play as we continue this work within the district and our city for all of our populations that we're working with and targeting and streamlining our services because we know that with our initiatives, with role masterpiece in the latino community and black to the future, we have resources available to do the same thing in our nhpi community. just to give an example, we fund in school support positions with black to the future in a collaborative soul. it supports our young people in the classrooms, but it also supports or educators, so it is important that we leverage our city resources as we work within our district, too, because this is all of our children and this work is

important. again, just excited about this work and looking forward to how we get deeper into getting this done as a unit, so thank you all four coming out and thank you for bringing the resolution forward. >> thank you, commissioner walton. commissioner merase? >> thank you. i'd like to ask the authors if the rest of the school board members could be added to the resolution. i'm strongly in support. i want to thank the young woman from june jordan for being so articulate about the importance of this initiative. i met with mr. zuniga earlier this year. i want to recognize his key leadership in making this happen. i do want to comment on the committee of the whole meeting earlier, because in a subsequent conversation with mr. moliga, i know that staff are looking into sort of internal strategies for improving nhpi representation in the school district. i want to be sure that

execution plan for this resolution is aligning with community needs because the feedback that i received was there's a real need for student support services and strategies for providing students enhanced support, less of a need or emphasis on sort of sfusd internal. so any way, i would like to continue the dialogue and just make sure that the implementation of the resolution is in keeping with the community needs. i will be supporting the resolution tonight. >> thank you, commissioner merase? [ inaudible ] >> vice president cooke? >> i really want to thank everyone that came out to observe this being read into the record. i especially want to highlight the tongan leadership for

working with us to bring this resolution forward. as a graduate of schools mostly on the south side of the city, i went to school often it was with the polynesian, and as a member of the african american community, i saw how a lot of us were struggling with the same issues. it's really been people at the site that have tried to hold on and build and create something of an affirmative community. that's gotten a lot of diverse participation and it's been an important cornerstone at school sites. today, we say your -- your issues and concerns are at -- a top priority for the school district. that's what this resolution says, that you're not doing it alone. that we are completely behind you, and we want to see all these issues be something of the past.

so in acknowledgement of that long-standing site work, i also do want to acknowledge century fatoue, who i met at thurgood marshall, and was just the glue for all the students in that community. he's been an asset to every school that he's served, so thank you for that. and i'm really excited about all the things that we can bring to bear as a result of that resolution. i want to see that drop out rate drop. i want to see more people get hired. i think that recommendation for three staff is good, and i think if we can continue working with current staff to resolve the issue, then we're going to continue to do the things that we have gotten results. i look forward to see this playing out over the course of the years to umm can, so i hope my colleagues support this

resolution, and i'm excite today get to work. >> thank you, vice president cooke. i also want to thank the community for coming out and for really spending some really quality time for us. i'll really praud to be a coauthor on this, and i want to thank vice president c # ooke for his leadership on this. i just spent two weeks family. my sisters are all married to pacific islanders. it was just a reminder to me how important our cultures are, and when we come forward and honor one of our elders, and we think about what it's taken for us to get to where we are, it's not only been standing on the backs of so many people that have suffered, but to ensure that those that we want to get pulled up get pulled up through a variety of sources. so this resolution for me meant

for someone who's in a policy role and a leadership role that i have an opportunity to come into the community and do what i can. you know, we've always identified groups, you know, within our communities that need support, and our pacific islanders have always been one of those categories. we've never done anything concrete to say we're going to do more for you, and so this resolution really speaks to that, as well. we've done a tremendous amount of work with our african american community, our latino community. we still need to do a lot more work with all through, but the idea now that you are going to be supported in a different way and recognized in a different way is really important to us. one of the things that you said, john, was that you don't have any identity, although it's very easy for people to identify you, right? and i think your leadership in the community is really

important. but it's also -- like, i think -- i've always respected you, but it wasn't until you were on the stage at city college talking about what it took for you to go back to school and how important education was, and how you wanted to be a role model for your own community. and you know that's not something that people our age always do, you know? and so you're spending nights and weekends doing something that'll make you a better person so that you're better for your own community and that you're a model. and that's -- that's -- you know, a lot of love and respect goes out to you and so many of your friends and family that are doing the same to ensure that our young people in the community have something to look forward to. and you know, the time i've spent with you more recently and in the last couple of years when you were at burton, you know, working with athletes

about how to respect women, how to ensure that when you're in a room with a woman, that this is about treating them with dignity and treating them with respect, and understanding the boundaries between sexual harassment and not was something that i think a young person who would look up to you and feel really supported and wanted to be like you because that's how we treat our women in our community was really powerful for me. and so to come to you to talk about what this policy should look like, i really valued the advice that you gave and look forward to working with you more in the future. you know, just big love and hugs to patty for, you know, being there and letting us

understand what it means to have the kinds of challenges that you have in the community, but always being open with your heart and the joy that you -- that you've always demonstrated and the level of engagement that you have for your families is crucial and critical, especially as we start to implement additional supports. we're going to need all of you to back us when we're starting to make some hard choices and decisions about what we want to do to implement better academic out comes for our nhpi community. so it is with great joy that we're able to put this forward. we're going to follow it and make sure that it gets implemented with fidelity, and i want to thank the superintendent for hearing us out as we've had these conversations, as well o. . so if there are no other comments, miss casco, roll

call, please. >> clerk: thank you. [ roll call. ] >> thank you. and it is fine with me and commissioner cooke to add any of our board members that would like to join onto this resolution, and our student delegates, we would love to have you on this resolution. so thank you for coming out tonight. congratulations. we look forward to working with you. okay. our next item is public comment, and we have quite a number of cards here, so bear with me for one moment again.

[ inaudible ] >> okay. so we've got one, two, three -- three items that have multiple speakers, and then, i have one speaker, paul kangas, so i'm going to have paul start. and then, i'm going to take -- i'm going to take this in -- in chunks, so bear with me. we're going to first hear from the families at guadalupe. and i have eight speakers, and i'd like to give you ten minutes. so you can organize yourselves however way you'd like.

it would be a minute perspeaker, or if just a couple of you want to say something lengthy about whatever it is. in these kinds of items with all three of the items that we're hearing this evening, i imagine that there is going to be some repetition. so if you would please think about that, that'll -- you will be -- you will be up next. and then, i am going to hear the -- the families from lafayette, and i have 14 speakers from lafayette. i'm going to give you 15 minutes on that, so organize yourselves accordingly for lafayette. and then, i have a really big stack for the malcolm x, so i'm going to be -- let me think about that while i get the rest of you going. so if i can get paul kangas, and then, if i can get dori schrader, monique dufelly,

melinda mulligan. [ inaudible ] >> i'm sorry. i don't understand what you're saying. so what i'm coming are the speakers that are coming to speak on the lafayette, so you're lafayette. i see. you're saying that i said guadalupe first, right? [ inaudible ] >> okay. got it. so guadalupe, corky wick, david mahone, chandra gonzalez, will federico, joyce wu, joelle tidwell, es34 eralda duran. >> and the comments that you're

going to be making about a particular person, and we are asking that you not say the particular person's name as you make your comments? okay? okay. come on up. thank you. i'm sorry. before you start, paul kangas, is paul here? okay. paul, i'm going to have you come up unless you want to get behind a larger group, so you're a single. >> okay. >> okay. so i'm sorry. let me have him speak first. >> hello. thank you. my name's paul kangas, and thank you to the board. board supervisor matthews frequently writes about why the i.q. level in san francisco seems to be different than the nation, why the failure rate is

so high, the achievement gap is so high amongst black students. so i looked on-line at a harvard medical school study on this, and they did a study of the ten largest cities in the united states that do not have fluoridated water, and they compared them to the cities that do. what they found is that the i.q. level is lower in cities that do have it, and much higher in cities that don't. this is probably slightly controversial to people, but that's the nice thing about google, you can check the facts. harvard medical school on fluoridation in the water. and i think we might take this into account, that there might be some medical problem that we're imposing on children in the city. a lot of parents you'll notice

buy bottled water for their children. the parents educated on this study don't want their kids drinking tap water. i raised three kids in san francisco. they went through the public school system, and i think that this is an important issue that people need to be aware of because the parents can actually do something about this. this puts the responsibility on the parents. the parents are directly able to influence the diet of their children, and i think it's valuable that parents have that power, then, once they have the information. thank you for allowing me to speak. >> thank you, mr. kangas. [applause]. >> okay. this is now guadalupe and miss casco, we have ten minutes on the clock. all right. thank you. sorry about that. >> dr. matthews and commissioners, my name is david hmahan. i'm a teacher the guadalupe

school in the crocker excelsior district. we have tried to find a way to work with our principal but are continuously frustrated. we submitted our complaints and letters to you about our principal. the principal was originally placed at our school to fix problems with the principal before her. but she came with her new complaints. she left her former school under unfavorable conditions before she was placed at our school. we bring these complaints only after trying hard for the last few years to fix the problems with our administrator. we've exhausted all the normal avenues. we have now submitted staff's and parents complaints to you. this principal does have some good qualities, but herrin ability to work with staff and families undermines all her good efforts. since she has been principal, we've steadily lost families. she has been offensive and

dismissive to several parents . she she's made many families feel unwelcome. we ask you to listen to our appeals. read what we've written, and to help us fix this situation. thank you. >> thank you. keep coming up. >> good evening. my name is miss cunningham, and i am the parent of two students at guadalupe elementary school. i have a fifth grader and also a second grader. my fifth grader has been there since second grade, and before this principal came, it was a family oriented environment and unfortunately, i believe that because of control issues, unfortunately, the faculty is being dictated with control, and we're not being able to raise our children and educate our children as a family in a

village, which it takes a village to raise our children, and if we're divided as a facility, then, we can't give our children what we need. so i believe we definitely need to come together and do what's best for our children and not have our families feel uncomfortable with communication during issues. like, with family issues or student issues, it should definitely be handled very differently, and thank you. >> thank you. [applause]. >> good evening, everyone. my name is joyce, and i have two kids that are enrolled at guadalupe elementary school, and i'm here to represent most of the parents at gaud lupe.

-- guadalupe. we don't feel supported by the principal. she is not loving, caring or friendly principal. she doesn't take efforts to show the parents that we are part of the outcome of the school communities, and overall, we feel ignored and neglected by her. and also, her speech in english is very hard to understand because of her heavy accent. so we think we deserve a better leader in order to setup -- to set a good example for our kids at guadalupe. however, she is not -- she has poor attitude and relationships with the staff members and parents. so thank you for your time, and please be considering of us. thank you. >> thank you. how much time do they have

remaining? [ inaudible ] >> yep, six more minutes. hi. my name >> hi. my name is huda, and i have two children at guadalupe school. i have problems since i -- since i put my daughter, the little one, which she's a special kid, in there. in the beginning of the year, my -- my little one, she didn't really feel comfortable with the environment, and they -- they really -- they didn't -- they took the step to tell me that i have to change her to sdc, which i didn't like because she had only speech delay, and she wasn't that bad. and after two months, she was really good at school because

the teachers helped her a lot, and not the administration because she was really tough with me, and i had to ask for another iep and everything. but another thing that i feel not welcome there in the school from them, and we are always having problems, that i have to setup and talk -- and really be mean sometimes just to get what my daughter need, okay? and well, last year, we had a lot of new teachers, and she changed teachers all the time, like. my daughter, she feels so bad because my teacher is not going to be here the next year at school. so for three weeks, she was crying and having bad moods because she's not going to see

her teacher again, and she wanted to e-mail her stuff. we wanted to have -- we don't want them to have that at school. we want them to be comfortable with their teachers and see them every year. i don't know if i explain what i want to say. and we want -- we want translation in arabic, as well. and especially from the -- from you guys, because you send us a lot of booklets and stuff, but the arabic is not translated good, so i don't understand anything. the computer is really missing it up, so i don't know -- so i don't understand it. that is -- i don't know if i'm reading in spanish language or arabic. >> okay. thank you. so corky, tom, chandra, will, joe, or esmeralda. >> hi. i'm corky brick.

i'm a community volunteer, and i was fired at 83 years old from guadalupe, and never directly. i was never told -- the organization i worked with was jewish coalition for literacy, and no one ever spoke to me directly about the reasons. i'm believing it's because i supported the teacher i work with who was fired also, and i also think i wrote a letter about let's have a diagnosis for one of the kids who was difficult. and the -- i heard that i had contacted the parents, which i never did. we question the leadership and decision making ability of this principal. and this school, which is a fabulous place, with great