like you to consider that suggestion that perhaps staff and the applicant can be directed to work together to come up with a solution that preserves that house and allows it to meet their needs, as well. thank you. >> president hillis: all right. thank you. next speaker, please. >> mr. president, honorable commissioners, my name is sidney gauge. my wife and i own and occupy 4637 18th street which is directly behind the subject property, so we share a property line at the rear of this parcel. i'll just show you a picture of what that looks like. a retaining wall, and the illegal structure with a window staring right over the fence into our back yard. we support the proposal to demolish those buildings,

including the illegal structure and replace them with a new structure at the street level in line with his neighbors, and we have three reasons for supporting that. one is to get rid of the illegal noncode compliant structure. second, to replace that with a back yard because all the other properties around it benefit from inner green spaces and gardens and back yards which would just enhance the urban green space for everybody's benefit, and we would like to see a family to be able to live and raise a family like we did, so thank you for your time. >> president hillis: thank you. any other public comment on this item? seeing none, we'll close public comment. commissioner richards? >> vice president richards: so just before i say what i was going to say, i was reading the historic research on this.

it said the original owner had six children in that house, and i can't imagine that. i visited this yesterday, and i raised some concerns to him. i completely understand the situation the family's in. i asked him the question before. he's been the neighborhood a long time, and he's got some children and needs to grow. i asked him about the lack of affordable housing, because you have a built before 1979 house, you have two rent controlled unit. the other is density. 2502 square feet, and 480 square foot, i wouldn't say they're as equitiable as they'd like to consider. we've got this issues, what should we do? the project as is, demolishing rent control units, i can't

support. if there's any other way the project sponsor would consider mitigating it, i'd be open to that. >> the project sponsor is willing, and i see that the city's attorney's office is here to enter into an agreement to put the second unit in the city's central housing slot. >> vice president richards: so the new structure. >> the -- are you talking about a new structure in the back or the -- >> vice president richards: to the -- >> the second unit? >> vice president richards: yeah. the project proposes a two structure building. is it under the costa hawkins agreement? >> except that the single-family home that we're replacing has always been an owner occupied, and it will

continue to be owner occupied. it is only the -- it is only the illegal unit that was rented. >> president hillis: but they -- they may both be under rent control, because if the illegal unit is under term, when it was completed, if it was pre1979, you've got a prerent control unit that both units are subject to rent control. >> i understand, but what i'm saying is that since the single-family home that is in the back has never been a rental unit, it has always been owner occupied. >> vice president richards: no, i guess maybe the city attorney can help me here. two structures, one lot. it's almost like they're two flats, one on top of each other. it doesn't matter whether they're touching or away from each other. from what i understand, the rent stablization arbitration ordinance is, one structure's

built before 1979, the other's under rent control, as well, whether you consider them single-family homes or not. there's two units on the lot. >> no, but my understanding, and i think that the city attorney can clarify, is that owner occupied units who have never been rented out is not part of -- is not subject to rent control if they continue to be so and occupied by another owner. >> vice president richards: yeah. you're getting a demolition permit, though, so there's going to be nothing left -- >> yeah, to replace the existing -- richa existing -- >> vice president richards: if you have new construction permit, you'll have -- [ inaudible ] >> no. what's bei what's we've got is an owner

occupied unit that's been replaced -- >> vice president richards: i can't support that, i'm sorry. >> president hillis: so if the project sponsor's willing to enter into a costa hawkins agreement, if that's the case -- >> okay. let me consult the owner. >> president hillis: okay. >> the response is as long as they can live it in, they do--y don't have to rent it out. >> vice president richards: the conversation i had with the owner, he said i want to live in it. i said that's fine, but in 50 years, if you want to sell it, and somebody wants to rent it out, it's subject to the whole stablization ordinance. if you want to rent it out, you've got some restrictions on it. same with the lower unit, obviously. >> i think the only question is

if they moved out and their children occupied it to take care of them, that doesn't convert that into a rental unit, does it? >> vice president richards: they're both under the. >> president hillis: you don't have to rent it. they can be occupied by the owner under the rules of rent control if you choose to rent them in the future. >> and if i may, mr. president and commission, i would recommend that we continue this while the city attorney takes a look at it. i'm not sure whether this property would qualify for a costa hawkins agreement, and i would need to research that before i could give you an opinion on the record here rich. >> vice president richards: okay. that makes sense. >> clerk: for the record, this item would have to be continued because you don't have an approval item in front of you. >> vice president richards: okay. i move to continue. how much time do you need? >> i can confer with my costa hawkins attempts in the next couple of days. >> vice president richards: okay. two weeks? >> why don't we make it a month, just to make sure.

>> vice president richards: okay. >> any other questions? >> president hillis: so what was the date on the continuance? >> clerk: theoretically, we could continue this to april 12th. >> president hillis: was there a second? >> second. >> clerk: on the motion then to continue this matter to april 12th -- [ roll call. ] >> clerk: so moved, commissioners, that motion passes unanimously 5-0. commissioners, that'll place us on your discretionary review calendar as item 16 has been continued indefinitely for item 17, case number 2016-00017 -- >> president hillis: sorry. >> i just consulted with my clients. they're not going to be here on the 12th, but if they don't need to be here -- >> president hillis: they don't have to be here unless

they want to be here. all right. next item. [ agenda item read ] >> clerk: the deputy director of current planning will explain to you why it's in front of you again. >> the item before you is a public initiated discretionary review of a building permit to construct a three story horizontal rear addition to an existing single-family dwelling and incorporating new accessory dwelling unit at 43 everson street -- >> president hillis: not to interrupt you, but i think the parties have agreed to settle this matter. >> great.

>> president hillis: oh, you need five minutes? >> president hillis: why don't you explain to us what you've agreed to modify, and then, we've got to take public comment and potentially take a motion. >> sure. we're agreeing to pull in the rear wall of the addition 4 feet at the first -- at the lowest level. >> president hillis: what about at the upper level? >> that stays as is. >> president hillis: thank you just show us on plan so we know what you're talking about? >> yes. >> president hillis: can we get the overhead, sfgtv?

>> you've got to speak into the mic. >> oh, sorry. so the agreement is to leave the upper -- this is the south wall of the building. >> president hillis: correct. >> this is the rear yard. the agreement is to leave this wall right where it is, but to bring in this lower wall by 4 feet. >> president hillis: okay. and that wall's approximately how high? it's not your typical first floor height. >> correct. it's a double height.

>> president hillis: all right. so it's the outermost wall, bringing in 4 feet. >> correct. >> president hillis: is there any public comment on this beyond the project sponsor and d.r. requester. >> i just want to confirm we're preserving the notch shown in the plan, so it's articulated on our side of the property, on our side of the wall. >> president hillis: it's already set back on a sidewall? >> that's correct. that's this right here, this is a notch. >> president hillis: can you show it in planning because it's not clear. >> sheet a-1.4 shows that notch. >> president hillis: so the notch presumably goes back more than 4 feet. >> you can have the overhead. it's this area here. we'll keep it -- it's essentially the project as approved previously. >> president hillis: right, with that rear wall set back 'cause the notch is only --

>> yeah. >> president hillis: all right. is there any public comment on this item? seeing none, we'll close public comment. commissioners? commission commission commissioner koppel? >> i make a motion to take d.c. and move the wall back. >> is there a second? >> second. >> clerk: thank you. to take the modification as modified, bringing in the wall 4 feet and preserving the notch. [ roll call. ] >> clerk: so moved, commissioners. that motion passes unanimously 5-0. >> president hillis: all right. we are -- so ordered.

syntropy. >> good evening, everyone and welcome to another evening, another meeting of the sfusd board of education. miss casco, roll call, please. [ roll call. ] >> clerk: thank you. >> great, thank you. if you would, please join me for the pledge of allegiance. [ pledge of allegiance ]

>> thank you. just a reminder -- i 'm sorry. accessibility information for the public is in information section(a). section(b) are opening items. we have an approval of board minutes for the regular meetings of march 13, 2018 and february 27, 2018. i need a motion and a second. >> so moved. >> i need a second. >> second. >> thank you. any corrections? roll call vote, please. >> clerk: thank you. [ roll call. ] >> clerk: five ayes. >> thank you. as has been announced in the

past few meetings. members of the public are advised if they wish to address the board of education, they can complete a speaker card which looks like this. they are a tan colored card that are out in the foyer, and you must give us prior to the item being called and present it to miss casco. important accordingly to the board rules, speaker cards will not be accepted for an item already before the board, so if you plan to speak, please get us your cards before the item comes up. item 2, superintendent's report. superintendent matthews. >> thank you, president mendoza. good evening, everyone. i'm happy to announce that we are now accepting applications for the superintendent's 21st century award, which honors graduating seniors who kphonor the honors in the sfusd profile, going to 12 senior

demonstrating particular strengths in one or more characteristics of the graduate profile. the award is $2,000 cash. this award is available to all district senior students regardless of citizenship status. apply on-line by april 23rd at ppp.sfusd.ude/studentaward. this past saturday, san francisco unified school district students from four elementary schools, bryant, flynn, daniel webster and marshall received 100 donated bicycles, helmets and locks from the rotary club of san francisco. this is the second oldest rotary club in the world. the donation marked the club's 10th annual bike build event. rotary club members began assembling bikes at 8:30 and

students and families arrived at 1100 time to select bikes, while san francisco fire department provided rules and tips for riding on the streets of strisk. thank you to the rotary club and sfusd for supporting our students. did you know that six of our schools were named state recognized schools? join me in recognizing them who are announced at honorees in the distinguished school program in the 2018 program. the 2018 california distinguished schools program recognizes california elementary schools, kindergarten through 8th grade that have made exceptional gains in implementing academic content and adopting performance standards adopted by the state board of education. the program returns this year after a three year break and

replaces the california gold ribbons schools program. in addition, this year california also recognized exemplary districts that have made a positive impact on student outcomes. our district is being recognized as one of the 22 exemplary districts through its work with the african american achievement and leadership initiative. congratulations to the award winning schools, and our commitment to the highest quality education for our students. finally, come join us for the 7th annual black family resource network, black family day, milestones to excellence. this wonderful event is this saturday, april 14th, from 9:00 to 2:30 at willie brown middle school, which is located at 2055 silver avenue. the day will feature workshops for the transition from pre-k to kindergarten, fifth to sixth

grade, and eighth to ninth, and 12th to college and career. the day will include information for summer programs and on-site resources from community programs. this event is free, and includes exciting student performances as well as a raffle for tablets, gift cards and warrior tickets and we'll have a complimentary buffet brunch. three shuttle buses will be provided. for more information on the few pick up locations or to rsvp, please call 415-603-7628. you can also rsvp by e-mailing aapac@sfusd.edu. hope to see you all there. madam president, that concludes my remarks for this evening. >> thanks very much, dr. matthews. our next item is items three -- please switch this around. student delegates report, miss

men and mr. ong. >> good evening. signing off, last meeting, we had miss mary richards come and present to us about the sfusd graduation planning and where the sfc would come into play. we provided student input where we discussed and created plans to implement a better future where each and every student in sfusd can graduate with a college acceptance. we have some very hopeful outlooks on what the future will look like and how that happens, so thank you, miss mary richards and her department team. >> we also have another resolution in the works. the first reading of it actually took place yesterday monday, april 9th. the sfusd wants to limit exposure students to cannabis. the reading of this resolution will take place at our next s.a.c. meetings on april 23rd. >> we want to reduce our carbon

footprint and provide alternative protein diets for the admin to consider, and we would like to support a coresolution in the making. we would like to thank kristin thank you very much andly michaels for supporting this. another voice for student input is out and live. on the survey, students can provide student input on our school district budget plan. s.a.c. will spread and promote this survey to get the best information for our students. >> we also have updates on the extracurricular activities board policy 6145. we've created a student survey, and we'd like to distribute the survey and gather student input. if you want to see where students stand on the issue and use the info we get on the survey to conduct a focus group. we will follow up with our representatives at the distribution process at the

april 23rd s.a.c. meeting. as i said our next meeting will be on april 23rd in the board admin room, which is here. if you would like to attend or make a presentation, please contact our s.a.c. supervisor, mr. salvador lopez ibarra. thank you, and that concludes the report for today. >> thank you both. sure. commissioner? >> i want to thank the student d delegates and the s.a.c. for doing a survey on the extracurricular. i think that's going to be really helpful information for us so thank you for your leadership on this. >> thank you. item four, our recognitions and resolutions of commendation. we don't have any this evening. item five is recognizing all valuable employees. our rave award, we don't have any tonight. item six is our advisory committee reports and toimts to advisory committees by board

memo members. if our p.a.c. representative would join us. [ inaudible ] >> good evening, superintendent matthews, president mendoza mcdonald, and commissioners. my name is johnny nabler, and i'm vice chair of the p.a.c. >> good evening, president

mendoza mcdonald, superintendent matthews, and commissioners. my name is georgia williams brett, and i'm the coordinator for the parent advisory council. so i just wanted to say that the role of the parent advisory council is to bring parent perspectives and voices to t board of education to help inform their decisions, and this evening's presentation is bringing information around the -- focusing on earl ay education department's enrollment process, and what we've learned through stakeholder engagement. so the parent advisory council and the early education department collaborated, and i want to just take a moment to thank the staff in the early education department who were part of this process, and that is dj sati, margaret harris, nancy lambert, did he obserebrd

we reached out to various people to gather their ideas, they questions and concerns about the idea of streamlining the earl education department's at a stream lined school enrollment process, and we asked them to identify some solutions to help to make that overall process more family friendly. [ inaudible ] >> so we used various methods of gathering feedback, we conducted family focus groups, one in the bayview and the other in the mission, with language interpretation offered at both. we conducted meetings and interviews with site personnel and supervisors. and this slide shows the family demographics of the ethnicity of the participants and the specific student population represented by families. we intentionally only collected the demographic info of the participating families, and not

of the site administrators and other employees so that we got a reflection of the people that participated in who use this process. and it's in appendix of the company report, just to let you know. and then once working with the ost enrollment, at sites, no appointment is required. there's flexible hours to drop off paperwork and recertifications every two years. sources of support include especially rolement specialists, a list of required documents and materials available in various languages, and the ability to speak with staff in their home language, and this was important to families. and. [ inaudible ] -- create a sense of community, and the ost staff had knowledge of the program and are very familiar with the changes as they develop. so in terms of the families for areas of improvement, they wanted better alignment from site to site to develop consistency across the

programs. people had different results and -- and interactions, depending on the site, so that's something they want to be more eveningly distributed. better communication among staff to prevent breakdowns during the enrollment process, and the need to clarify the transfer systems for families and staff. more flexibility and extended office hours so families can enroll their children without missing work. that was vital. and many working families make use of this, and they were concerned about the hours and ability to do work, especially if they had to come down to areas and wait a couple hours to get their paperwork in. and customer service training for staff to communicate effectively with a compassionate effective understanding. and then areas for improvement, both families and staff expressed the amount of paperwork is overwhelming, too much, and documentation needs to be much simplified. they talked about the list and

we also talked about types of missing documentation and not realizing it and having to go back. families and staff urge the district to steam line the ost enrollment process by creating an on-line system, and that can answer both their questions and help with the facilitation of submission of paperwork, and things like that or getting back responses from the district. families made suggestions to improve the program quality by expanding access to resources and activity such as language classes, sports, activity clubs. and we went into the different models and in the site based model, some of the pros were staff and families able to foster relationships. a lot of families spoke about they liked the site staff, and they liked working with them, and it was very helpful. one-stop shop. families access services quickly, left the lane before service begins. able to share student information with the teacher

before it's due to short turnaround time for some of the information. tonight have longer hours in general, and then, i just want to interject on the relationships, they also liked the fact that usually, the sites were close to where they lived, so that helped with the -- getting over there. >> so in terms of looking at the site base model, some of the cons for families, staff and administrators, looking again at the inconsistency across -- from site to site in terms of the eligibility and quality assurance, and also the challenge of families having students enrolled in multiple locations, and if there was limited language access if a site wasn't able to provide that interpretation translation, and then, marketing, outreach and recruitment for ost sites varies, depending on the site capacity, so that's one of those cons. and site clerks, also looking at the working hours, most of them only have part-time

schedules. >> and i forgot to mention that these were -- these pros and -- were identified by the participants, so not with site staff. these were from the actual participants in our surveys and meetings. so for centralized system, some of the pros are consistency of service, hours of enrollment and marketing, less gate keeping of students accepted at sites, ensuring greater equity, one place, one person, one file, one process. it's all theirs. citywide enrollment list is working, and then centralized location would stream line across site, making it more equitiable. >> so some of the cons that were highlighted, and this is the perception of the stakeholders that having a centralized system wouldn't be able to meet the family's immediate needs that there's a

two way delay before services will begin. and that location is not convenient if it's centralized here at 55 franklin, that some parents have to take time off work to come and -- due to the restricted office hours that are here. and that a scheduled appointment is required, and at the moment, it's extremely limited. also, the perception that pre-k families can get lost in the epc shuffle of enrollment. so there's more details to each of that within the greater report, which was sent to you earlier today, but i wanted to really highlight some of the concerns that surfaced, and one of them was that the site -- there was a fare that site clerks may lose their jobs if the ost process was centralized. and what we really wanted to call to your attention is that if we think about it intentionally, that this shift could actually provide additional opportunities for site clerks to support family engagement and build stronger relationships with families. and for example, so if some of

the paperwork were centralized, that they would have more time to actually follow families around attendance, and we know that chronic absenteeism begins 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