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 children deserve a much better principal. thank you. [applause]. [ inaudible ] >> good evening, commissioners. my name is will federico. i've been teaching at guadalupe for 14 years. i'm going to read part of a letter from a parent. she's a parent of two children. i've been a member of the school's pta and sse since 2014. i want to start with the positive things i've sensed

from the principal. i think she has a heart for improving education and works hard in that domain. she cares about parent participation and community involvement. i've appreciated her commitment to academics and desire for parent participation. however these positive desires and commitment have not translated into a good learning and teaching environment for the students and school. as much as she talks about community, i've been disappointed with the sense of community we have in our school. there's been a lack of coheegs amongst the administration and staff for the past three years which have negatively impacted the sense of community and energy in the school. i've seen many of our really good teachers leave or not have their contract renewed because of this issue. as a concrete example last year my son and i were very disappointed to hear that his second grade teachers and the kindergarten teacher's contract were not being renewed.

guadalupe is not just my kids' school, but it's also my neighborhood school. i care about it not just as a parent, but as a vested community member. i care about the childrens' education as well as the institution. i believe once the school's environment is flourishing, the effects overflow to the children and to the families. this is something i addressed to the principal last year, but it seems like things have not changed. i question her interpersonal and communication skills and the ability to lead her staff into a common vision and goal. thank you for considering my thoughts and experience. [applause]. >> thank you. >> i am reading -- my name is chandra gonzalez, and i am reading a letter on behalf of the ubc who has written this letter on behalf of teachers who foal lieel like they don'ta voice. okay. it has been noticed that during

staff meetings when the principal supervisor is present that messages in this meeting is normally different than what it normally it. the principal's tone becomes more pleasant and not as criticizing as she usually is. she is willing to allow others to have a turn to express themselves. during these meetings, the principal does not tell people that we will discuss this laters, nor does she tell teachers or staff to e-mail her, answering their questions later, which she never does. it seems as if she's trying to impress her supervisor by pretending that everyone has equal opportunities to speak in the staff meetings. her attitude in this type of meeting is distinctly different from how she usually conducts staff meetings, when she cuts people off, there is -- if there is any topic she is uncomfortable with discussing. this facade hides the reality

of her inability to create a positive working relationship with her colleagues. in acting this way when her superior is present, she demonstrates that she actually knows how she should be running these meetings versus how she actually does run them. thank you. [applause]. >> thank you. so we appreciate all of you coming out to speak us to about your concerns. the next group is going to be our lafayette group. we have 14 speakers. i'm going to give you 15 minutes on this. so karen chow, max ewen, liz mcmil an, melina milligan, dori

schrader, karen -- actually, you guys have less. they're all the same, so hold on. liz, nono, carrie bates, hermone ayer, and wendy perez, so just hold on one second. actually, i have nine speakers, so i'll give you ten minutes. okay. first speaker. >> hi. my name's max. i'm here to speak on behalf of my son, lucas, who goes to lafayette, and first grade was kind of rough for him. it's due to poor handling of his i.e.p. by school staff and

administrator. this year, he's much better. he's made a lot of progress. he's not afraid to go on stage to perform with the rest of the classes, and he loves opera music. there's a three part nuskal called odadios center. this is all part of his second grade teacher who's engaged him with his peers. lucas has made tremendous progress this year due to being in an inclusive environment championed by a second grade teacher. the way we heard that his teacher is facing an arbitrary no cause did i see -- dismissal, we felt angry and betrayed, so we reached out to

school administration. i strongly urge the school board to reconsider and reverse dismissal. thanks. >> thank you. >> hello. good evening. my name is hema thayer. i have a daughter who's in nick manford's class at lafayette. i'm here in support of him. we were surprised, confused and disappointed to learn that mr. manford's teaching contract at lafayette was not renewed for next year and that no reasons to provide for this decision. he has been a kind, caring and strong teacher for our daughter this year. as the only indian child in her class and one of the very few at lafayette in general, he's always made her feel included. he's taken initiative to learn more about her culture and

introduce culture from around the world when appropriate. in addition he goes above and beyond what is required of him. during the autumn carnival, he spent his day raising money for books for the class to be used throughout the year. he's introduced art, opera and strong academics in the class. we strongly urge the board and the district to reconsider the decision and renew his contract. thank you. [applause]. >> thank you. just a reminder not to use names, please. thank you. >> hi. so my name is nunu, nunu gindi. i have three kids, two of them are at lafayette. i have a four-year-old who's almost going to go to lafayette. my older son, he's ten years old. so he's been at lafayette for a while. lafayette has been our life here. my daughter, lydia rose, was in

second grade class, has been growing up so much emotionally. she requires a lot of attention, and mr. manford has always been available and so patient to provide this attention. i so believe that as parents, we educate our kids, but our teachers are the one who do the rest of the job. as the teachers, they do plant the seed in our kids hearts, and those seeds are growing. and since my daughter is in mr. manford's class, she's reading about a lot of things, becoming a book writer, becoming a gymnastic and going to the olympics, becoming a teacher, becoming a pets doctor. mr. manford has always been super open and always available to the kids. i would like his case to be

reviewed, and i would like to keep him, and i would like my son to have him as a teacher when he's ready. thank you. [applause]. >> my name is liz mcmilan. i have two children at lafayette elementary school, one of which has been lucky enough to have the teacher in question this year. until this second grade class, my son, who is on the cusp of a diagnosis with adhd, despite his strong propensities in certain areas, he dreaded school daily and cried almost every morning because he was made to feel stupid and that he was a nuisance. a bad kid. after just two weeks with the second grade teacher, the one who's being let go, my son was changed. he felt excited about his

strengths. he had already progressed more in other areas than in his entire first grade year -- two weeks, and i could see in his affect that he wasn't merely a nuisance. he felt valued. we no longer heard complaints about going to school. as you have erred hadheard, hee only student with this experience. this teacher has made advancements in his class. to be honest, the way he conducts his class and addresses the needs of each student equally seems super human. i don't know how he does it. it is an incredible moviy movi experience to watch the way he conducts his class and engages with the chirp. a teacher with his level of passion, caring and effectiveness is extremely rare. we have yet to encounter a teacher with this quality in

our experience in sfusd. at eight years old, my son can recognize how lucky he is to have had this teacher, and he says that often. you have a responsibility to retain teachers who excel in this regard. i'll end my comments here in the interest of giving others a chance to speak. thank you. [applause]. >> hi. my name is dori, and i have two sons in san francisco. i'm speaking today of my younger son, who's a second grader. he is hard of hearing, has an iep, requires acoustical modification and support in his mainstream classroom, and he proudly displays his hearing aids every day. he's excelling academically,

reading the aa level that this school district would place in upper middle school. a few weeks ago we passed by an open car window and heard music. this seven-year-old deaf kid said oh, he must like jazz. this morning e he shared with me that he is playing the lead role in the opera that other parents have mentioned, but he'll be performing with his classmates at the wilsy center for opera. i'm sharing this with you because this deaf child, his knowledge and appreciation of music did not come from our home, it came from his teacher. and no, i don't need to remind you that this district has faced a teacher shortage over the past four years. it's especially true for teachers that are willing to support special education. lafayette itself hasn't been able to fill its two special 2k c classrooms with credentialed teachers in the past three years. i read an article by a reporter on sf gate from the start of this school year and there was a quote that caught my

attention: special education is like a four alarm fire in this district. lafayette is one of the two designated dhhs schools, and i'm here talking to you about an experienced educator who came to lafayette to teach the incollusion second grade classroom. he'd been supportive of dhhs students. and i'm telling you this because i have an older son. we've been through many teachers in the district, and this teacher has been among the most supportive and responsive. we're asking you to step outside of normal operating procedures and help consider this has been a bad and wrong decision that has impacted the livelihood of this person who is a career public schoolteacher with two children attending sfusd -- this district whose wife is also a teacher in the district, who lives with us in our city, and we are asking you to help us

find a way to keep him in this district. thank you. [applause]. >> thank you very much for your time. my name is melinda milligan. i'm a parent of a child who's in the second grade class. number one. i'm a university he haddaeduca sonoma straight universi sonoma state university. i can attest to the fact that the curriculum that this teacher provides maps directly onto college success. the children in his class are being given a special opportunity, a special gateway, whether they're under performers or over performers because of his expertise in scaffolding and his expertise in curricular design. i would urge the board to see the recommendation of the principal not to renew this

teacher's contract as simply that, a recommendation, one that's incorrect and that you need to be responsible enough to overturn. thank you. [applause]. >> okay. thank you. look, i know that when you as a board member are faced with a group like ours asking you to rereview a decision that you typically for valid reasons approve without question, you are put in a tough spot. i do appreciate that you are serving as public servants in this way, on top of your day jobs and other responsibilities to help make this district the best it can be. like melinda, i, too -- i am a college teacher. i've been on probation myself. i was observed and evaluated. i got feedback on what i needed to improve. i was given an opportunity to improve and adequate support to do so. from what i have been told by

our teacher, he was given no notice of problematic issues. no opportunity for feedback to improve. there's no budget crisis. his position was not a substitute position. our principal has told us he will need to hire for a new teacher to take his place, exchanging for a known quantity for an unknown quantity, when you have a teacher shortage in san francisco, and you're also putting a family in crisis with this decision. i brought flowers for you today in appreciation for what you have to do. i hope that when you look at your bright flower, you see the face of a child whose life was turned around by one teacher. i was that child, and i bet some of you were, too. i was also a child who was denied an opportunity to be in a wonderful class with a teacher i adored after being only in the class for one week. two kids were directed out of that class to make way for two other children for no stated reason. it was an administrator decision, just like this one.

we were both kids of color. it was me and robert gonzales, a filipino kid. i never want that to happen again to another student or to a good teacher. thank you for listening to us and for using the information that we are giving you to do something good for our children and for our district. [applause]. >> thank you. i want to thank the lafayette community for coming out. so our next group is malcolm x. so we have 14 speakers, so i'm going to give you 15 minutes, so if you'd organize yourself and come up. mil dred coffee, sardi aguilar, ana maria, victoria allay,

molly stark, elena rosa, deidre l.manskame, mahirna abdelhamid, alexis david, aleda fisher, allison collins, and susan solomon. 15 minutes on that. okay. so 15 minutes, and why don't you go ahead and start. thank you. >> hi. thank you for having us tonight. my name is mildred coffee. i'm have coleman advocates. we are a group of children and parents, cmas making a change, and pmas, parents making a

change. thank you. hello? >> hi. i'm the principal at malcolm x academy and i'm here to speak on the colocation -- the proposed colocation of new school on the our school site. i really want to believe that meeting the needs of an can american students and their families is still a district priority. i'm feeling very dismade that the district might actually approving giving up 11 of our classrooms at a site that has shown academic acceleration for the past two years and really has developed a model that is really being innovatetive to meet the needs of our students. this not only is going to add extra stress to our community,

it's going to take away the focus, which should be on serving our students and families and accelerating academic achievement. i'm going you to hold the district accountable on providing some clarity on why a school that's already colocated somewhere else is being asked to come to our academy. you can imagine the competing message for me to find out meeting the needs of our school and helping us improve is a priority, and yet you're going to take away 11 classrooms that serve students with iep's, and students who have access to stem. i again, it seems like we are under roled with a lot of space, but i want to tell you we use that space very wisely. i invite anybody to please come on out and check out our amazing programming. >> i have been at malcolm x as

a program teacher, as a councillor and as a coach. i feel like because we're doing so well, there's a -- there seems to be a reason of now let's try something else on. i really want to encourage you to meaningfully think about this decision. like miss rosen said, please come to our school and see the work that we're doing. we don't just have 11 classrooms where nothing is being done. our kids are ak can i havely engaged, and we're doing so much work that it would be a d disservice to disrupt that for our students. thank you. >> good afternoon. my name is victoria eley, and i'm the only african american

teacher at malcolm x academy. i want to thank you all four coming out and supporting, and i would really like to invite you all to come to our school and see how we're utilizing our space, the wellness center. we have space for our art and music teachers. we have space for our children that needs a play and have play space that we have organically and strategically incorporated into our classrooms. we have behavior modification strategies. so colocating at our schools is encroaching on the sanctuary that we have been building and the community, and so we're just asking if a school already has a space, and they're safe, and there's space for them that it's not necessary to bring them in. and you know the data on moving and shifting and changing. so to disrupt that is just going to cause more trauma, and

that is not what our kmubt needs. also, in addition, the relevant topic that came up earlier about our asian and pacific islanders samoan community, speaking and asking for space, and that was approved, and this is a school that also serves a large samoan population. our school is african american, latino, with samoan, as well. you're serving the students most in need and adding compounded trauma onto an already sensitive space. so please we're just asking for your consideration on this to take our sanctuary into consideration and making malcolm a safe, loving place that the children will want to come to. thank you. >> okay. so in addition to the excellent points that have been made, and i have a letter from all the staff that -- from all of

the -- from all of us that could not be here. my name is deidre ellman sumey. we are excited proud to report that we have been chosen as a beacon fund site for the next school year, and we're working really hard to develop this amazing after school program, and the city has chosen us to invest these funds. and yet, at the same time, our classes are being -- that would -- be used to -- in this new and exciting program are going to be taken away? it's just kind of like how can we wrap our heads around that one? and the other thing is that, you know, i really appreciate the intention of sfusd to collaborate and to work with the community, but we have not in this instance been worked with the aal with -- at all.

it feels like it's a very top down decision on the extremely -- the most vulnerable among -- community in the city. so please reconsider. [applause]. >> good evening. my name is molly stark. i am the special education teacher at malcolm x. i've been there three years. i am here today out of love for my students, their families our school and the wider hunters point and bayview communities. in the past three years we have worked to make the work inclusion meaningful at our school. the classroom i have created is a space where students want to be. i have watched their confidence and independance grow as they have progressed both academically and socially. our classroom is also the space where students with iep's have

access to high quality services like speech, and family counseling. without the space for our resource room, our students would sever a decrease in effectiveness of services and the resultant lower out comes. i want our school to achieve its vision for our students. i want the district to make good on its promise to better serve its african american students. as such, i stand before you urgently asking that you reconsider the offer, the new school charter school of colocation at our site. thank you for your time. [applause]. >> hi. my name is yadi. >> hi. my name is lexi.

>> we are children making a change at coleman advocates. we're here to talk about the changes being made to malcolm x academy. >> we're not -- we're not from malcolm x academy, but we think having two schools together would cause problems, but we also think that kids deserve enough space to grow and learn. >> and get a good education. you should listen to us because it's the right thing for the students. >> thank you. [applause]. >> hi. my name is ana maria hudson. i'm from pmac, parents making a

change. [ speaking native language ] [please stand by for captioner

>> good evening, i'm here tonight really in solidarity with a movement to really ensure -- i love the words of ms. elie of protecting the sanctuary we have created. malcolm x elementary is one of the seven school sites identified as one of the highest trauma-impacted schools in san francisco, so we are a recipient of the grant that identifies because of the data that shows. and data outside of that, we

are showing up here because we have committed to seeing through the vision that san francisco unified has for all students, particularly our students of color. our black students, pacific islander and latino students. that's the community we are representing. if you can't see how this will impact our community 3-5 years from now, we say no. we cannot co-locate when you really truly can't see through that vision when you you are making these decisions. we just heard from our principal, this back and forth relationship with our district and our site always offered up as a co-location site. what message do you send to our students and our communities in the bayview? [applause] i really want to honor and thank our partners, coleman

advocates for really showing out. even though these children and families aren't attending our schools, at least the ones we heard from, right, they know the importance of space, right. and they know the importance of ensuring when a community is impacted or threatened they will show up. so i encourage you to really look within your spirit and really your vision about how you truly want to impact the schools in particular in the bayview. i appreciate your time and please, i say no to re-location at malcolm x academy. thank you. [applause] >> hola buenos noches [speaking spanish]

thank you. >> [through interpreter], hello, my name is gloria, i'm here to support the malcolm x academy and the relocation of our school in that school. the malcolm x academy, it's achieving positive progress with students by utilizing the space. providing critical support individually. please, don't take the space. it's needed and hurt the children because of that. look for another space for the new school. thank you. [applause]

>> [speaking spanish] >> [through interpreter]: hello, my name is [inaudible], i'm here in support of the malcolm x academy. the school district says it's a matter of equity but equity is give to the students what they need. what the students need at malcolm x is space. to get the support, individual support and the resources. please, listen to the community of malcolm x.

find a new space for the new school. thank you. [applause] >> for the two translations, i'm going to add two more minutes and who i have left are susan solomon, allison colins, alita fisher and elita blanc. you have two more minutes. i don't have any other cards. those are the four other cards that i have. susan solomon, allison colins, elita fisher or elita blanc. are you any of those four? >> no, i'm not. >> i need one of the four i just spoke. if i don't have your card, i can't let you speak. i'm sorry. thank you. so two more minutes. you have four more people and you need to come up now or we

will close this item. thank you. >> hello, my name is allison colins. i'm a parent and i wanted to put all this in context. i'm hearing a lot of families saying they want you to find another school and i'm here to stand in support of them and in support of the district. i know if you did put them in another school, you would be targeting another community. i know that charters are demanding space in our district. there's more than one. there's a man in the hallway from mary l. booker academy. he confirmed to me, it's an innovate school, they are looking for space in the bayview, at either malcolm x, at carver or willie brown and we also know that mission education center is also a site. i just want to put this into context, i'm hoping families in the city, on the west side and in north beach, as well as on the south side band together in

support of black and brown schools. black and brown people are being displaced from our communities and the fact we are also being displaced from our schools is unacceptable. i know your hands are tied in a lot of ways because of state law. i just want to put it on the record that you are not wanted, okay? you're not wanted at malcolm x or m.e.c. or carver, you're not wanted at willie brown. thank you. [applause] >> how do i follow the amazing allison colins. so i'm here in my capacity as the chair of the community advisory committee for special education. i just want to reiterate what people have said that students with disabilities will be impacted. malcolm x has 70% with i.e.p.'s, the rest is average of 12. huge impact. the spaces lost are the spaces providing interventions for

students with disabilities. the classrooms that provide the extra support, the tutoring, the cool down spaces. the school that is coming in is a school that is part of the el dorado selba, so this is a doubly painful pill to swallow. please keep in mind there are students with disabilities who will be significantly impacted and will need additional resources to mitigate the problems being arisen here. and the growth that's happened for the past three years is amazing. four times. quadrupled their scores in math. triple e.l.a. scores. thank you. [applause] >> president h. mendoza-mcdonnell: that's time. so elita and susan, one minute for one of you. >> i'm sorry, we have the right

to speak under any point and we will take our two minutes each if we choose to, that's in our contract. so, first of all, i want to thank the parents and staff from, well from the two schools that came from guadaloupe and malcolm x to speak up for your school sites. i know the commissioners and superintendent understand it's quite a sacrifice for students and parents to come to the school board to speak but here you are, so thank you very much. there's a common thread here which is the school board is being asked to do the right thing by the students at these schools. both schools in the southeast part of our city. and the common thread is listen to the people doing the work. listen to the parents whose children are at these school sites.