ago and students from a number of different high schools talked about their experiences, the difficulties they've had, how they sur mounded them and i was so impressed by the poise, confidence, and articulateness. it was apparent to me the relationship they formed with the staff had really had an impact on their personal development and i want to throw in some kudos to mission high school and the other district schools that -- they didn't send. their staff were volunteering to be at this evening event. so to me, this shows the best that sfusd can do in partnership with community organizations. let's keep this going. let's get this mou on the agenda so they can support our students. thank you very much. >> thank you. next speaker, please.

>> hi. my name is matthew. i'm an educator and a local activist speaking in solidarity with a rock and i want to apologize but i'll be reading this because i want to make sure i get through everything. originallationlations and in thy area we are writing to thank you for passing 15310a1 creating pathways in the school district. communities have worked with school districts with years to create a welcoming environment for all people in our schools. this work has been advanced by any community groups including those names in the resolution. as lgbtq people, we understand that it's critical to have an intense inclusive curriculum in our schools and provide a safe learning environment for our

students. our personal struggles have been countriered and smeared by the right under the guise of demands for religious freedom. the fair education act was a victory when california's legislature mandated students must have access to an inclusive curriculum that reflected their history and culture of lgbtq and disabled people's. the success of any programs and curriculum depends on the integral input from the diverse members and organizations of our communities. it is impossible to create a relevant curriculum without the active involvement of these affected communities. we see a rock struggle to remain a key partner in the creation of the language pathways as similar to that one -- the one of lgbtq people's that we have faith in the past in california and still face in most of the united states. a rock has been providing language and cultural resources in san francisco and other bay

area schools for many years. resolution 15310a1 would continue the relationship and build to create an arabic world language pathway. a rock's involved in the programs has supported lgbtq organizations. we urge that sfusd to move forward with the plans. we believe this resolution and work with community groups such as a rock will develop occur you can limb and pathways -- curriculum and pathways that will serve sfusd and we'll all be proud. >> next speaker, please. >> hi. i'm speaking on behalf of students.

growing up, i was never able to have these type of a rock programs, so it should be implemented in our schools. we shouldn't go another school year without having these programs for students. a rock really focuses on social justice and provides programs that really demonstrate the strength and build our future leaders. so we should -- you guys should put the mou on the next agenda and we shouldn't go another school year without providing mou in our thing. thanks. [ applause ] >> thank you. next speaker, please. >> my name is robert roth, and i've been a teacher in san francisco unified for the past 30 years. i have 4 children, all of whom

graduated from the san francisco unified school district, and i'm currently social studies chair at mission high school. i first met a rock when my students introduced me to them because they were helping them with their college applications and they were helping their families with their immigration status. so we've come year after year to request that the mou be on the agenda. we've seen the impact of a rock among our mare ab students, syrian students, palestinian students. i was just at muslim day at the capital. there were hundreds, if not thousands ever students from all over california who were altogether saying the same thing. they don't see themselves in the school. [ stand by for change of

captioners ]

. >> my name's julie roberts, and i'm here to support arok getting their -- [ inaudible ] >> many of the students at our school are yemeni refugees, and i had a heart wrenching conversation with a third grader who said she was having to go to oakland a lot because her aunt had gone to yemen for a wedding, and she wasn't allowed back. it was heart wrenching to have that conversation with such a young child, and how they organized allies and families in the bay area to show up at the airport to resist the muslim ban. so as much as -- as much as we try to make sure that all of our schools and all of our students treat folks

inclusively, i've also had to have conversations with elementary students on the yard who have called muslim students terrorists, and you need to have conversations about how that's not appropriate. it's great the level of support that arok has supported muslim families. so we need to treat this the same as the mou, move onto the agenda and pass it. thank you. >> thank you. next speaker, please. >> i'm an arab jewish teacher at mcclymonds high school in co oakland. about 8 or 9% of our students are yemeni.

at times, there is a lack of support for programming that supports these young people in getting the cultural language needs they deserve. and as an educator, i see the value of aroq providing this for the mou. yemeni students homelands have been bombed under u.s. drone strikes, and yet because of the muslim ban, many yemeni families are not even allowed to come to the united states, which further isolates our arab and muslim students. sfusd is making this treatment worse, making this treatment worse by denying youth the

services they need and deserve by continuing to stall the mou, this is just exacerbating the islamophobic treatment our young arab and muslim students face. so i want you all to take a stand today for our arab youth. stop stalling. prioritize arab families and put aroq's mou back on the agenda. stop caving into racist attacks by islamophobic pro-israeli interest groups. i urge you to put the mou on the next agenda. thank you. [applause]. >> next speaker, please.

>> i'm here in support of aroq, and i'd like to see the mou on your next agenda. the speakers ahead of me did a wonderful job. there is nothing more i could add to what they say. thank you so much. [applause]. >> thank you. next speaker, please. >> hi. i'm an english learner at sf sfihs, san francisco international high school. i'm one of the students who needs support in schools in arabic, and i'm wondering, like, why the arabic in our schools are not allowed in our

schools? and i think that it is all right, and i think that nudhr, which is the human right, all says number one, we all burn equal, and i think this is our right, like, to have programs in our school in arabic so they can support us and make us more stronger, so i need to graduate high school and -- with understanding everything. i want to graduate and go to the college without -- without understanding anything, and that's, like -- that's very hard for me to understand because my first language is arabic, and i can't speak english very well, so it's hard for me to graduate with understanding everything. thank you. [applause]. >> thank you. final speaker? >> final speaker. good evening, everybody. i'm with the arab resource and

organizing center. i just wanted to thank you all. this issue around our mou and mou programming was very important, especially as it was stated at this moment with heightened islamophobe i can't, targeted surveillance of our students. our students have been targeted for and victims of islamophobe i can here in the bay area. it's important that the school board takes a stand as terrific, as this board of sf unified in supporting our students. so i would underscore again that you please put this mou up for discussion at the next board meeting, and we hope we can get this mou by next year so we hope we can continue to serve our communities. thank you very much. [applause]. >> thank you. so that closes public comment. our next item is section g, special order of business.

there is none tonight. section h is a discussion of other educational issues. superintendent matthews, you have an item? >> yes. tonight, we as a district, we have been working on improving service to our sites and to our central office, and so tonight, we have presenting to us our chief of communications officer gentle blythe with the development of the district service standards. >> thank you. good evening, commissioners. we do have a powerpoint. i want to also say that joining me on my right is rid ta mace modevan and daniel manesas. they're on our design team, which is a group of

cross-departmental staff members that are working together to address the issue of how to improve our services to our schools and our students and families. thank you. i'm going to bring this a little bit closer, and bring myself closer. i also want to thank joel schager and january -- j jan faraguna who have been working tirelessly to make sure we get a tremendous amount of input on this process. tonight i want to briefly highlight for you what's been happening and where we are in this process. i don't think it'll be a surprise to any of you that we do see in our superintendent's 90-day plan, our annual principal surveys, our l-cap stakeholder engagements, that we need a higher standard and higher quality for our services and a more consistent experience for those that access our services.

some of the kinds of things that we were hearing include that just there's a wide variability of the service across the district. so some departments and schools are highly rated and some are not, that staff from different schools and different roles also experience things differently. for example, one principal said it is frustrating when i as a principal have to call to get something done because they fail to respond to my secretary's multiple requests. another thing that we heard is just that it can be difficult to sometimes get in touch with staff and to get a timely response. a parent said i've left so many voice malils and heard back. it's so frustrating. sometimes we see that there's a lack of ownership in cross departmental alignment. an example of that is someone said i have to ask so many people to help whenever there

is a problem, and i get bounced from department to department. and also we see as a theme in many places, including our parent focus groups and our l-cap priorities that we need to help develop our staff's competence to demonstrate cultural competence and humility. for the last few years, you know we sort of worked on doing a very clear process with our staff in defining what our core values are. our work around the core culture really extends around our values, and we've also done a lot to really learn from both other school districts as well as other industries that -- that have a track record of providing great service, and we've learned that setting service standards is a really

important step. and then, of course, we need to provide the support to meet those standards, and we need to measure and reflect on the experience people have and how well we're moving towards those standards that we set. so tonight, i'm just going to share with you, you know, kind of a little more about our focus group and then a little bit about the standards that we're going to be training people on and measuring. we, as you know, we have a mission, we have a vision, we have core values, and our service standards really fits that is under the core competencies. we know that in order to enact all of these, they need to be working together in unison, and so just to also be clear, tonight's focus is really around how staff provides services to our key stakeholders and in particular starting with a foundation of our internal stakeholders which

are staff to staff interaction, so in particular, central office to school site interaction, as well as how well we satisfy oerve our fami. so this effort builds on the work and just to be clear, 'cause i know in our process of talking to people about service standards, some people said service standardsaid what are service standards in what does that mean? they are the promises that we make to our stakeholders. in the more customized world, is would be our customers. our standards should reflect what people care about in terms of how they are treated. and they also clarify for all of our employees what the expectations are and ideally will help guide how they interact with our stakeholders. so customer service isn't just for companies. bad service gets in the way of

us achieving our mission and serving our students and families. there was a quote that one school secretary said in relation to this process that we've been talking to people around, and the secretary said for a lot of kids who don't like school, their parents didn't like school. we should try to change that and be a soft place to land. so we did talk to, as i've referred to -- we've done one-on-one interviews, focus surveys. we've talked to parents, staff, administrators, and we've looked at the data that we have both internally as well as kpach wills fr examples from other industries, and we did a sample, as well. and we heard that people really saw a need for this. parents, for example, when we met with parents, were really excited that we were doing this. but they of course said we also need to make sure that we have

accountability around it, as well. we can't just say that we have standards but then not check to see that people are meeting those standards and also people are getting the support to meet those standards. so here are our standards. they are -- they're -- they're universal service standards. we looked at examples where districts and other organizations did very specific, and some where they did general. and overall, we learned that the lessons learned from those that have been using service standards for years, is that having broad guidelines and staff supervision at school sites to personalize those guidelines will result in more targeted and effective use of these service standards. we also heard it's important to keep them very accessible and easy to understand, and it was really important that we align them to our core values.

so whie have -- as you'll see here, we have nine service standards, and as a way to remember those nine, they kind of fit into these guidelines of honor, understand and guide. so they include communicate positively and proactively. respond in a timely, professional and accurate manner. respect ideas and feedback from people of all different backgrounds and positions. seek to understand concerns by listening and asking questions. emphasize and consider different perspectives. offer options and differentiated support. be solutions oriented, collaborate and share responsibilities to solve challenges. clarify agreements, and follow through on commitments. so those are the broad categories. and then, as you'll see, we've just started to give an example of what this might look like. so this can be referred to as

sort of the service behaviors, and these are examples you'll see kind of that they can include things that are very p p prescriptive, so we've sorted started to today, here's the kinds of behaviors that we need to see in order to meet these standards, and we are going to -- we have a training plan in place and we'll be working with some of those early adapter departments which include financial services, human resources and epc to really test out the training and to get feedback on it and continue to develop it. and the -- the other areas, for example, is we have understand some of the types of things that that looks like is

listening to people's questions, identifying different options for different groups, seeking input from stakeholders, so those are examples of understand. and guys -- some examples of what that looks like is follow consistent and reliable processes to address stakeholders needs, resolve issues, answer questions in the moment when possible. work with other colleagues and teams to identify and address the root causes of an issue. so these are -- again, these are just examples, but what we anticipate are these broad service standards will then be part of a training process that all of our central offices will go through and in those processes, they'll identify what those specifically look like for their department. another example is some departments might say that anyone who reaches out to them will say they'll get a response within 24 hours, but we know that's not necessarily realistic for every department,

so instead of being priptti prescriptive, being responded to within 24 hours, we want everyone to input what their development will be. we'll not finalizing the training and we'll be doing the training with these adaptive departments in the next two months. we're also changing our annual satisfaction survey with principals in order to reflect our standards so that we can create a baseline of feedback from them. and then, we are continuing on with our training in the fall and hopefully continue on with finding the great ways to measure it and build it into our continuing cycle in our work. i'm happy to answer any questions, or i'm sure my colleagues will be happy to answer questions, as well.

>> great. thank you. i just want to check and see if there's any public comment on this. th , that we have no cards, so commissioner wall? >> thank you, president mendoza mcdonald. just a question, so i'm clear. which department is it taking the lead on this? is it communications? >> yes. >> any other questions or comments? commissioner sanchez? >> thank you. maybe it's self-evident, but what is the impetus for bringing this on? >> yes. so it's been -- it's been a long time coming for -- we've had -- we've had the desire to really look at how we -- how we deliver services to our school sites from central office and also to address that what we see is that continuous feedback that we get about different people having different

experiences depending on even which schools, like, they go to in terms of parents and that sort of first interaction that they might have with an administrative person at the school or something like that. and so we wanted to do an initiative to really try to identify how we could reduce that variability. and we were able to get some funding to help move the process forward, so that's what is helping to make this happen now. >> yes. >> i would just add, i think we also had the realizization that a lot of us in our individual departments were starting to do this on our own. i know we started to do this in hr, and epc and financial services, so we thought it would be better to do something that would serve as annum brel afor the whole district instead of having different sets of standards in different

departments. >> this kind of percolated to the top as we were making our priorities, in terms of organizational clarity, and this seems to be in line with that. >> i just want to thank you for this and i applaud the effort, and the initiative. i'm sure part of this had to do with the superintendent, so i want to thank him for moving this forward, as well, so thanks. >> thank you. commissioner merase? >> thank you. i'm also really very excited about this initiative. i think many of us on this side of the dais gets complaints from folks who have had negative experiences, so i think this will go a long ways towards addressing some of these experience -- experiences. i did want to recommend that staff be in touch with ken epstein at the department of

public health. all 9,000 public health employees have been trained on trauma informed approaches because there was a realization that they serve clients that experience a lot of trauma. and when they get dismissed or not listened to or heard, it creates a very negative dynamic. and what ken epstein in his talk about this sort of transformation will say even the front desk person is now trained to look up and make eye contact with whoever comes in the door. i'm sure we have lots of folks that are in that role that are just exhausted and don't make eye contact, but it can really change the tenor of an interaction with a parent or a stakeholders. they're doing some great work department wide, and i think there might be some successes or failures to learn from. but i think this is a really exciting initiative, and i look

forward to hearing periodic updates on how things are going. >> thank you. other commissioners? okay. so just to piggyback on what commissioner merase said, so ocf, that's going to be one of the trainings that they start with, so as members, or committee members for ocf, you will have access to that. it's the training capacity working group that's been working on that, so you should definitely tap them for that. i just want to thank you for this. you know, the idea that you are taking ownership of the challenges that we're faced with and acknowledging the -- some of the comments that -- that get made about us is a first big step around creating a policy of service culture. i think it's also really

important because these aare -- this is -- this is where people learn about us, you know? this is that -- this is where people make decisions about coming or not coming to our schools or -- or being engaged or not being engaged in our district. so i really appreciate that we're taking this on. the -- you know, i always get the whole, you know, wanting to start with people that want to start with this, so -- 'cause i think that's really important. i just want to understand what the plan is for after the early adopters. and then, i also just want to know what your early adopter departments are, because i think it's really important to acknowledge those who are stepping forward and wanting this training. so i'm curious who those are, and what the strategy's going to be for the next round of departments and when that training's going to happen. 'cause my guess is the ones that need it the most are

probably not the ones that are necessarily the early adopters. so got that. could be wrong on that. >> i am excited to say i think some of those first points of contact for people are early adopters, so human resources and the educational placement center are the leadership in both of those areas. i'm very excited to be part of this, and so -- and as you know, they both are a touch point for job seekers and potential parents as well as current employees and current parents. and then, we're also really excited that the financial services division is interested also because they -- they work a lot with our internal clients, so they interface with many different administrative assistants as well as principals and other staff in the district, so i think we have a good cross section. we've heard interest in other departments, as well, and the superintendent's leadership

team knows that this is a priority for the superintendent, and we are planning to continue on with the training after this pilot phase we'll be picking up again in september and october. >> with a plan to have all departments trained? >> resources allowing, that is our plan. we are still identifying all the resources to be able to do that. but i think to commissioner merase and your suggestion, we have been trying to find also some potential training partners that could help develop that capacity without a big cost to the district. so we -- we have explored some possible avenues for that, but it sounds like there may be some that we can still explore, so i'm excited about that. >> great. and i mean i don't know about my other commissioners, but i think this is a priority of ours because it has a ripple effect for so many other things that we do, so we should work hard to figure out where those resources can come from. any other questions or comments on this item?

okay. thank you all. appreciate it. [applause]. >> it's nice. you can applaud for them. it's very sweet. it's good customer service. section i is a consent calendar. items removed as a previous meeting. there are none. section j is an assignment of proposals and rejection by committee. so board policy 3110, transfer of funds. let's see...are these all going to the same committee? okay. so board policy 3110, transfer of funds. board number three, board policy 3514.1, hazardous substances. number four, board policy 5111,

admissions. board policy 5111.1, district residency, and board policy 5117, interdistrict attendance. board policy 5113.1, chronic absence and truancy, and dp 35112, all of those items, miss hock, will those go to rules? >> rules, and then you may wish to refer some of these items to additional committees. for example, item number two, transfer of funds, you may wish to transfer to the budget -- or excuse me refer to the budget committee. and item number four, you may wish to refer to the student assignment committee. >> okay. okay. so miss casco, so item 2 will go to both rules and budget,

and item four will go to both rules and student assignment, ad hoc. okay. and i don't have any public comment on those items. item six is the superintendent's proposal, 184-24 ft 1. this is the first reading of authorization to grant or in alternative deny the petition for the mary l. booker leadership academy charter school. so this item is being referred to curriculum and program and to budget and business services. could i get a motion and a second for the first reading of all of these policies and superintendent's proposals? >> so moved. >> second. >> thank you. i do have speakers for item six, which is the reading of the authorization to grant or in alternative deny the petition for the mary l. booker leadership academy charter

school. i have ten speakers on this item. we usually provide for five minutes on first readings, and -- but i will call your name and please come up, and you'll each get a minute. so susan solomon, alida fisher, julie robert fong, castro walker, c.m. bivens, come on up. terrence davis, betty hunter, susan fong wong, tiana cuman, and geraldine anderson. >> thank you, commissioners and superintendent. my name is alina fisher, and i am the chairman of the advisory for community education. as i've stated before, the

c.a.c. board and our membership is in agreement that we have very serious concerns with charter schools that opt out of the governance and oversight structures put in place by our c.a.c. here in sfusd. we have found that charters who come into the schools and colocate impact our most marginalized students, our students with disabilities by displacing our intervention room and supports. so we would actually encourage the mary l. booker family who's here to consider joining the san francisco unified school district scpa and make yourself available to the families of sfusd and provide the same accountability and oversight and parent involvement and parent oversight that we do as sfusd schools do. thank you. [applause]. >> good evening. i'm susan solomon, executive

vice president of united educators of san francisco. first of all, we also have concerns about colocating. we've heard that might happen. you heard from malcolm x community members last time, and we do have concerns, especially colocating six to 12th graders with elementary school. i have a couple of other concerns that i'll try to cover tonight. one is that the school specifies that because of the charter school's specific target students, the charter school's rascial and ethnic balance may vary somewhat from sfusd as a whole and instead reflect the neighborhood demographics of students that may attend. i believe this is code for segregation for intentional segregation. back when we -- the coe

decision back in san francisco, our schools immediately resegregated, and we should not be intentionally going back there. i do want to make one more quick point. it also says traditionally students with disabilities are pulled out of their academic classes to receive intervention. that is not traditional what's happening in sfusd. we are proud of the fact that we have fully inclusive practices in this district, and we have at this time. thank you. >> thank you, miss solomon. next speaker, please. [applause]. >> good evening, commissioners. my name is terrence davis, and i'm the school founder of mary l. booker leadership academy. i'm excited to be in front of you tonight and formally submit the petition for mary l. booker leadership academy. we've been working for the past year to design a school that

will meet the needs of all students. a little bit about myself. i'm a special educator. i'm also a father and husband to my two boys, jaden and elijah. we're a community school. we've been designed working with our parents. we recognize the needs of each individual students. our core values are equity, community value and leadership. community is how we are designed with the families that are standing behind me. equity is making sure we're meeting the needs of all students, and leadership is developing the next great generation of leaders. thank you again for hearing our petition. >> good evening. i'm sam bivens. i'm the parent of a middle school aged child, and i've -- i'm urging the board to support

mary l. booker academy. vote yes. it's absurd that we have to send our children out of our neighborhoods over to other neighborhoods to hopefully get, you know, what they need. teachers feel helpless because they know they're failing our children, our black and brown children. you guys know that you're failing our children. it's clear that you can't even retain teachers at your high potential schools. the ship is sinking, and we want out. we demand that our right to choose, whether our right to choose education for our children, whether it comes from world class education -- i mean, whether it comes from private school, montessori,

private school, charter, public, we need to be the decision holders on that. we don't -- we don't have another five years to wait for you guys to fix your schools. the schools are in bad shape. everybody is aware of this. >> thank you. >> that's it. >> next speaker, please. >> honorable commissioners of education, i am dr. aurelius bishop, pastor of church of god in bayview. i've been pastoring 50 years next month in the bayview. i'm socially involved in education and housing and a variety of things. one of the thing i want to speak, because i only have a minute, is to my experience. my experience -- i spoke at this board sometime three

months ago that the african americans, there's the latinos, and the pacific islanders are totally overlooked and they're not being taken care of as they should, and matter of fact, a coalition which i'm a part of, they passed a resolution. the directors of tcdc as its scheduled meeting of january 3rd, 2018 voted to endorse and support the establishment of urban education academy, the charter schools in the bayview, and mary l. booker academy, and we're standing strong behind that. and i would urge the board to allow this mary l. booker school to also survive to be

implemented and support it. thank you very much in advance. >> thank you. next speaker, please. >> good evening, superintendent, dr. vincent matthews and board of education commissioners. my name is shari taylor. i am a teacher and a product of the san francisco unified school district, and my own children were products of san francisco unified school district. at mary l. booker leadership academy, we will assist all students in increasing their grade point level average. as we know, many students go from one grade to the next, and they're pushed socially. there are students that do not -- that are promoted and graduate at three and four grade levels below. we have seventh and eighth graders in the public school system that still do not know

how to do long division, they do not know how to read the analog clock, they do not know how to write effectively, and we would like to build a community -- our academy, mary l. booker leadership academy would like to build with the parents, so we can have a parent involvement, a relationship where they can trust us, and we can lead our children to victory. thank you. >> thank you. next speaker, please. >> good evening. my name is betty hunter. i'm a parent of an 11-year-old child here in san francisco school district. i'm also a product of this district, and i'm just here today to speak on behalf of mary l. booker leadership academy. our son, if this school is opened, will be attending as soon as it opened. not only that, but i've sat here this whole entire time and watched the board talk about equity, and this school will provide that type of equity. not only that, but every speaker who's got up here to

have and make a public comment has stated abouten witne equit. the superintendent of this board has stated that this is an equitiable education and district andum is, and it's not showing because san francisco's unified school district at this point is failing all of their after american and latino students, and me as a parent is completely frustrated. my son will be graduating fifth grade this year. he is not at the level that he should be at, and that is not on my child, nor is it on me, but it is on the school district, the teachers, the principals and all of you board members. and if you guys have a heart or even care remotely about equity as much as you guys speak about it, you guys should implement this school immediately. thank you. >> next speaker, please. >> hello. thank you. my name is susan wong. i'm a mother of three current and former students in the

school district. i've been -- so i've been involved with the school district for 17 years as a parent. with this experience, i thukly support the chartership of mary l. booker leadership academy, a much needed six through 12 school in the bayview in light of the low achievement of many bayview mission and excelsior schools. i support a new school which offers fresh hope and greater choice to these communities. mary l. booker leadership academy deserves your support so that the long-standing achievement gap that we see in the latino and african american community can be closed. i haven't seen any progress in the last 15 years. we've had no child left behind, we've had every child succeed, and to me, they're just empty slogans, because san francisco hasn't changed. so me, the under served students in san francisco would

like a school like mary booker that would value their children. thank you. [applause]. >> good evening, board members and superintendent. my name is geraldine anderson, a single mother of two boys, who attended schools in the bayview. i come in support of mary l. booker leadership academy. she was a woman in the bayview who captured the support of the community while teaching children, young adults and elders to make the bayview neighborhood a better place to live, work, and raise a family. as a single mother, i look to the schools my children have attended to be a support system for my children and myself. i ask that you take into deep consideration allowing this school to not only open but stand to commemorate on our

neighborhood, especially our children. i understand the district is in full throttle, trying to make positive changes in schools in the bayview, but i would like to see immediate remedies that are current active in our bayview schools. our children desperately need mary l. booker leadership academy. thank you. >> my name's julie roberts, and i'm with the san francisco families union and have been working closely with m.e.c. families who have been facing forced colocation under a charter. i have some questions about the mary l. booker academy. they say they're going to offer seats for 420 people, but i'm wondering where these students will go, and i think there's real concerns about ge gentrification and displacement in the city. the folks at mary booker said that he would love to see a

school located at malcolm x. or willie brown. all of them have been showing significant progress for students, so i think as we're asking -- talking about choice, we also have to ask, where's the choice, what's the process for schools that are being forced into colocation and who are losing resources because of charters? i want to notice that even though folks say bayview schools are failing students, that didn't stop them from stealing some of the carrar language in the mary booker proposal, which i think is in recognition of the great work that carver's doing. and i want to acknowledge seven out of the nine board members for mary booker are people who did not live in san francisco a year ago. thank you. >> thank you. [please stand by for captioner switch]

>> i wanted to congratulate the middle school performing arts group for their amazing performance of little shop of horrors. it was really fantastic. the middle school has become this hub for students who are interested in the arts, and they are now feeding many students to the school of the arts. so i want to congratulate everyone who made that possible. i wanted to recognize a few folks who participated -- who received recognition from the school health programs for their artwork against tobacco and alcohol -- i want to congratulate a couple of students. there was an lgbtq themed

contest. i want to congratulate the youth outreach workers, johnson chan ooflincoln high school. our family coalition's night out is scheduled for may 11th, and the latin america teachers association is having their annual scholarship dinner on friday, may 4th. finally, i want to publicly acknowledge quad for their first ever youth take over in the month of april where some of our public school students are reciting poetry, reading excerpts from essays. it's a great way for talented. our final meeting of the school year on thursday, may 3rd. hope folks can come to that. >> thank you. any announcements from board members. meetings or other reports?

>> rules committee will be meeting 6:00 p.m. may 8th. >> 7th. >> 7th. sorry. >> okay. thank you. before we go to committee meetings, i want to just make a couple announcements. i want to reiterate our great thanks to the san francisco symphony and their adventures in music. they've been with us for 30 years and our children get to go down to the symphony and they get music in the schools which is just fantastic. this week on thursday, april 26th, it's youth advocacy day at city hall. so many of our young people will be meeting with supervisors and advocating for the needs of students. so i'm really excited to see them doing what they need to be doing especially at city hall. then i wanted to congratulate the filipino teachers association in particular

freedom from balboa and cherry from lincoln high school who led the charge to provide scholarships to our filipino students. any other committee meetings that you want to announce? budget and business services? commissioner haney? may 23rd is not -- that's not -- okay. buildings and grounds, we have a schedule for may the 28th. curriculum and program, commissioner, do you know what that is in april 30th, does that sound right. >> that's correct, april 30th at 5:30 p.m. >> 5:30. >> okay. so curriculum and program will be monday, april 30th at 5:45 p.m. okay. ad hoc committee on student assignments. >> may 3rd.

>> okay. that's thursday, may 3rd at 6:00 p.m., ad hoc committee and personnel matters. commissioner sanchez. april 26th, does that sound right, at 5:00 p.m. >> yeah. we have it then, but i don't know if it's confirmed. >> that's when we have it tentatively. ad hoc for school district and city college joint committees scheduled for june 14th at 6:00 p.m. that one will be held at sfusd. okay. section m, other informational items. we have two items, first item is on peer assistance and review or par. we have margaret reyes who is going to be presenting on this matter. you have two minutes to present on this matter.

>> press the button. a light will come on. >> all right. i want to say thank you to the san francisco school board and mr. matthews for giving me the opportunity to speak today and thank you for everyone staying this late. my name is margaret reyes, and i'm a teacher here in san francisco unified. my employee id number is 18505. i'm here to respectfully request an immediate moratorium and investigation into the uesf sfusd peer assistance and review or par program. mr. kelly, the former president, while he was uesf president stated and i'm going to put a quote, par has a bad reputation. that's where you put a teacher when you want that teacher dead. during the recent fraudulent

skelly hearing, the representative stated on audio recording that par was being used as a weapon. with that said, it seems that both uesf and sfusd have an obligation to look into par. on december 26th, 2017, the school board and dr. matthews and members of uesf rereceived a whistleblower letter and attached was a spreadsheet that had been provided to me and had been provided by, i believe, labor relations, and it had the participants in par for the last 7 years. she attached a mathematically sound argument to prove that the par program is operating in a discriminatory manner and targeting specific groups of people. i personally have asked both

sfusd and uesf to answer the allegations and both have refused. the uesf president stated they don't know how the data is gathered, stored, or reported. i made a public reports request regarding the storage and reporting of par data and sfusd told me that they diligently searched, but don't know how they store the data. par is siphoning a million dollars a year from proposition a funding. there is much about propsation a and appendix x that warrants additional review. >> your time has passed. >> okay. thank you for your time. thank you. >> then i do have two speakers on this item gill. >> he had to leave. >> and steve. >> hi. >> thank you. >> again, i'm