look like going forward to bring forward, should prop g pass. okay. so i want to thank thank all ofs well. this was a very technical committee and one that's difficult to do appointments to unless you're really technical and you -- you're really thinking about a variety of different things. i just want to thank leah for being on the committee. and to all the members. i'm just wondering if with the carryover, that's the part that concerns me as well, if the funds can go into a reserve or is that something that needs to be written into the -- into the language of the agreement versus a carryover? a carryover feels like there's a need to, you know, spend it quickly or -- not appropriately,

but of course appropriately, but there's a need to spend it versus utilizing those funds during times when the pot may go low or there's some shift or change in our economy which we know will eventually come. so i'm just thinking about it from a future standpoint and whether or not we can do reserves versus carryover. >> i can add one component to that. the carry over is a cumulative pot. that's why there's a policy question before the board and staff. at this moment in time, the revenue you receive from the parcel tax as prescribed by the different percents does not cover the totality of your costs. you're using that to pay for the salary increases. so that's one of the reasons why we -- and that carries forward is decreasing over time as your

spend continues to pick up. so it is why we encourage you to look at the percents, look at what you're spending, and look at all of the different ways you can pay for the things that are available that are in this parcel tax as well as in the other sources ever funds you --s that you have. you have a passive reserve because you're increasing and it's rolling forward and it's paying for things as you need them. right now, it's helping you pay for essentially the underspend is helping you -- every year you have your totality of underspend and that's part of the distribution of the 7129. so it doesn't stay -- if it's underspend in technology t doesn't stay within technology t a us -- a t. allows the flexibility and fluidity.

it tells you you have choices. >> and within those choices, are there -- does the committee have a list of priorities for recommendations that you've discussed within the committee? >> we've learned about why professional development hasn't been utilized as much as aspired. we haven't reconstituted how we would shift it differently. we've brought forward the conversations around are there different ways to pay for technology that free up these funds for other things that the board and the staff may find critical without underfunding or devaluing your technology or other investments. we appreciate that all of the things with needed and it's a

really challenging tradeoff discussion. it's a way of how you abrade your financeses to achieve those things. >> thank you. i told you it was technical. great. any other questions or comments before we close this item? so -- oh, yeah. >> i just want two things. one is that in my list of acknowledgments, i omitted one name, dee dee desmond. i apologies. she's a long time administrator, a mentor to me, and i'm upset i overlooked her name. the second is i mentioned that these members put in a great deal of hours each year to support this work, as you can see by the quality o of the work tonight. three have done so for four years and cycling off. we wanted to officially acknowledge with certificates signed by yourself and superintendent matthews.

so i have certificates for you and want to thank you for -- it's been a real pleasure to work with you, an honor and privilege it's a cli cliche, but really applies here. thank you very much. [ applause ] >> you'll go off and cycle out, do your thing, and then you'll come back. right? thank you so much commissioner walton. >> when does the term end? i'm sorry. >> for those three individuals or -- officially jewe july 31st, 2018. >> this is your last meeting then? >> for those individuals, yes. >> the three that are cycling off. deep gratitude for you and for those of you that are staying on to not only help us do this

piece b you the merger of what could potentially be an even larger oversight. thank you for that presentation. the next item is 6-2. any appointments by board members? i'm seeing none that are here, but on behalf of commissioner norton who can't be with us tonight, i'm going to be appointing on her behalf laney to the peace cac. if you could add that on behalf of commissioner norton: section c consent calendar. i need a motion and a second on the consent calendar, please. >> so moved. >> thank you. >> i don't see any public comment on the consent calendar. are there any items withdrawn or corrected. >> yes. we'll read those corrections.

>> thank you, dr. math he's. matthews. we have corrections. first is the to total cost anywhere on the resolution where it's $370. that needs to be changed to $432,000. under funding source title, add the name spark sf goldman foundation. under the sacks codes, in the third sacks code, change the total from $160,000 to $183,925. add a new code line 01-90673-2018-0000-2100-5803-453 in the amount of $38,075. >> thank you. can i ask a question quick on this? usually if there's a significant change like that, it's just a mistake of some sort, but this

looks like an increase. so what was the purpose for the change? >> yes, i would have to call on budget to help explain that. >> yes. regarding the springboard resolution, we were able to receive additional information about a grant coming through to cover additional services through that work and also identified funding to ensure that all 8 sites that will be going through this program for the summer were covered. that's why the adjustment has been made. >> so the initial grant was that the $38,000 or the additional 23 that was added to the 160, or was it both. >> it was both. the 38 was the grant specifically and then we identified additional funds within qtea to cover the 8 sites that will be going through the

program. >> okay. thank you. thank you for those connections. any items removed for last reading by the board? any items severed by the board or suspect for discussion of vote tonight? thank you. roll call vote on the consent calendar? [ roll call ] >> five ayes. >> section d is separate consideration which we did not have. section e is proposals for action. board policy 7310 naming a facility. this was already moved and seconded at a prior meeting. report from buildings and grounds committee meeting of april 23rd, we actually moved this forward with a positive recommendation. however, we made one minor

change on this item, which was to remove the sentence that referred to the beverage -- the commercial resolution -- commercial-free resolution. we asked that be omitted. that's the proposal that's in front of the board at this time. superintendent, can i have you introduce your designated read it into the record. >> general counsel will be reading it into the record. >> so tonight we're asking that you approve board policy naming a facility with the amendment as read by the president. >> thank you. so sorry. on to public comment.

we do not have any public speakers for that -- that have been signed up at this time. any comments or questions from the board? commissioner. >> just a question about the removal of that sentence. is it redundant because it's part of board policy? >> the committee had a discussion last night and because that policy was one that we were planning on making some amendments to, we didn't think it was appropriate to reference an item -- a resolution that the committee didn't feel was appropriate for this resolution. >> thank you. and so there will be a subsequent discussion about changes to that policy? >> correct. >> thank you. >> right. we didn't want to change it or have it stay with that and go in and have to change it again. >> okay. >> any other questions or comments? seeing none, roll call, please. [ roll call ]

>> five ayes. >> thank you. okay. our next item is public comment on general matters. so i've got quite a few speakers on particular items. we'll be doing these in various sections. but please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask you refrain from doing employee and student names. if you have a complaint about a district employee, you may submit it to the employee's supervisor in accordance with district policy. as a reminder. board rules and california law do not allow us to respond or answer questions.

if appropriate, the superintendent will ask that staff follow up with the speakers. so i am going to start with general comments. so hunter cutting, margaret mcnovity. sorry. douglas jackson and steve z zeltzer. >> thanks. hi, commissioners. hunter cutting. i'm a long time district parent. my oldest kid graduated from mission high and my youngest is a senior there. i want to flag for you there's going to be a hearing at the board of supervisors on monday.

the outcome of which is going to impact the stem program. you may be familiar with the set, sail, learn program which puts about 1500 4th and fifth graders from district schools on to the san francisco bay at clipper cove. clipper cove is an amazing place. it's by far the most largest and protected and scenic cove in the san francisco bay and for that reason, thousands of families and youth sail there every year. it's home to the only community sailing center in san francisco which hosts the set, sail, learn program. unfortunately, the very qualities that make it such a safe and special place have attracted the attention of real estate developers who want to take over the heart of the cove and build a private luxury marina for million dollar yachts. that may sound like a bad idea to you and a lot of people would agree with you, including the sierra club, san francisco bay keeper, the coalition for san

francisco neighbors, even the science department for the school district as well as united educators. i could go on and on. the problem is, the one single organization that supports this move is the treasure island development authority. and unfortunately, it has been explicit this marina would really cripple this program. as a result, supervisor kim has introduced a resolution to protect clipper cove and the hearing is going to be held on monday at city hall. if there's one thing you can do between now and monday, i would encourage and you reach out and contact and talk to supervisor tang and supervisor safai, and i encourage everyone in the audience to do the same. it is one of the most incredible, beautiful, valuable places we have in the city and it's crazy this proposal is moving forward. the resolution is endorsed by save the bay. it's endorsed by the sierra

club. it's endorsed by san francisco bay keeper and i could go on and on. we need leaders to speak up now and i'm asking do you -- to you do that. thank you very much. >> thank you. hunter, could you repeat the time that the hearing is scheduled for? >> 1:30 p.m., city hall on monday, april 30th. >> great. thank you. >> thank you. >> next speaker, please. >> hi. thank you, commissioners. thanks for all the work you do. my name is margaret mcmulti and i have written an anti-bullying program that i would like to offer to the schools and i'm doing that, but i'm here to announce a tv show that i'm in preproduction for. we're coming online in may and it's going to be a call-in for kids that feel like -- a call-in kids show so they can call in and ask what they can do about certain situations and i'm going

to give vyings. i have my credentials and a degree from back east in tv production. so starting in may, i'm getting permission to give the flyers out at school however i have to do that. i would love to have some of you as guests on the show. i was hoping to talk to you maybe after. i just -- it' it's about empowet and bullying to be their true self. stay tuned. i wanted to announce that. thanks. >> thank you. next speaker, please. >> hi. i teach at balboa high school, go buccaneers. i had to say that. we need help with balboa high school. we have a new principal and assistant principal and it's announced we're going to lose teachers, actually three teachers and three paras. we asked for an explanation and got differenters is. the first was all the teachers got raises and the district says we have to fund from existing

budget. the district has taken away funding for programs which we've not been -- we haven't been able to figure out what we've lost. the other answer was that we were over projected for enrollment but our three to five year is steady. the san francisco school site publishing funding shows balboa at 6.5 million in budget of 7.1. it's going up. we point out major errors in the classroom seat calculations and fte, but it hasn't made a difference. we're still on track to cut teachers. we looked to the site council for answers and the impression is we're getting the best we can with information from the school. we've given three budget options to vote on without serious detail, which leaves them as volunteers kind of left out in the cold. we've had no transparency in our documents and none of them are publicly noticed and no input

was requested. i don't believe the board or superintendent want more crowded classrooms and you would not approve raises. none of you would put this on a campaign poster. so i know it's not right. i don't believe the way this is working out is how you would want it to be. we don't see there's a funding crisis here in the district, but here in balboa we have a crisis and our principal says it's $460,000. i know that sounds small to you guys, but it's big to us. so we have an amazing school with great educators. we need some help, some no to ce down and put our school back in order and include us in the process. thank you. [ applause ] >> thank you. the next set of speakers are

matthew burn -- i'm sorry. kevin mog. ali. ede. robert roth. say, irna shaw. part of it is i'm messing it up. part of it is handwriting. full disclaimer. jamie sarfae. charif, and julie robertson. so you have two minutes. if there's things that you're going to be repeating, it would

be -- >> i'm with the previous group. >> okay. i had all three speakers. >> steve. >> my apologies. okay. what happened to your card. you're speaking on two items. got it. thank you. >> okay. my name is steve. i'm with defend public education now. and we have some very serious concerns about what's going on in our education process and particularly the targeting of teachers, the bullying, harassment of african-american, lateen other and senior teachers around the state, particularly concerning this par program which you're running here. that is embedded in the union contract without the teachers even knowing it was part of their contract. it wasn't pointed out that the district is now from the parse sell tax which is a regressive tax sales force building is taxed the same as a homeowner in san francisco. it's very reactionary. it's $1 million being spent on the parcel tax on the par

program. we think that's inappropriate. we think that money should be spent for teachers, more teachers and counselors. that's where the money belongs. and we believe that there's a conflict of interest that teachers are being bullied and discriminated against. there isn't a transparent process. in particular. the hr director is not having a proper skelly hearing. >> is this public comment? >> this is public comment. >> you're speaking on an item that we have on the agenda. you've signed up for both. they're more appropriate on item m. >> the taxation issue -- and i would like my time reserved. in san francisco, one of the wealthiest cities in the world. the teachers should be the best paid in the world. there's a lot of monday nissan fran. what needs to happen is we have to go after the billionaires in

san francisco, the people that have the wealth. the teachers cannot afford to live here and your proposal to the union was inappropriate. it doesn't cover the real costs for survival of the teachers in san francisco. and para professionals and other workers. we say there has to be a real change in priorities in the city and county, in the board of education and the teachers have to really get -- and the staff and the counselors have to get the attention they need. that's not happening. that has to change. thank you. >> thank you. so on this item, please don't ask me to read the names again. come on up and you can start your time. >> hi. i'm jamie. here with a rock and we're here because we want to know why the board of education hasn't allowed arab programmin programn their schools for the last three years. no other mou has been treated the way a rocks has. many generally they are passed

all at once with relatively little discussion. why has a rocks been singled out and why has it been stalled for three years now? for example, you have two mous on the agenda tonight and those will not face the sort of discriminatory scrutiny that a rocks has and we want to know why. >> thank you. next speaker, please. >> the my name is ali. i want to introduce you a rock. it has been serving the muslim community in san francisco for over 20 years. it is the only arab speaking service provider in san francisco. they prove free immigration and legal service, deportation defense, case management services. as well as touching for the rights for working class

communities. a rock is an organization that has played against racism, islamophobia. they are a leader in the neighborhood network and they have a rapid response line to protect against writers. they have approved deportation defense for our arab and muslim communities. thank you. >> thank you. next speaker, please. >> hi. i'm speaking on behalf of a rock. we all know who our president is. it's not incredibly a big secret that there is a rising tide of islamophobia and anti-arab sentiment in the united states happening right now. i want to remind the board this

isn't abstracts. this isn't set up at government and stays there. as someone who grew up in the united states as a son of lebanese immigrants during the bush era, i know very well that these sentiments, they leak into the school system. they leak into the environment with the children, the youth occupy on a day-to-day basis. so when the board of education takes the time or rather doesn't take the time to work with community original sayings like a rock in providing them with resources to give arab youth the programming they really need, what kind of a message does that send? the message is one that is -- we don't care about the arab youth. the political climate right now is incredibly polarizing and isolating to our communities and it leaves, i think, a lot of youth wondering what their place in the greater, you know, san

francisco community is. so many of the arab students in san francisco come from countries that are impacted directly by wars and are separated from their families and the administration doesn't make this easier for them. so i think it's really imperative we take a look at what kind of things need to happen for our youth and what kind of programming -- what kind of programming they need in their day to day lives and who can best provide this. thank you. >> thank you. next speaker, please. >> good evening. it should be red? okay. my name is kevin and i've come into this as a parent actually with two kids who went through the san francisco school district multilingual programming. very interested as a citizen seeing these benefits extended to a part of the world and

linguist and cultural groups that are important in our world today and we've these communities in our communities and i would like for all of us to have that benefit. i would like to share one experience just i had specifically with a rock working with students in district schools. i went to a panel sel several ys 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