are to arts education being a big part of our curriculum. >> good evening. my name's casey pathmore, and i'm a teacher on special assignment. but i actually run a school. i run an outdoor school. it's called the sfusd environmental science center at fort funston. we have over an 8,000 square foot classroom, hundreds of acres in our outdoor classroom. we serve over 1300 students a year, mostly from title s schools, and the ese has been around for 40 years serving our district. we've always had a teacher on special assignment running the district -- running the program, sorry, along with classified naturalists. suddenly, within the last few weeks, curriculum instruction which is where we're housed,

even though we're a school, so maybe we should be in lead, c.n.i. decided that a teacher on special assignment is no longer necessary, so their plan is to have only classified staff running san francisco unified school district's environmental science center. as a t.s.a., i work with the -- all sorts of s.f.u.s.d. departments, building and risk management, and more in order to make sure that our facilities and programs are safe and successful for all of our students. i lead a team of two amazing classified naturalists to modify and adapt our curriculum to meet all of our students' needs. i work closely with teachers who attend our classrooms.

i also help those classroom teachers support the students and families that might be uncomfortable with their student spending a night away from home for the very first time. we talk about how we can modify our program to support all of our students. and i of course support them throughout the program, including overnight, you know, i am on call throughout the night when they are there with their students. it takes knowledge of both outdoor education and the classroom to run the program. you'll hear from others. >> thank you. >> thank you. >> hi. my name is valerie fernandez and i'm a fifth grade teacher at bessie carmichael elementary school. i'm speaking in support of keeping the teacher instructor

at fort funston. i want everyone in this classroom to imagine they're a ten-year-old boy from the philippines. one day, your mom puts you on a plane. the next, you're in my classroom. for a month, i don't know what your voice sounds like, and i were you you on that camping trip. at the end of the night, you decide to speak, and your words were, miss fernandez, this was the best day of my life. tell my mom. that field trip could not happen without the organization of a full-time t.s.a. i couldn't make it happen on my own. i was going to have an anxiety attack multiple times. the t.s.a. is the person in charge, and she made that trip happen. in 30 years, i know that student is going to say to his friends, you know, first month i was in america, i went on

overnight camping trip, and that was the best day of my life. i think we need to keep this position to future sfusd students get to experience this. i know my time's running up. i want to quote you, superintendent, right now. earlier, you said sfusd needs to show our students how much their culture matters. that night, my students ate in a dinner with their hands, and they got to share their culture, and we ate on banana leaves, and cleanup took one minute. that was an environmental science field trip, and in that filed trip, a new immigrant from the philippines got to learn his culture could save the world. thank you. >> good evening. my name's chris weiss. i'm a fourth grade teacher at sfusd, and i've supported four

over night field trips to fort funston. i'm here to support full-time t.s.a. position for them. the t.s.a. is the heart of this field trip. as you've heard the previous speaker say, the field trip does not happen. if the t.s.a. was not there, yes, we could take them out there, but they would not have one of the most unique and powerful experiences they have as a student. as the t.s.a., the students are connecting with people who are connected to the environment there. i remember i had a student at our beautiful closing circle, someone who had been diagnosed with anxiety disorder. when we share our favorite things from those two days, his favorite thing was just feeling accepted. for teachers, the t.s.a.

answers every possible question or concern that could pop in the head at one in the morning. you can text a t.s.a., you will get an answer back. i don't know how many of you have taken 33 students on an overnight field trip? great. the check list for a one-day field trip does not exist. the check list for this field trip is three pages. there is so much to think about, to be worried about, and the t.s.a. is there to hold your hand and guide you through it and tell you it's going to be okay, and your students never know of all the sleep you lost. i urge you to do what you can as a board to intervene and to keep this position. thank you. >> good evening. my name is jay cunningham and i'm a science teacher at visitacion valley day school. i utilize the science center day programs for my sixth graders. i also teach a credit recovery program in the summer for biology students. to get in my program you have

to have failed both semesters of biology. what we have learned in research with science is that the kids learn by doing and being in the environment itself. we need a strong credentialed person out in that field at that particular site. what i want you to know is that last monday, i was at a three-hour meeting with the other like minded science teachers in the district, talking about how we can represent san francisco unified school district at the jerry brown climate change summit which is going to occur in san francisco in september. we're talking about all the wonderful things that the sfusd is doing, and two days later i hear oh, we're moving the t.s.a. out of the environmental science center. we just spent four hours talking about the values of the district and how important the climate change and the carbon

footprint of the district is, and to hear that they were moving the only credentialed person out of the environmental science center just seemed to contradict everything that this district believes in. i think it's a poorly-timed decision. i don't think it's well thought through. the importance of the credentialed person out at this particular facility is critical. i would not have been able to develop a curriculum that we have five field trips for my high school biology recovery program utilizing that facility. couldn't do that without k.c.b. in there. thank you. >> good evening, commissioners and superintendent. i was not planning on speaking to this point, but as a parent of two kids who went to the public schools who both went to the environmental center when they were at school at b-- it was buena vista back in the

day, and i was a classroom teacher at mon coney for five years. that credentialed position at the environmental center means that every classroom teacher who goes there is coming into a well planned out developmentally appropriate standard space learning experience for that class. and i just checked with the current t.s.a. she sees about 1300 students over the course of a year, and each one of those field trips is a unique experience for those kids. it's probably going to be the one time they're going to do it in their time at sfusd, and for some, it may be the only nature trip that they get. i saw that at moscone. those are those little transformational times in a kids' life, and we i live in a time when connectedness to nature and the community can

happen at different times. this is something within our own domain. it's our environmental center. we're not paying extra to have the kids go somewhere else. it doesn't involve gobbles of fund raising for the kids to go somewhere. i would say find the money somewhere else. thank you. >> i feel a little bit nervous, nostaljic because this reminds me of student government when i had to sit through meetings. any way, i just want to speak. i'm a fourth grade teacher at bryant elementary. i'm in my second year teaching. pretty much a brand-new teacher, and i can't emphasize how important this t.s.a. position is. imagine how stressful it is for a fifth year or sixth year teacher.

imagine how stressful it is for a second year teacher to go and not be able to depend on a t.s.a. teacher there who has experience who knows how to work with kids specifically with behaviors and things like that. i think me as a brand-new teacher, it was so nice to have someone just like casey in our -- just available for any needs that i had as a second year teacher. i wasn't able to do fort funston my first year teaching just because i was dealing with all the problems as a first year teacher. when i was a second year teacher, i was like yes, my students can go on a trip to fort funston, and i don't know if i could have done it without casey. thank you. >> good evening, board. my name is lauren, and i'm one of the amazing naturalists that worked at the sfusd environmental plan center, and

i'm here to advocate for not eliminating the t.s.a. position because i can speak from firsthand experience that the naturalists, the classified staff does an amazing excellent job supports our students but we do not have the experience, we don't have the capacity to actually support our teachers. and the t.s.a. supports the teachers, so if we eliminate the t.s.a. and give that position to the naturalists, the classified staff, we can't ultimately support our students. and that is the biggest goal for sfusd. so i would ask for the -- to reconsider that. now we reach -- it's been mentioned before, we reach about 1300 students? we actually only have three staff, and the t.s.a. is the lead role in coordinating all of those field trips. as you can imagine, over 1300 students is a lot, and one person is coordinating for that whole -- all of those students,

okay? so that's with three staff, and we're completely under staffed, so to eliminate this t.s.a. position is ultimately eliminating this amazing program for our students. as you can hear, the teachers see so much value in it, and it brings out a new light in our students and we're able to help our students that are underserved. this program is completely free. it costs nothing. the only cost is for food. that's it. so i'm -- i just really want to advocate that this -- if we eliminate the t.s.a. position, the environmental science center can no longer move forward, and it's been around for over 40 years, and we've been doing a great job. we prioritize serving our title

one students. >> being okay. thank you all. public comment is closed. our next order is ongoing business. i need a motion and a second for classification of english learners. >> so moved. >> second. >> thank you. superintendent, do you want to introduce the designated -- the recommendations into the record? >> yes. reading the -- into the record will be kristina huang. >> thank you, superintendent. good evening, commissioners, student delegates. the resolution number is 18522 so 1, approval of reclassification criteria for english learners. whereas under california education code 313 f, each school district must reclassify a student from english learner to proficient in english by using a process and criteria that includes but is not limited to one, assessment of

english language proficiency; two, comparison of the performance of the people and basic skills; three, teacher evaluation including a review of the pupil's curriculum mastery, and four, parental consultation. [inaudible] >> -- for the reclassification of english learners based on the above california education code requirements. whereas the california department of education requires that the san francisco unified school district school board approve a revised classification criteria that includes k through 12 grade levels and the new assessment of the english language proficiency, which is now called the english language proefficiency assessment for california. therefore be it resolved that the board of education of the san francisco unified school district here by adopts and approves the following reclassification criteria for english learners. one, demonstration of english

language proficiency with grade levels k through 12 elpac raw scores, moderately level skill score, two, demonstration of basic skills in english that includes grades k through 12 using the following assessments -- [inaudible] >> -- or reading particular scores at a particular grade levels. the third is student report cards, grades, k through 5, an average of 2.5 and above for english language arts or english language development, and grades 6 through 12, grade c or better in either english language arts or english language development. and four, parent guardian consultation notification. notification of impending reclassification includes a sign off sheet for parents and

guardians to return if they do not want their child to move forward with the reclassification. therefore, be it resolved that the board authorizes the superintendent to make any further changes to the district's reclassification criteria if needed to comply with state and federal law. i do have a brief presentation for you and you should also have those handouts? let's see. so today's agenda i just wanted to share some preliminary reclassification out comes. we haven't currently processed all the reclassification forms for this current school year, but i do have some results from specific language groups. also i would like to go over the proposed reclassification criteria for the school year 2018-19 and provide you with a comparison of this year's reclassification criteria. so for some preliminary reclassification outcomes for this school year of 2017-18,

here are some of the outcomes for -- by each of the language groups. so we have the number -- the different language groups are major group of arabic, spanish, filipino, and japanese. and then we have the number of approved classifications, the number of e.l.'s in this school year. the percentage of e.l. reclassified as of may 17, and we still have a number of pending reclassification forms. these are forms that the multilingual pathways departments have sent out to school sites to complete the process. we also have some forms that may come in that were initiated by the school site. so the next is the proposed reclassification criteria for 2018-19. so the state requires for e.l. reclassification as i had read in the resolution, the

following four components, and this is our current sfusd e.l. reclassification criteria. so the rationale for why we're changing the criteria is that c.d.e. is requiring us to include the kinder level. as you see in our current level -- in our current criteria, it only includes grades first grade through 12th grade, so we are including kindergarten, and it is timely since we could have a number of inclusionary kindergarten classrooms, so they may have the opportunity to reclassify as well. we're also transitioning? this is the first year that we're implementing the english language proficiency assessment of california, so it's a new assessment that will -- that has replaced the celt. we've vetted the proposed

criteria before the district english language advisory council, also our own internal oversight committee, and we're trying to build in more ways for the parents to be engaged in the process as well. so you can see a side by side comparison between the proposal and the current process. for criteria one, we're changing it to kindergarten. in the past -- we're including kindergarten, and in the past for grades one and two, we had a -- we required exceeds expectation. we're trying to stream line it and actually have it at just meets expectation for all grade levels k through 12. [inaudible] >> -- only grades tkk --

[inaudible] >> -- the r.i. scores will remain the same, the cut scores, we did adjust the smarter balance english language arts assessment to 2.5. it was at 3, and we believe that a scaled score midway between standard nearly met and standard met was appropriate. for student report cards we again stream lined it. it was at 2.7 for the elementary levels. it just made sense to have it at 2.5, given that the new report card has been revised, we are also including both e.l.a. and english language development remarks. and for parent notification, the specific change is that we used to just provide a parent notification without -- with opportunity for parents to respond and to request a meeting, but this is an additional to have them return if they would -- if they do not wish to have their child reclassified, so this is the

biggest change. another change, too, is that we used to have a teacher evaluation form that was only for fifth grade and up. we've increased or expanded that opportunity to include all grade levels, so there is that flexibility to ensure that just in case the marks don't meet or the assessments aren't quite at the bench or the standard mark, they have the teacher evaluation form, especially if a student is able to perform but they're not making those particular -- sorry -- particular marks. okay. any questions at this point? >> thank you, miss huang. i do not have any public comments -- i'm sorry, any

public speakers signed up for this. comments from the board? yes, commissioner walton. >> thank you, miss huang. i appreciate this report tonight. just a couple of questions, and if you may not know this off the top of your head, but if we could definitely get -- how do the out comes that you presented on slide four compare to the last couple of years? and then, on slide eight, with the switch in the tests, what -- why are we switching the test? what's the difference between the test? >> so when the final numbers are available, we can provide a four-year trend. right now our preliminary analysis shows there is an increase for all of the groups, and a slight increase for spanish speaking males but significant increase for all the other language groups. and then for the switching of the tests, it's actually -- the original california english

language development test, it's a stayed wide assessment that's mandated by the state board of education, and so they made a determination to switch the test to the -- or we -- create a new test, the lpac because we have also changed our english language development standards, so the new test is aligned to the new standards. >> so the slight increase, would you say if we're at 12% across the district in terms of reclassification rate and at 17% for our chinese and vietnamese english learner is, what is your opinion about the reclassification rate or can you get that later? >> i can get that later. >> thank you. [please stand by for captioner switch]

we have started examining a lot of the reclassification data. and the work of the oversight committee, their highest priority will be addressing the needs of spanish speaking els. >> commissioner sanchez. >> commissioner sanchez: thank you for the presentation. a couple of questions.

surrounding the difference between -- i've asked this before actually -- the difference between the outcomes for reclassification for latino as opposed to chinese students. can you explain why there would be such a vast margin between them? >> i think i've mentioned before, there are multiple factors that we're examining. a lot of it is looking at consistent -- there may be turnover in classrooms. examining the instruction, looking at best practices and where the best practices are implemented. and so we're examining all of that right now and taking a very serious look at that. >> so that has never been examined before? >> it has, but we're trying to

also look at how english language development. we're in a transition year of looking at how english language development is being implemented and we have looked at a number of classrooms in the last number of years. with the transition, we're also looking at -- we developed a framework, the district has developed a framework that professional development has happened. right now, we're examining different options for eld materials as well, to create more consistency. that's something that a lot of the teachers and schools have asked for. this week, we have invited teachers to three focus groups to take a look at the different options. that's a commitment that i believe curriculum instruction will be making. so we're focussing on that and making sure that teachers have the tools and resources they need. so we're taking steps towards making sure that there is quality and consistent implementation.

>> commissioner sanchez: my sense is it's not about that. i think there are other factors at play between that. you have outcome of 20% being classified with with chinese, 5 dialects and spanish is 7%. there is a lot of things going on obviously. have you researched the different pathway models in terms of outcomes from reclassification? so for example, the chinese pathway, or cantonese or mandarin, dual immersion and then the spanish pathway and dual immersion for outcome includesification? >> we're -- classification? >> we're doing that right now. where instruction is happening in the primary language. we're finding that even if there are some classrooms, they're providing consent instruction, in the primary language and

either cantonese or mandarin, they're performing at a higher level than the spanish speaking els. >> is there a comparison made amongst students who have become reclassified between them and they're in a dual immersion or not in one of the programs at all? >> yes. well students that are actually, we did have a study that shows that students who enter a pathway, comparing them to just those in general education, they do outperform the students in general education. so the use of language instruction does support their learning. >> when was that done? >> that was our stanford study, a 10-year study that we had presented to the board in 2013-14. >> commissioner sanchez: so you

think those results stand right now? >> right now, we're actually taking that longitudinal data and running our own data as well to take a look at student cohorts who come in a particular year. >> commissioner sanchez: i'm really happy to hear about the eld curriculum or materials. i don't think we use curriculum, but what do you think the time line is for that, in terms of getting that, a, into the classrooms and, b, the professional development that needs to go along with it? >> i think right now the plan is to first get the feedback, input from the teachers, make some decisions, plan for the pd during the summer and into the fall and i think we're hoping to get the materials in the schools by the fall. >> commissioner sanchez: is that going to be adoption that the board gets to look at?

or is that something we don't review? >> hi, commissioners, i'm the chief academic officer with the district. right now, we're contemplating three instructional materials that have been vetted by the multilingual pathway department. we're taking those materials in person to three different sites, one in mission, one in excelsior and other in breo to share them with teachers. all of those materials are available online and we're soliciting feedback from the teachers as they look at the materials. having received that feedback, we're prepared to make a selection and then purchase universally for all of the classroom teachers at k-5 level. we've been doing professional development on the framework. so we're confident that in many schools they've been exposed to

the framework that the materials will serve as a supplement to the use of that framework. and that's the way we're contemplating this purchase. we're not intending it to serve as a curriculum to follow from day 1 to day 180, but rather materials that support instruction in keeping with that framework. >> commissioner sanchez: thank you. >> thank you commissioner. >> commissioner murase: i have spent some time with the mission education center and the chinese education center and of course all the students are newcomers and the chinese education center has been very successful in moving their students on in a year. but with the spanish -- with mission education center, in speaking with the principal, they have had to make adjustments with some of the students who just one year is not enough. and one of the biggest factors

is trauma. so i really hope that -- i'm sorry that he's not here to address this, but we're connecting the english language learners with resources for resilience and strength-building, because the students at mission education center, clearly have had very, very traumatic experiences that have become barriers to learning. and the sooner that we can connect them with resources and really address those sources of trauma as early as possible, i think that is one of the reasons why we see such a differential outcome between the chinese and spanish english language learners and i hope we can provide the support needed. and reexamine whether one year is a realistic goal for trauma-impacted students. >> we also have a significant number of students, not only

dealing with trauma, but there are students with interrupted formal education and many of them are coming from central america, where their schooling has been interrupted. to deal with with the trauma, though, we do have a newcomer coordinator, district-wide coordinator that was brought onto address a lot of our unaccompanied immigrant youth. her focus has been trying to make sure all the newcomer centres and pathways have the resources and we collaborate with city partners as well to make sure appropriate resources are available for the students. >> commissioner walton and then commissioner norton.

should we be expecting a dramatic increase in how quickly we classify across the board? >> i think that some of the schools and the teachers had identified some of the barriers, because we only counted ela course for the elementary and we're counting eld grades as well. and we're opening up access for the teacher evaluation form as well. so we are expecting greater numbers but increase in numbers due to the increase in access. >> commissioner norton: thank you. i'm just wondering how these

criteria interact with students who have disabilities, particularly those with speech and language, how do we interact with that? >> within the iep process, the team looks at first the standard reclassification criteria to see if the student was with the english learner could meet that standard criteria. if they're not able to do that, we have an individualized process and that's where the team determines the appropriate assessments for that particular student to meet the reclassification criteria. >> any other questions? >> i have a question. just with regards to the

numbers. is this common? it seems like we're not reclassifying a whole lot of students. >> well, i'm looking forward to actually the year end reclassification numbers. in the preliminary numbers we're reclassifying a couple hundred more than last year. i think we're -- we'll do the multiyear trend so you can see the growth. >> that would be helpful. and just related to the last time we had conversations around reclassification, when we did the bilingual task force conversation, we were talking about the notifications that go to the parents. has that improved? >> yes. so this year, we started a new process where the parent gets multiple notification, they get notified when their child is eligible for reclassification and forms are sent to

multilingual pathway departments and now they're also being notified for the final results. they'll receive a letter indicating whether the reclassification is formalized or whether or not it did not go through. and that is something new this year. >> thank you. any other questions or comments? ok. i think we're all set on this. we are doing a roll call. >> min yes. ong yes. norton yes. sanchez yes. walton yes. mendoza-mcdonnell yes. >> thank you, appreciate it. our next item is calling a

public hearing on adoption of the modification of school facilities, impact fees to the collected for residential, commercial and industrial developments. >> second. >> superintendent, you want to read the designations into the record? >> i'll have mr. lee introduce the team. i want to make sure that we have to open or call, or any official language in terms of opening and closing the hearing? >> i believe president mcdonnell used the appropriate language to open the hearing. ok. >> let me, superintendent and commissioners, let me just ask our interim chief facilities

officer to introduce our brief presentation team, ruth and our consultant from the consulting firm that prepared the justification study for the developer fees. >> good evening, commissioners, superintendent, colleagues, i would like to present who prepared our justification study. >> thank you, commissioners. i'll just read the recommendation into the record that, the recommendation is that the board of education of the san francisco unified school district conduct a public hearing. making adjustments to the school facilities impact fees, rates to be collected from residential

and commercial developments. dated may 1, 2018, so these raise the fees to the new state maximum fees that be charged on residential and commercial construction, to 3.79 per square foot for residential. and from 56 cents for commercial industrial to 61 cents per square foot. if approved, the new fees take effect within 60 days. and with that, we take questions. >> thank you, commissioner walton. >> there is nothing we can do to go above what the state maximum is? >> they are maximum rates. districts are allowed to charge higher alternative school fees, but the formula that goes into that would not work out for this particular district in terms of

the criterion used to calculate that fee. >> other questions. >> commissioner murase: do we have projections what we anticipate to derive in revenue from the new schedule? >> i would just look at it as being about 8% increase in the fees, so if the amount of development that occurred over the next year, the same that happened over the past year, you'd see roughly 8% increase. it depends on how much development occurs. but the fee level is about 8.5%. >> any other questions? >> commissioner norton: i did notice at one point, but i know we've been in a situation where we've been allowed to raise pretty frequently over the last few years. are there situations where we could be forced to lower them? what are the criteria for that?

>> certainly if -- so you'll see in the reports that you're currently showing impact of $4.23 per square foot, you're only allowed to charge $3.79, it's the state maximum. there could be where enrollment declines, where the average home produces fewer kids, those are the factor that go into the calculation, so if those change in the future, the fee could go down or be less than the state maximum. >> commissioner norton: to commissioner walton's question, is there a remedy? i mean would there have to be legislation at the state level to raise the maximum? or is there a way that happens how does that happen? >> the fee you're charging was originally established in 1986

has been increased over time based on the construction cost index that gets looked at every two years to make the adjustment. any large scale changes would impact all school districts across the state. >> any other questions or comments? seeing none, roll call vote, please. min yes. ong ye. mr. cook, yes. mr. haney yes. dr. murase yes. mr. sanchez, yes. mr. walton yes. president mcdonnell yes. >> i wonder if there is any pathway to allowing us to increase the fees beyond what they are? >> i think one of the things

that has come up with the developer fees, the question whether there are enough developer fees to invest in a school. the idea around the fees is that we would be collecting to build a school in a community. but we never collect enough to build a school. but we collected over the course of several years, but it would be really interesting whether it is rules that we should kind of figure that out. even to the conversations we're having with planning. you know, how that whole thing works. ok. thank you. thank you, all. our next item is section h, discussion of other educational issues, there are none tonight. section i is consent calendars, there are none today. section j, proposal and assignment to committee, public and board comment on proposals,

there are none. board poll 6184 continuation, education, board policy 6142.7, physical education and activity, board policy 6146.1, graduation requirements, and number 5, board members proposal 185-22 a 1 in support of making college more accessible to students introduced by commissioner cook. these policies are referred to the rules policy and legislative committee unless legal counsel deems otherwise. i actually have four. ok, right, but there is still four. so there is policy 6184. 6142. 6146. and then the board proposal.

>> president, i recommend that physical education and high school graduation, which are 3 and 4 also to go to curriculum and program committee? >> president mendoza-mcdonnell: so all four should go to policy and then the board proposal should go to curriculum? or just -- >> sorry, so you have continuation education, that should go to just rules and policy committee. then you have physical education and high school graduation, those should both go to curriculum and program. and then the board resolution on city college should go to curriculum and program. >> president mendoza-mcdonnell: so we've got them different than what was noted. >> president mendoza-mcdonnell: but she just said three of them is going to curriculum and one of them to rules. you have three going to rules and one going to curriculum.

[inaudible] >> president mendoza-mcdonnell: right. but it's still three and one. so commissioner, do you have a comment? >> commissioner sanchez: maybe the board members resolution could also be sent to the joint committee with city college? it deals with city college. >> is it specific to city college or college in general? >> city college. i'm also being informed that it should go to budget. >> president mendoza-mcdonnell: so we should have a committee of the whole on this. >> it's looking that way. >> president mendoza-mcdonnell: continuation education goes to rules. physical ed and activity will go to curriculum. high school graduation will go to curriculum. and board member on making college more accessible will be a cow. is that correct?

>> yes. and physical education and activity also should go to rules and high school graduation requirements should also going to rules. >> president mendoza-mcdonnell: so we're going to have those two go to rules and curriculum. and then just continuing education just to rules. and then the cow for the board member proposal? ok. did you get all that. thank you. >> point of information, commissioner norton, is there a curriculum committee meeting? >> there is not a curriculum committee meeting until august. we're cancelling the june meeting. is that going impact? does this need to happen before the beginning of the school year? >> let me just look at the other items that are sitting on that committee? >> if we need to hear it in june, we can schedule one off in june to hear it. so it's not, you know, it's not

a deal breaker. >> on that point, i'm going to defer to deputy superintendent and chief brent stevens, because the high school graduation and physical education and activity, i think there is urgency to those two. >> if we could... >> so can we pull the members of the -- poll the members of the committee to make sure that june 18th works? >> my understanding is rules committee has been scheduled for the 18th, so there may be musical chairs involved. >> how about rules goes -- how about [laughter] -- >> we'll work that out. so we will have a rules committee in june so that we can have this taken care of before summer. ok.

so can i hear a motion and a second for first reading to the policies and for 185-22 a 1. >> so moved. >> second. >> thank you. suspension of the rules, there are none tonight. section l, board members reports. standing committees, can i get a report from the committee of the whole? commissioner cook? you've already taken care of that. report from curriculum, commissioner norton. >> commissioner norton: there were two items on the agenda, the first was the petition for the mary l. booker leadership academy. that petition was given a negative recommendation by the committee. the other item was informational item on really a very broad array of summer programming that students will receive this

summer. and options. it seems like it's been expanded a lot during the time i've been on the board. and it was very interrogatory interesting to -- very interesting to hear about all the summer options to students. >> president mendoza-mcdonnell: thank you. board delegates to membership organizations. anyone have any reports on that? all other reports by board members? anyone have anything else to mention? >> commissioner murase: thank you, i wanted to announce the strengthening k-12 arts town hall, sfusd representatives want to hear from the community about shaping the future of arts education. there is one remaining town hall auto of the series -- out of the series of three. june 2, grace cathedral from 1-2:30 p.m. childcare and snacks will be

provided. i want to thank the superintendent for announcing the june 3 sfusd family welcome day. i think this is the last meeting before graduation. i want to congratulate all of the seniors graduating from our schools. i will be at the high school graduation of lowell this year. >> thank you. any other comments? >> i want to congratulate the four teachers that were named as the mayor teacher of the year award recipient. jack lee from star king. kitty lock from commodore stockton. jennifer from argon elementary school and aaron weiss from rooftop middle school. i would like to congratulate the teacher of the year award recipient eli horn.

emmanuel stuart. lena van huron and sam bass and our first inaugural para educator award was given to mary lavallée. so we want to congratulate all the educators 0 the year. i want to thank sales force.org and mark and lynn, they did the opening of the tower this morning. and he gave a very impassioned speech about civic responsibility and what it means to him and what they've done. in that speech, he really highlighted the importance of public education and the investment that he's made and they've given sfusd over $33 million over the last six years. it's a true champions effort to really invest in our public

schools. and they're also in oakland. and in addition to that, what they've been doing for children's hospital, and for our homeless program, heading home campaign, has raised $30 million which will be going specifically to homeless students in sfusd, starting in elementary school. i think it was just a wonderful testament to the investment made by a san franciscan and somebody who has worked really hard to ensure that we're taking care of those that are most vulnerable. and so i wanted to just give him a shoutout, give them a shoutout and to thank sale force for the work they do alongside sfusd. any other announcements? ok. great. so calendar of committee meetings. budget and business.

are you still scheduled for may 30th? >> yes, we're meeting may 30 at 6:00. we have another meeting scheduled in june already. >> thank you. buildings and grounds was originally scheduled for may 28, which is memorial day, so we'll be rescheduling and have a new date as soon as i hear back from my colleagues. curriculum and program. we just went over that. rules. >> we're hoping the 18th before the committee of the whole. >> president mendoza-mcdonnell: so not june 4th? >> no. >> president mendoza-mcdonnell: so june 18th? >> hopefully, we'll have to have it earlier than the other committee meeting. >> president mendoza-mcdonnell: ad hoc committee on student assignment? thank you. ad hoc committee on personnel

matters. >> vice president cook: 6 p.m. 5 p.m. >> president mendoza-mcdonnell: ad hoc committee city college june 14, 6:00, here at sfusd. any other committee meetings scheduled? thank you. section m, other informational items, posted to the agenda is the quarterly report. section n is memorial adjournment. in memory of louise cooks jones, louise attended serb doe elementary school, graduated as then relocated to san francisco, where she and her childhood sweetheart were married and raised four children.

her career spanned 43 years. she was a teacher, principal and assistant superintendent. she also served as a commission member for the city and county of san francisco. many honors were bestow on her over the years. educator of the year, distinguished award four times, educational achievement award. she has been active member of jack and jill of america, top ladies of distinction, young ladies institute of america and other organizations. louise leafs her husband lloyd, four children, grandchildren and great grandchildren. the superintendent and the board of education extend their sincere condolences to the family.

we would like to take speaker cards. section o is closed session. menezes. >> can i get a second, please. >> second. >> thank you. roll call vote, please. >> thank you. [roll