you, again, for this opportunity. i started to bring you books, because folks that are here know that i love to do that, but i was walking and had three bags, so couldn't do it. >> president mendoza-mcdonnell: thank you very much. so i do have -- i don't, actually. i have something for the second item. i want it thank you, both. it's an important initiative that we've been doing collectively and have seen some impact already. the idea that we are all on the same journey and that we're not doing a variety of different things without really thinking about how collectively we can impact our young people has been really critical. i want to see if there are any communities or questions from the board. the board.

>> it is because that through this work we have young people developing their own curriculums, and schools will outlast and there will things -- there will be things they can leave behind and take leadership on. it is something they will develop and will be a grand for a while in the schools. we can't say this about every collaborative in every initiative and everything that we've worked on. with the work that we have been intentional with, it actually aligns with vision 2025 goals and alliance with what we want to see happen in the schools. it is not always easy to see the connection and the correlation and the alignment of what we want to happen in our schools, along with what we are trying to do in the community. that is an important piece that everyone needs to understand as

we talk about this work. the last thing i want to say is one of the things that you do very well, director davis, is how you, not only use academia even the work of our institutions of higher education, not just here locally but across the country. but also how you use them to provide value and step up and be a real participant in all of the work and take ownership for our community, starting with the younger generation. that is something, that if we don't do anything, we need to make sure that all the work that we do have some piece of connection to higher education for the black and brown kids and for minorities. so they can always be exposed to higher education in every piece of the work. that is one thing that we see throughout every piece of our collaborative. i want to highlight that and say to you why for that. it is important.

it is important for our kids to see that opportunity exists for them, particularly in the city. we have so many institutions and you are able to bring everyone together at the table. thank you for this report and we have a lot more work to do. there is a lot more i want to say but we don't have a lot of time this evening. thank you. >> thank you commissioner. >> i really appreciate the presentation too. as a quick anecdote to the report, it actually led me to visit all of the county jails in san francisco. i saw that, you know, we were six% -- 67% of the county jail. i went to all of them, asking about what services they were for incarcerated parents. because of your work. so the data being on the table, and all of us coming to grips with it and looking at it, and

asking ourselves why, you are at the front of that and i just admire the persistent focus on it. it is influencing the way i served in this position. thank you for continuing to wait -- reach out. i want to ask a quick question since we are here about if you would speak to you a bit of what you think is a pain point with trying to connect with the district and if you think it is going really well. mr davis, maybe you can speak to that. >> those of you who know me tend to know i am really direct. i will say, i have been -- i want to be honest, superintendent has been very accessible. i think one of the things that we have talked about historically, is how do we --

because there are certain economies that have to go to school. how do we begin to figure out what are the things that we can actually push? it needs to happen. i just met with somebody today. what is great about that, is when schools have certain needs, they can cater to those certain needs. at the same time, as we think about what are the standards for some of our community-based organization partners, i don't know that you all can do that, but if we can think about how are we saying, what is the best way to support certain demographics, and how do we say these are the five things that people coming in to work with this population should all be capable of doing, or have gone through. what i am hoping to say is, you know, i've talked to reverend brown about this as well. what is the workshop, what is a training that we will ask people to go through? that is its. other than that i have to be honest, i am really grateful for the partnership that is here now

and i credit that to working with you, commissioner cook, as well as commissioner walton and the leadership of superintendent matthews. >> it is a great question. i would also say to the point of best practice that the focus on race and placed through data, that the district has allowed has been extraordinary. the pitch schools don't perfectly align, but they pretty closely do. we know where our families are living and we know where the families are who are disproportionately impacted in san francisco. we know where they are. the district has absolutely opened up a data conversation where i can track my young person, and we can look at that family and how many brothers and

sisters live in that house and i can go and work with providers. that model will allow us to keep families of san francisco and move them up with the mobility pathway. the issues are challenging, but if there is more that can be done, in confidence, there is not that many. and we are seeing that. >> i knew both of you would be honest. if we were going to talk about this we would have to be straight up with what is going on. and you all are, i would say what you say warm commanders, right? you are not going to let up on solving this. another interesting thing i want to point out, i really appreciate the generational approach.

we can't talk about literacy unless we talk about job placement, housing, and how all of this is compounding on itse itself. so you guys has been very much on top of looking at all those things. we had a presentation that spoke to a lots of this also. is she still involved in this work? >> she is. >> in what way? >> she is an advisor. you need to sizzle and the state. she brings the sizzle, to be perfectly honest. >> just to build on that, i mentioned their social equity lab is working with us on it really understanding developmental, the brain and what that looks like or it -- and the impact of trauma. i would be sure to share with you on june 29th of where we will be at mowatt and we will have the woman from duke university who is doing evaluation for us and building out the scope for us to think

about what is the training that we are doing due to support service providers as well as educators, as well as a young people and empowering in that. we are trying to build on what has been laid with the practices, but to think about how do we embed to that, and do a curriculum that can hit students, families, service providers and educators. >> thank you. >> commissioner, the student delicate -- delicate and then -- delegate and then the other commissioner. >> thank you for being here and thank you for your work. i'm really glad that we are having this conversation and i hope we can have regular updates and make sure the board is being as supportive as we can be in your work. >> sorry, can you move your mic closer? >> i need to speak up? [laughter] >> i don't know.

>> better? we are getting new mics soon enough. these are from the sixties. [laughter] so, i will speak up, thank you is what i meant to express. i do think that, you know, and you spoke to it in the powerpoint, that, you know, the opportunity to collectively owned this challenge and systemize that and the work that we do is the opportunity that this presents. when i look at what we have been able to do around data, in particular, i would love to see how we can truly actualize that potential. because when we talked about this previously, and we talked about this in our own internal work, we want to make sure none of our students are falling through the cracks and they're getting access to opportunities. whether it is through the city or the school district or the nonprofit partners. and we actually know who is connected to what and what

they're doing, and when they're not doing well, we are responding adequately. what i want to know is what will it take for us to get to that level of coordination and data sharing? division was always that, you know, we would know what was going on with all of these young people and their families, and we could respond accordingly. whether that was in our schools, or a way that this city, and with the nonprofit partners. my first question is, how did we get there? wedge of -- what are some of those barriers? and with her that we want to be able to track how we are doing. we would love to see more of the progress and where we are seeing the progress, and how we can grow on that. on the last thing i wanted to ask about was the potential for a school site liaison. i would love to hear more about how that would work, and what the vision is for that and how we can make that happen. we've done similar types of

school liaison models for other populations. how do you see -- this is for someone who works with who and four who specifically and division around that. i would love to hear more about those things and thank you again. and i think your staff. some of your staff is here and, yeah. [laughter] in general, you know, we are really happy to continue to partner and hopefully see some results. >> i will let mr miller hit some of this too. answering, starting with the position it would help explain what some of it would look like. you have been piloting with black youth specifically where there are two young people doing

the approach where literally every service provider that works with them, every time they get a text message or a phone call they meet and go to the school and they share similar data and we are looking at that and it being charted on this framework. if we had a liaison that could help us look at where they are in terms of their testing, where they are in terms of their grades, it would help inform. these are some of the people who are on both ends of the spectrum with helping inform us. and what we have found out through that is -- that the reading levels have improved. we don't have the data how much they have improved. this would help us be a little bit more intentional about to the attendants and what that looks like, and their grades, their participation, as well as

the anecdotal information outside. this person would be school district personnel so they can have access in a way that outside personnel couldn't and they would help inform us as we build this up to understand if there's a connection between what we know happened at home versus what happened in school. >> i would just -- >> sorry, if i may, there's a lot of conversations happening in the room and i would appreciate if you want to have a conversation, if you would step outside while we are listening to this. thank you. >> thank you so much. i will be brief. on the dates of peace, i would say we've made progress and there's a lot of things where we could have a separate conversation about what we are doing, i don't know the school district systems, but i have a three month old daughter and i would say, you know, if she is off track, i will stay on her until she is on track, as an

example. i think that type of persistent commitment with our focal population across multiple schools and multiple grades and the life course is really the data we need and there were brilliant people including ones to my left were working on things like this. what happens is a transition point we lose our focus and i cannot look at the data and i know if i have a fifth-grader who is chronically absent and if i don't catch it soon, i know what they will look like as a tenth grader. this is an all -- it's not that many and i think dr matthews was right in that we need to get more granular in the on track and off track to get bigger outcomes. >> the resolution that is in your folder, that is something that is going before the board of supervisors. it is modelled after what is

going on in minnesota. chicago has launched something similar. we're trying to build on what is happening in other places, and to feel it out. it is a small population in terms of what we are talking about. it is a small subset. >> student delegates? b i want to thank you for giving us your ally ship. i really appreciate the work you've done in the culmination of that work. i appreciate the youth council you put together and one of the core values of the council -- because of that, we really would like to hear more from the students as well on the student advisory group that are part of

these backgrounds. if you happen to have any prospective things that you might want to be part of the group, let us know. we really would like to, in the upcoming years have more diverse voices and we would welcome it. we look forward to a partnership with you. >> thank you. great, thank you. >> i want to thank you for your presentation. i know i've had a lot to say and i had limited time. i want to talk about the safety initiative right up. it is very... it showed movement in young people. i think this is really very, very good. we hear about how negative those

are and it's hard to think about what we could do, but this demonstrates there are things -- i have two questions. one is the responsibility among the officers involved. secondly, what does the future look like? i would like to know next steps on this. >> thank you for this question. we are working with stanford to do more be back from the officers this year but what they had from the officers as they wanted more engagement with the young people. they thought it was beneficial and they thought we should actually do the project with more officers. this year, what we are doing is working with the police department to do training with the officers before they work with the young people and to build that out to think about how we do that monthly. that is at this year, we will

launch a doing monthly meetings between the police and between young people, and we are very fortunate that those young people get paid to participate in the program. de cys has allocated funding. a substantial amount. the young people who participa participate, 100 plus get 20 hours a week at a minimum wage during the summer. that has already been funded for the next five years. and then it also has funding for the 20 plus college age students who return to san francisco during the summer. the data i didn't share, which is exciting, is the 20 young people who led those cohorts last year, of the 20, 80% of them were african-american. there were multiracial where the remaining. all of them are in college,

whether it city college or a front for your university, and all of them are from public or subsidized housing and are leading these initiatives and making presentations to policymakers and bodies here in the city. it is very impressive and at this point, it is continuing for at least five years. >> one last comment. for my day job i am a member of the human rights commission, and let's see, on june 26th june 26e will be a film screening "race, the power of an illusion" which really informs the reasons why government agency like the school district or city government are really obligated to do more racial equity work because it started with state sponsored racism. so i really recommend this screening on june 26.

>> i know the commissioners had asked in the past if we could have representation from the districts, maybe next year, for the next cohort, perhaps we can have school district personnel participate twice a month, i think they meet. it is something to think about. i think there was something else, but as i get older, my thoughts don't last long. >> okay. welcome to my world. any other comments from board members? this is an interesting angle to be discussing. just a couple of things. first of all i wanted to appreciate the two a few, you know, the deep love and respect i have for the both of you, and it has been a very long time since we've been able to

actually have some honest conversations around race and equity. you know, and whether it's here at the school district, or in the community or at the city, you know, you and i are deep in the trenches around equity and there are times when we have to stand up differently in order to make messages heard, or to give examples of community that are in some very vulnerable places. the idea that we have city leadership in the human rights commission, which i think speaks volumes about where the voice is coming from, and who has been helping to manage these issues and challenges is really critical. and the leadership hopes. we are the crux of all challenges. particularly, for those of us in the school district who don't

have kind of the day-to-day know of what our families are experiencing, right? what do we get and what we see, and what we try to manage is what happens between the 8-3. and the social challenges that our young people are experiencing on a daily is horrific, sometimes. and so when schools become a safe place, when teachers become the caregiver, when -- on the social worker, and the parent, at a variety of other things, those are really critical relationships that we rely on you to help support. so there's a lots of their that i think is really important, and i think it will be critical for whomever the next maker is that they pick up this work and walk side-by-side with asked, you know, whether, you know, there's no jurisdiction, and we proven

time and time again that a partnership can be had, and it is valuable and important that we walk side-by-side on it. that is staying at one. think two is the idea of the experience and exposure that you provide young people, you know. these are the opportunities that we talk about. that many other young people get but ours don't. how do we make this a natural and normal course for them? how do we make them feel like this is not an odd place to be, or that this is a gift? or this is something that, it is special, but instead this is something they should be expecting, because their parts of society as well? so you started this track of normalizing a lot of that for our young people, while building leadership. i think that is another thing that is important to speak to,

you know, i love the pups and i have so many and i have been, you know, as i am going through all of the series of what is in my bookcase in my office, the books themselves are the tangible peace that makes it all real. but it's the authors that you bring into the room that looked like our students, that bring to life their stories, because they are so similar to those that wrote these books is what i think is really powerful and again, it brings up a level of what i can do by seeing these authors. you know, that is one of those areas that i think is critical as well. it is not just the book, but the writer and the voice that so

many of our kids connects to, and lastly, you know, you had mentioned that we wrote the resolution and we were a little it would love to hear more about what you are discovering, because i think that has been one of the biggest challenges for us, is the idea that we recognize that, you know, they are a vulnerable population and we recognize they need additional support but we have not been very good at what that support looks like. as you are digging up more of that, and as we are taking up more of that, let's make sure we can act on that. that is a commitment we've made to the community. we want to make sure that we fulfil that promise. thank you for the commitment and the work you do in our communities, and for the equity lens that you use every day to ensure that our students get

what they deserve. are there any other comments on this particular item? okay. i have no public comment on this. thank you both for that. that leads right into the next item that we will be going into, which is the update on the in support of the achievement and success of all african-american students in san francisco unified school district, and the partnership between all of you to help us build this out has been tremendous as well. landon dickey will be presenti presenting, superintendent. >> as he is getting ready i do just want to say a special thank you to him and for his leadership. when i first stepped into the seat i felt like i was the last african american male in san francisco and then he came. it is good to have. no pressure. never any pressure. [laughter] so it thank you commissioner and

board superintendents. as a follow-up to my brother and sister's presentation, we wanted, or i wanted to spend some time highlighting the connection between my brother and sister's keeper on the african-american achievement initiative provided to public -- problematic updates about work that is led by benefits probably from our partnership with my brother and sister's keeper. so this presentation assumes some background on all leak, but i want to highlight briefly that my brother and sister's keeper really, you know, along with several other communities' efforts lay the groundwork for the african-american achievement and leadership initiative. in 2014, the city adopted mbs k. in 2015 we officially launch the african-american achievement and leadership initiative.

since then, there is been alignment between our values and our work. some of those values, and some of the vision is an apostolate -- unapologetically lifting up the gifts, dreams and strengths of our most underserved youth. and really emphasizing that black lives matter. thinking comprehensively across the life force. mr miller mention transition points and it is part of our work to ensure that for the entire school experience of our young people, but across transitions like eighth and ninth grade, they hear there is tailored support and programming. to do this work, there needs to be sustained accountability. this work takes time and takes intentionality and focus. that is something that we as partners a hold of one another accountable for and we expect to be held accountable for.

we also believe strongly that our community members and partners need to be in front of this work, because there is many organizations and people who have been in the city for a long time who have been doing this work behind the scenes that we want to bring to the foreground and use their expertise to form the work within our system. i just wanted to point out, as mr miller and mr davis mentioned, we obviously have under dr 's matthew's leadership, the strategy for 28 schools. as we think about it for our problematic areas that address upper-level grades, we think that there is a few key areas of alignment, being our use of data and how we are using data to hold conversations with our school side stakeholders to support students at the need for cultural humility and our programming and the importance

of school family and keep -- community partnerships. those are the things that we will draw out and sharing these updates. i wanted to first share, again, they have this focus on the life course and transition point. there has been a lot of work, you know, we first started looking at students who are moving to postsecondary and it really helps eliminate to the need for us to backwards map support for our students so they can successfully navigate through high school in particular. the black start rising program is a program that focuses on rising -- supporting rising african-american ninth graders who are in the academic middle. gpa from anywhere at 1.8-3.2. it is a cohort phase readiness program that has a focus on stem. we want to make sure that we are starting to expose our young people to stem earlier on in their academic experiences and providing them pathways to the

high paying jobs in san francisco. to the partnership of my brother and sister's keeper, they are able to earn stipends for their participation and internship experience which has been huge, and grateful to the human rights commission for making that possible ultimately matriculate to a prophet year college or university. on the right side of this slide is a demographic shot -- snapshot of the students during the first year of the program which was last summer, you see the majority of those students that were in the program had not met the standard under the math assessment and they had a special education pathway. and students were recorded just recruiting from all throughout the city with a plurality of students in the 94124. what have we learned from this

particular effort that has a focus on a discrete group of students? we saw from students participation in the program, which entailed three weeks in the classroom focusing on algebra readiness and project-based learning throughout a program called mathematics, engineering and science achievement in a five year internship. at the end of the three weeks, we sought students scoring higher on their assessments, and at the end of their internship, reporting greater confidence in their ability to enter into a high-paying career. as we look at the progress of the students over the course of the fall semester, we see students who are on tack -- track down the district average. and we are hesitant to point out causality, because there is a number of factors, as of the fault snapshot, they are doing fairly well and we know there are students within the cohorts that need greater support as well.

as we think about some of the lessons learned, and what it takes to support a cohort of students through any program, we saw the need for there to be an ongoing sequence of advance plants throughout the year to maintain the engagement of the students in the program. we saw the transition through high school by the students impacted by academic and nonacademic factors. just in terms of readiness for the rigour of courses in high school and not academic looking at things like attendance and mental health and supports we needed to have in place for students as they made that transition. those are some of the things we noted in supporting this particular cohort and thinking about any cohort model, and intentional data tracking, there is the impact of student mobility in the cohort. that graphic is a little blurry but we saw that, you know, of the students that we extended about 37 offers and students to

to participate in the program and we had about 13 students who dropped out, either they didn't arrive for the first day or throughout the three weeks cake, they made a determination to not complete the program. and we also saw that it was true for some students -- and thinking about a transition program through eighth and ninth grade, there some students enrolled or planning to enrol in charter schools that ended up not completing the program. that is what landed us on that cohort of 14 for the data points they use are represented. the other five did complete the program where students that later in the summer decided to matriculate to a charter school. on the right side, you also see a breakdown of the algebra one followed grades or the cohort, and i already briefly mentioned the ontrack status. looking at another program that

we operate in alignment with my brother and sister's keeper, one of the first efforts we put in place was an effort called a african-american postsecondary pathway where we focused on partnering with community-based organizations in our schools to help keep students on track in high school and provide them support as they graduated from high school. we honed inast year on three schools, comprehensive high schools. you see at the top of the slide, 254 african-american students throughout the schools. we relied heavily on partnerships with community-based partners that you see listed on the slide and worked closely with school sight staff to host meetings every six weeks, focused on monitoring data related to ontrack rates, and also grades.

we were routinely holding these meetings, reviewing how the cohort of students was performing, and talking about different services that could be provided to the students, in order to support them in getting ontrack if they were off-track, and in those conversations we had conversations about strengths and gaps in terms of services that were offered at the school. on the right side of that slide you see the breakdown of students who are on track in the schools at the beginning of the year which is a little bit less than the district average similarly for an gta and lower than the district average in those three schools. when we think about the outcomes there, the district is in the midst of tabulating results in terms of ontrack rates which is the main measure we look at. ontrack rates are articulating the number of credit students have earned towards graduation

-- graduation. what we have a peer is a tool we use of what isn't happening for african-american students in those schools. we have a set of services that we expect to happen for all students that are in the tier one bucket. transcript reviews of four-year plans and family orientation, academic support and college exposure, and services like tutoring and teacher a great track ends and one on the for tier two and tier three students that are more off-track. what we have found is a transcript reviews and credit recovery enrolment happen fairly consistent -- consistently offsite and we saw there is a greater need for a structured family engagement, prophet year planning and college and career exposure for our students. we sought happening at varying levels of the three different sites, but there is a clear need for greater consistency and making sure all of students had access to that. we had the ability to speak

directly to students in those schools and we found out, while many students have adult allies in the schools, they still have, at times, feel excluded, discriminated against explicitly and feel the need for stronger relationships with their teachers. those were things we were able to share with staff and youth throughout the year and we are using this to inform how we adjust programming even into next year. so, just to wrap up, as we think about next steps for black star rising, we are going to be, for the eighth and ninth grade cohort, we will continue to work internally with our curriculum and instruction department to implement and expand the model. we are looking to increase the investment program and provide greater case management support through financial support through the salesforce and to build out here long programming that connects students to

college and career options through the san francisco chamber of commerce. everything about the postsecondary pathway, our real point is maintaining investment insights and revisiting student outcomes to make sure we're using data points that the sights regularly monitor so they are closer -- there is a closer connection and revisiting the services that are being provided to ensure they are in alignment with school sight plans. an important component of this work moving forward, again, i can't say enough about mr miller and mr davis and the critical thought partnership they have provided through these programs, the human capital, the financial resources that they put an end to ensure some additional investment in the african-american students. with that, i will close, and open up for public comment or question. >> thank you. so i do have two speakers on this item.

>> good evening. i wear three hats. i'm a parent in the district, the cochair of them african-american advisory council and the family liaison at carver. i just want to say, we value and support the partnership with the african-american achievement leadership initiative department and the community partners like the brother and sister's keeper. will need to community partnerships that support our schools and departments like the american and american judgement african-american initiative. we need to continue our focus on uplifting and celebrating and

educating our black children holistically. we can see and we know that we will see our children thrive. we need to emphasize our needs for the black student achievement to be at the forefront of every conversation within every grade level. [applause] >> they are excited to be part of the work going forward and really want to partner with sfusd. we also want those in the audience and those within the district to think about the five essential supports, especially at the t, transforming mind set, and to the sea, collaborative culture. thanks. >> good evening commissioners.

my name is donna schmidt and i am a native san franciscan. i've attended sfusd from grade k. through 12 except for the ninth grade. my children, my grandson and my foster child has also attended sfusd. it took my strength and my courage to engage in this racist school system, whose job is to educate all students equally. it has been heartbreaking to watch other parents try to navigate through the district because they don't have engage in the political climate or contents they feel like they have been beaten down, discouraged and facing fear of possible retaliation from the administration or teachers for speaking up for the children. now that i am retired from the school district i will be working to help make sure parents develop a sustainable leadership parent organization

so they can stand up together and demand the support in changes that need to take place to help close the achievement gap. it hasn't been a significant change since the fifties and the 2018. data has shown, year after year, we are at the bottom. up and down the scale, can you imagine that this problem has existed this long, people, naming a business or call -- corporation that continues to... of this happens here. people, this is criminal. the district should be ashamed for allowing politics to divide the black community knowing that we are losing our children and population, every day. it is written, the lack of knowledge our people carry, people that train had left the station. the only way for this problem to be fixed is to stand together and remember there is strength

in numbers. thank you. [applause] >> thank you. questions or comments, commissioners? >> anybody, anybody? >> commissioner wong. >> thank you for your report. just a couple of things i want to state but i don't have a lot of questions but i want to talk about the fact we started the initiative by looking at data and understanding where the bigger gaps existed in our school district and then being intentional about causing out the fact that our black population had suffered from too many gaps in achievement across the board, from literacy, academic achievement, math, and

so we were intentional about making sure that we hired a special assistant to the superintendent to focus on achievement for our black students, and after that, we authored a resolution to make sure that not only did we have the special assistance of the superintendent, we provide resources to see where our areas of improvement will be for students a separate door suffer from the gap. then we allowed you and gave you the opportunity to develop a team and what you've done and we seen incremental improvements from that we need to be intentional about what the issues were and the second step was to bring in somebody was an expert who could look at the data and move the needle forwards. it looks like most of our success in this work has been when we partner with our community-based organizations,

and when we partner with community and we bring them into making sure that we work together to increase our outcomes. i want to say, i know we are headed in the right direction. there is some things i will highlight later in terms of the great work that african-american achievement leadership initiative is doing with you as a team, and the one piece that i left out is, not only did we build a team and bring on someone and bring resources and be strategic about where the resources go, but we also made sure that we help support our parents and make sure they have opportunities to build their own african-american parent advisory council at school sights where our children are. the only way we can be successful and the one thing that we know is common about all of our schools about our achievement is they have strong parent groups and they have strong caregiver groups. all of that coupled with community, seems like it is putting us in the right trajectory and a recipe for success. i want to thank you and your team.

we need to continue to effectually partner as we work for at her outcomes for all of our students. we have a long way to go and the only way to do that is together as a community. i appreciate you for the work. with that said, we know that there's more we can do around literacy, and earlier, we need to focus on that. these outcomes will increase if we put a heavy focus on the literacy. to director miller's point, and we talk about this in terms of truancy and chronic absenteeism and we're talking about strategies to work. in particularly with the public housing sites and low-income communities in how we get our young people to school. those will be things we have to focus and highlight in our reporting so that again, as we talk about intentionality, it is known and demonstrated. literacy, literacy, literacy is a focal indicator of how successful our young people are

going to be. that is across the board. we have to be intentional about those strategies as we continue through this work. thank you. >> thank you. when you were hired, i remember there was a lot of scepticism about whether the district would be serious about doing something meaningful. and one of the great things that i've admired about what you brought to the table is really making more schools having to account for the practices that are happening at their schools. and i think one thing we need to keep in mind is, i know you know this, the public should really understand, and i know the superintendent does, this work happens at the classroom level.

if anything, it will be truly transformative because of some of the things that mr davis was talking about, people are shifting their practice to make things, to make our educational experience to work for our most vulnerable students. as we see this report every year, we know we still have more to do. at the same time, we have, you know, these pockets of success that are happening across the district that i know you see and i see. it is not the pervasive narrative. we have a pathology around believing that everything is dire. there are some incredible young people that are making really great gains, and you are starting to do more of that work like with the rising ninth graders around math, right? this year, we highlighted every african-american student that passed the ap computer science exam. success, we celebrate in isolation. we look at people like yourself and myself, and they say okay,

they are the ones that made it, but we all understand that we are trying to make outcomes like ours normal. in order to do that, we have to see who is doing the work really well and how do we extrapolate that work? so the report that you put together gets us to that place. with the superintendent's leadership, that is the big question that we will have to settle with. how do we improve practice across school sites and not make success isolated? thank you for continuing to stay on top of that. there are a lot more places that we have her parents to get resources. with the parents pack and the black family day, all these things are things we are trying to build on to build firming spaces where we can empower teachers and parents to turn this around. you know, i think it's hard to work.

it is important work. i know that none of us will stop until we see these things continue to move. if there's anything else you need from me, please let me know. >> any other comments from commissioners? >> thank you. it seems like just yesterday, that we were working with a special assistant language for the resolution, way back in may 2015. i really appreciate you coming back to the board at key points to keep us updated on all the amazing work that has happened, including institutionalization of the african-american parent advisory council. one of the foundations of that resolution and this work. i also want to recognize a director miller from coming up -- for coming up with the slog slogan, when we were getting help from the faculty of the

harvard ed school on some of this heavy lifting that, at the time was just an idea. we just want to acknowledge the community and the families that have helped us get to this point. >> thank you. any other comments? so i want to add my gratitude. i know that this was a long time coming for us to make a commitment to fully focus and fully staff and you have done a really amazing job in keeping us focused and on task and we are starting to see those improvements. i think that the part that always bothers me around this work that we try to do, and yes, it has been a long time coming, and i don't think any of us denied that there are some challenges that we have in our communities, the idea that we as a public school system take any child that walks in our door,

regardless of what they bring with them, and we try to work with them diligently to support them, and what we filled -- built in terms of around the support pieces, and the bookend by, you know, two of our great leaders that help us to identify what else, beyond the academic portion of a young person's life is needed for them to be success up -- successful pork, you know, we are working really hard to make great improvements on an entire system. and in all of that, there are, i think we've recognized, through your work, where we need to be much more focused and much more intentional. and we are starting, we are calling out the areas that we need to be much more focused, and much more intentional. and so i want to continue to support that work and continue

to support what you need, you know, to make this work a reality. i don't think there's any money in this country that has been able to make the kinds of movements that we would expect our students, particularly of colour to make and that is the big mystery. we all feel like we know what the young people need and we have been trying to do some really large and deep investments. it goes beyond -- it goes beyond what is happening today. this has been institutional racism that has happened while before any of us where around. we are talking about a society that has been treated as a certain -- as second-class citizens for an extremely long time. i feel very lucky to be in a district where we are paying attention to this and not in a district where others will not see the light of day because we

are not even talking about them. we have taken a very large step in calling out what it is we are faced up against. you know, i also do not want to go ten steps back because we are not able to work as a larger community to talk about what our larger community needs. so, with that, if there are no other questions or comments and i want to thank you for your continue to work and we look forward to hearing another update in the fall. great. again, mr miller, and it director davis, thank you for joining us this evening. it is a pleasure to have you in our boardroom. thank you. >> okay. we will go back to our agenda. item two, any appointments to the advisor community for board

members create seeing no appointments, we will go into section c. which is a consent calendar. i need a motion on the consent calendar. >> we do not have any public comment. any items withdrawn or corrected by the superintendent? >> no. >> any items your mood for first reading on the board? no. mr steele? no? >> no there are not. >> so, roll call bleak . [roll call]

>> okay. our next item is the discussion and vote on the consent calendar for separate consideration and there were none tonight. there are proposals for action. we have two i terms this evening. one is a superintendent's proposal. this was moved and seconded on april 24th, 2018. can we get in a -- a report on the budget meeting? >> commissioner? >> on this item, the board moved this forward with a negative recommendation.

>> thank you. >> the committee, not the board. >> that superintendent if you introduced this? >> reading the recommendation into the record will be hired director of policy and planning of charter schools, mr mic davis. >> thank you, dr matthews. superintendent's recommendation including the leadership academy charter school petition, authorization to deny the petition. pursuant to california education code section 476 '05, the academy inc. submitted a petition for the approval to the san francisco unified school district, and whereas pursuant to the california education code section 476 '05, the board of education the district is in receipt of the petition effective april 24th, 2018.