so nice. okay, can i get all my commissioners back, please? we have a lot on the agenda and we still have public comments to do and we have many, many items. if you are not paying for the board meeting, would you kindly step out of the boardroom? all right, you guys have to back me on this one. [laughter] i need to, if you are not going to be standing in the boardroom, would you kindly move out so we

can go on? we have a lot of business to take care of and still a lot of speakers. please, move on. i am going to move, if it is okay with oard members, i am going to move up section k., item two, which is a section of rules under resolution. i'm doing this because our student dealt -- delegates who usually leave at nine, this is their last resolution. we want to honour that. if there is no objective from my colleagues, i would like to move that forward. seeing no objection, this is section k., proposal for immediate action. item two, i need a motion and a second for suspension of the mould -- the rules. in support of cannabis preschools. if you are not in the boardroom

for a purpose, if you would kindly take it outside, we have a lot of business still. thank you. this is authored by our commissioner and student delegates. i need a motion, sorry i need a motion for the suspension of the seconding of rules. >> thank you. i need a motion and a second for formal introduction. >> second. >> sorry, we need just a -- >> we need a vote for the suspension. thank you. [roll call] thank you. >> and we have a motion and a second for formal introduction. can i get a reading, please? >> i would like to invite to the delegates at the very last seating to read the resolution for the record. >> thank you.

commencing the reading of the resolution. whereas recreational cannabis is legalized in california on january 1st, 2018,. >> of the effects cannabis on youth have been yet to be comprehensively proven, they suggest that cannabis can potentially cause health and developmental issues and use. >> whereas the san francisco board of supervisors has implemented san francisco planning code section 202 mandating 600 free spaces between public and private school property, and distributors and providers of cannabis have launched large-scale advertising campaigns and state such as oregon were around 58% of adults were exposed over the course of one month. >> on june 22nd 1999, the san francisco board of education past the commercial street schools act for banning tobacco

is a subsidiary food products and educational -- a in educational settings. in 27, san frano municipal agencies voted to ban commercial advertising of cannabis and of cannabis products, businesses and services to limit advertisement exposure to minors. >> on march 13th, 2018, they amended board policy 3513 to reflect proposition 64 passed in 2016. you could not ingest cannabis on school grounds where children are present. >> the school distr onict the board of education adopted the current initial advertising promotion policy. in march 2013. >> all existing school grounds and the surrounding areas are subject to the advertising exclusion policy, and... >> it should be resolved at the existing policy should strongly

discourage advertise of any cannabis products or businesses or services in a 600 radius within school grounds. >> it states the sale or distribution of any cannabis project to a person age 18, 19 or 20 is prohibited. >> be it resolved the sfusd supports the assurance that every person who has been granted a permit shall post a sign or other notice in their establishment stating that in san francisco it is unlawful to sell cannabis products to persons who are under 21 years of age. sfusd supports that finds door signs or other notices maybe placed in a skimpy -- conspicuous location. the letters are numbers on the science are noted that the

message is readily visible. >> further we resolved that they understand and support the mandate that the director of publlthicea made uprules and regulations in section 19 p. daughter for. the director of public health may enforce this pursuant to articles in 19. >> the sfusd will support the components of the proposed legislation and ordinance numbe. providing information to students. along with the san francisco development -- department of public health.

>> thank you so much. i don't have any public speakers signed up for this resolution. comments from the board of the superintendents? >> i would like to get the kids to talk a little bit about the origins of this effort on the discussions that they see and i want to make one brief comment. >> thank you commissioners. first i would like to thank you for supporting us on this resolution, being our co-author. the origins were from sac and we believe that it was important with the legalization of recreational cannabis to prevent advertisement exposure especially to the younger students to prevent premature exposure to cannabis usage. that was really what brought about this resolution. we wanted to make sure that advertising was strictly discouraged around school

premises, and because we've already seen the board passed resolutions regarding commercial advertising, we thought this would be a great way to make sure that youth were -- sorry, make sure use do not have unnecessary exposure to cannabis and it's products. >> anything to add? >> no. i want to remind my colleagues that in february we saw many school students sickened by cannabis laden snacks. it is a very serious issue, and i hope you will support this effort put forward by us to the delegates and the sac. >> thank you. any other comments by the commissioners? all right. i will be supporting your resolution. i think it is important to say

this out loud, especially with the legalization of cannabis. we don't work -- there is a new office in the city and we have been working with them to make sure that this is kept as far away from the school as possible. i really appreciate that you set this resolution in motion as one of your last resolutions. is -- if there is no further questions or comments? >> yes. >> yes. >> yes. >> yes. >> yes. >> thank you. >> yes. >> thank you so much and congratulations on getting your last resolution through the board. [applause] at this time i would also like to dismiss you from the board. once again, congratulations. we are proud of the both of you and we want to thank you for your service on the board of education as our student

delegates. you are dismissed. thank you. all right. as our delegates are departing like i will go back to where we left off which is item two of section e. proposals for action on the nexus approval of the board policy 3110. the transfer of funds moved and seconded at a prior meeting of the board. the superintendents and general counsel to introduce the resolution. >> thank you. tonight we are asking that the board approved for policy 3110, the transfer of funds. >> thank you for that. i don't have any public comment on the site in.

any comments for the board of the superintendent? seeing done, roll call, please. w -- w [roll call] >> all right. public comment, section f. this is public comment and general matters and i have several people who will be speaking. >> miss marshall? miss marshall? we have a lot of people that need to speak, miss marshall.

>> and public comment i have several people. miss marshall, this is only going to disrupt the people that have been waiting to speak. i will call your name, and if you would please line up, and you have to watch what minutes. allison collins, lynn jones, joanne abernathy, melonie diaz gomez, tracy brown, lisa lee, josh davidson, rafael picasso, margaret ray as.

thank you. >> you can begin. >> thank you. they are still debating. and i want my issues to be recognized. >> go ahead. >> good evening everyone. i know we have had quite an eventful night, and we have a lot going on right now but i ask that you will open your ears and your heart and please be attentive to what i will address. i first want to state that as a professional i have worked at dr martin luther king met a school and a high school. i was formerly the director of the. health leader program.

>> can you state your name for the record? >> my name is leticia jones. i went to malcolm x academy. i graduated from celebrate in high school. third generation bayview hunters point and my kids are now proudly fourth-generation. all of those titles, all of the titles that i have warned -- born, what brought me into night is as a concerned parent, in my heart has been broken over the last couple of weeks as my son started new traditions elementary school, two months ago. he started the school and he has had his face spirit and, he has had issues taken off and put in the toilet, and none of those issues are properly addressed. they were softly addressed. what happened, what brought me here tonight is in a field for parents and students, and everyone else who is at a community event, his teacher began to scream at him, he doesn't deserve to be here. i asked if we could speak about a matter that had just happened during the game. i said excuse me?

he doesn't deserve to be here and we are suffering now that he is here. i said excuse me? you will not this respect my sound like that. you will not respect me like that. there are children present. can we please move to the side. >> i don't have to talk to your, i don't have to talk to you. he is disrespectful. just like you. this woman knows absolutely nothing about me. my husband and i support our three kids and we don't ask for handouts. all weight demand is our dignity and respect. this woman has been forced to apologize for my son which does not necessarily bother me because i want my son to have a process of an apology so he can understand that he can believe in the education system. i just want to say that i maintain my composure. because i understood that that was a critical moment for my s son. the education of his own identity. i have to show him that even when people reject you and are

hostile, you can choose your actions. what happened after that as i went to talk to the principal and you said though she had you have a strong personality and you are articulate maybe that can be intimidating. now, we have worked through this matter. sfusd has been responding and we are moving forward in resolving its. however. my son has to stay home because he kept questioning me about, mommy do i have a disability because i am black? he has been hurt, and he has been traumatized. i am asking you all she really begin to look at policy and change policy so if a parent and/or a student come and report that there has been the egregious behaviour and racial commentary, that this matter is investigated before the teacher post back to the classroom. my son stayed home while that teacher was still able to teach. i just want to talk about implicit bias training for all staff for implicit and explicit

as well as to address racial matters with our school. thank you. >> we appreciate that. [applause] >> next speaker, please. >> this is my sister. it is really funny. you never know discrimination or how bad the issue can be for the children until it hits home. we have the capital to move my nephew out of this building and put him in private school. i refuse to let my children go through the mess that i have. but when we look at that, my sister is 35 minutes away. and so many parents. when we post on facebook of what happened to us, we continue to give black parents all around the district different incidents

that were happening in the school. too many black parents are fighting individual schools by themselves. so we have started a black parents united because we're tired of begging. colorado has online schools that provide teacher support. san francisco needs to be more innovative to look at innovative staff. if colorado can look at online schools and learning centres, if there were churches, clergy and everything. this is not the way. we are fighting for charter schools and public schools. we want equality and we want our children to go to school and be supported. not told they don't deserve to be here. one parent who came here is too shy to say at her child went to rooftop last year. she said when her child got off the bus, the bus driver it was so rude that he actually hit her child. they only investigated it in the

school and they acted like her child was at fault. that is not the only incident. i knew an incident at rooftop -- rooftop this year. i don't have to yell or argue. i know how to organize correctly to make such a change. because this is not, this is not only san francisco schools. this is throughout the states, how black children are being treated. san francisco who calls itself out to be liberal, to be progressive, we are not creating better innovative ways to teach our kids, our black children. when everyone, we are always at the bottom. that is what i'm saying. parents, i speak to all of you that have black children. we need to organize and make people accountable for our children. [applause] >> next speaker, please. >> my name is melanie bowman.

my daughter attends the cleveland. there is an incident that happened on june 4th that one of the neighbours had a gun and the pice came in the school, which i think, from my understanding, the school is supposed to be shut down. it didn't happen. it took a long time. nobody notified me until one of the parents told me the next d day. i went to speak with the principal on the principal said they talked, which i never received the call. second of all, i felt like the principal was shouting, screaming at me, which i told him he is not supposed to scream at me. i feel like this school year has gone all the way down and i haven't seen any changes in the school, which i am telling you to put in my shoes, everybody

has kids here. what would you do if you are in this situation? you will be terrified. i need changes. i am in my daughter's voice. nobody else. and the rest of the children attempt at this school. i want you to understand that we need to have a change in the school. so, as a parent, you know, it i hard to hear this kind of behaviours. and people walking in and out with guns which is terrifying for our children. so i am asking you to put in my shoes to try and understand that we need a change. we need better, you know, -- if something is happening, notify all the parents. every year they put emergency calls and we fill them up and we don't understand why we don't get a call like that.

>> thank you. >> you are welcome. >> next speaker, please. >> hello everybody. we came from school and we support our teacher. he is a new teacher and is very good with our kids. he supports our kids with behaviour problems. like investigation in the computer. we want our teacher to stay in the school because we need those kind of teachers. our teacher was new and we went and they did not even know the kids in our school. the teachers don't come back. she went on maternity leave and she didn't come back. he is very good with

communicating with parents. even though he said, if you have a question about learning, your kids can call me. i am here to help you. we want that person in our school. if someone wants to talk about the change, then they did help kids. >> i'm sorry, before you began i want to remind our speakers that first of all, we don't respond to you. we do not respond to you. secondly, we want you to refrain from saying employee's names. other teachers or principals. thank you.

[speaking foreign language] >> good evening. i'm calling from enamel and she school -- from an elementary school. i am here to talk about all the children, and for our teachers. these teachers i am talking about, he is a very efficient teacher and we are said that he is leaving. he has helped my child who has special needs. he has been able to help my

child a lot. [speaking foreign language] >> my daughter has special nee needs. she has learning disabilities. very, very strong learning disabilities. but with these teachers, she has been able to make a lot of progress. these teachers have been able to help her a lot, because he has been very kind to her and helped her a lot with her special

needs. she has been able to participate. [speaking foreign language] >> we would like for the teacher to go back and come back to our school. mostly to prevent the sadness that is among our children. all the children with special needs. he has a lot of children with special needs in his class and we would like for him to come back. >> thank you. >> next speaker, please. peaking foreign langua

>> good evening. my name is... i'm here to talk about the schools. i would like to wish you a lot of blessings and wisdom to deal with this issue that we have here. i also have a child with special needs. i dealt with a lot of schools with my child. i had been in about four schools already. [speaking foreign language] >> the school, when they hired new teachers, i was really concerned because i thought i was going to have to deal again with a battle with a new

teacher. [speaking foreign language] >> but when the teacher talk to me, he was able to calm me. everything i knew about my kid and everything about my kid, my teacher -- this teacher was able to tell me about it. something no one had ever done here. [speaking foreign language] >> my son has therapy at school. this year was the first time that i could be at peace with my

kids being there, because i knew there would be speeches -- teachers and she would get what he needed. [speaking foreign language] >> thank you. >> i hope the teacher can combat just come back to the school so he can provide the help he has been providing to the kids in the fourth grade. to kids like my child with special needs. i hope that we can all be a better school, better teachers and a better community and we can work together. at that is what we need to do to move ahead. thank you. [applause]

>> good evening. my name is mark. i am part of three children in the public school. tonight i come to talk about these teachers in particular. he shares a lot of things with my son's cloth -- class. what i saw, you did an amazing job and he made connection with the family is. regardless of gender, races or, you know, people with disabilities. and i need this kind of professional in my school. because too much politics going on inside the school.

i am the president in my school. still, i tried to learn a lot of things, and i see a lot of bureaucracy and politics. that is why this happens earlier. you don't want to work today, tomorrow we might go into that. that is why we need to put everything in front of our children. please, can you do me a favour, for this teacher in particular to come back to the school and give them a chance to get a job. thank you very much. [applause] >> i'm sorry. i have a pocket.

we are getting bored with that. thank you. >> thank you. you can pass it on. next speaker, please thank you superintendent and board of education commissioners for allowing public comment. i am here before you to ask for your investigation and reevaluation of the evaluation process of the review. the last time i was here in this boardroom i stood before 12 panelists in may 2013. this is how i began my presentation. both parties agreed that the perspective of the evaluation is to assess teacher performance to maintain and improve the education quality in the district. this is met with mutual respect, shared knowledge and trust between the parties and evaluation. at that time the u.s. as set --

the u.s.f. president said you were the first president to receive more than one fourth and teceed standards for the hing profession. i believe in the system because -- >> i'm sorry. can you tell me your name? >> my name is lisa and lee. i believe in the system because, perhaps because i successfully exited the bar as demonstrating high performance levels on the cft p. it states that teachers can only participate in part one and they made a exception for me to be on par twice because i was told someone up there likes you. and yet i was repeatedly given these improvements or -- as unsatisfactory by my principal despite 11 years of teaching at the same grade level which became a california distinguished school in 2014. and other person up there said, for some reason, you do well when you are being evaluated by

your coach but not evaluated by your principal. you have been a part twice. we can't keep doing that, it's expensive. a year after, they issued a 90 day dismissal. i'm asking for your investigation for the reevaluation of the process. principal assigned evaluations under penalty of perjury under teacher may seek another pair of eyes with a professional advocate. during jury duty, instruction, everyone is bias. we must avoid subjectivity and be objective. everyone in life is open to some possible doubt, where the real or imaginary. you get the picture. by the way, do you know why that i know might principal wasn't accountable to the process? because he never said congratulations on passing it. thank you. >> next speaker, please.

>> hello. thank you to the san francisco school board and dr matthews for the opportunity to speak tonight. my name is margaret riaz and i am a teacher in san francisco and i am an employee. i am here to officially request that the partners act in compliance with the education code form and evaluation committee. there is a need for staff members to have a committee to appeal when an employee believes that the evaluation process is being abused. the current grievance process is not serving the product -- the purpose. i can assure you the person makes rulings on grievances the director of labour relations and to the party director and a person in hr that i don't even know were all involved and blind cced during my 2016-2017 evaluation process. how can labour relations make a ruling on an evaluation grievance if she herself were part of the evaluation? i am here to appeal to the board to allow staff members to have

an outside labour advocate who is not part of the sfusd partnership. be a part of the evaluation ocess that staff member chooses. i'm here to appeal to the board to make it mandatory for evaluators and administrators to sign evaluations under penalty of perjury. i also request that all administrators attend training and the board has been aware since december 262017 that told you that various groups are being evaluated differently. you have a never refuted that data or the e-mail or the whistleblower at letter. furthermore, the current code -- cochair as published successful notes from the playground where he makes multiple -- multiple references to female teachers and makes direct comments about women's age, years of teaching and body size, had not-so-subtle, not so subtly implies these women have the

ability to perform the classroom requirements are impeded by their age, years of service and body size. i hope the board will begin to demand that administrators model fair and honest inclusive practices, and i hope you will see that an evaluation committee is not only part of the law but also needed to. thank you for your time. >> thank you. >> next speaker, please. >> hi my name is alison collins. i want to speak about charters in general. as we see tonight. this is becoming more of a regular profit. charters are coming into the district and their demanding space in our schools. while we have been learning about charters, what i have been learning is that they are taking public dollars but they're not doing the same things our schools are doing. do not held in the same requirements. i have learned that charters are not required to offer free and reduced lunch. they don't have to report the

students that are pushed out of their schools. they don't serve many of them, many of them don't serve newcomers, students with special needs, or homeless students. they don't have too high or credentialed teachers, and in many cases, they don't follow due process laws for example,, in the bay area, there is data that shows 60% of students between their fifth grade year and their eighth grade year leave. that is 60% attrition rates. based on their own data they have a two-time higher suspension rate for black and brown students and a zero% expulsion rate. that makes no sense. and yet they refused to provide the district with data, explaining who their students are that are leaving their schools whether they are students to have learning needs or they are students with disabilities, or newcomers. i am standing up here to ask, there is much more. i know the district is

constrained by state law, but there is much more we can do as a district to hold all charters accountable or at least make it visible, the differences. we also know that not all charters operate this way. some charters have union and some make an effort to make it for special needs students. that is very opaque for many families. they believe that they are going to a public school and they may not know they are not guaranteed things they're getting. i encourage you to author legislation that will make that more visible for the community. thank you. >> next speaker, please. >> hello. thank you to the board of education for being here for so long. i wanted to thank you guys for the mission education centre. we did have a rally and a big fight to keep them out of mission education centre and keep the space for the newcomer students. i want to thank the board members for helping to make that

happen just happen and listening to parents. i want to honour you guys because i know you are listening to parents by the vote you just past. i want to also mention, i'm sure you have received the democratic county committee resolution on charger accountability. i am hoping you guys will consider passing something similar. the latino democratic has signed off on that yesterday. the mission democratic has signed off on it. and we also signed off on it. you should be getting those letters as well. i stand here before you as a proud public school graduates. there was a lot of controversy about people not being part of the community. i want to say, i graduate admission high. my husband works for the school district. my daughter graduated from independent studies, and my son works at philip burton, and he

graduated from john o'connell. my other son graduated from lincoln and i graduated from mission high school. we are here today because at the end of the board meeting you will be honouring my mother who passed away on may 20th and they wanted to thank you guys for doing that. she was somebody who was an advocate, as you see her daughter is and my family is all here today. they support all of these rallies that they do and it is something that they do like what a native san franciscan does. i don't want to let other people come to you guys and talk to people not being part of the community, because we are all part of the community and we stand in solidarity with all the schools that are facing gentrification. thank you. >> thank you. >> there were three -- >> my card. >> right. okay. there were also three others. joanne abernathy, josh davidson,

and rafael picasso. are any of you here? go ahead, please. >> and steve seltzer. i think that this issue of charter schools is it destroying education in san francisco and california. the school board is spending all of their time talking about charter schools. they're not talking about how to build the public schools. that is what is happening in every school district in california. the charter school chains are coming in and they are spending time on charter schools. which ones? overloading charter schools in poor african, american and latino communities. they are resegregating the schools. what is going on here in san francisco, is ethnic cleansing. the african-american community is being driven out of san francisco. they want to build condos. the region -- reasons a lot of students can't come to school is they are sick. they are sick from the shipyard. they have been poisoned. they are 50% asthma in the community. that is one of the big reasons that kids don't show up in

school and we have to deal with a health crisis that we are in. it is a healthcare emergency. that is something that the city is refusing to respond to. amy who it's with the county of san francisco are saying people are getting sick. because of stress. not because of real environmental problems. she has paid for... this issue of corruption, and you laugh about the city. it is a corrupt city. you covered up the fact that people were saying that is that -- that claims are being falsified. where is a charter school being caught in? malcolm x. who is supporting that? and then here tonight, talking about, you know, social justice. and then you talk about putting

a charter school at malcolm x academy? that is not social justice. that is attacking the african-american community, in my view. the question of bullying. you talk about social justice. there is an epidemic of bullying against city employees and teachers and staff. that is a health issue. this is not addressing that. is part of the bullying that is going on. it is a secret program. we are spending a million dollars in the last parcel tax on the part program. it has to be terminated and exposed. it is a correct cloak -- program bullying that teachers in the city of kent -- san francisco. >> that closes public comments. section g. we have three items on the first one. it is a motion, item one i need a motion and a second on the word of contract for the

purchase of strategically sorest mail delivery services between the district and revolution to superintendent. you have stephanie. >> yes. tonight, we are reading the item in making a presentation.

>> good evening superintendents and commissioners. the recommended action for this item is approval and award of the contract for student attrition -- nutrition services to purchase so tragically sourced and prepared meals from revolution foods for an amount not to exceed $12,971,685. i have a presentation to share and i can launch right into that if that is okay. student nutrition services division is to be a student centred equitable and financially stable food ecosystem that provides dignified meal experiences and engages all students in eating fresh food. that is what we are striving for. our goals are to build a strong school food culture and create dignified built environments and

nourished students with good food. every day we are focused on that. nourishing students with quality food. while at the same time innovating to strengthen s.f.u. slowly food ecosystem. we know that we are working on both fronts every day. over the last number of years, since 2012, we've seen a 20% increase in the number of meals served annually. 641,000 more meals and we were serving -- down we were serving in 2012. a majority of the meals, the majority of the increase is, you can see, with the expansion of summary meals and the rollout of suffered after supper programs and the expansion into breakfast. lunch is going down a bit. that is an area of focus. and another presentation we shared and discussed that with the board. a majority of the meals served are purchased as prepared meals.

eighty-five%. fifteen% of the meals are prepared by staff. and the contract with revolution foods, which we entered into in 2012, december 2012, it was a five-year contract with an opportunity for annual renewal. it expired with a maximum amount, not to exceed june 2018. for extensions. so we entered into a request for qualifications and pricing proposal for prepared meals and delivery services. we engaged in that process because we wanted to seek an opportunity to seek an award to the vendor whose proposal is the highest quality and the best value for sfusd. the proposal incorporated the good food policy, purchasing policy, the wellness policy and the nutrition guidelines and the

vision of the future dining experience, in order to help us determine what would constitute a response. they were released on october 30th, and november 8th was a deadline for question. november 13th we had a preproposal conference and we had taste testing is on december 12th and the 13th. on the proposals were due on december 28. the process for determining the best value score included looking at a number of different aspects. there were different qualification points. we evaluated the proposal based on the per meal delivery price and the total number of qualification points. therefore offer different points. one was the level of the vendor's overall commitment to the good food purchasing plan, the other was the result of the community tasting panel.

the third was experience and approach to the required services, both of the firm on the proposed team, in the fourth was the overall responsiveness to the requirements set forth in the rfq p. so the process was a team of evaluators first scored the qualification categories before even opening the enclosed bid form fee schedule. the best value score was determined by a formula where we took the total bid price per day and divided it by the qualifying points resulting in a unitech -- unified measure that came up with the best value score. the vendor with the lowest best value score was the lowest responsible bidder -- bitter. we received three proposals. one from revolution foods and one from elp which is a tribe venture which was comprised of different companies.

all vendors put forward a great effort and a high level of commitment to the vision of high nutrition standards. revolution foods was deemed the lowest responsible bidder with the best value score. i believe, in the board, they had a breakdown of the different categories gain the different attachments. the per meal prices under the new contract will be less than the per meal prices that we are paying today. in addition, revolution foods committed to meet all of the requirements to qualify as a level three good food purchaser. this is the highest level of commitment under the most recent good food purchasing standards. just to share a bit about that,

it was something that was sponsored by, and many of the commissioners here tonight, and the board unanimously adopted the purchasing program, and directed us to incorporate it into every request for proposals in contract. we did that. there are five different metrics. the values-based framework, that encourages large institutions to direct their buying power to core values. those are local economies, environmental sustainability, value to work for us, animal welfare and nutrition. this was a signature piece. i will try to talk about revolution foods. they work, in terms of being asked, about how they innovate and how they gather feedback from students in determining what meals they are ready to provide. they meet regularly with principles and staff to solicit these back. they do taste test and focus

groups and nutrition events to collect data on student preferences. they are very proactive about meeting with students to hear direct feedback including, and from the school food's advisory fellows. this graph is an illustration of the different processes that they go through to create kid inspired, chef crafted meals. and i know the evening is late, i won't go into detail on this, but it was to illustrate the commitment to the process of continuous improvement in terms of the quality and appeal of food. all new menu items are taste tested by stf and students. last year, this y the chef consulted with over 300 students in focus groups and surveys, and revolution foods plan school menus monthly.

revolution foods is committed to introducing two updated or new menu items per month. this is all in recognition the fact there is a need for continuous improvement and we are constantly working to improve the meals that we make available to our students. [please standby for captioner switch]

>> welcome, mr. duffy. >> i'm bevan duffy. i'm a parent of a public school child who's been in our public school system for seven years, and i want to thank miss

marshall for letting us speak. i thought i had good relations on the school board, but none of you are smiling to see me tonight, so i'll just thank miss casco, who i have great admiration for. in my involvement in public schools, i've been very student focused. i'm not a great athlete, but i coached soccer fore two seasons. i read in the classroom every week when my child was a fifth grader, and for three school years, i volunteered every week in sensory motor. so i see kids, and i think the presentation -- and i have the utmost respect and admiration for miss o'keefe. i've got to say that the lack of participation and the waste of food in our school is very

concerning to me. and i would like to suggest and, you know, the data was described as saying there has been a reduction at lunch. and that's the most important time. i mean, kids come into school. hey may o may not eat in the morning. that midday meal is hugely important. so i would say to you -- and my understanding is that e.l.p. came significantly higher in terms of taste. and i would say if there are creative ways to look at involving the competitor in this with maybe five or ten of the lowest participating schools in the district, why not give someone else an opportunity to come into the schools where students are not eating the meals that are placed before them and try something different? 'cause i can tell you, the bottom line is, this is a great presentation, but when you stand in the lunch room, and you see how many kids are not eating and what their reaction

is, just telling you -- and there are a lot of people behind me. and i couldn't not make lunch for my kid because i knew my kid wouldn't eat anything that day. so i'm just asking to --ou know, there are things that seem unusual. i mean, this was a process that was done in the fall. we're in the middle of june, and it's coming here, so it's been delayed for quite sometime. i guess you're looking at a shorter contract which may be good and creates some incentive, but let's be creative. let's look at the schools that are struggling the most in terms of providing a nutritional foundation for our kids and try something different. thank you. [applause] >> thank you. next speaker, please. >> good evening. my name is miss shackson. every day we nourish our opportunities with quality lives that