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. we will comply with all timelines for review with action

as required by law and whereas the board of education will continue the level of public support for the charter school, and review the petition and all information received with respect to the petition including supporting documentation, and whereas the district superintendent and district staff have completed a review of the petition and issued a report and recommendation to the board of education regarding the review of the petition, and whereas, the petitioners are demonstrably unlikely to successfully implement the programs where the petition and where is the district superintendent and superintendent review of the petition found that it is demonstrably unlikely to implement the program set forth in the petition, it does not contain reasonably comprehensive descriptions of all the charter provisions. therefore, they have resolved the board of education shall deny the petition subject to the requirements set forth by law.

you also have before you the board of education report denial of the charter petition for leadership academy, the proposed action is staff recommends denial for the leadership academy if the board does choose to deny the petition, that the board would adopt the findings included in the staff report as the written justification for the denial. >> okay. thank you. okay. so this is what we will do. i have quite a few speakers that want to be speaking on behalf of the chartier. i will give 30 minutes to that. i have quite a few speakers that are speaking against the chart

charter. there is half a number of folks. i will give 15 minutes to that. what i don't have based on what is in my hand, is through exactly it is for and against. i have a sense of who is speaking, who is here, for the charter. no, you know, this is our prerogative to do that. i will do this so we will be respectful for everybody who will speak. there will be many people that will say the same thing. this is not about the number of people that tell us what it is that they would like to share, as much as it is about the board understanding where the community stands on this. i appreciate how i will manage this. and then, i do have some speakers who are very clear about those who will be speaking against and i have a handful that i am a little unclear

about. i will call the names of these folks, and if any of you are on this list that i will rattle off and you are for the charger, would you please raise your hand and tell me who you are so i can put you on the appropriate category. i will call them up separately. allison collins, leah fisher, susan solomon, dianne great. are any of those in the wrong category? >> is there anyone on that list who was not in the right category? >> this was speaking against the charter for the resolution that

was put in front of us to deny the charter. very good. i am going to start with the, for those who are in favor, i'm sorry, those who are opposed to the petition you will have 30 minutes and there are, i gave extra time because there are a couple of spanish speakers that we will use a translation for. sherry taylor, veronica martinez, and if i call your name in this category and you are in the wrong category, would you please let me know? veronica martinez, amalia mend mendez, erica choy, and you can start coming up and getting behind the podium. [please standby for captioner switch]

>> and michelle isnogle, sorry. [inaudible] >> it does, so give me a moment. brandy --

[inaudible] >> miley villaluna, and the other? [inaudible] >> randy markman. thank you. so the speakers that are going to be coming up now have 20 minutes, and then, we'll add time to the other side, and i'll give you that time number after i do the calculations, so why don't we go ahead and start with the public speakers. please state your full name so

that i can check you off. thank you. >> sharlie taylor. good evening to the san francisco board of education, the commissioners, superintendent, president. it is not every day that one can step into one of the greatest opportunities to change the world through the eyes of another person, yet that is the role of a teacher, whether that teacher is amazing or indifferent. that position is very impactful. my name is sharlie taylor. i'm a san francisco unified school district taylor. i received my degree from the university of maryland, okinawa, japan. also, i was employed at the united states navial regional center. these students were at high risk due to their behavioral problems and also family

issues. california ranks in the 43% pertaining to primary education but has the top ranking universities. the demographic of this private and ivy league universities are not predominantly reflecting the students of color. 32% of students of color attend a drop out factory, compared to 8% of white students. drop outs commit 75% of crimes. every 26 seconds, 7,000 students drop out every day. our high school drop out earns $200,000 less than the high school graduate. in addition, a high school drop out earns $1 million less over his life compared to a college graduate. majority of our pacific islander and latino students

failed math in the california state recent exams. the mayorial booker leadership academy will provide annen riching, engaging excelling curriculum for our parents and community especially for the forward advancement of our students. we have witnessed this in motion when we recently had the opportunity to visit a charter school in the san francisco bay area. we are not the enemy, we are here to assist the san francisco unified school district in closing this enormous achievement gap. we are in favor of collaboration. although we have different strategies, we have the same goal. one day, our students will one day say i will be proud to graduate from a san francisco unified san francisco system, and let's not get it twisted. we've seen all of these statistics about how great our african american students are

doing. that's not the populous we want to reach. we're concerned about the students that have fallen through the cracks, so it is very important that you approve this petition because it is a high percentage of our african american students who are not achieving. that is the gap we are concerned about. we are not concerned about those who excel in a wonderful, wonderful level of expertise, who go onto college to become major doctors and lawyers and attorneys. we are concerned about the large percentage of african american students who never get served, so let us help you help them. zbl good evening, members of the board. my name is veronica martinez, and i'm not go to college, but i'm a mother.

and every single day, i get good education for my kids, and i'm up here because this is what we want for our kids, better education. i don't speak -- my english is not good. i came 18 years ago. my husband is born and raised in san francisco, in the mission district. my son went to public education many years ago, and he got exactly the same problems as my husband have long time ago, and i don't want this for my child. i want better education. i want my kids to go to college one day, and they going to do it because you know what? i'm here, and i'm going to speak for that persons who don't want to speak or they don't speak the english, or they don't have like me to come standup here and talk about with you guys. i don't mind. i'm going to fight every single day so all the kids have the

same education and my kids can go to college. marybell literature academy is all this. every time we have a chance, we meet with parents. this is a great school for our children, for our communities, and we are doing our part. i think it's time that you guys do you part. we don't want -- we want this change now, not changes ten years later, we want now. [applause] >> my name is montara, and i go to this school. i go to the schools, and what i like about my school is we do a

lot of things, like math and reading, and, like, science and social studies. and we also play, and we do art, and we do, like, p.e., and yeah. [applause] [speaking spanish] [voice of interpreter] >> good evening. my name is maria marquez, and i have three kids. my oldest graduated this week.

i have two other kids. they are at mission preparatory. they are very successful at this school. they have succeeded in math, english, and social studies. i really like a lot of things about this school.

they pay a lot of attention to the kids, they have good discipline measures, and they have a really strict schedule. i really like the school for my kids. and i would like my kids to succeed more than we did. thank you very much. [end of translation] [applause] [speaking spanish] [voice of interpreter] >> my name is consuela ibarra.

i have a nine-year-old child who goes to the mission prep also. i really like the school. this school has a really good discipline measures. my son has done really well in reading. he loves to read, and he is doing well in math, too. when he has a problem solving a math problem, i really works hard at it. we have an agreement. and what i love about this is since my son started in this school, he tells me mom, i'm going to be successful, i am going to go to college. he can explain to me what it means to go to college for him. thank you. [end of translation] >> hi. good evening, commissioners, and also the public.

my name is tiana coleman. i am the niece of mariel booker, and i am also on the board of the school, as well. i'm here to speak -- obviously, it was denied, but i still wanted to give some background. i was born in the bayview as well. i attended the george washington carver elementary school. i believe i obtained a good education, and i thought i was getting that. i just drove through the bayview. on my way here, i saw over 100 young black students who clearly did not have anything to do with their time. they were standing on third and -- i don't know if any of you are familiar with the bayview area. i know a lot of here are them to oppose, and most of them do not live there. their children are not involved in any way in the bayview area. we live there. we are the --

[inaudible] >> all right, you guys, we're not going to have -- we're not going to do this. you'll have your time, please continue. >> i stand here to oppose the fact that change is not based solely on the opinions of people that have different skin colors who are doing exactly what they need to do to hinder the process of gaining equity in the bayview schools. then we fail our students again. we've already failed them. they can't read, they can't write, they're unemployable, and now we're failing them as leaders of the community. and so most of our opposers do not, again, live in bayview, their children are not affected by this achievement gap that we speak about here this evening, and they are -- and their sole mission is to divide and also segregate a community and use their educational expertise to persuade unknowledgeable parents -- this is horrific, as

thea said 60% of the people he visited at the jail were what. they obviously got there by stealing, doing criminal activity because they're uneducated and unemployable. this can change with our help at community leaders and board members. if people eventually end up to stop people from living -- [ gavel ]. >> people stop this intergenerational cycle of people that are uneducated and unemployed. if we continue to write plans that say they work for specific demographics, but that group continues to not show any improvements, yes, politics govern our society but it does not govern the lives of these failing students. plat notes sound really good. let's get it into action. my granddaughter is one years old. the plan you have will not be implemented until after she starts kindergarten. that's shameful.

we need to check our personal agendas and think about how our half thought out plans are creates plans for the system to grind black people up. thank you. >> you have eight minutes remaining, so use your time wisely. eight minutes remaining. [speaking spanish] [voice of interpreter] >> good evening. my name is amalia. i have children that go to school, and i think the school that's being put there, mariel booker, is needed because we need a school for our children.

i'm looking not just for my children but also for my nieces and my nephews and my neighbor's kids who also need to go to a school like this. this school has a lot of good programs, including the technology program, which i think if implemented correctly will help bridge the gap of performance in the students. the tutoring that they provide to our students so they can attain their grade level performance has also been very helpful to our students, and

that is something that i never saw when my kids were at public schools. for example, there's no tutoring in english for the english learning students. but in the charter schools, i have seen the support. my children were both be able to be reclassified while they were there at the charter schools. they motivate the children to go to school, and that is a dream that i have for my children, for my nieces and my

nephews. i want the kids to go to the university, and that is a dream that i have for my children, for my nieces and nephews and for my neighbors, also. and i think you need to vote for the school mariel booker. thank you. [end of translation] [applause] >> hi. my name is erica, and i have a really long story. i have five kids. my oldest son is 29, and they've all attended a unified school district. my oldest son had a lot of learning disabilities. i have two other kids, and unfortunately, you know, they're still failing my youngest that is in the 7th is going to be in the 7th grade, and in the meantime, i have to use all my resources. i have a husband that has a brain injury. i have physical disabilities

myself, and i'm constantly using the resources that i have to constantly make sure that she gets whatever little support that she gets because i'm just tired of of my kid -- my children, you know, not getting the support that they need. and so i'm here to support and i want to be able to have an option for my last kid that's in school to be able to attend the mariel booker that has a lot of promises. i look forward to her attending this school because i think, you know, i'm tired of blaming the teachers, and i think that i've learned that it's not the teachers, they just don't have the support, and so i would really like for you guys to consider that there is a huge achievement gap that's going on, and nobody's listening and it's -- in the hispanic community, the african american

and the other group that we were just talking about. and so i would like to just let you know that i'm here to support mary booker academy, and i'm also here to support the awful lunch that rooftop has for our kids because my daughter never get to ss to ead i have to use my little resources on a daily basis, so thank you. [applaus [applause] >> good afternoon, everyone. my name is joanne abernathy, and i'm a long time advocate for the bayview-hunters point for many years. i sit on the board of mary l. booker leadership academy. i'm sick and tired of people dividing our people against each other. >> joanne, i'm sorry. i don't have a card for you.

>> well, i put a card in. >> yours wasn't one of the names -- >> well, i stood back there and asked you why my card didn't get called, and i didn't hear nothing -- >> can you hold the time, please. i'm sorry, but i have -- i have others that -- that i have cards for, so if your card was up here, then i would have called your name, but i don't have your name. >> so what do you want me to do? >> okay, you guys -- how much time do they have? you have two minutes left, so use your time how you'd like it. if you'd like for her to speak versus somebody that has the card that you've signed up for, you can, but you have two minutes left. >> okay. i'm speaking. right there, what i said there. we're getting divided by what i say is we get to make in our community and even in these meetings. it's not fair that we have to be chosen as people of color to

be treated the way we've been treated at these meetings and anywhere else and under any circumstance. i'm here to talk about why i support this school. i support this school because i've got through daughters. two of my daughters attended public school, another one attended a charter school. guess what? the one that attended the charter school went to college and graduated with a master's degree, all right? and she wouldn't have did that if she did not -- she wouldn't have done that if she didn't have the extra time that some of these charter schools spend with their children. so i'm not against public schools. charter schools do not take nothing away from the public schools. it helps the children get a college education. [applause] >> hello, commissioners, my name is geraldine anderson.

i am a mother of sons who attended schools in the bayview, both public and charter. i love charter because i've had great relationships with the teachers and staff, but most importantly our parents and scholars. sadly san francisco has yet to close this achievement gap that is 2 aboo to discuss amongest people of color and the district i stand before today. mary booker was a beacon in our community than what better way to commemorate her memory. i support mary l. booker academy to be open to these families of color suffering the achievement gap but overall to work alongside the district to add another option to our

public, private and charter school choices for parents looking for a good educational fit for our child. i hope we can breakdown the barriers between public and charter school and hope to bridge the gap between both. >> thank you. so that's time. [applause] >> the next group of speakers are from the -- from the second group. so i'm also going to give these same names. you will also have 20 minutes. no, they were added to -- there were more that came from the other pack that went into this pack. melissa dart carbajal, randy markman, mari villaluna.

brean breanna hinkle, steve, i always jack up your name, and i apologize. mike hutch inson, allison collins, rhonda batiste, susan solomon, lita blanc, iris chapman, and virginia marshall. i will remind all of you also that you have 20 minutes. we add on extra time if there are nonnative -- spanish speakers. if there are spanish speakers, we add on extra time. you have 20 minutes, and we'll get through as many as you can. so we're putting on the time,

so starting now. i'm sorry, sweetheart. i'm sorry. >> my name is kimora. i go to malcolm x academy. we don't want or need a new school. we like the school we are at. my -- my school is healthy and clean. our teachers care a lot and love our -- us. they call my parents every day to update them on our behavior, good or bad. they are -- my mom is at our school off and onto help us with our school.

our public -- our public school -- our public school is amazing. i standup -- i stand for public schools, i stand for malcolm x academy. please leave our public school alone. please leave our school alone. malcolm x. thank you. [applause] >> my name is breanna. i have a big family that lives right next door to our school. all five of us go to malcolm x academy. we love our school and our teachers so much. they teach us how to be for our community and standup for what's right. we don't want unwelcome guests, kids at our school. i think you should invest more money at public schools. why? so our school doesn't have to

struggle as much. my mom is very involved in our education. our school staff reaches out to her for advice and also reports to her about our well-being. i am honored to be a part of malcolm x academy, and i hope you people hear our cry for our community and public schools. thank you. [applause] >> i'm steve zeltzer with defend public education now. there's a -- $6 billion a year is being siphoned from public schools to charter schools, and when people complain their kids aren't getting the education they need, where is the money going? to charter schools. that money should be going to our public schools to make them the greatest in the world. i don't believe -- not just the break up of public schools through colocation, prop 39,

which we're discussing tonight, has to be stopped, and i support opposing all charter schools and suing the legality of prop 39. once you let these charter schools go in, you are going to destroy public education. the reason is public schools mean publicly elected school boards, not privately run. what we have here is these cancer of charter schools that are run by billionaires that don't pay taxes, and i'm sick and tired of having to pay taxes when people like the fisher family who owns the gap corporation wants to push charters and privatization. we have to stop it, we have to defend our public schools and make them great. thank you. >> good evening, commissioners and superintendent matthews. hello. my name is diane gray. i'm the director of 100% college prep.

i'm also a member of the san francisco alliance of black school educators, and a member on the southeast community coalition and a founder of the bayview transit public schools. i also grew up in bayview. i am also now a homeowner. i went to school all of my school years right here in san francisco, san francisco unified school district. so i'm here today to say no to more charter schools in our city, no to more charter schools in the bayview-hunters point community, and yes to holding charter schools accountable to the same standards as our traditional public schools. i am totally for parent choice in selecting a school. what i'm not for is a group of strangers called innovate, coming into our community pitting indigenous families and community members against one another and using the name of our community treasures such as mary l. booker.

i was told that the selection of her name was a community process, yet i saw no fliers, i saw nothing on facebook, which is one of their main and favorite communication tools, or any communications about a meeting. and i -- i am in the know in the bayview. when i heard about a school opening in the name of mary l. booker, it was a done deal. is it an arts school? a pipeline? no. is it a social justice school, like another district -- another school in our district, june jordan? no, not what i've seen, not what i've seen written on webpages or any other paper documents. to the family members of mary l. booker, we mean no disrespect at all, but let's do this right. let's honor of life of mary l. booker by creating performance art academies in our bayview schools, a pine line from

elementary school through high school that is focused on social justice performances. board commissioners, i urge you to join us in this. create policies that hold these schools, charter schools accountable. thank you. [applause] >> good evening, commissioners and superintendent matthews. firstly, i would like to say that i am a proud bayview residence debt. my i.d. does say 94124. i not only live there, but i work there, and my daughter actually attends school there. i'm not here speaking on behalf of anyone other than our bayview right in our own community in our neighborhood. on behalf of apaac, we want to express our deep commitment to san francisco public education. we believe in sfusd and the incredible work that has been going onto shift the narrative that often plagues or communities. while we are committed to working hand in hand with sfusd, we do support parent