date. so after doing that, we have asked that the five keys charter school make three basic changes to the charter petitions for five keys charter school and five keys independance high school charter, and those would be one, to amend element 10, student discipline, to make sure that the student discipline section meets all the requirements of the law that was adopted january 1, 2018. to add a miscellaneous charter provision section and insert a listing of all of the operational sites, including the new santa clara -- proposed santa clara sites. to insert a new operational budget for the period july 1, 2018 through june 30, 2021 to reflect the fiscal impact of the additional sites. and lastly to amend the required affirmations in the

petitions to add a declaration of whether or not the charter school will be deemed an exclusive public employer of the employees of the charter school. >> thank you. i have two public speakers on this, so julian quinones and susan solomon from uesf. >> is you. susan solomon, united educator of san francisco. how did i get that voice? >> you've got some helium. >> let's try that. that's better. so i am speaking in support of the change to this -- to the charter. this may sound unusual because of the positions that uesf does take on -- about some charter schools. this is a charter school where the employees are represented by united educators of san francisco. we have a positive working

relationship with five keys. i also want to point out that this is precisely the kind of charter school that legendary a.f.t. president albert schanker contemplated when he talked about charter schools. this is work that nobody else does. it's a model to replicate in similar settings, essentially, a laboratory school, or should be. it does not have a negative impact on noncharter public school enrollment in sfusd. it does have a positive impact on incarcerated young people who can get on with their lives with some really good education that goes on at five keys. so for these reasons, we do, uesf, support the change to this charter. thank you very much. >> thank you. so julian, you're good? okay. thank you. comments from the board or superintendent on this?

okay -- oh, commissioner merase? skbl just that having had the opportunity to see the real learning that goes on at five keys is just so amazing. i recommend if any of my colleagues have not seen it in action, i'd really recommend it and really kudos to all the folks who make this school so special. >> thank you. thank you for being here, and it is a national model, and we're really proud to be the sponsors for five keys. if there are no other comments from board or the superintendent, role call, please. >> clerk: thank you. [roll call] >> clerk: six ayes. >> okay. thank you. okay. item 8, superintendent's proposal 186-12fp-1, annual update on the 2018-19 lcap for

the san francisco board of education and san francisco unified school district was heard before the committee of the whole on june 19. can i get a report of the whole? vice president cooke? i ne >> i need a minute to find it here. a review of the lcap and the

budget. >> thank you. >> your designee, mr. superintendent. >> once again, our chief financial officer, reeta matavan. >> thank you, superintendent. the requested action is the board approve the local update to the accounting plan for the san francisco unified school district covering fick will year 18-19 through fiscal year 20-21 subject to annual updates. >> thank you. i don't have speakers on this particular item. any comments from the board or the superintendent? all right. seeing none, roll call vote, please. >> clerk: thank you. [roll call]

>> clerk: six ayes. >> thank you. item 9 is the superintendent's proposal 186-12 fp 2 fiscal year 2018-19 recommended budget was moved and seconded on june 12 and heard as a committee of the whole on june 19. a report from the cau meeting was already heard, and the superintendent's representative, reeta matavan is here to read this into the record. >> thank you, president mendoza-mcdonnell. the action is that the superintendent's recommended budget fore the san francisco unified school district and the san francisco county office of education be submitted and the budget for fiscal year 2018-2019, and be placed in the official files of the secretary of the board of education. that the superintendent is

authorized to make any transfers necessary to correct erroneous account classifications or to effect any changes in accounts made necessary by changes in the method of expenditures within the purpose of the appropriation. that in accordance with the california education code, the superintendent is here by authorized to convert the budget approved on school district forms to the official state forms prescribed by the state superintendent of public instruction for legal adoption, which we just did earlier this evening, and to transmit the fiscal year 2018-2019 budget for the unified school district and the county office of education to the county superintendent of schools within five days of adoption of the budget by the board of education or by july 1, 2018, whichever occurs earlier. references ed code section 42127. that transfers between major budget classifications shall be

made in accordance with board of education policy p 325, transfers been clarification accounts may be made by the superintendent where the board of education has allotted a lump sum appropriation for a program or project, transferred it subsidiaries by the county or city. that in accordance with the california education code, the california school accounting manual and governmental accounting standards board statement number 10, accounting and financial reporting for risks financing and related insurance issues, the superintendent is authorized to establish a separate general ledger internal service fund to account for self-insurance activities, including worker's compensation, general liability, property insurance and dental insurance. education code section 39602.

>> thank you, miss matavan. at this time, i'd like to make a motion to amend the budget, so the board and the amendment would be to direct the superintendent to enter into negotiations with united educators for the purpose of memorializing the board's decision to pay certified and classified members of united educators a 7% add onto their base salary as if prop g had successfully passed without -- so it did successfully passed, but if the prop successfully passed without the threat of invalidation of side wise initiative up through and including election day. could i hear a second, please. >> so moved. >> thank you. if there's no objection from my colleagues, this is the amendment that i'd like accepted by general consent. so great. thank you. i do have some public speakers on this.

so ellen yeshisagu, julie roberts fung, and susan solomon. so come on up, and two minutes on this. >> hi name's julie roberts fung. i'm a parent at robert elementary. very excited to hear that the board is considering honoring prop g. our teachers work really hard and we're excited to see they're going to get the raise they deserve. i am a little concerned, though. as a redding parent, i'm wondering if we got a somewhat unfortunate shout out in the budget memo. we are one of the school sites that have seen a decrease in our funding which has meant that we have -- we're planning to have -- we lost a teacher, an excellent teacher who ended up moving to new york because

she wasn't able -- she was the last hired and wasn't able to wait out the uncertainty of her position being maintained. we're also in danger of losing our social worker who has to decide whether or not to take a position where she would be able to be dedicated to one school community or whether she would be split between two schools. redding elementary has had a really tough year because while our school's being renovated, and we're excited, it's destieblized our school community and reported a drop in enrollment. we're happy to report that our enrollment has increased -- we expect based on the number of families that have signed up and said that they'll be returning to redding, that it'll return to the levels that we had before when we returned to our planned location. but we're concerned that we don't know that until the ten-day count, which means that our teachers -- we may end up having to hire an additional staff person after the

beginning of the year. a staff teacher who is anticipating to teach a third-fourth split would have to change their curriculum. students who are assigned to a 3-4 split would have to be reassigned, and right now, we would have a 3-4 split and a 4-5 split. so i want to ask the board again to -- to consider looking at our budget. again, it -- now and allowing us to plan for the next year based on what our enrollment is expected. thank you. >> thank you. next speaker, please. >> susan solomon again, uesf. i first want to say thank you for bringing forth the proposition g m.o.u. we did some good work last week, and let us all hope for the best that the bill that's

in the state senate passes on thursday. this will change the landscape, and we won't have to worry as much as we're worrying right now. in terms of the budget, just in general terms as we go through the year and expenditures are happening, it's important to keep our eye on the prize, the priorities that are set in the budget are laudatory around multitiered systems of support, around professional department, safe and secure schools, and performance gaps. we also should note that the majority of the funds that are expended should be expended at the school sites, and that's where we want to see that happen. we want to make sure that we are student centered, and that is one way to make sure of that. and then in compensation of our members, which has been increasing due to some hard and excellent negotiations, it helps students if approximate we have stable staff as we've

said often, and paying people a page that keeps them in san francisco is a way to do that. so as we move it forward, we know it's always budget items can be contentious. we are seeking clarity. what becomes obvious to people who look at budgets all the time can be miystifying to thoe who don't. so the more we're able to work together, the better. thank you. >> okay. thank you. is ellen here? thank you. okay. comments from the board or superintendent? commissioner sanchez? >> commissioner sanchez: i recall at the budget, we had the same testimony regarding redding, and i don't know if you were able to get back to the redding administration regarding staffing for the upcoming year. if you could respond to that, that would be great.

>> sure. i'm sorry. may i call on miss executive director? she has information regarding redding. >> good evening, commissioners. so regarding redding, we did check in on their round three enrollment productions, and it's looking as though they'll land at higher enrollment projections as was mentioned, so we'll work with staff to revise their staffing projections prior to the ten-day count. >> commissioner sanchez: thank you. >> thank you, and then before you go anywhere, i also had a question with regards to the -- the mtsf, so in your memo back to us, that is right pafs of the questions around -- that is one of the questions around tier one, and if they're going to get sustained. do we have a sense of how long

we're going to be doing that, or this year, they'll stay in their same tier for this year? is that the plan? >> yes, that's the plan. and during the 18-19 school year, we're going to do a thorough analysis of then time mtss system and take a look at the overall criteria for the tiering and because it's been several years now, and it's due for a thorough reexamination. >> and so that's great. so i get we want to maintain it while we're reviewing to see the adjustments, but i think the concern that many of us had was just that it kind of does go away quickly if you do better. so as you're reviewing that, that's going to be an important component is just to have us think about the consideration of phasing and what that looks like. so just want to put a pin in that. you also said one school saw a reduction, and i guess that's the redding. but did they see a reduction

because of the -- so you said this in the sentence of the mtss. so are they mtss, and they're getting -- they went from a two to a one or why are they in that same sentence? >> so sure. for redding, the concern was around their projected enrollment numbers which would have impacted their weighted student formula. i believe the mtss school that saw a reduction as it increased -- as it shifted in tiers was glen park, and the reduction there was their social worker allocation. we had the slide, and we're working with the school site to see what this might look like come fall, so it's a slightly different situation to reddings's. >> okay. so -- but why isn't glen park sustaining their same mtss funding? what's unique about them? >> i think we'll need to look at how the social worker

allocations were done. sometimes, schools will look at whether or not they want to see a social worker increase or a nurse f.t. increase, and so we're working with them to see which of those they'd like to sustain and then keep them at level for fall. >> okay. so the plan is to work with them to see how to at least sustain whatever it is they need at their school site. so that may be a reduction but we're going to make sure that the service or resource that they need is not disrupted. >> correct. >> got it. thank you. okay. any other questions or comments on this nice sized budget that's been different than in the past? so i just want to thank everybody that's worked on this. this is always a big deal for us, and we've seen some real improvements at the statewide level. certainly not to our total excitement, but we're going in the right direction, and i just

also want to just thank all of the voter approved dollars that come to the school district that help us to get the work that we need to get done done, and i also want to just think the private sector who has also been incredibly generous and has allowed us to do some really innovative work in our school district in last several years. so for all of you that have contributed to this budget, i'm glad we're not going to see any cuts to our weighted formula or funding that's going directly to our school sites, and that we're keeping to our promise that our students are the center. i just really appreciate that. so superintendent, thank you for your efforts in all of this. is this your first budget or is this your second budget? second budget? okay. so if there's no other comments -- oh, did you want to make a comment? >> i just wanted to say i was only here a month, but i'll

take credit for last year's. >> thank you, deputy superintendent myung lee for what you did last year, and for always your hard work around this. i know that it's -- you've got an incredible team, and we really appreciate the team because you guys have always been very transparent around the work that you're doing, and i know that over the last couple years, it's just been so much more clear for us to understand the budget. and the idea that we don't have as many folks making comments about this speaks volumes about all the work that you've been doing to make this a much more transparent process for us. so with that great gratitude and -- roll call, please. >> clerk: thank you. [roll call] >> clerk: six ayes. >> fantastic. thank you very much. we have a budget for next year.

[applause] >> excellent. and that was as amended, as amended, miss casco, with the 7% increase. thank you. okay. section g, public comment. so i have several folks that are signed up for public comment. evan chen, amy anderson, mario villaluna, alita fisher, donna futz, and michelle anton. come on up; you get two minutes. >> good evening. i'm amy anderson. i'm a registered member of the

mate of metis. i appreciate being here on ohlone land. i participate in the american indian ed pac. in january of this year, we asked the board to support us taking down the racest murals in the -- racist murals in the main lobby of the high school, and we have not heard an update so that's part of why i'm here to receive that kind of update. by the way as a parent at wash, i do look forward to participating in the name change of the school, but now onto taking down that racist mural. no child, family or educator should have to walk past those murals that perpetuate the hegemony of white supremeacy.

it's historically inaccurate and dehumanizing. racist murals have got to go. i also do not want my child to feel he has to look down at the floor like he has for two years to avert his eyes from the false narrative on the north wall of the lobby of american indians as barbarians during washington's attempts to slaughter these natives. i want to work with you to create a new narrative on these walls that will invite the entire community to come in and belong. takedown the racist murals at washington high school. support us by reporting back to us on the communication that you've received from the school site council from washington high school. if you have any updates, we want to hear them, we want to

know what they are, and the racist murals need to go. we need a resolution from the board that will help us get those murals down. >> thank you. next speaker. >> good evening, commissioners. my name's michelle antone. i am a native american community member. i also work for the native american health center. i'm here also to get a follow up on our p.a.c. presentation back in january 23. most of the -- our priorities have been worked on or are being worked on, but that -- a major one, which is very important to our community is the washington murals and so we just also wanted to find out what's happening with that and how it has moved, if it's moved forward, and what's taking place as far as the board's end of it. it's important for our community. i work every day with our families and youth, american

indians, and i know the -- the toll that historical trauma has taken on our families and communities. and with all the work that we're trying to do, the different agencies that serve our community, we need -- we need the school district to also help in that. we know that they -- our students are -- as mentioned earlier, walk-through the hauls of the school, and to see those -- those paintings is -- is shameful. they shouldn't have to see that, any of our students. our school district should not be proud of any of those paintings and have them in any school anywhere. we also not only have to deal with seeing paintings, racist paintings in our school but at city monuments, inaccuracies in textbooks regarding our history, the american indian history of this country are also all the things that we are

trying to work on, and i know we are working on some of these issues with you all, and we appreciate that, but we also -- this is very important for our youth and for their well-being, for them to be successful and to go onto graduate and not -- not feel bad for where they come from and to be productive citizens in this country. that is one step that we can take, is to eliminate all these racist murals in our schools. not just for us, but for all races. they should not be anyplace in the school. >> thank you. next speaker, please. >> my name is mari dela luna. i'm a future sfusd parent, and i also used to work in sfusd within the high schools. i used to work at phoenix high school back in the day, was on 16th and mission. so basically, i'm here today to

support the indian education p.a.c., right, and so there was a list of ten points saying these are the things that we want to see happening this upcoming school year. and i watched that video of the meeting there in january about ten different times, that section. and i took notes. so in one of them, you know, the student delegate said that the washington high school school sites council would be meeting about the washington murals, and they would be making a decision whether how they felt about it or not felt about it, but they would be convening, and that within a month or two, that you all would hear back what -- what -- i don't know, anybody know? superintendent? anyone know what happened at that school site meeting? no one knows. no one in the local native american community knows, no one in the indian -- american indian p.a.c. knows. also with the ten points, commissioner sanchez said he would like a report back from

staff in a month or two what all the different ten points were 'cause commissioner sanchez said he didn't want to wait another year for an update. another thing was said, commissioner cooke, you said something amazing, you said all racist murals are not okay in the school district. so not just looking at washington murals, but there's a mural with a naked native child on the walls, naked, painted on the walls of mission high school, so that's also something to think about, as well. the last point that i want to bring up, as well, is that i want to really talk about narrative, right, because when we were here fighting off the charter school, we talked about we don't want anyone to define our narrative, right? that was what shimon walton

said, right? what about our narrative? i've seen so many racist things working in sfusd, talking about m manifest destiny. i've seen books about columbus, you just passed indigenous peoples day. i just want to think about that these murals are not just something like whatever, we have native students going there. i also want to keep it real that american indian education, we always think about -- u. u.s.tribes, but there's mayan students. you have a lot of students in sfusd that you're accountable. thank you, and please give us an update. [applause] >> thank you. mr. superintendent, can you let us know who's working on that and when we can expect an update. [inaudible] >> yeah. so there is a committee at the school. i know that bill san derson is working -- sanderson is working

that committee. i don't know if you want to give more detail. >> so what we have as a proposed list for committee membership to be convened in the fall because of the period of time with due consideration and some of the complexities related to this. they did, however, engage the students at one of the academies to do a capstone project to do a thorough investigation of the artists and the history of the murals at the high school. the students developed a tour in which they engaged multiple classes at washington high school to do education about the history and the content of the murals as well as park rangers from the golden gate national recreation area. and then, students are planning to create historical explanation sheets for each mural to provide context for those seeing the mural. that is the current state of what the proposed action is, but it is possible that the

committee, when composed, will seek to pursue other avenues. >> and the goal of the committee was to go back through the ten points and to come back with recommendations around each of them, with one of them being of course around the murals. >> okay. so can we keep the community up to date on that, as well, so they know what's happening each step of the way? okay. thank you. next speaker, please. >> before i begin, i have a few handouts. can calvin here come and pass them out? >> give them to miss casco, and she'll pass them out. thank you. >> all right. dear members of the governing board. my name is evan chen, and i will be a senior at campolindo high school in moraga, which is a city in the east bay. i've taught over 150 students? scratch programming in ordunio,

which is a robot car that students assemble and program. i received grant money from the california library association to fund a class in san pablo, and i've won the contra costa youth award for the syllabus that i've created for these classes. i feel strongly that education is the key to opportunities, especially education and technology. in order to do this, i believe that technology education should start young. there are now easy to learn programming languages based on dragging code blocks. i see that children can be very creative programmers and and are also able to design programs and gamed free of boundaries. more importantlily, many students enjoy programming and will enjoy and develop this lifelong skill. having gone to public school all my life, i know the needs of the student. i would like to be the liaison between the school board and

the public for stem education. i can work with computer lab teachers to present education and share my input. i'd be willing to speak with anyone in the school district who'd be willing to start these classes. secondly, i'm hoping the governing board can promote the classes i teach by putting them on the san francisco unified school district's school website. would you please consider my request? thank you for your time. [applause] >> thank you for joining us, mr. chen, here in san francisco. we really appreciate it. next speaker, please. >> hi again. i'm not going to take all two minutes, i promise, but i felt the need after our presentation a couple of our members who are here tonight pointed out two e egregious errors that i made in

our presentation, and they were both on slide nine. we did not include uesf in the list of allies even though they have been unfailingly supportive of us in our request for professional development and many of our other joint efforts, so i sincerely apologize, susan. and also, dr. merase, we totally left you off of our allies list. you came to our awards, you acknowledges d.j. for winning an award. thank you. we didn't mention the board as a whole, but i definitely wanted to get those two partners on the record here tonight before leaving, so i apologize, and we will update the presentation. it will be available on the c.a.c. website, so thank you. >> are you jan? [inaudible] >> okay. and are you from --

[inaudible] >> okay. go ahead. >> good afternoon. my name is sasha fu. i am a community member, and i work with college students in the bayview and their path towards college graduation. i'm here on behalf of sf one. dan had to leave, but you guys get me. and i'm speaking on his behalf and on behalf of the hundreds of parents and community members we've spoken to about the school assignment process. the school assignment process is really too complicated for families to maneuver alone. i know that felly nonprofits have entire parts or large portions of -- fellow nonprofits have entire parts or large portions of their jobs dedicated to this alone. it speaks to just how much and how truly difficult this process is for families. moving the system on-line would be an easy way to breakdown barriers for families. i want to clarify our position.

our clarification is that the position should move on-line given the current system's obstacles to participation for working families, not that sfusd create an on-line system incorporating charter apps, so currently that the -- solely that the current system reads on-line. i am honored to be reading some testimonials from parents and families? a truly inclusive school systems needs to meet the need of different families. the paper forms are difficult to use, and standing in line to hand them in is ridiculously time-consuming and burdensome for working parents. creating an on-line education, reaching out to branch libraries to set aside computers and technical assistance for parpts who wish to fill out the forms on-line would make it much more equitiable. being able to use an on-line platform would make the school system more accessible for all parents. when technology can make our lives easier, let's use it. i believe an on-line system

would not be an error prone. i can't get to an sfusd school site to drop off the forms because of my health. i'm disabled. everything else i can do on-line, and it's easy, and i don't get any -- and i get a confirmation it hasn't been lost somewhere. busy families with crazy work schedules can fill out and send applications any time. wouldn't this also eliminate the need for sfusd to enter submitted data forms manually? it would also save money versus printing and distributed hard copies in every school. so there's a wide support amongst community members to move it on-line. we urge you to do it expediently. thank you. >> thank you. that ends public comment. section h is a discussion of other educational items. mr. superintendent, you have two updates for us. >> yes. tonight, we will begin with an update on our safe and supportive schools resolution.

this update will be presented by our chief of sfusd kevin truitt. [applause] >> good evening, superintendent

matthews and commissioners of the board of education. this is your annual report for safe and supportive schools. i'd like to start by framing this area of improvement for the implementation of safe and supportive schools. we believe that if we provide professional development that assists schools in creating and maintaining systems and structures to increase the amount of learning time for students, particularly african

american students, and we support teacher-led professional learning communities around building and maintaining a positive school climate and culture as well as provide coaching by trained professionals, and if schools utilize the tiered fidelity inventory as a self-assessment monitoring tool to measure fidelity of implementation, then we will see a decrease of office referrals, suspensions and expulsions which will in turn provide increased instruction time for student, so we will see an increase student performance, and eliminate disproportionality for african american students. so keeping with that theory, let's start with the professional development. it's important to note that the numbers in front of you do not reflect the 1,457 staff that were trained over the summer of 2017 before school started.

so these are numbers from -- from the beginning -- during the school year. as you can see, safety care or as it is sometimes referred to as deescalation is the most popular training and 1,151 staff is trained. so after training, how do we know what is happening at the school sites. that's where the tiered fidelity comes in. it's been a statistically reliable predictor of school success. if a school is able to score 70% or better than the interventions and practices in place will show the desired behavior, and in this case, the decreased behavior would be decreas decreased suspensions, increased attendance, and prosocial environment and culture. the good news, there's going to be a few of these, very few in this presentation.

one of the good news is more schools are actually using the t.f.i., so this data represents a significant increase in the schools using the tool to assess the progress with implementation. as you can see from the implementation scores where we should show continued growth because of the increased number of teachers who have been trained, in the many areas i mentioned on the professional development side, we actually saw a dip in the score from 66.96 to 66.7. and the use of data analysis at the school sites also for this year dipped a little bit from 63% to roughly 61%. these numbers, again, they're assessed by the schools, and they're not increasing tells us we should not expect to see the results we're looking for, and

we're not. suspensions by grade level. total suspensions for the 17-18 school year is that at least 1,725 suspensions occurred, an increase of 201 suspensions over the 16-17, and an increase of over 500 suspensions from 2015-16. i noted here that the suspensions for elementary schools and k-8 is under reported. we know that because when the pupil services staff has to intervene when the behavior of a particular student escalates and is in need of more urgent attention, we discover incidents that have not been entered into the system, and this that happens too frequently to consider that data reliable, so we flagged it right now, and we are in the process of correcting that.

the suspensions as a total enrollment, our focus is on disproportionality, so we're always going to focus on the african american students, because it was the data, the disproportionality of african american suspensions, and a bunch of other data points are really what kind of pawned safe and support -- spawned safe and supportive schools. so we do focus on african americans. years ago as you can see, african american students, when they represented 8.5% of the population when safe and supportive schools came into play, there was almost 50% of our suspensions. this year, african american students represent 6.4% of our student population in sfusd and they are 37.2% of our

suspensions. still, dramatically disproportionate, but the disproportionality is decreasing. office discipline referrals. increases in suspension can predict an increase in discipline referrals, as well, because generally, your referrals will precede a suspension. there were a total of 26,049 referrals, and as you can see, african american students makeup almost 9,000 of the referrals while latino students makeup over 10,000 of the referrals. they each individually surpassed the total number of referrals of all other ethnicities of the entire district. again, just being honest and trying -- not trying to hide some of the unpleasant aspects of this data, 53% of the african american referrals are for disruption and noncompliance. i mention that because though you cannot suspend for willful

defiance, you can be referred out of class to your wellness center, etcetera for disruption or noncompliance. o.d.r.'s by percentage. once again, we want to highlight who is kpriez -- comprising the office discipline referrals that you saw in the broad number there. and again, as a total percent of the 26,000 referrals, african american students makeup 34%, which is actually, as you can see, a decrease in the proportionality of the year before of 37%. latino students makeup 38.4, and you can see that that proportionality based on their percentage in the district is an increase of 3.7% from the

previous year. the arrested. though we certainly have had an increase in police reporting to schools this year and police involvement in school wide incidents, we actually showed a decrease in the number of arrests down to 38. we have checked this number. mr. quesada has checked this number, and this was not under reported. as was evidenced earlier, you know i would tell you if it was, and it's not. in fact it's the lowest number of arrests of any school year we have on record, so in 2010-11, we had 195. 11-12, we had 167. 12-13, we had 133. following year, 94. then 90, then 49. and last year, we had an increase to 79. so last year, we saw a bump up from 49 arrests the year before in 15-16 to 79; and this year, we're down to 38. that being said -- >> sorry.

195 was what year? >> 195 was 10-11. and 195, 167, 133. that being said, african american students makeup 45% of the arrests while latino students makeup 32%. both groups far exceeding all other students combined who represent 22% of the arrests. chronic absenteeism. as chronic referrals and suspensions increase this will be a huge predictor of attendance and unfortunately as expected, we see an increase of students who are missing 18 days or more or 10% of the school year. so this graph you're going to read a little bit differently, okay? in the other graphs, when i showed you a percent, it was a percent of that total number. so when you say, for instance, african americans, 37.2%, it meant that african americans makeup 37.2% of the total

district suspensions. okay. this one, you're going to read a little bit differently, okay? when you see african american, 44%, what that means is of all the african american students in our district, 44% of them are identified as chronically absent. of all the latino students of the district, 26% of them are identified as chronically absent. pacific islander, 45% of all the pacific islanders in the district are represented -- are identified as being chronically absent or missing more than 10% of school. okay. i got through the data. all right. so in conclusion -- so this is where i'm talking -- okay. in conclusion, before you ask the questions, i already know them because i have many of the same ones. this is truly a sobering

report, and it is a call to action. i know for me, my immediate response is to use this report to prompt some very thoughtful conversations with my colleagues and lead. what do we need to do collectively to call attention to this data and return to a pattern of diminishing suspensions and referrals and strengthen our school communities to be welcoming, safety and supportive schools for all students? thank you. >> thank you, mr. truitt. >> i made my time limit, too. [inaudible] >> you did. good job. thank you. so we have some public comment on this item. vice president cooke, do you mind calling out the names of the -- of those folks. >> let's see...for public comment, we have susan solomon, alda finic --

>> sure. >> okay. aleta fisher, kevin bogis, ally kopp. >> first, i'm a member of the african american parent advisory committee, so i'm going to read some comments on behalf of the aapac. we are excited to see the work being done at m.l.k. was highlighted in the data tonight. however, when you look beyond the number, m.l.k. has built a culture in partnership with staff to address the racism and barriers that prevent our students from achieving. to highlight m.l.k., we must also address the unspoken issues that many of our students and families feel unsafe as they first enter the schools. the district's own data show that 25% of our students don't feel safe in their schools. in addressing the data around

suspension, we would like to know what data has been collected around students being sent out of the classroom, voluntary home suspension when the parents are being asked to keep a student home, how many times have police been called to sites for students? how can we capture the entire picture of what's going on at our schools with less than complete data? lastly, we would like to highlight the need for more representation of african american staff in the classroom and in supportive role does the our school site. a safe and supportive community can never exist if it doesn't hold a place for everyone in the community. and these issues were raised back in may when the joint advisory committees all reported here to the board of ed. just every single advisory committee agreed for the need for more implicit bias training.

i went on-line for some data. we ha we have over 4600 staff members, yet only 1,000 people have been trained in safety care, and only 310 have been trained in implicit bias. that's 6.7% of our staff, and we wonder why 40% of the office discipline referrals are for disruption? direct correlation. we need to do more around implicit bias. >> so my name is allison collins, and i'm so glad that lee said that because i'm looking at the same numbers, and i guess i just want to add onto that. at my daughter's school, there was a lot of -- i think at the school last year, we were the highest in suspensions for african american students in the district. we had several lockdowns, and we also had the police called

on students to take them out of the school. this year has been a complete turnaround because we have a principal who's worked very hard to build relationships with staff and families and has also supported the staff in coming up with behavior plans that are consistent across the school. so it's been basically night and day. and parents are reporting that they feel welcome, and teachers are also reporting that they feel supported. but it is concerning to me, as well, that when we see african american, african american, african american in terms of the data, in terms sts disproportional -- of the disproportionality, it's based on positive behavioral support, it's behavioral management, and it's not actually focused on i say ra, class and culture which is -- it's not race, class and

culture. this year, they had -- all year, they read books by white female authors until i brought it up to the principal, and then, there was some changes made, but this was curriculum that's been in place for a long time. and last fall, their friend -- well, in their math class, a boy said black kids are dumb in the math class when there was a subthere. this is in a class that my daughter loves. the teacher has great classroom management. kids are coming in with stuff in middle school, and there's no consistent proactive way that the schools are making black students feel welcome, and i just wanted to add, as well, about the underreporting, i'm hearing from a lot of black parents that when their children with victimized, they are -- are victimized, they're not being called. it's not being reported in the system, and it's also not being reported to parents.

so i would like black families to be informed when their children are hurt or harmed, and i would like track of of when students request safety transfers. it's a lot of black students that i'm hearing are transferring from schools, and i don't know if we're tracking that currently. thank you. [applause] [please stand by]

>> during the preservice week of august 14th-17th. we discussed this in our union district parent and support of schools committee. we were assured that whole schools would be able to go to trainings and be provided the training. and now we are finding out it is not true. it is important to have everybody trained. in terms of the climate team,

this is actually pretty annoying and possibly a contract violation. during negotiations kak we spent a lot of time on creating two committees. the labour-management health and safety committee and we added to that to address the safe and supported schools policy. that is article 14.5 end date certificate of contract, page 43. we also created a space community committee that includes parents and districts and union. article 21.10. page 66. the climate team was never brought to the bargaining table. it might be a great idea, but the letter that i reference that was to show administrators included a described climate team's purpose, composition, duties and function. it feels like possibly an end run around the contract.

it also could be possibly a parallel structure. a structure outside of the contract. if we are going to have a climate team, let's make sure that it's part of the plan and is not duplicative, nor does it take away from committees that we work very hard and it negotiations to create. thank you pick one more thing, sorry. i just want to point out the district data, which i, -- it is something we have to take extremely seriously. pick looking at the budget again and priorities, these items have to be prioritized. >> good evening commissioners. my name is kevin. i'm the political director at the advocacy for children, as my teacher displays. what i wanted to highlight is

slide six that you all have that shows african-american students enrolment versus suspensions as a percentage of total enrolment. i think this really indicates the place we are at right now as a district. we have some progress and we have seen things kind of change for the better from the dark places that they were at when we passed a resolution. we were spending what seems like thousands of african-american students for no real apparent reason. we have to figure out how we will get over the finish line. we've been able to successfully change the policy and reallocate dollars to go into better places and helped create this change. we are still not seeing the results we want to see. at this moment when our public school system is under attack from charter schools, data like this makes it really difficult to encourage black families or latino families to send their kids to s.f.