leadership for new leader development, and we're continuing our cohort meetings where it's the main vehicle for developing our administrators. site and central office leaders are held accountable through the evaluation process, which was commissioner cooke's question, and we're using academic results from state and district assessments, behavioral data and climate and s.e.l. data to assist us in evaluating the effectiveness of our administrators. so that's the area of organizational capacity and alignment, the second area. the third area is data analysis. these are the recommendations. there should be increased strategic district activity levels to aid our strategic plan. once again a district team with input and feedback from our site leaders have identified key strategics and progress measures for pitch. i'll be talking about that in a few minutes.

the second recommendation was the district board needs to establish a very clear picture of what data. we talked about that earlier. the community has the ability to access data through our links on our website, but the bigger picture here is we want to make sure the board is establishing what data we want year over year so we can actually measure the progress of the district and the progress of staff in meeting the needs of our students and families. the third recommendation in this area, there should be increased equity focus, professional development. you can see the status, a district team with feedback from site leaders has a design for strategics and continuum of effective practices for pitch, and as i said, i'll be talking about that in a minute, what that looks like. continuing on data analysis and document review, there should be a district level audit of interim benchmark practices and to answer -- and you can see the questions there we were trying to answer. and our status, this took off

almost immediately after the progress report in november , and you can see we had a resolution from our leadership from the teacher's union, leadership, family assessment committee came together. the committee made recommendations that can be clicked on that link, and you can see what those recommendations. the department of research, planning and assessments continues to conduct audits of benchmarks and data of reports, so this was immediately taken upon and acted upon. in the area of communitien gaugement, the district -- community engagement. the pitch team came together around those five areas of professional capacity, instructional capacity, transforming mindsets, collaborative culture and high capacity staff, and sites will set goals using a continuum and

begin utilizing the pitch strategies in 2018-19, this next school year. the second recommendation was the district needs to continue its administrative p.d. regarding instructional evaluation, and you can see lead and h.r. are partnering on the evaluation p.d. for site leaders, so this goes deeper into, once again, the questions that many of you asked, and you especially commissioner cooke. lead leaders have walk-throughs on-sites, and will receive training on given instructional and receiving feedback. the district needs to continue developing its strategy for attracting and retaining teachers. you can see the status there. h.r. is conducting exit surveys to gather data regarding the reasons employees leave the district. we've prioritized increasing

salaries for attracting and retaining staff, and our collective bargaining and budget priority. and we're also partnering successfully with the city to provide affordable housing with the city. continuing on community engagement, e.p.c. should continue working with the board committee to bring a well articulated policy recommendation to the board, and the status is the staff continues to work with and bring recommendations to the ad hoc committee on student assignment. the next recommendation is district sites, sf csd's office of family and community engagement and the communication division need to continue the development of communication policy and practices, and you see that's continuing to happen. the district's communications division and other support the districts work to increase our ability to communicate with families. and then finally in operations and finance, the district's

leadership team should develop plans to improve service to schools. this -- the three areas that were identified to use as a starting place to improve service to schools were to create an accessible one stop repo repository, and to establish a common set of service standards and operationalize those standards. you can see the progress that we made in those standards. we have developed an on-line principal's handbook. this will be rolled out when we return in august, so all administrators will have access to this information and be able to -- it's a one stop place where you can go so you know, as a site leader, you don't have to make phone calls to the central office, you can go on-line and get this information. and this will also help us in our development of our new

leaders as well as leaders who have been here for a while and just don't know where to find certain information. regarding the service standards, those have rolled out and we have started trainings for selected central office divisions and departments, and then, you can see the third areas that we've focused areas to prioritize curriculum and instructions for african american students as part of the pitch plan. continuing on operations and finance, create a district wide customer service standards and plan to train employees, and we talked about that communications led this effort, and those service standards have been developed and we have begun three hour service training. next steps in this are that in the fall, we'll roll out to more sites and central office

teams. continuing on the operations and finance, develop a plan to provide clarity and develop an equitiable and sustainable salary management schedule. in december, the board, acting on my recommendation approved a unified salary schedule for both classified and certificateed managers and all employees have been placed on the schedule in accordance with clear and consistent criteria. next recommendation was continue to use financial data in a transparent matter so that the district makes fiscally responsible decisions. in the district we have a team called the smart team. it meets twice a month, and through that team we've been able to make budgetary recommendations as well as budgetary cuts to make sure that we're staying fiscally responsible and to maintain the district's fiscal health. and then, you see the second

status report in this area is that school community -- school communities are engaged through the annual school planning and budget development process, and you heard that report earlier tonight. continuing under operations and finance, communicate clarity regarding revenues slowing and expenses growing, and the budget team makes presentations to the board and to the community, and we continue to, as we're putting out press releases, we attempt to get this information in some way, shape, or form into those press releases and into when we're having conversations with the press, as well as through the communication tools that we use to update our staff members. develop plan for increasing revenues at the local level. we work closely with community advocates and our labor partners to develop spending

plans and a plan for the passage of proposition g, and we're continuing efforts to generate private and philanthropic contributions through spark public schools. the district should continue to build a cohesive and reflective recruitment strategy. our human resources department continues to prioritize recruitment of teachers towards opening schools at 100% staffed, and this past monday, we were 80% of all classroom vacancies have been staffed. continue to leverage alternative staffing programs like pathway to teaching and the san francisco teacher residency and other teacher recruitment programs as solutions to our recruitment and retention issues, and then, you can see the status side what we've done. we continue to support sftr, and that'll have a cohort of 20

students. the new york residency program, which has been funded by salesforce will support 20 residents and about half of those are people of color. i believe the number was approximately 80 who graduated from the first pathway and are currently in our classrooms. we have a partnership between sfusd, state -- san francisco state that's going to support teacher preparation for six science teachers. so this just gives you a sense of we're continuing that recommendation and moving that recommendation forward to make sure that we aren't just relying on san francisco state or the university of san francisco to provide us teachers. we know we have to find alternatives if we're going to continue to be fully staffed with the highest quality

teachers possible. so that is an update on the progress on the areas from the entry plan in the 90-day plan. and one of the areas, after i gave the 90-day progress report, then i talked about one strategy for addressing the needs of the district around or african american student population was the creation of a plan called pitch. pitch was -- is five areas: professional capacity, instructional guidance, transforming mindsets, collaborative culture, and making sure that we have a high quality staff in place, and this was because we wanted to make sure that we were interrupting or figuring out ways to interrupt racial barriers. we identified schools where there was a large gap between our african american students and our white and asian students.

and so since that time, the process that we moved forward was that a pitch design team was assembled. then, that team created outcomes for the team. two of the outcomes were to develop a matrix of strategies that we would implement -- be able to implement in our sites, and then a rubrick for how we would measure our progress. both of those are in those red folders. we tested the rubrick and matrix with site teams in april. so we brought them in, give us your feedback on this, how will this work? what are areas that you see weaknesses, strengths? do you believe this will assist you in addressing the needs of an can american students. with that feedback from the sites, we both redesigned both the rubrick and the matrix, and they retested with site teams in june. so this is the strategy matrix -- first of all, this is

the team -- the design team members, so a big thank you to all the people you see on this screen who all have put in many hours of time and in both the design of the strategy matrix and -- excuse me -- and in the design of the rubrick. and this is just some -- as i said, the full matrix is in your folders. this is just a summary or some high-level -- some of the strategies that we want to put in place in schools when we return in the fall. so you can see there's two areas. there is the schools and then what we will be doing at the central office. so this gives you a sense of some of those strategies. so in the area professional capacity, provide individualized new teacher supports is one of those strategies. provide p.d. that's focused on closing the gaps for african american students, so specific

professional development around closing gaps, provide p.d. on effective use of form ative data, so these are all strategies around professional capacity that we believe need to be in schools, especially our historically underserved schools. then you can see from the central office supports that will be provided for these schools, coordinate new teacher p.d. opportunities, provide p.d. for culturally and linguistically teaching practices. in the area of instructional guidance, some of the strategies that we want to put in place is to make sure that we have full literacy development around our literacy programs. you can see full math development -- professional development for our math core curriculum, so making sure that our teachers have a rich professional development around the curriculum models that we have in place but making sure that the p.d. is full and rich and gives them the skills that they need to be able to

successfully teach in our schools. use of culturally relevant student libraries. and then, after the balance score cards have been completed then schools go back and visit their balance score cards, and they ask the questions, have they identified strategies that will absolutely improve outcomes for african american students? what we found in asking and having conversations with our staff leaders and teachers is that often -- not often, but times, the score cards are created and they haven't specifically asked that question even though that's a goal of theirs. in the central office of providing and receiving p.d. on antiracist teaching, and being responsible for the purchase of culturally relevant teaching libraries. so as i said, these are just some of those stratgees, high level strategies. you have the full complement of the strategies that we want to implement. in the area of transforming

mindsets, some of those strategies will be the culture climate team. as the site utilizes the safe and supportive schools framework and curriculum, so you just heard that report, but fully utilizing that framework and the curriculum. customizing culturally responsibly teaching p.d. and strategies, utilizing the teacher attendance modules. i just heard a report around -- you just heard a report around the attendance and the lack there of and where we're having issues with attendance, so we've developed a teaching attendance model that we believe will dramatically improve attendance at our sites. and so it's just fully using this module. designing structures for african american student voice. so these are some of what we want to put in place at the sites around transforming mindsets at our schools. and then, for central office, providing training and ongoing support for the culture climate

teams at the sites. implicit bias training, i think you heard that several times this evening, that's app example of training we would like to provide, and providing safe and supportive schools professional learning from central office for our sites. the c in pitch is collaborative culture, so how do we put wraparound services at sites that are going to support our schools and give them what they need to make sure that students are receiving the -- the kind climate that they need to be successful? so you can see that we want to make -- some of the strategies we want to put in place is design -- having a design school staff team that builds activities and professional development especially around having hard conversations around african american teaching race. we know this is not just a struggle for the sites, but it's a struggle for this country. providing individualized

mentoring for students, ensuring that we have two-way feedback between site and home, and implementing community school strategies. these are just some of the strategies that we want to i ev ever -- implement at the sites, and then finally in the area of high quality staff, for some of the strategies we want to put in place at the schools, want to make sure that there's training on leading for equity at our sites. how do you conduct daily learning walks, but especially learning walks around equitiable practices and how to pod those equitiable practices in classrooms and also identify where those equitiable practices are missing. we want to make sure that there's weekly staffing calls with h.r. for the school that's have been identified, and there will be around making sure that

if there are any issues, that h.r.'s providing support. if changes need to be made, that h.r. is there as an assistance. and then, it's also support around doing effective evaluations, giving staff the feedback that they need. and then, making sure that these schools when they're hiring staff, that they are making sure that the incoming staff are demolessons or teaching videos for all new teaching candidates. so we're making sure that the teachers that we're hiring, especially at our pitch schools, are of the highest quality. central office will provide coaching and support for these sites, and so once again, this is just a sample of some of the strategies that we want to put in place at our pitch schools. so with that, i will stop and take questions on either the progress made in the areas or

in the pitch strategy. i just shared the strategy matrix with you, but in your folders is also the rubrick for measuring progress. >> thank you, sir. >> great. thank you so much, superintendent. all right. i have no public comment on this, but questions and comments on this? commissioner norton? >> commissioner norton: thank you. so i'm interested if you can talk a little bit more about the pitch plan. so i'm not clear -- so have we implemented any of the strategies at the -- at the pitch schools yet or some of

them implemented in some places? sort of what's the status of -- >> so a few of the strategies have been implemented at some of the schools on their own. we haven't as a district provide support to put strategies in place at all 20 of the schools. and the goal is that the -- what would happen is the schools working with their assistant supes are going to identify the strategies that they're most in need of to close the gap. they couldn't identify all of the strategies on that matrix, but what are the strategies that they're most in need of, and then we as the central office will provide the support to make those happen. our hope is, you know, a big part of the funding for pitch is wrapped up in measure g, also, so our hope is that things go well with whatever happens with the legislature

and any kind of -- so we'll be able to provide the funding that's needed to put the resources in place. >> remind me -- i know you've told the board this, and i just don't remember, but remind me why there aren't any high schools. >> so our goal is to focus in a small way on a set number of schools. so we picked 20 basically k through 8 schools. so we want to stay focused and then begin to spread out >> so is the plan -- so next year, schools will look at the strategies and sort of select which ones they need to implement with, i guess, guidance from the team and from central office. >> correct. >> and then, is -- how are we going to monitor -- i mean, i know you have the -- this is the -- the matrix is great, sort of how schools will be able to measure their progress. but how are we going to monitor the progress and make sure that

we're -- that schools are, you know, making progress and are moving hopefully along the continuum of improvement as defined in the matrix? >> yes, so you have the matrix there, but you also -- behind that, there is a full rubrick, and the rubrick is around measuring progress. so the matrix is a list of strategies -- exactly, right. so the rubrick is around measuring progress, but ultimately, the ultimate measure of progress for us is around -- is student achievement. so even if we believe that we're looking at observational data around the rubrick, and we believe that progress is being made or it looks like progress is being made, but then, the data comes back, and we don't see an increase in our african americans' students mastery of skills, that's the ultimate measure for us because that's what this is all about. >> other questions or comments?

commissioner haney? >> commissioner haney: so there's obviously a lot in there, a lot to process at this hour. i feel like, you know, this maybe should be something that we need to bring back for a committee as a whole or maybe a time we can dig in a little deeper. i was also wondering, and i don't know if this is the venue to discuss it, but what is the timeline for the superintendent's evaluation and how does this fit into it? and do we have a timeline for that yet? usually, that is also in the venue where we really get into, you know, directly sort of progress on -- and planning and that sort of thing on the real measures that we want to see improvement on and the plans that will get us there. so i don't know if -- >> so yeah. so he and i just met, and we

want to get together with vice president cooke to talk about the retreat and when that'll happen, so we're hoping to get a better sense of what else needs to happen in the retreat so that we can put some more information out there on that. but i agree that this -- this may be -- and i don't know, dr. matthews if there's going to be more information in the coming months that we can do a -- how you wanted to break this down so that we can see how the relevance of these particular schools and the strategies that you're putting in place. maybe there's just some thinking around how you could present this differently so that we're doing it in chunks and we're seeing the connections. >> so i would say for sure

there will be more information because we will have the information around what the strategies that schools are selecting, so we'll be able to see which schools are selecting which strategies, where we're putting information behind, and then, we'll begin to see data both -- it'll be a year before we have data regarding, you know, high stakes testing, but we'll have benchmark data, so we'll begin to see -- you know, my expectation is we'll begin to see, you know, the ultimate measure of what this is all about is making sure that students can successfully demonstrate that they've mastered -- that they can show that they have mastery of our standards. and so we want to make sure that we're able to do that, and my belief is that as we're moving into the school year, we'll definitely have more data. like you said, the hour's late, but i hope we can get into a much deeper answering session about these strategies.

and then also the question about what's the plan for, you know, moving this out. >> any other questions or comments? so i just had two questions for you. on the -- on page 28, you're referring to this professional capacity and coordinating new teacher p.d., so this is a little off subject, but relevant. i'm just wondering if the new -- if we've moved the teacher training place and have a new location for that? so this is the one that was located near the simone community development center and it's -- >> yeah, i'm not sure. so there's several different -- like, for instance, we just had one at o'connell, and that was the pathway. i'm not sure -- i'm trying to remember which one -- >> i think this one was the teacher residency one. >> do you know which one? >> it's the one that's located -- >> yeah, i remember.

>> at mclaren. >> mclaren? does anybody know? >> i believe we have not found an alternate location. >> okay. i really want to find an alternate location because if we're going to be recruiting teachers and i'll just say it again, that is like the most pitiful place for us to try to, you know, train our teachers. it's a total distraction, and i just don't think it really represents who we are, nor does it pay them any respect to come to a place where we're trying to provide them with professional development. >> noted. >> okay. thank you. and then -- and then, on page 29 on the instructional guidance, for central office, you have p.d. on antiracist teaching. so that central office or is that school sites? or what's central office's purpose? i mean -- yeah, so what's their role on the p.d. on the antiracist teaching. >> so it's both. it's for sites, but central

office, we want to make sure that we've received antiracist teaching. >> and then who's selecting what that teaching -- what that p.d. is? >> you mean, who selects who receives it or what provides -- who provides it. >> yeah, who selects the vendor. >> oh, that's the design team. >> the design team. and will that be an outside party or are we trying to do our own? >> one of the things that we're looking at is realizing where we have capacitor we don't, so most likely that will come from an outside vendor. >> okay. and then i know that we -- you know, we -- you know, we've been pitching pitch for a while now, and i'm just wondering in terms of -- so we were able to get some funding from salesforce on the teacher component of it. is there other areas that you're still looking for resources or gaps that we're not seeing -- going to be able to see in this year's budget? >> so we know that we have some

dollars to put some funding in -- and one of the big pieces is once we see some of the selection from sites, that's going to give us a much bigger picture of where the gaps are, but my anticipation is we will not be able to fully fund the needs for all sites for what the requests are based on the dollars that we have. so we will definitely still be having the need to fund raise. >> and then when is -- when do sites have to select what it is that they'd like to have on their -- >> that's going to be part of when they come back in the fall. >> okay. so is it going to be, like, they have to have it to you by september 1 or when in the fall? what's your -- >> the goal would be exactly that time frame. so they would come back, meet with their site teams. they're going to meet with the leadership from lead and then begin looking at where their needs are. so they already have started this process with basically smaller teams, but it was at the end of the year when the matrix was fully developed.

so they're just getting a sense of what's in the matrix of and what their options are. >> and who's the owner of pitch? or who's helping you to kind of project manage. >> oh, that would be the site team. the ultimate owner is me. >> okay. >> yeah. >> okay. great. any other questions or comments? all right. thank you very much, superintendent. >> thank you. >> section i, the consent calendar items removed at previous meeting. we have none tonight. we've already done section j, we've already done section k, section l, our board member reports, standing committees, we got a report back from rules, we got a report from curriculum, and the joint ad hoc committee on -- with sfusd and city college. we had updates on free city, our homeless youth program, safe routes to schools and

transportation, and our dual enrollment process. another good meeting. board delegates to membership organizations, anybody have any reports on any of those? all other reports by board members? anything? no? not even commissioner murase? no? okay. calendar of committee meetings, so although the schedule of up coming meetings is posted on the agenda, please, this is your time to announce any other dates or times of your particular committee meeting. just to note that our membership in or the committees may be changing up, so we're going to be d-- i'll be sendin you an e-mail asking you what your preferred committees will be. there will be no committee meetings in july, is that right, and the revised committee meeting schedule including who will be chairing and the members will be posted on the district website in august. so section m, other

informational items posted on the agenda, with the exception of gifts, of gifts, monthly report. section n is our memorial adjournment, and we don't have any this evening. at this time, we'll take speaker cards for those that have submitted speaker cards for closed session, and we don't have any this evening. so next section is closed session, which we'll go into closed session. those that are fortunate to leave tonight, have a great evening, have a great summer, and the sooner you . >> we're just following up -- or just getting out of closed session, so we're resuming our regular board meeting. the board by a vote of -- i'd just like to report our actions in closed session. the board by a board a a vote -- oh, wow.

the board by a vote of six ayes, one absent, walton approved the contracts for four supervisors. the board by a vote of six ayes, one absent, walton, approved the contracts of two program administrators. the board by a vote -- oh . the board by a vote of six ayes, one absent, walton, approved the contracts of four principals. the four by a vote of six ayes, one absent, walton approved the krarz of six principals in the matter of under board truck driver's griefance, the board by a vote of six ayes, one absent ratified an agreement to absolve the agreement. the board by a vote of six

ayes, one absent, walton, gives the authority of the district to pay up to the stipulated amendment on three matters of anticipated litigation, the board gave direction to general counsel. that is the report back. section q is adjournment. this last meeting of the school year is now adjourned. thank you, everyone. happy summer.

>> this job, it's really not an i job. i wouldn't be able to do this job without other people. i make sure that all the regulatory and nonregulatory samples get to access in a timely manner. we have groundwater samples, you name it, we have to sample it every day. i have ten technicians, very good team. we work together to attain this sampling. >> a sample is only as good as when you collect properly. if sample is not collect properly according to not the proper protocol, the sample could be biased, could be false positive or could be false negative. so all this to have good so you

can manage the sample collectors, as well as the schedule, and she is pretty good, and she is very thorough. and so far, i think that she is performing a very good job. >> this job is really not an i job. i wouldn't be able to do this job without my team. you can assign them any job, they can handle it, and again, without them, i wouldn't be here. i take pride, you know, for what i do. we are providing a very good water department. my name is roselle, and i have been working with the water department

. >> we'll start with the pledge. [pledge of allegiance] >> thank you. >> this is a reminder to silence all electronic devices. fire commission regular meeting wednesday, june 27, and the time is 5:02. item 1, roll call. [roll