>> good evening, everyone, and welcome to our first meeting back for the new school year. it's our regular board meeting of the san francisco unified school district board of education. today is august 14, and this meeting is now called to order. roll call, miss casco. >> clerk: thank you. [roll call] >> clerk: thank you. >> thank you. if you would, please join me in the pledge of allegiance. [pledge of allegiance] >> thank you for leading us, dr. merase. section a is accessibility

information for the public. section b, opening items, this is an approval of our board minutes of the meeting of june 26, 2018. i need a motion and a second, please. >> so moved. >> second. >> thank you. any corrections? seeing none, roll call vote, please. >> clerk: thank you. [roll call] >> clerk: this's four ayes. >> perfect. thank you. i just want to remind everyone for the regular speaker cards for reagenda and for closed session are necessary. if you wish to address the board of education, the cards look like this and they are located in the foyer before you enter the board room. members of the public are reminded you can complete a speaker card prior to the item being called and present it to miss casco. speaker cards will not be

accepted for an item before the board. i just want to repeat that. they will not be accepted if we are already in discussion for that particular item. item 2 is the superintendent's report. dr. matthews. >> thank you, president mendoza. good evening, everyone. welcome back. yes, i can hear the excitement in the room. next monday, august 20, our students return to our classrooms for the beginning of the 2018-19 school year. i hope and trust that all staff have had a restful summer and are ready for a great year. student staff have returned to their sites and are prepared to welcome back the students on monday. over the past few years staff have participated in trainings and professional development. we've had our all administrators institute where the theme was clarity from vision. this past week, we had bayview ignites for the second year,

where school staff from our bayview and potrero hill schools participated in a three day community building and learning experience to strengthen the foundation needed to serve our students and families in the community, and just yesterday, over 1,000 staff members attended digital district day. [applause] >> i look forward, and i'm sure all of you do to welcoming our students back on monday. i would like to update the public on where we are with staffing. we are currently 96% staffed, and we are working rapidly to fill the vacancies. we've filled over 800 certified positions this summer. our human resources department in partnership with school leaders and with lead is hard at work to ensure that our remaining vacancies are staffed with high quality candidates. this summer, our district facilities division has been

working hard to ensure that all schools are clean, safe, and ready for instruction by monday. i want to share some of the highlights we have. custodial services has completed deep cleaning at all sites. all of our custodians have received their assignments for this school year. school major bond funded construction projects were in project this year at six sites. construction will continue into september but all sites will be open and ready for the start of the new school year. new traditions elementary, alvarado, alternative, and -- new alternative, and jefferson all received new led lighting this summer. the new building lighting, the

auto shop at washington, and marina high school are all receiving window replacements which are scheduled to be completed by october. our district is committed to creating a culture of digital teaching and citizenship. we encourage all schools to get certified as digital citizenship stewards with our partner, commensense media. our goal is to be the largest urban school district to receive a district wide certification. last year at this time 12 schools had the digital citizenship certification. i'm excited to announce that we now have 45. [applause] >> congratulations to all of the schools. these schools have taken a whole community approach to integrated digital citizenship to ensure that all students receive access to and guidance through the various topics that lie under digital citizenship, the umbrella, which includes

cyber bullying, media literacy and digital footprint. we'd like to give a big, big thank you to these schools for leading the way towards our district's mission of providing each and every student the quality instruction and equitiable support required to thrive in the 21st century and for maintaining the safety and security of san francisco students. finally, tonight, i want to congratulate ree tukana. 30 years ago on this day, she got married. [applause] >> so we were talking earlier, and she told me that tomorrow is the day that india got its independence from britain, and she said so on tomorrow, india,

on august 15, india celebrates its independence, and she said on august 14, today, is the day she lost herrin dependence. we -- her independence. we all know ree, too, and if someone in that marriage lost their independence, it was not ree, too. >> something i told ree, too, this was her 30th anniversary, and she said she should be at home with her husband tonight. she said i am worried what other people will think if i'm not here tonight. i w i want to say to everyone, if it's your 30th anniversary, you don't have to come to a board meeting. so ree will be leaving. congratulations, happy anniversary, and that ends my

announcements for this evening. >> thank you very much, dr. matthews. ree, too, my five year anniversary's on thursday, and i won't be here, so you should go. item three is our student del gats support, and our students are not here this evening. they'll be back at our next board meeting. item four, recommendations and recognitions of commendation. we do not have any this evening. recognizing all available employee, rave awards, we're recognizing everyone that's coming back into our schools, but none tonight. section b, item 6, our advisory committee reports and appointments to advisory committees by board members. we have no report tonight, and are there any advisory to committee by board members? seeing none, thank you. section c is our consent calendar. i need a motion and second on our consent calendar. >> so moved. >> second.

>> thank you. i have no public comment on consent items. any items withdrawn or corrected by the superintendent? >> thank you, dr. matthews. we have one correction and one withdrawal. first is correction to 188-14-k 48, the total cost and the cost next to the consultant's name should reflect $60,000, not $50,000. the second we are withdrawing 188-14-k 44. >> thank you. any items removed for first reading by the board? seeing none, any items separated for discussion by the board? seeing none, roll call vote by the board, miss casco. >> clerk: thank you. [roll cal [roll call] >> clerk: thank you. >> thank you.

section e, proposals for section, we have none tonight. section f, public comment on general matters. i have two people for public comment. i want to note that if you've noticed, we had -- we've had a few upgrades in our office which we're really excited about, which were intended to cater to those who come and attend our board meetings, so we have larger screens so that everybody can see our presentations that we have if there are any. we have some -- we have one tonight. and then, please note, quite proud of this, we have a timer, so it's only been at least 12 years that we've been asking for a timer, so this is terrible exciting. it's a -- terribly exciting. it is a two minute timer. when you get to your one minute, it'll turn yellow, and

when you are done, you'll get a red and a beeping sound. we're terribly excited so you know how much time you have so we don't have to manage that for you. so please be mindful of the timer that is up and running, and i just want to thank whoever's responsible for getting it up, i'm just eternally grateful. so we have two public speakers, cliff lyles and margaret reyes. we're installing our mics, so the mic is live, and just be mindful of your time. thank you. >> thank you to dr. matthews and san francisco school board and all in attendance here for the opportunity to speak today. my name is margaret reyes, i'm employee number 18505.

i'm here tonight to again request that the superintendent and the school board put an immediate moratorium on the san francisco unified school district peer review or par program. the various members are in receipt of various whistle blower letters that show that sfusd are targeting teachers over the age of 40. given the data, the numbers are too high to ignore. although the data set isn't enough to make a definitive conclusion, it does appear that labor relations completely omitted reporting at least one ethnic racial group. racism and ageism aren't identical twins, but we know that they are certainly siblings from the same family

of oppression and abuse of power. given the data and analysis that we have seen, and the fact that the evaluation committee has not met in five years, the suspicious reporting of the data and the various ways that sfusd p.a.r. is operating in violation of our own contract, the california -- the completion of the age discrimination and employment act or adea, the stufd p.a.r. program certainly warrants an immediate moratorium and investigation and further review from an outside agency. i remain saddened that someone on the other side of the water, on the other side of the bay had to send the first public whistle blower letter about this subject that many people have known has been going on for a long time. in a city that should be able to challenge the status quo and act as a bell wether for the rest of the state, it should be san francisco, if there is a city shall should be able to do that. the almost $1 million a year be used to restore past victims.

thank you for your time. >> thank you, miss reyes. next speaker, please. mr. lyles? cliff lyles? >> i just wanted to respond to a previous board meeting in june that we had where we heard a lot of feedback from the school meals program, and we've come up with an action plan over the summer. we've sent a memo to the board. i just want to call out some highlights from folks to show improvements for school year 2018-19. we're really excited about -- we've really committed to responding to feedback on meal quality, on diversity and youth, and also on a heightened level of communication with both principals and members of our sfusd community. some of the key items that we're working on is our meal

strategy. sorry for that. making sure that we're going to start offering free lunch twice at lunch at every school, expanding lunch on cold lunch options, as well. we're going to continue to work with the district to expand breakfast initiative so more students can access breakfast initiative to help them do better in school. we're going to work with student nutrition sources and track our progress more effectively so we can report back on that. again, we are going under assessing as a third party evaluation on purchasing to make sure we're really sticking to that commitment, to local -- to buy the most environmentally

friendly products as we can, and also working with jeff cliff and his team as students to identify more areas of improvement and how we can better engage with school communities. we're committed, also, to introducing a number of new meals and student testing that's more rigorous and transparent peryour feedback, as well. >> i'm going to ask you to wrap up, julie. >> yeah, absolutely. >> yeah. >> yeah. i just want to let you know that we've done student testing on five new meals during the summer and will be reporting back with more information. thank you so much. >> thank you. seeing no other public comment, i'm closing public comment. section g is a special item of business. i need a motion and a second on 18814 f 01. it's an appointment of two members to the sfusd board of education. >> so moved. >> thank you. superintendent, would you like to introduce your designee. >> yes, miss georgia williams brad will read the recommendation.

>> thank you. >> happy new year, everybody. new school year, dr. matthews, president mendoza-mcdonnell, and commissioners. so you have before you the request to approve the two candidates that were actually interviewed with the standard set of questions by other p p.a.c. members, and then we recommended and approved to the board at the june 6 meeting. as required by the policy, they have to be formally approved by the board of education, and there are two members right now, naomi laguna and sandy stringfellow. >> are either -- are either of the two parents present? okay. thank you. i don't have any public speakers signed up for this. any comments from the board?

commissioner sanchez? >> could you tell us a little bit about them, what schools -- where their children attend? >> so naomi has a son who attends mckinley elementary school, and she's very active in their p.t.a. there and also is a volunteer for lipstick angels, which of course works with survivors of cancer at ucsf. and sadie is -- has a daughter who's enrolled in the japanese bilingual cultural program at clarendon elementary school and has been working in education for over 15 years. so i do want to add on one of the things that we are continuing to recruit because we have five open regular seats, and we're specifically hoping to recruit a family members from the pacific islander community. we have been meeting with folks as well as from other folks from the department within --

out at the community development center and hoping to get that voice represented on our advisory council, as well as hoping to recruit additional english language learner families. >> great. thank you. superintendent, do you have any comments? >> just that we -- the staff, of course, recommendation from staff and really the -- are supportive in believing that these candidates are the right candidates to fulfill the work that we want to do, especially in terms of making sure that our students are going to be able to thrive in the 21st century. >> thank you. any other comments or questions, commissioner merase? >> i'm prepared to support the recommendation, but i'm hoping that my colleagues on the board will help the p.a.c. recruit for those five vacancies because that's kind of a lot of vacancies, and the p.a.c. does good work on advising us, so

hoping to fill those vacancies with everybody's help. >> we hope to circle back with the early education department. ideally, if we could get somebody from families in the prek, so if we could work on that, in particular the sites where we were involved last year, where there are a high number of families with english language learners. >> thank you. georgia, based on the current membership or representation, are there particular characteristics that you're looking for, more elementary school parents, more that represents a body that isn't currently present on the p.a.c.? >> as i mentioned -- so, i would say prek, and then, in terms of the english language learners and pacific islanders, it's been a number of years since we've had that representation at the table, so those are the members, and you

know about the rest of the p.a.c. membership. >> okay. no other questions or comments, roll call, please. >> clerk: thank you. [roll call] >> thank you. section h is the discussion of other educational issues. dr. matthews? >> tonight, we are proud and excited to present to the board an update on the middle grades redesign. the presenters this evening are our chief academics officer, miss brynn stevens, melissa dodd, and our assistant superintendent of middle schools, tom fung.

>> thank you, commissioners. from this perspective, it looks dazzling. so we're pleased to present an update on the board this evening on the middle school redesign. my name is brent stephens, and i'm joined by two colleagues who will copresent this evening. >> melissa dodd, chief technology officer. >> good evening, commissioners, and department superintendent. my name is fong sung, and i am the assistant superintendent of middle schools, and i'm here to let you know that i will be participating in the middle school age redesign. i'm super excited and right now, i'm here to learn and listen and my colleagues are

going to be showing me the way. >> so what we hope to do by way of this presentation is bring the board and the public up to speed on the most recent set of engagements that we've had on the topic of middle school redesign. we count that we've been in front of this body four or five times in the last two or three years to provide updates on the middle school redesign. we're going to remind you of our work over the past couple of years, tell you about the most recent stage of work that we've completed, and that is a broaden gaugement in our community, a model of middle school redesign, show you data that we've collected through public forums and other means, and share with you our goals over the next six months. so as a reminder, as we've been working over the last few months on the concept of redesigning our middle school, we have been working with a

goal of vision 2025 as our northstar. [inaudible] >> -- so that it looks more like the graduate profile. two years ago, we engaged in a series of learning experiences with all of our middle school and k-8 principals. that included learning journeys into aar item of settings across -- into a variety of settings across the bay, and it culminated in a set of design principals. those six principals are reflected on the slide. they include project based learning, technology integration, performance based assessment, cross disciplinary learning, social and emotional embeddedness, and personalized learning. so those things together we are calling deeper learning, but we've got this definition that we're working towards. so with that in mind, we set about a series of activities in

the 17-18 school year to engage our central office teams to challenge them what it might look like to design a middle school master schedule that conformed to these aspirations. so that work was completed about midway through last year, and we finally very publicly proposed a draft model to the san francisco community. by draft model, we mean a middle school master schedule that contained many new features that we felt would suit middle school learners and ultimately learned to the enactment of the graduate profile. so that model included these things. board members will remember these from past presentations. we defined five core academic areas. those are all defined by large bodies and standards in the state of california. we also went onto propose the concept of 134r0eratory courses being part of each middle school learning experience. we're proposing that those have four components that would include a sequential experience

in visual and performing arts, three trimesters, two trimesters of health, and finally, one trimester as an

>> we also had a -- in addition to the work that schools did at their sites and with their communities, we also had a district wide family learning session that was in partnership with parents for public schools back in april over at mission high school. and we had -- and we'll talk a little bit dig into that, as well, and then, we launched a website so that families and teachers and our entire sfusd community could learn more about the model, get -- what the model is, where we are in the process, and have an opportunity to provide feedback. so with that feedback, we've

had -- we have had an on-line feedback survey that in all of our engagement activities, we also provide to get additional feedback from participants and we make that available on-line, and we wanted to share a little snippet of that general feedback, which is around in particular to this question of how might this model specifically help students, particularly our folkal students recognize the profile. we delineated this in terms of positive, negative and unsure. so healthy skepticism around 11 or 12%. from a positive perspective, really, the break from the design principles and what we're proposing to do. and from that critical perspective, what are the outstanding challenges and what we need to address and be

mindful of. >> so as we think about the ways that we've engaged our educators, there is both through presentation at their schools by their principals and others through the electronic surveys that we've issued through the presentation and the website and the educator design group. these stand out right now what educators are saying by way of highlights and challenges that still sit in front of us with respect to the model. so what we hear as highlights from our educators so far is generally valuing the idea of deeper learning as a goal to pursue in our redesign. generally value block scheduling and having more time to be able to go implementatio

questions, you know, teacher buy in and support of the model and primarily -- that was primarily around the shift in the pedagogical shift and the changed management of our current system and experience, predominant experience for middle grades to the new system to the new model and framework, and so wanting to ensure that there is that -- that we're mindful of that throughout the implementation process funding, as well. there was -- as we mentioned there's the highlight around the personalized learning and the prospects of the acceleration course could support that in terms of personalizing the learning experience for students. we're wanting to be mindful of grouping and that we're not unintentionally tracking students within particular groups, that there are opportunities that are both need and interest based that's part of that personalized learning experience and our principle around developing

students passions and growth, and how are we handling students that have additional needs, so if they have some acceleration or remediation that's needed then we're factoring that into the model as well. >> i'll read only a few of them in the interest of time. from an educator, i really like the opportunity for kids to potentially follow interests, dive deeper and have more self-direction. world languages could be a really cool course that families have been requesting and would help bridge gaps between our newcomer students and the rest of the population. few from parents include exposure to multiple electives and interests so that every student can feel confident in at least one class or subject, and then another project based learning should deeper and cement knowledge through experience not through memorization. >> so based on where we are in our planning and our timeline

and with all of the substantive feedback that we've received throughout the spring and winter, we have some being bishs next stebeing -- ambitious steps ahead of us. and so working with our middle schools around the piloting of these courses so that we can build that -- learn from that and build that into the model moving forward. wanting to share all the feedback that we've received with schools, so working closely with our new assistant superintendent and our principals through the monthly principals meetings, getting input and feedback and further

development iteration on this. we have some additional analysises that we need to do primarily around credentialing and staffing so when we look at the shift in these models that we're taking into account that we've done a deep analysis there. and then, continuing the work with our educator design groups so that two day sprints that we mentioned, the really powerful and engaging experience and educators wanted to continue with it, we wanted to continue with them, so making sure that we have additional design work and feedback, as well as also getting input and feedback from our students and having some student focus groups where we can engage with students and get their input and feedback on where we are. we believe, too, that we'll be looking at creating an additional model, not necessarily a replacement of what we currently have, but based on this input, some additional sort of another way

to look at what that middle grades experience could be, and so share out another model. and our goal and intent here with all of these steps is really to identify and work with our -- with our middle schools around identifying three additional pilot schools, so three schools who would pilot the new middle grades redesign in the 19-20 school year. so with that, i think we are done with our presentation, and are open to questions. >> great. thank you. any questions or -- no? >> thank you for the presentation. i have a couple questions. you mentioned the -- on slide -- i think it's four, the intervention or acceleration course, is that supposed to be intervention or can it be -- it could be a student choosing it because they have a passion? is it both or one or the other? >> so our concept right now around acceleration is that we move students further wherever

they are in their learning. so it was true in past reform models that we had intervention classes that were zin nated for students with particular needs? one of the challenges in that past models is it had the benefit of tracking the students through the rest of their school day. so by both naming we want a course for all students it's about acceleration and scheduling it at the very same time of the school day, we can permit kids to move in and out of the acceleration koergss more flexibly, and avoid tracking the rest of the school day, so we want to intervene students who need skill development while providing acceleration for everybody. >> and would that be in the same class if the student has a passion for that subject, would be in the same class as a student who needs intervention? >> so right now, that's not the design, although we have not worked out the criteria for placement and needs based acceleration course versus an interest base. we think that there might be some pay dirt in not receiving

acceleration courses as glued to a subject area but rather something that's going to appeal to all young people. so rather than calling it a math acceleration course, call it something like coding, but then go after the skill development through another umbrella. >> thank you. and then, the world language is one trimester peryear. >> so right now in the current model, this is just the first draft that we've put out in the public, we're contemplating one trimester in sixth grade with the idea that a 7 or 8 grader can choose world language as an elective. >> like, in 7 grade, they would have a full area of that language. >> correct, as an elective. >> an elective. >> and then, potentially, if the student were to sake 7th and 8th grades, they would earn ten credits in high school and be able to take language two in

high school. >> and can you talk a little bit about block scheduling in the 8 period day and how long blocks are in the day? >> sure. so the draft model is currently -- it's right now an eight-period modified block which means it's several days per week -- actually one day per week in our draft schedule is contemplated that all eight -- students would attend all eight of their classes. tuesday through friday, then, a student would attend only four of those classes. that permits a longer class period. i think that the models that we've proposed on the something along an 80 minute block. again, i shared that we're hearing a little bit from educators that that might be just a little bit too long. >> i think that can work. 70 would be the minimum, i would say, for a block. and then, the eight-period day would be consistent -- does that have a homeroom or an

advisory -- what are the eight periods? >> shall i -- >> sure. i'll jump in. so the eight periods, yes, there would be sort of a, right, homeroom period, depending on where, as we mentioned, the acceleration block -- i'm sorry, the acceleration course, and then, the core -- the five core content areas plus the elective, as well. so if you look at the, they'd have their exploratory course, the five core content, the elective, and then that acceleration course if you will, and that would be for all students at the same place, time of their schedule so that we could have more flexibility with students move in and out based on either need or interests. >> my last question is how does the block schedule work on the minimum day or the early release day?

>> so on the -- on the day that we're contemplating an aligned early release, essentially, we're short several periods a day. we can release students by about 1:00 in the afternoon. that's when educators have time for professional collaboration and there's lots of time for professional collaboration. one necessary element that's an aligned early release across the district is that we're increasing our capacity to provide after school care for students, so we're working on that one, as well. >> okay. thanks again. >> any other questions or comments on this? okay. i have a -- just a quick question with regards to the exploratory courses. is trimesters going to be the new way in which we approach course work? >> so we have proposed this at the middle school level. we're getting a variety of reaction. elementary schools operate on

trimesters now. it allows us to accommodate this variety of courses. if we switched to semesters, we'd offer less courses. >> that's great. i did trimesters in high school. my junior year of high school in washington state, and it was great to pack it all in. i moved to san francisco my senior year, and i had all of my credits from so many classes, i only needed two courses my senior year. i'm a real proent, a real advocate for trimesters, especially with middle schoolers, because kind of the short attention span and just the ability to do a lot of different things over a short period of time, so i do hope we lean towards that. my only concern with that is when they go into high school, just how different it is to go from trimester to a semester. it's a very different transition. i've even heard that in college, you know, when kids are on semester versus quarter,

just how different it is, and the amount of time they have to really dive in deep and do work, and the length of time that the course work lasts. so but i love the idea that we're thinking about implementing trimesters. everything else, to me, looked really great. i'm excited about the way in which we're looking at the middle school redesign. i think we've invested a lot of energy in middle schools, particularly around stem, and so this is an added -- you know, features to what we've already started, so i'm really excited about that. have you had any conversations with students about that, so was that part of the family conversation? and in particular, i'd love for us to talk to 8th graders to see what their experience is like. >> so i'm aware that several principals have had their own

informal address as we

go more broadly across the middle grades experience, but wanting to think about students who currently participate in after school, how do we expand

that for students who need that after school, especially particularly on the early release day. that's all part of the conversations. and with the extension of the beacon centers, that provides a great opportunity for us to delve in further. >> i look forward to hearing all that comes from that. i just want to say i appreciate what the exploratory course is, seeing computer science here, that health is going to be a part of this sounds like what we do is vitally important. i think our health curriculum is really outstanding, so that's encouraging. and about these three, i wanted to know if -- how we were thinking about being able to hire for these positions, especially with the world language piece, which world languages we're prioritizing because with computer science and with world language, i know we've had some challenges trying to keep immersion

programs in, so give me an idea of where that's at and an idea how we're trying to address hiring. >> just speaking in general, there are more world language credentialed teachers available to us than there are single subject bilingual teachers? in our current school immersion model, we have two periods taught in a target language that requires both that a teacher hold a single subject certification and is bilingual? those folks turn out to be great in our labor market. there are many more people, though, with world language credentials who are able to teach a

kevin will be nodding or

shaking his head behind me, wherever he is, that is essentially recruiting the cohort of health certified teachers to be able to teach in this model. what we've been lacking though is the structure to provide 100% access. i'm not certain we'll have credentialed health techers at the point that we'll be able to break the access barrier. at the same point, i'm a little less worried in world language. our visual arts, we have lots of work to do. we've got to think sort of how with their elective and exploratory offerings would impact their schedule, so that's work still in front of us. and then, the computer science right now, i'm going to have to talk about b.t. about that. i don't want to risk the wrong answer in trying to describe california's credentialing requirements around computer science. >> any other questions or comments? commissioner merase? >> so i'm so delighted to see

this much work. i've been waiting a very long time. some of these issues have been in the work since i've been on the board, so i'm really delighted to see this really get off the ground. i love the fact that there is equity and electives. for too long, some of our students who had to do remedial courses had no access to electives. i think it's very much aligned with vision 2025, so that's another big plus. i really appreciate the equity in language access. i've heard from so many families who miss out on school choice at the beginning and kindergarten and are unable to access language until high school, and i wanted to remind folks that two years ago, when we had 500 biliteracy, there

wasn't one africa american among that 500. common planning time is something that we've heard repeatedly from our labor partners, from our educators, so i'm really glad to see that be part of the consideration. [please stand by]

comments? seeing none, thank you very

much. looking forward to a great school year. >> all right. you can applaud. good. it's a good thing. [applause] >> consent calendar items, we have none tonight. section j., introduction of proposals. there are two policies and one proposal. number one is public comment which we don't have. two, board policy, student assignment 5120.1, lowell high school admission policy. and board members proposal 118 in changing the name of fairmont elementary school. elementary school being introduced by commissioners mendoza and sanchez.

>> so moved. >> second. >> president mendoza-mcdonnell: thank you. i'm going to refer board policy 5101 and 05120.1 to the committee. and 188-14 a 1 to grounds. section k -- >> president, so you referred lowell to rules policy and legislation and not student assignment? >> president mendoza-mcdonnell: correct. we had this discussion in the agenda review. would you like to explain that? >> these policies are actually the result of the recommendations coming out of the student assignment committee, so the thought was there was no need for them to go back. >> president mendoza-mcdonnell: right. you would be hearing what you recommended. right. so ok, great. thank you for bringing that up.

section k, proposals for immediate action and suspension of the rules. i need a motion and second to take action on resolution 188-14 a 2 in support of our city, our home ballot initiative for november 2018 to fund homeless housing, behavioral health service services introduced by matt haney. >> so moved. >> mr. cook? mr. haney? yes aye. ms. norton? >> no. six ayes. >> president mendoza-mcdonnell: could we get a reading of the resolution by the author. i'm sorry. i take that back. that was for suspension. i need a motion and second for

formal introduction. >> so moved. >> second. >> president mendoza-mcdonnell: thank you, could i now get a reading of the resolution by commissioner haney. >> commissioner haney: in support of the city, our home ballot initiative, where as homelessness is the greatest crisis facing the city and county of san francisco, we need to accept up and where as in the 2015-16 school year, identified 1 in 25 students as homeless, including 491 in middle school, 787 in high school and 168 in charter schools, and whereas the 2016 report hidden in plain site, states that over40% of formerly homeless students surveyed dropped out while they were homeless in middle or high

school. whereas the 2014 report found that california is ranked 48th for its response to child homelessness. this ranking is determined by the extent of homelessness in the state, child well-being and state level resources to prevent and address child homelessness. research and data including individual surveys of homeless youth indicate that it has lasting impact on a child's physical, emotional and academic development. they may suffer trauma, anxiety, shame, withdrawal whereas it is a holistic measure that transforms the crisis by a carefully crafted road map. this would generate $300 million,