meeting of the board of education today. it's tuesday, september 25. and it's my last board meeting. so thank you, all, for being here. we're going to get started. i'm calling this meeting to order. i'm doing some adjustments to the agenda this evening. but before we do that, roll call, please. >> clerk: [roll call]

>> president mendoza-mcdonnell: if you would, please stand and join us for the pledge of allegiance. [pledge allegiance] thank you. section a is accessibility. section b, opening items. number 1, aproving the minutes from august 28, 2018. i need a second and a motion. >> second. >> president mendoza-mcdonnell: any corrections or changes? seeing none, roll call, please. >> clerk: [roll call vote]

six ayes. >> president mendoza-mcdonnell: speaker cards are necessary if you wish to address the board of education. members of the public are reminded that an individual can complete a speaker card prior to the item that's being called on the agenda and presented to ms. casco. speaker cards will not be accepted for an item already before the board. if you come up to me after we've opened the item, you will not be able to speak if your card gets to us after we've started the item. i will share with you a little bit of movement that's going to happen for this evening's agenda so you are prepared to make sure that your cards are in if you are going to be speaking. after item 6, we're going to move item h, housing report, and hear that next. and then after that, we're going to move up item 4 of section e,

which is the charter resolution. so that will get moved up and that will be heard after item h and then we'll go into section c, which is the consent calendar. those are the two items that will get moved up, out of order, and then we'll go back to the regular agenda. with that, i will turn it over to the superintendent, dr. matthews. >> thank you, president mendoza. good evening, everyone. today the state superintendent visited bryant elementary school to talk about progress made on literacy, signifying fluency into the language and there to highlight successes in the program for english-learners. the deputy superintendent identified that our district had

650 graduates and that's 20% of the graduating class. very proud of that

-- accelerate critical programs that serve our students. this year's highlights will support pre k-12 computer science curriculum, coaching and support for middle school math teachers, annual award to every middle school of $100,000 through the principal's innovation fund that will assist us in funding the closing the gap. the african-american leadership initiative and alliance of black school educators in partnership with the united college action network hosted the 7th annual historically black colleges and

universities recruitment fair. [applause] hundreds of students from san francisco and surrounding areas met with admissions directors and recruitment officers from 41 historically black colleges and universities representing hundreds of majors and professional degrees. i recently had the opportunity to attend two wonderful events at our schools. friday, september 21, alaska airlines hosted and sponsors a back-to-school event for the students at willie brown jr. middle school with kevin durant of the golden state warriors and donated $10,000 to willie brown. [applause] [laughter] they donated that to the school, not to willie brown, the ex-mayor. kevin durant was in attendance on behalf of the kevin durant charity foundation, whose mission statement is to enrich the lives of at-risk youth from

low-income backgrounds through educational, athletic and social programs. in the same spirit of giving back, alaska wanted to energize students by bringing a local role model to discuss education. thank you, kevin durant and alaska airlines for the $10,000 donation. [applause] and, finally, on monday, september 24, yesterday, had the opportunity to visit five schools, three elementary schools, and two high schools, and i got to attend the schools with captain tara wright. captain wright is a pilot -- or captain with alaska airlines and first captain of an all-female african-american crew in alaska airlines history. [applause] captain wright visited our

schools and emphasized the importance of s.t.e.m. education. we were thrilled and honored to host her and have her visit our schools. that ends my report for tonight. >> president mendoza-mcdonnell: thank you, superintendent. item 3, student delegates' report. >> good evening, everyone. on the topic of meatless monday, it was presented as a continuation. the goal is to reduce carbon footprints and get a source of protein and saving money for the district. we plan to support this by first student representatives participating in a campaign with meatless monday. a survey will be developed and passed out to schools to find out potential pilot schools that demonstrate interest in meatless

monday. [applause] >> on the topic of engaging student voice and the relocation of the campus to the mosaic, we plan to integrate arts curriculum with student voice. thank you to mr. don harris for taking the time. we look forward to more engagement. [applause] >> on the topic of s.a.c. promotional campaign, we plan to create a 2-minute informational video that introduces it to the student body. and also we plan to create posters and put them up around school sites. ideally we will start with the official creation of the campaign mid november. it's at the planning stage.

>> every s.a.c. representative is assigned to a committee where projects are to be launched and completed. last night, committee chairs met with their teams and brainstormed. we plan on continuing our work with our programs, with you also research, plan and develop new projects amongst our committees. >> last but not least, we would lick to give public kudos for ivan chan for attending the bryant elementary school global california event. thank you so much. so our next meeting will be october 15 at 5:00 p.m. in the board of education room. the s.a.c. is a public council and anyone can attend. if you would like it attend, make a presentation or like a copy of our agenda, contact our supervisor, mr. salvador lopez. thank you.

>> president mendoza-mcdonnell: thank you, both. next item is item 4, recognitions and resolutions of commendation. we've don't have any this evening. item 5, recognizing all valuable employees, rave awards. dr. matthews. >> thank you. we have two this evening. first, janine leonard. presenting the award is her principal, jeremy salinski. [cheers and applause] >> good evening. i have to hit the button, right? good evening, dr. matthews, members of the board of education and san francisco community and our bret hart staff in the house tonight.

[cheers and applause] and all of the family that came here to see her recognized. i want to say that it brings me pride and pleasure to introduce the heart and soul of the bret hart community. it's anything to hear everyone call her janine, because this is ms. princess and people have known her by that since shes with a baby. if you walk down 3rd street or in the bayview and you ask 100 people in the bayview if they know ms. princess, 99 of them would say, she's touched their life in one way or another. ms. princess is an inspiration to everyone around her. myself at the top of the list. when people ask, what does miss princess do at school? you don't know how to respond. to say she's a special education

educator, tip of the iceberg. that's what she does between 8:30 and 1:30, but she works before school and after school as part of our beacon program. in fact, she's often the first car in the parking lot when the gates open and the last car out at the end of the night. she's the head of our dance team, she runs picture day, and i'm pretty sure she has more mentees than anyone in the history of the school if you ask the faculty, parents, community members, almost all of us would say that we consider her one of our mentors and somebody very valuable in our lives. she's crucial in our staff retention plan. we've coined the "ms. princess plan." if we can get her engaged with our newer teachers, it's part of 0 you plan to retain new, high-quality teachers.

we only turned over one classroom teacher last year. [cheers and applause] i hear all the time in the hallway people say that they need ms. princess in their classroom because it makes them more confident teachers. i need ms. princess in the building because it makes me a more confident school leader. she smiles on the best of days and smiles harder, louder, and more cheerfully on the rougher days. she's the mark of respect and humility and stays true to her honorable word and brings out the best in everyone she touches. everyone around her thank goodness that she's a member of our bret hart community. i consider myself the honor of knowing ms. princess. it's inspiring to see everyone here in support of her. i see almost our whole staff here tonight. thank you, ms. princess. on behalf of all of san francisco, congratulations on

your marked achievement. [cheers and applause] >> i'm nervous. i just really -- my job is not a job to me. it's my life. i feel that each and every one of the kids -- each of the kids are my kids. i really, really enjoy what i do. when i'm gone, they're going to put my plot right there and say, i will take you to ms. princess. [laughter] and to be painted on a mural at the school. [laughter] [cheers and applause] >> we'll see if we can arrange that. >> thank you.

>> our next rave award winner is tara castro, 8th grade teacher. and presenting the award will be the director of the middle school network, tony pang.

[applause] >> can you hear me? tony couldn't be here, so i'm the assistant superintendent of middle school and i'm excited to be here to present tara castro. service to others is the rent you pay for your room here on earth. and that's by mohammed ali. she is a leader, a mentor -- [inaudible]

to support their growth as educators. she's tireless in her pursuit of collaboration amongst her colleagues. there are things that i keep on thinking about. as i look around here to everyone that's here today is that the beloved community is the framework. [inaudible] [applause] >> first of all, you are like my new mentor. i want to get to know you better. and i just love coming -- [inaudible] [applause]

thank you. >> president mendoza-mcdonnell: great. congratulations to both of you. that was item 5. item 6 is our advisory committee

reports and appointments. before i do that, we have another agenda change for this evening. so i'm going to turn that over to dr. matthews. >> and i believe mr. steel will read the item or turn it over -- [laughter] >> thank you, superintendent. so tonight proposals for action, the first item are two board policies, 5101, student assignment, not to be confused with commissioner haney's resolution, and board policy 5120.1, lowell high school admission policy. staff, in reviewing this item, we are concerned that we did not accurately capture the feedback and amendments from the rules committee. so the recommendation from staff will remain the same, but the language we would like to

clarify, so we'll postpone until october 9, the next regular board meeting. >> president mendoza-mcdonnell: just so there is no confusion, it's section e, board policy 5101 -- >> right. this pertains to the first proposal for action, which is two board policies. board policy 5101, student assignment. and board policy 5120.1, lowell high school admissions policy. both of those items will be heard on the 9th for a second reading instead of this evening. >> president mendoza-mcdonnell: okay. so because of that, i do have a couple of folks that are here for those items, section e, item 1. so if you are here for that, we're not going to hear it. so you are welcome to go and come back on october 9. if you choose to stay, you can

make your comments, but it will be heard at public comment. so that doesn't come until item f. if you want it stay, you can stay until public comment, item f, win is after all the vote on the proposals for action. otherwise, you can return on october 9. are you clear on that? so if you are -- when we get to public comment, i will call these names. if you show up, great. if not, we'll see you again on the 9th. okay. could we please get the community advisory committee for special education? on this item, as they're coming up, there's also in section g, you have three appointments to the committee for special

education. and i will allow you to do that at the same time. so if you will -- after your presentation, we'll go right into the nomination of the three folks you will be -- i'm sorry, i guess they're appointments. they're appointments. okay. >> well, confirmation. they've -- [inaudible] >> president mendoza-mcdonnell: okay. after the presentation, we'll take up item g at the same time and then you can share that. okay. great. thank you. welcome. >> good evening, dr. matthews, commissioners, student delegates, and a packed full house of attendees. we'd like to thank you, all, for joining us tonight. as you all know, we have this knack of joining you on insanely crowded agendas. we were here in june.

[laughter] so, anyway, we were here in june to give you our recommendations for the 2018-2019 school year. and right now, we're just giving you a little bit more specific suggestions, recommendations, and, yeah, maybe we have a cheerleading squad out there for us. i don't know. anyway, moving right along. [inaudible] i'm alita fisher, chair of the community advisory committee. >> i'm katie russell, board member of the advisory committee and past chair. >> i'm julia martin, current first sight chair. >> i'm christina chair. i'm on the membership committee. >> okay. first, i want to talk about what

the c.a.c. is, especially for our audience out there. if you have kids who are in special education or you're going to start your kid in school, this is very good information for you to have. i certainly didn't know my kid was special ed until later in the process, like second grade. when i found out about the c.a.c., that's when i found out, at some point in time. san francisco unified school district special education committee advisory committee, that's the c.a.c., is a state-mandated organization, part of the california department of education. there are over 700,000 special education students in the state of california. these students are organized into special education local plan areas, which include many school districts. the san francisco selpa is

special, in that we're one of the largest single-district selpa. california state education code mandates that each selpa must have a community advisory committee and the majority of the committee members must be parents. c.a.c. must sign off on the plan and budget before the san francisco unified school district can send it to the california department of education. our purpose is to advocate for effective special education programs and services and to advise the board of education on priorities in the selpa. we provide free monthly community meetings, school district staff presentations and consistently advocates for our special education students on the district and the state level.

>> on the fourth thursday of every month from 6:30 to 8:00 p.m. interpretation and free childcare are available but must be reserved in advance. we invite all of you to attend our monthly meetings, especially our april 25 meeting, which is the annual advocates worthy of excellence award. at this meeting, we call out sfusd staff and community members going above and beyond to support special education students. >> so just a little bit more detail about special education here in sfusd. we have about 8,000 students receiving special education services in sfusd, 12% of our population. and this chart is a little bit hard to read, especially for anyone with a handout where it's not in color. but what we wanted to point out

here in this chart is that we have sfusd student enrollment by ethnicity and race next to students with i.e.p.s by race and ethnicity, next to california data and then california students with i.e.p.s. and you can see the blue and the red bars in particular. the point we wanted to make there -- it's off the screen, so you can't see the indicators at the bottom. but both our around american students and latinx students, we have a significantly higher proportion of students receiving special education services than we have population overall in the district. so we're still overidentifying our students of color for special education services. but we're making progress, especially under our new -- the court case decided 1 1/2 years

ago and we have department of education guidance around that now that talks about the fact that students receiving special education services must make meaningful academic progress every year, and that's meaningful to their specific needs. we're looking forward to working with the district to implement that. and also, what we overidentify, we also are really looking forward to working with the district on increasing graduation rates from 66%. so these are our 2018-2019 priorities. these are the same priorities we presented back in june and we provided you all with copies of our june handouts, so you can see it for your reference. what we'd like to call out actually is a quote that we feel kind of mirrors where we're at

and that is, "every system is perfectly designed to get the results it gets. in order to change the results as san francisco unified schools substantive changes have to be made. the past friday the u.s. department of education office of special education rehabilitation services sent out a blog titled "rethinking special education." it challenges federal, state and local districts that remove barriers standing in the way of improving outcomes for each child. we've included copies of this article, because the c.a.c. wholeheartedly supports these challenges as they align with our priorities for the 2018-2019 school year, which are to increase reading intervention, provide comprehensive social-emotional support and ensure that san francisco unified teachers are well trained and supported in order to create staffing stability. >> in regards to the first point

we made in terms of recommendation, reading interventions, this is our feeling about that topic. that providing effective reading interventions at all school sites is an opportunity to truly interrupt systematic barriers to equity. ensuring that there is equity in curriculum and resources at all the school sites will go a long way to improve district literacy rates, while nearly all elementary schools have received some training and have literacy or responsive intervention specialists on site, there are still schools that need additional training and support. the c.a.c. is happy to hear that the san francisco unified school district is working on interventions at the middle and high school level, we encourage the district to prioritize these efforts, as there is a direct link between high school

literacy and dropout rates. a recommendation that we'd like to make is a partnership with the library, which is utilizing laura lei of the main branch of the library. she's a learning disability librarian and she's created a tutoring program for dyslexic and struggling readers. it's free and open to students in 1st to 4th grade. students are matched with tutors one-on-one at the san francisco public library locations. the c.a.c. would love to see the san francisco unified school district partner with the s.f. public library in this effort. this could be a great opportunity for the district students and staff to

participate as mentors and receive additional literacy training. and it's free. >> social-emotional supports are a really crucial piece of special education. we are excited that san francisco unified is celebrating inclusive schools week. we thank you, dr. matthews, for your letter to all principals and we'd like to invite all board members to participate in inclusive schools week events as those come out. we'll get that information to you to have you join us at school sites. as a parent of a student that receives i.e.p. services, it means a lot to have our representatives and leadership attend these events. but the one piece we want to bring up, inclusion starts the first week of school and the first day of school. our special education students need to know that their teachers know about the disabilities and

are ready to accommodate them. unfortunately this year, we were contacted by multiple families where this was not the case. and this is a pretty serious compliance issue. we've had lots of conversations. we want to be sure that it's a priority. that it happens before the start of school. on a more positive note, we would like to thank the student advisory council, for putting together a program for students with disabilities to take part in the student advisory council. right now there are five seats for students to nominate students who receive special education services to serve on the s.a.c. so we encourage principals and staff members at high schools to make the nominations. i believe they're due on friday. and then lastly, we have many

special education families that were denied services under i.e.p. and didn't receive services until later down the road and needed much more intensive services than what they would have needed. many families told us that they were not informed about the available of 504 programs or other options that could have supported them early and provided some early intervention. we're just looking to see if there is more information given out about the programs. one last recommendation we'd like to make around social-emotional, and that's why we have the restorative practices image up there. we would lake to see something we're called restorative inclusion. it's looking at the guidelines for restore attive practices at

meetings, and that there may be some trauma or hurt done all all sides and look at how we can have more collaborative i.e.p. meetings. >> the first step of restorative practices is building community. so inclusive schools week is a big part of that. but also have the i.e.p. meeting be a celebration, rather than a discussion of deficits. let's turn it into parties. and so staffing stability was one of our big priorities for 2018. are you beeping at us? so this year there was a whole lot of work that went into prop g and we're so excited that our

teachers are getting raises and we're exciting to hear about the teacher housing update. with all that positive energy and hard work, i personally expected that when we got data about the number of resignations this year that they would be down. resignations are up 27% year over year. and anecdotally, thank you for that data and h.r. department for working with us to provide that, it jives with what we're hearing. we're hearing that teachers don't feel supported both in special ed and gen ed setting. there are too many students on i.e.p.s in a classroom and not enough qualified and trained adults to support and keep students on task, address

behaviors and it ill pacts entire classrooms. for every teacher that leaves the district and then has to be replaced, the learning policy institute estimates in an urban environment like san francisco it costs about $20,000. so if we have 400 how to teachers that we have to train this year because of resignations, that's $8 million we're spending just on training new teachers. it would cost a whole lot less to hire a few more para-educators, to maybe have some additional classified staff or other personnel that would act as case managers to take some of the burden. i'm struggling to understand personally how an r.f.p. can individualize 28 i.e.p.s and teach 28 students on their caseload while scheduling 28 i.e.p. meetings and everything else that has to be

done. it would be really beneficial to be able to focus on just teaching, to be able to focus on planning and individualizing instead of having to do so much of -- trying to -- if you have to schedule an i.e.p. meeting with a supervisor and a parent and a teacher and a principal, it's like herding cats. that in and of itself can take a full day. so we're strongly advocating for more help and potentially a case manager position as well as better utilizing our codes within our special education information system, so we're fully capturing the minutes that it takes to serve our students with i.e.p.s. we've heard that there are challenges with how minutes are being captured and, therefore, schools are undersupported from the educators they need. addressing both of those issues and providing more staff and

support will cost more, but hopefully going to cost less than the $8 million it's costing us to retrain our new teachers. >> thank you for your time and we look forward to presenting again in june, 2019. >> president mendoza-mcdonnell: great. thank you so much for that. so comments from board members on this? it looks like commissioner walton -- >> thank you so much for, of course, the time you devote to this and for coming in tonight. i did want to ask as you listed the updates, if you look at what is the major focus for this year in terms of what the district can do best to support our students, what would you say it is?

of all the areas that you provided? >> i think that the -- the thing that keeps coming up in our meetings is around the additional support for teachers. folks are spread too thin. my student with an i.e.p. when i got to that part, he said, they would have more time to spend with us. he is already noticing, and it's not anything -- we're early in the year, so they're not scheduling a lot of i.e.p.s, but the kids have noticed there's more time on paperwork and less time on students. so that -- more support so there's more time for teachers to be with kids. >> thank you. >> and would i like to point out that we're proactively working with the special education

department. we were consistently meeting with leaders and they're hearing our concerns and working to address them, too. so we're not working in a vacuum and we have district support. so thank you. >> commissioner norton: thank you for being here. it's nice to see you. i wonder if, you know, the last few years, the c.a.c. has talked a lot about reading interventions and about improving training for teachers on reading interventions. and i wonder if -- because you've been paying close attention to this issue over the last few years, what changes do you see? do you see any positive changes in the district preparation and ability to intervene on reading disorders, dyslexia and others? >> yes. the curriculum and instruction department implemented a pilot program that brought wilson reading method into 10 schools. did a lot of data collection.

they've been working with stanford in particular to develop early warning indicators so that students in kindergarten and first grade can be identified on indicators, not necessarily assessments, to potentially need intervention. and schools are trying to address this on their own. some schools have hired then own to address it. tenderloin is working with the fog leader program and lora lei is giving training to make sure that they can support. so there's a ton of great work happening. if you have a kindergarten, 1st or 2nd grader that is not at a school with this support, it's not happening fast enough. >> and it's not at the middle or high schools. i was at a meeting earlier this

week and the middle school was saying, we really had to work and work and push to get some of the training for our special education teachers. and the librarian said, i'm really worried about our students that have 2nd grade reading levels in middle school, because these are the kids that are going to drop out. that was her call. please get us support as soon as you can. we can't wait. we need it now. >> commissioner murase: i want to thank you for this report. in particular, the recommendations. and i think it's not enough to hear from the c.a.c. once a year. so i would really recommend that in five months, we receive some kind of written report on the progress toward meeting the recommendations and i think the first step is probably to do a financial analysis of what it

would cost to implement the recommendations and perhaps the c.a.c. can help to prioritize. the fact that you have put together clear recommendations, we should take full advantage of and hear how we're able or not able to embrace the recommendations before the year -- before the next formal report. >> be careful what you wish for, dr. murase. [laughter] >> president mendoza-mcdonnell: any other questions or comments? >> i would like to see on behalf of the s.a.c., we're really happy to extend our support and looking forward to embracing our new student leaders. >> president mendoza-mcdonnell: thank you. >> i wanted to say that we also -- since the s.a.c. is a

representative of our school district, then making sure that being heard is why the s.a.c. exists and we would like to thank the nomination from administrators. thank you. >> president mendoza-mcdonnell: thank you. we always appreciate hearing your report and the time that you take to come to present with us. so before you go, though, i'm going to turn this back over to ms. fisher for the appointment of three members to the community advisory committee for special education, section g, special order of business. ms. fisher? [please stand by] >> the new

members for the cac -- oh, the whole statement. >> we're requesting that the board of education of san francisco unified school district appoint to the community advisory committee for special education, three regular members to serve a two-year term beginning august 1, 2018. the members were recommending

for appointment are... e lien rks >> so those are the appointment of three members. so we need a motion and a second on that and we vote. ok. could i get a motion? >> second. >> roll call vote, please. [roll call] six ayes. >> terrific, you have three new members. >> thank you. >> again, thank you so much for all of your hard work. it's a pleasure to see all of

you. that takes section g, that special order of business. item 3 of section g off the table. ok, any appointments to advisory committee by board members? walton. >> i would like to appoint demond to the enrichment fund and diane gray to the oversight committee. >> ok. congratulations on the appointments. any other appointments by board members? >> so in the past week, the sac reviewed, interviewed and elected our representatives. so to provide student

perspective -- and -- and engaged opportunity to collaborate. i would like to announce our appointment. so they are stephen, almary. >> we have jennifer, and to make sure that there is adequate representation of student voice, we have an alternate. >> great, thank you for the appointments. congratulations on those appointments. any other appointments to committees or boards? ok. seeing none, we're going to go into item h, which is the housing reports. this is where we start getting a little out of order. so item h is discussion of other educational i. -- issues. >> this item is introduced by

super superintendent lee and he will be going over the presentation. >> thank you, dr. matthews, at this point i invite our presentation team, including some guests to make their way to the staff table. and i'll just provide a few framing remarks as our team gets set up. so this presentation tonight is focused primarily on our first brick-and-mortar education housing development in the outer sunset. and we're really excited about this project. it's been a long time coming. as commissioners know and many members of the public know, we have been talking about educator housing in usfsd for 20 years to be honest and some years have been more active than others,

many of them quite inactive, but thanks to the partnership that formed several years ago between sfusd, the educators of san francisco and the city and county and the leadership of late mayor lee, we have really gotten quite far over the past several years and we've engaged in brick-and-mortar, eviction protection. we've been moving on a lot of fronts. probably the flagship effort in all of those efforts is this inaugural development out in the outer avenue. so tonight is really a progress update on that project. we've been bringing updates to the monthly building an grounds committee meetings for the better part of almost a year, i would say, but we thought it was

time to share this with the full board and with members of the public that sometimes don't have the opportunity to come to the meetings. a lot is happening quickly. the team will present some of the details about the discussions we've been having. we're on track to submit a proposal to the planning department early in the new year. so we felt it was important to share some of these details with the full board. we have our developers that are going to be most of the presenting. we had a competitive process as commissioners have heard in the spring for selecting a defensor and architect team. i was fortunate enough to participate in the selection process myself and was impressed with the quality of the presentations and the strong level of interest that we got in that process. and we feel really fortunate to

have the mid pen team and the architects working for us and with us on this engagement. i'm going let the panel introduce themselves, but i also, before i do that, want to thank the mayor's office of housing and community development, especially faith kirkpatrick, the project manager on this project. they've been instrumental obviously, that is an understatement, partner and part of this effort. and then whom you all know, commissioners, has been the key staff person on this effort day to day, supporting the district's efforts, working closely with me and carmelo and now don, our new chief facilities officer. viva and faith are here to field questions as i will, but maybe i

could just ask andrew to introduce himself and then alley. go ahead, andrew. >> thank you, my name is andrew. i'm project manager. from mid townhousing. >> and my name is alley, director of housing development. >> thanks again for having us. i believe our last update was to the building and grounds committee on june 25. so we're excited to come back here tonight and talk about the progress and the work we've been doing. just to back up, in case you're not familiar with us, we're a nonprofit affordable housing developer. in addition to developing we also own, operate and provide

resident services at all our developments. so that really informs the philosophy of our approach to the development since we are going to be working on the projects for the long-term and going to continue to work with the school and the city, and the residents and community. we were selected in the spring and since then we've moved forward with a lot of different components of the development, including the design, the unit mix, the programming and we've been working closely with a variety of stakeholders which i'll talk about more in the presentation. this is for 130 units, that is for educators and para educators. it's a mixed income development. there are some units would be reserved for households that could earn something like 40% of

the area mean income and that would be at the lower end of of the income scale and then units up to 120% of the median income and a lot of variety in between that. so that really speaks to the fact this will serve a variety of people and people of different income levels. a key component is amenities. in terms of physical spaces and services. at all our developments, we we plan to have a specific process to make sure we're designing services and amenities that are going to be serving the people that are living here. we have indoor and outdoor spaces available for public use. but would help to integrate the building into the neighborhood overall.

so this chart gives you an idea of the different unions we're talking about and the income levels and the union types. we have these divided in peach and blue. because in large part, because there is a wide variety of income, we have two different financing strategies in terms of how we approach the project for the units at different income levels. so those rows that are in people are really intended for para educators, people earning slightly less money. that would be a third of the development, 35 units. >> i don't mean to interrupt, but do we have a hard copy of the presentation? none of us seem to have it here.

>> the presentation is either behind us or too small for some of us to see. why don't you go ahead and go on. we'll try to keep up. >> sure. so yeah, i know there is a lot of detail on the chart, but i'm just providing a few of the summaries and it looks like there are copies being handed out. so, as i noted, the para educators are -- that would be the more lower income units between 40-60% of the area median income. and then the moderate income units, more for the teacher category, serving units between 80-120% of the area median income would represent 94 of the units, so that's about two-thirds, slightly more of the total development. and then that row below that in light blue would be for a

resident manager, a mid pen employee that would assist with property management development. that would be a total of 130 units. the majority of the units and you can see the totals, that section in gray at the bottom, would be 1 and 2-bedroom, a slightly smaller number of studios and 10 of the 3-bedroom. i know it isn't showing up on the power point, on the screen, but in your handouts, you can see below the rent ranges that we're talking about. so for para educators, slightly lower income level, you see studio rent is a little over $800 and at the higher end 3-bedroom, closer to $1800. for the teacher in the darker blue, you see rents at the low end closer to $1700 and higher end, because there is no 3-bedroom, the highest is in the 2-bedroom and