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 that's $3200. so one component i want to talk about as well as the overall community engagement and general outreach we're doing. these are just a few illustrative images that we showed at our first public open house earlier this month. this is just really because we didn't have the full design yet and necessarily drawings of the building to show, we wanted to give some idea about the size and scale and illustrative images to give people context for understanding the size of the building. and we also have a handout that shows -- started to give people a sense of the different uses on site, looking at things like open space, lobby, garage entry, differing locations and different uses on site to start

to give people a sense of the design and the uses. but we're actually at the point now, when we were looking to submit the preliminary project assessment, and that's basically the first step with the department of planning, so we plan on submitting this next week and this formally starts the entitlement process with the planning department and this gives you a sense of how the floor it laid out on the first floor. you can see the open spaces. different uses on the floor. resident community space. lobby, et cetera. and parking on the north end of the site. and then starting on the 2nd floor and above, obviously the vast majority of the space is for the units for the residents.

so like i mentioned before, stakeholder engagement is key to the process, so we've been closely working with the francis scott key working group which is comprised of members of usfsd, including staff and members and the mayor's office of housing, and working through eligibility, marketing. we know this is going to be a key issue we've already started working with, but plan to continue on and have fully resolved before we start leasing. design and unit mix are also issues we're continuing to work on and discuss with them as we move forward in the process. we're also working closely with the community. as was mentioned, we had the first community meeting earlier this month and we plan to have a second open house, public open house for the community in next

week. and wieren courage -- we're encouraging educators, to hear from those people as well. that leads me to talk about the educator focus groups, which is a big part of the outreach process. we plan to have two focus groups specifically for usfsd employees, because we're doctored in hearing from the -- interested in hearing from the people who are going to be living there, talking to them about their current experiences with housing, expectations and hopes and priorities and that will inform everything from the design to the services and the approach we take as we move forward. lastly, i just wanted to highlight sort of our upcoming milestones, where we are in the process. a couple of things happening this month, one is the procurement plan. we are working closely with the contract management division for the city. i'm getting that improved and that will inform the process for

hiring our design team and construction team. and also sets sb eagles. also as i noted, submitting the first step with the planning department this month, expect to get comments back in the next 60 days. and from there, we move forward toward our full submittal to the planning department. i put in a separate category below future milestones. those are little further down the road, so the timeline is further out and a little bit more moveable at this point, but we expect about a year for -- to get approval for the planning submittal. and then in 2020, at that point, we'd really be looking to finalize our financing and start construction in 2021. and the construction period is about 18 months, so that would lead us into finishing in the latter half of 2022.

so thank you. that is my presentation. thank you again for having us. >> president mendoza-mcdonnell: thank you so much. >> president? could i -- not to put her on the spot, but could i invite the president susan solomon, she and caroline samoa, lisa kelly, there has been such strong representation over multiple years from united educators on this undertaking, so really happy to have a multiple united educators leaders at all of our regular meetings. and if you don't mind, president solomon, i'd love to invite you to xhiem in about this project or any other -- chime in about any aspects of the work we've been doing.

>> good evening. thank you to mr. steel for the taller chair. it's like sitting at the kids' table. i want to say how delighted we are that this project that too a very long time is actually happening. and we're really going to see educator housing built where our members can live and afford to be in san francisco. let's start with a thank you for all the work to the school district, to the mayor's office of housing, incredible partners, the aft, american federation of teachers, at one point, afl-cio was at the table. this is what a partnership looks like. >> commissioners, questions or comments >> thank you for the presentation, this is exciting to see this is under way and

moving in the right direction. what is the process for selecting a gc, how is that working, anything you want to share on that? >> so we are following the process set up through the city's contract monitoring division, so what we do is right a procurement plan and we have the contracting monitoring division review that plan and approve it. it approves the design and architecture and construction. then we follow a process where we go through the city bidding process, publish the bid and do an interviewing process for the general contractor. >> and everybody is at the table? rfp after proposals are submitted? >> meaning the panel that interviews the gcs? >> the district is at the table?

>> we're planning on having panel of interviewers that consist of mayor housing community and development, also the developer and sfusd. and there will be a scoring rubric that is set up and we'll vote based on the rubric and the interview. >> i want to make sure that somebody familiar with san francisco culture and how we select contractors is part of that process. how are we deciding who stays or how that works? or have we gotten there yet?

selection process. >> the selection process is by lottery. the staying part is depending on whether you're an individual who is eligible for the federal tax credit. >> when can we expect to see full design? >> our full planning application would be the time we would be ready to submit a more flushed out design, so we're happy to present to the board of education before we submit to the planning department. but it wouldn't be until january. >> thank you. >> president mendoza-mcdonnell: other questions? >> thank you for the

presentation. i know that the president has championed this and was responsible for helping to get the city to really chip into this in a big way. my question is about outreach to the supervisor for the neighborhood, katy tang, and reach to the neighbors. i believe there was a plan to do educator housing around dianne feinstein school, but the neighbors were not very happy with that proposal, and it really created a lot of challenges and it was not eventually built. so i'd like to make sure that we have a plan for outreach to neighbors and that we bring people into the project and we don't anticipate any problems in that regard. >> so outreach to the community has definitely been integral to the process.

and we coordinated closely with the supervisor's office during that. so before we held the first mid pen open house, the supervisor organized a coffee hour that was held on site at what is now play land, the temporary space there. and we had a number of people, like 50 people come to that. we've also been meeting with neighborhood groups we've identified throughout the neighborhood separately from our meetings. and listening to their ideas and suggestions and ensuring we're paying attention to ideas that are coming out of the community right now. and then we've been following up with people regularly throughout the process. we have a mailing list and a website specifically for the project. so we've been coordinating closely with the neighborhood throughout in the early process and making sure we're contacting people and also, we have for every community open house,

we've been also sending out mailings to everyone who lives in a certain distance from the site. >> could i just reinforce the appreciation, probably should have done this earlier, so apologies, the appreciation for supervisor tang, her support and strong sponsorship and actual efforts to help us understand how to engage with the community, helping convene events, opportunities for residents to learn about the project. that has been very helpful for us to the project. and it continues to this day. >> commissioner norton: just to follow up on something you said, ms. solomon. as far as staying in the housing, when a para

professional or a teacher, should they leave the school district, what happens then, do they lose the housing as well? >> so this is a little in the weeds, but i think it's important. so for teachers are not eligible for the federal tax credit housing. so we spent a long time deciding what a reasonable length of time would be to stay. so as long as a teacher is employed with sfusd, he or she can stay up to seven years. during that seven years, there will be housing counseling available, so they can work on what their next step will be. for residents whose income qualify them for a federal tax credit, fair housing law say they cannot be evicted. >> got it.

so actually it's not at all what i said. it's just if you don't meet the federal income tax credit, then you can stay, if you win the lottery, you can stay in for seven years and then you need to find other housing? >> yes. >> one additional comment for all the residents, we also have agreed that the respective probationary periods would apply. so for the teacher unit members, it would be employees that had passed their two-year probationary period. those would be eligible to apply and participate in the lottery. and for para educators, it's one year. >> commissioner norton: so that means you are not eligible to apply if you're probationary, if you're 1 or zero?

>> i think it's worth mentioning that the details of the eligibility criteria, selection criteria, are nuanced and there are a lot of federal regulations and other regulations we have to comply with, so it's something we'll be working on continuously to make sure that any eligibility criteria is compliant with all rules and regulations. >> could i just add to make sure it's clear, when we use the word teacher, it's the general room for sert certificated personnel. >> vice president cook? >> vice president cook: thank you for the presentation and congratulate the hard work and usf getting to this point. hopefully a model we can

replicate across the city. so next time we're tacking about a thousand -- talking a thousand units instead of 130. i wanted to ask about the revenue for rent. where does that go? >> all the rental income will be used to service debt on the property. so it's just like a regular apartment building. rent covers expenses and pay for the debt on the property. >> vice president cook: and who are the major lenders? >> well, there would be a commercial lender, but also san francisco mayor office of housing and community development will be a lender in a subordinate position on this. the tax credits on the tax credit financing side, are equity, so we don't have to repay that piece. >> vice president cook: so we don't repay it? >> that part is tax credit equity, that would be allocated

to the project. to the cost of the project, yeah. cover the cost of the project. >> vice president cook: and what are the terms, like what is the length of the financing? how long do we have to pay it down? >> so there -- the project is divided into two financial structures. there is one that covers the housing tax credit, eligible piece, that was shown in the charts earlier. typically, a mortgage on that piece would be 15-year loan that piece could support. and the tax credit equity would not have to be repaid. and there would be a piece of financing from the mayor's office of housing that would be long-term, probably a 55-year loan on the moderate income piece it would be a conventional mortgage. we don't have a lender yet

identified for that piece. but they could be a 15-year loan as well to repay during that time frame. and the mayor's office of housing and community development subsidy would be placed on the moderate income portion. as 57-year loan. >> vice president cook: once the debt has been paid down, what is the revenue go after that? does that question make sense? does any of the rental income -- >> after 57 years? >> i don't know if we have contemplated that yet. >> hi. i'm from the mayor's office of housing. i love your questions, we're real excited. i don't know that we're there yet with all the financial details, but the school district will have a long-term ground lease. where the city has a ground

lease, to your point, once it's paid off, you share in the cash flow. we would be happy to engage with you through the staff to make sure all of your financial needs are met when we structure the project. >> vice president cook: the reason behind the questioning is based on the amount of rents. i notice it's based on 2022 projections and that still seems high. if the debt was going to be serviced over 70 years, why not make it 120 to get the loans down. that's the reasoning behind the question. but it sounds like you're still working that out. just studio for $1200 -- what is the square feet on that? >> we do. >> approximately 450.

>> so all the rents are set at 30% of the income, so they're set to be affordable. so we looked at the salaries that your employees are making to set the rents. >> i'm just kicking this out, i know everyone is working hard. i'm just seeing this for the first time, but i might as well say the rent should be half the price. especially if -- >> [applause] i'm not the decider. i'm just talking. you guys are working on it. and i want to see it happen, but since we are talking about it, i might as well highlight that. and so for the community engagement moving forward, is there another public meeting coming up that we should know about? >> yes. there is a community meeting on october 3. so next week.

wednesday. that's at francis scott key elementary, just a couple of blocks from the project site. there are flyers that were available for handout at the door. >> vice president cook: thank you for your hard work and presentation. >> any other questions or comments? >> i just have a few comments, first of all, i want to thank you. i know you were given a short period of time to come in and do this presentation. we were going to have you at another meeting. and that was a request of mine because i wanted to hear where you were since this is my last school board meeting and just understand all of the work you've put in over the last few months. it's been a while since we've had an update. it actually was since we selected you as the developer. it's good to see the progress. i also wanted to thank everybody for hanging in there.

i know we've all been in this for a long time and to have a piece of property that everybody could rally around, i think that was something over the years has been really tough, too. we've thought about multiple places where we thought housing would be really great for many of our educators. and we hadn't really settled on any place. i think the start of playland and the idea that we could take something that was a little beaten up and turn it into something really beautiful, had us start dreaming differently about what was possible at this annex. i'm grateful we've made that selection. one of the points you were just making in terms of what would we do if we start to generate income? one of the things we talked about was subsidizing rent or others across the city.

that was one of the ideas, but it's going to be depend on the financing. i want to reiterate this idea that mayor lee's commitment was clear. when we did prop b, he was clear we're going to put money into this for teacher housing. and he said that over and over again. and he wanted to make sure we were all meeting together, because this couldn't be a project that the school district could lead, or the city could lead on its own. and it's been a wonderful project to see. i want to thank faith, kate and jeff from the mayor's team. they've been great in making sure the city is clear about their participation in this and how critical was for us to do something this innovative in a city where many of our educators are deeply challenged. so on thursday, we're going to

be doing a school-naming in honor of mayor lee and i thought it was just appropriate for us to once again recognize his commitment to our educators. and thankful for that. three bedrooms. i was glad to see we're have three bedrooms. we don't have three bedrooms in a lot of the developments that are coming online now. i'm wondering if that was intended for families, or how we were think being that? i mean even with the 1 and 2-bedrooms and teachers palling with others because they're in the same boat, was the intention on 3 bedrooms and 2 bedrooms for families? i don't recall how we talked about that. >> yes, and you'll see that the 3-bedrooms are focused in the tax credit project, so it's to meet the requirements of the tax credit. we need 25% on two bedrooms and

25% three bedrooms. it's intended as a large family competitive category. presu >> president mendoza-mcdonnell: i was happy to see that there are amenities that are getting integrated into the site and it's not going to be standard housing where it felt dorm-y. that was a concern, that it was going to be like a bunch of teachers living in simple homes, but you took the time to think about the kind of amenities we want our teachers to have. these are similar to market rate housing and i think our educators deserve to live in similar layouts. so i was really glad to see that. i was a little -- i have a little surprised on the rent ranges as well. and i'm assuming these are

formula-based and that they're based on the ami and a variety of different things so that our educators, if they're making a certain amount are not going well over what they could afford. so i mean, i'm really glad to see this is a higher amount in terms of where we are in contributing more to our teachers, but it does still feel a little -- it still feels a little high. so i guess as we get closer to 2022, we'll figure out where we are in the market because it may not look like that in 2022. and just to note, susan knows this, we currently have a one-bedroom available and a two-bedroom, if there is a teacher looking for housing, we have a space in the bayview. and lastly, i want to again thank everyone for all of their efforts.

i'll be back at the end of 2021 when my contract expires in new york and the completion of construction is september, so i'm super excited to be back for the ribbon-cutting of the site. and just please keep us abreast of all of this. there are so many us as board members that are committed to this over the years and we want to see this happen and come through. to the community out in the sunset, we really hope you'll embrace and support this effort and really help us make this dream come true for so many of our educators. i look forward to hearing more wonderful things about the project. thank you, all, for being here. >> thank you. >> thank you for your leadership, too. [applause] seeing no other questions, thank you for the presentation. and we're going to continue to go out of agenda order.

and we're going to move to section e, item 4. which is the item 186-26 a 2, in support of increased oversite, transparency for charter schools in relation to fiscal, educational and social emotional impacts on students. so this was moved and seconded on june 26. you want to hit the lights? so those of you standing on the wall, if you could be mindful about leaning back, because we're televised. so we'll be dealing with the amended version of the resolution. and if i can get a report from rules meeting of september 6, commissioner sanchez.

>> commissioner sanchez: they heard that date and forwarded wit positive recommendation to the full board. it was amendment by substitute. there were changes made at committee as well as you're going to ask about business budget last night. and commissioner haze is not here, it was forwarded from that committee as well with positive recommendation. >> president mendoza-mcdonnell: commissioner sanchez, would you mind just noting, because we're not reading the resolution, the amendments, were they significant? i just don't have it on here. ok. so if you're ready, then go ahead and read the resolution and then note the change. >> commissioner sanchez: so there are changes in the final draft. i want to just before i read it,

i want to thank community members and folks from the charter schools who worked with us on the language. so, where as charters schools are a rapidly growing sector of the educational system and whereas students with special education needs, those with emotional needs, newcomers, foster youth and homelessness are chartered out, undermining the these school purport to support. whereas charter schools are not complying with the same standards as public schools, including but not limited to 481-15 and whereas because charter schools do not serve the highest need students, public schools have higher needs students and this data has been

used by the charter school destroy claim the charter schools outperform traditional school. whereas proposition 39, mandate many time resulting in shortage of spaces and conflict within school communities and charter schools to make decisions about how public funds are spent, and whereas charter schools do not track data about their students, including but not limited to discrepancies regarding the student subgroups, those with special needs, those with social emotional needs, foster youth and homeless transition students. whereas taxpayers deserve transparency and accountability with respect to all public school funding, where the state of california has underfunded

due to proposition 13, and whereas, there is at lack of research and statistical analysis with respect to charter school expansion on the vast majority of students who remain in the public setting. whereas california state allows charter schools to appeal to the state board of education, thereby diminishing the authority of school boards. in order to ensure equitable access to a quality education, they should conduct analysis of the impact that charter schools will have on the traditional public schools. this analysis shall include investigation of the following. one, the demographics of charter school students compared to non-charter schools.

including students with special needs, including ida and 504 plan and special need category. for example, speech, autism, emotional disturbance. b, students with emotional needs. c, newcomers. >> homelessness transitional students. the diverse of funds. the financial academic and emotional impact of collocating charter and traditional schools on the same campus. the number of students at charter schools who are disciplined, in school, out of school and teacher initiated. and alternative forms of discipline, as well as the reasons for discipline, this aggregated by the subgroups listed above. the number percentage of students removed from charter schools as well as the reasons for the removal, the race, special needs, profile of each

student transferred out and the receiving school. teacher credentialing and retention. the policies and standards to which traditional schools are held accountable and charter schools are not. usfsd will inform had parents about their rights, related to differences between public schools and charter schools. and as part of the charter procedure, the district shall verify that teachers who are signatory are interested in teaching at the proposed charter school. and in order to ensure equitable access to the education, implement and maintain a charter school oversight committee that is open to participation and

reviews the following. demographics of students served at each school. demographics of students who leave each charter school each year. demographics of students retained year to year by grade level at each charter school. teacher credentialing and proper assignment and retention rates at each charter school. staff representation and governan governance. the reason for student transfer. the provision of services to the charter school by the iep. be it resolved, they shall conduct community impact analysis report

as part of colocation. the address will address the following. the learning needs of all students. the impact on the students attending other schools within the surrounding community. all perspective charter school visitors to traditional public schools for the purpose of examining the campus configuration for co-althouloca shall have one parent and one staff member from the impacted school. and be it resolved, no later than november 15 of each school year, the district provide the public with the list of any and all existing charter schools that have requested space on the existing school campus for colocation. and the following year, the

provided list shall include the name of the charter school, schools requested for potential colocation and the amount of campus space requested. the district shall ensure that each school provide the following, shall host a parent community meeting no later than january 15. before approving any charter school, they shall verify the projection that students per proposition 39 will be enrolled for the charter school in the following year. they'll charge the charter school for all allocated space up to what is allowable per state law. that this shall have said legislation introduced and enacted to mandate the governance board, be required to hold meetings within the

district at least six times a year. at times that are convenient for parents and other members. and to mandate that if a charter school is not authorized, receives notice of concern, notice of violation or notice of cure. authorizes the host district shall receive a copy of the notice. and 3, mandate the charter schools will comply with all conflict of interest laws that pertain to public agencies, including government code 1090. the political or foreign act, economic interest, the ralph brown act, and the california public records. and restore local board authority to reject charter school proposals by disallowing projected charters the

opportunity to have the charter proposal appealed to the california state board of education. consistent the board's fiduciary duty, all financial transactions, rent, fees and lease holds for the charter school, shall maximize the revenue available to the district and further be it resolved, because one purpose of california's charter law is to encourage the use of different and innovative teaching practices, the staff shall conduct an audience of the petitions to assess whether the programs contribute to the innovation educational offerings. the board of education is asked to reduce the number of different systems, and therefore, charter is to join, either in part of joining the

usfsd, or by voiding the charters and becoming operated schools, the superintendent or dezzing iny. >> ok. thank you. >> we have quite a few people that are going speak on the item. [reading of names]

[reading of names] so you are all -- please state your name so i can check you off. two minutes each. and then just be mindful of the clock. we now have a clock to tell you when it's winding down. there is a lot of speakers, so please stay within your time limit or i'll cut you off. >> good evening, thank you for the opportunity to speak tonight. we're here creative arts charter school. my name is lillian and i'm a parent to 8th and 6th grader at cacs since kindergarten.

i also serve as a member of the school board of directors. joining me tonight is judy daniel who is parent and board member. gina griffiths who is a teacher, teaching 8th grade, 1st grade and kindergarten. and brook, our lower school administrator and she's been at cac for 11 years. -- [inaudible] -- related to charter school oversight tonight. we have reviewed this resolution and want to share the creative arts story as a partner and asset that is deeply rooted in the san francisco community and committed to serving all students through a unique arts-integrated model. as you may know, creative arts charter school is the oldest charter school in san francisco.

serving our community since 1994. we are currently and have always been locally authorized by the sfusd board. cacs was founded by local parents and teachers who wanted an innovative arts-integrated school option for their children. at our last renewal in 2014, the board unanimously approved our charter petition. >> nonprofit charter school that operates in california only -- [inaudible] -- thanks. our governing board is locally elected by parents and guardians and staff. we allocate two board members seats for community members and

one for sfusd representative. you have not exercised your right to this seat, but you are welcome to do so. cacs complies with the records act, the privacy act and the -- all held here in san francisco and are open to the public. cacs is unique in that our staff is unionized by uesf. under this arrangement, 11.4% of our entire school population comprised of students with disabilities which closely mirrors that of usfsd. we track and publicly report all student data on a regular basis as required by california ed code. this data is submitted to both usfsd to ensure accountability.

the new school board is a valuable resource for understanding all public school outcomes. the dashboard shows how districts and schools are performing on test scores, graduation rates and other measures of student success school-wide and all significant subgrou subgroups. thank you. >> as a teacher that also serves on the board of directors at creative -- thank you. my name is gina, as a teacher that serves on the board of directors i can assure you that cacs is determined and strategic in our pursuit to close the opportunity gap and ensure all students achieve at high levels. to this end, cacs has partnered with the san francisco coalition of essential small schools for the past five years to ensure

that our teachers and staff are equipped to serve our most at-risk students. the focus of this work is on key areas, including recognizing and providing support via training around implicit bias and ensuring that our teaching is culturally responsive. in addition, we establish an internal educational task force, 17-18, made up of administration, teachers and board members to ensure we analyze and reflect on student data to make modifications for the program and practices to provide equitable education to our struggling students. in response to the findings of the data task force, we have hired a literacy specialist to provide early intervention and math specialist. our teaching staff and leadership team also

collaborated to research and adopt a new math curriculum after noticing how our students -- [inaudible] -- our k-5 team is in the second year of implements the math curriculum, while the middle school team is working with illustrative math. after a school wide focus in math, we noticed a greater level of student engagement, more risk taking and identifying themselves as mathematicians. [inaudible] scores increased in math by an overall -- [inaudible] >> good evening. my name is brook. i'm a lower school administrator. as a public school, we're committed to upholi upholding h

standards, and driving balanced and transparent financial operations. we provide a rigorous and joyful education aligned with a common core and ngsf standards while maintaining the autonomy necessary to design and integrate our arts model. we're proud to contribute to the overall education landscape and serving as a community trusted partner to our families, students and neighbors. whether the resolution moves forward or not, we're grateful for the 25-year relationship with sfusd and we wish for our partnership to continue into the future. we invite you to visit creative arts charter school to learn about our school model and see our students and teachers in action. we will reach out to find a time that works best for you and will welcome you into our school and community.

thank you for your time and consideration.

get the opportunity to say how we felt about anyone coming into our school. we are a community and we are part of that community and our children are part of the community. thank you. [applause] >> good evening. sfusd family. my name is anastasia shatner. executive director of the charter academy. what brings me here tonight is the resolution regarding the charter school. we take no issue with oversight. however, we are concerned of the

way this resolution resolution is awarded mischaracterizes the important work at thomas edison charter academy. it is a public, nonprofit charter school that successfully serves over 80% title one students. the vast majority of whom are living in the mission, live below the poverty line, or at risk english language learners and have a home language of spanish. unlike for-profit charter schools, ours has an active teachers union, in active pta with over 80% of our budget dedicated to children and teachers. we keep overhead down by having seasoned administrators carefully manage multiple programs. last year, we passed a federal program monitoring visit with zero findings. the requirement of several other groups were passed successfully

and with no reservations. we surveyed students, parents. we publicly report all data. we are grateful for the support of the sfusd board, who just last week, helped me develop. while this proposal may have been addressed to address the charter school, i wish to clarify that they're delivering on the promise to serve students in san francisco and opposing all aspects of the charter as authorized. >> thank you. >> thank you. >> good evening.

i came with prepared remarks for you this evening. i. i will not use them. i want to start by saying quiet-mac. i have been at gateway as a teacher, principal and educator for nearly 20 years. in that time, i felt really honored and lucky to have had the opportunity to work in the city, in this community with you , you are people that i respect and admire. so i am honored to be here and develop more of a partnership. i felt compelled to speak tonight because while i certainly understand much of what i have heard in the room this evening, and i assume i will hear more of, i also, honestly, i struggled with the

first time i read the resolution , the language within it. the way it felt, as if it was an attack on what we do and who we are. without being part of the process, it felt unfair, based on all that we have in common, and the ways in which i know we work in partnership. so i appreciated the time sense that this has moved forward quickly that i have had the opportunity to spend time with commissioners. i know commissioner cook also offered to meet as well. and i am hopeful that even if this passes this evening that we will move forward in a way where we can try to find our commonality and find the places where we do work together and be a church and on behalf of the same goals. i personally pledged to be part

of that. thank you. thank you for having me here this evening. [applause] >> thank you. >> my name is naomi. and i am a -- my name is naomi. i am a coleman school advocate representative. i would like to bring up the attention to our school district of an issue we are facing at munro elementary school. as parents,, the students in the fifth grade immersion class started out overcrowded and understaffed. i'm sorry. this is part of the charter school.

and someone else will speak. >> i am here on behalf of coleman advocates and the larger san francisco community to speak about the charter resolution. we are grateful that it was drafted. and it is not an indictment on charter schools that are doing well. if the shoe fits, and you should most certainly where it. [laughter] >> so my problem, and the reason why i come here today is that we would not need a resolution if the data was clearly available. if all charter schools were functioning under transparency and accountability, we would not be standing here, speaking on this today. i would like to say thank you to the writers of this resolution. because we need time to ask -- examine what is happening to our communities.

ebony scott, i personally know her, i came here and i spoke to you about that. i'm not the only family that was affected by that co- location. the lockout story, i have been told that many times. i am here just -- today to say thank you to take the time out and tell us what is going on. i am not saying they are good or bad but can we find out before we subject our children to this process, without involving the community? let's do a study, take a step back. nobody is talking about your charter if it doesn't fit. but what we are saying is we don't know anything about your school his. as a community, we need to know what is going on with our children. thank you. [applause] >> can i get your name, please complete ? thank you, tommy. >> good evening. [inaudible]