or reach out to us on facebook or twitter and we >> this is the regular aboboard meeting of the san francisco board of education. the date is november 13, and this meeting is now called to order. miss casco, roll call, please. >>clerk: thank you. >> please proceed, miss casco. >>clerk: thank you. [ro

[roll call] >> apologies to the public. we're still working out issues with the mic. we were told not to speak too close to it, so hopefully, it'll be resolved before the close of tonight's meeting. please bear with us as we get these technology upgrades. so before -- i wants -- i wanted to start tonight's meeting by congratulating -- we had an election last week, and we will be having three new commissioners on the board of education. so congratulations, and i also just want to credit the 18 candidates that ran and for participating. two of our existing members will be leaving us, so i wanted to congratulate supervisor elect

matthew haney, and supervisor elect shammann walton. and with all of that says, i'm going to -- said, i'm going to open tonight's meeting with a quote by saying, you don't make any progress by standing on the side lines, nor by complaining. you make progress by implementing ideas. section a is accessibility information for the possible, section b, opening items. number one, approval of board minutes for the regular meeting of october 23, 2018. can i have a motion and a second on the approval of minutes? >> move adoption of the minutes. >> second. >> thank you. roll call, please, miss casco. >>clerk: thank you. [roll call]

>> there are speaker cards that are necessary if you want to address the board of education. members of the public are reminded that an individual can complete a speaker card prior to the item being called and present it to our executive assistant, miss casco. importantly, according to board rules and procedures, speaker cards will not be accepted for an item already before the board. superintendent's report, dr. matthews. >> thank you, president cook. good evening, everyone. in an effort to promote civic engagement, the department of elections offered a high school poll worker program in which 500 san francisco unified school district students served san

francisco voters on this past election day at neighborhood polling places throughout the city. the students learned about the election process and gained valuable experience for their resumes or college applications. thank you to the department of elections for the opportunity for our young people to engage in and learn it the electoral process. this sunday, students -- this thursday, students at the edwin and anita lee newcomers school will get their first taste of a traditional thanksgiving meal compliments of the hilton district hotel. the meal will feature oven baked turkey, gravy, vegetables, and dessert this will welcome our immigrant families into the

district family. i'd like to let you know that we continue to monitor the air quality index as a result of the campfire that has caused smokey skies throughout the bay area. today, school districts were instructed to keep students indoors and to keep a close eye on those with asthma to ensure a safe day at school. in addition, all p.e. and sports activities will also be held indoors and were minimized. we will continue to closely monitor the air quality this week. all district schools will be closed for thanksgiving recess from monday, november 19, to friday, november 23. our offices will be closed on thursday, november 22 and friday, november 23, with all sites opening on monday,

november 26. i just want to take this opportunity to express my thankfulness to you, members of the public, school staff, and our central school district office and staff members for all of you -- for all you do on a daily basis to make sure our students are receiving a quality education in the 21st century, and that concludes my announcements for this evening. >> thank you, dr. matthews. number three, student delegate report. >> thank you, president cook. good evening, everyone. on behalf of the s.a.c. and the student delegates, we'd like to congratulate our new san francisco supervisors, shamann walton, for winning district ten, and matt haney, for winning

district six. thank you so much for supporting district six and the triple a cannabis resolution. thank you. >> we would like to thank our students who are currently in transitional housing. [inaudible] >> we hope that you will take the initiative to aid our students in san francisco. to donate, please visit our facebook page for your information. >> in light of recent events, the s.a.c. would like to support the environmental and red cross foundation at the school of the arts. if you'd like to help, please

visit our facebook page for your information. thank you, student leaders from desoto environmental club and earth class club. >> on the topic of supporting youth work and youth experience -- [inaudible] >> -- so that they become competitive when applying for jobs. our s.a.c. internship will continue all academic year. thank you. >> our next meeting will be on december 3 at 5:00 p.m. in the board of education room. the s.a.c. is a public council and anyone is welcome to attend our meetings. if you'd like to attend, make a appreciation or would like a copy of our up coming s.a.c. agenda, please contact us. thank you. >> number four, resolutions and recommendations of commendation. there are none tonight. number five, recognizing all

valuable employees, rave awards, there are none tonight. number six, advisory committee reports and advisories to committees by board members. number one, we have a report from the parent advisory council. >> good evening commissioners, superintendent dr. matthews. i'm the vice chair of p.a.c. i have twin girls, student who study at guadalupe school. the role of the parents advisory council is to represent parents'

voices and prospective to inform education policies discussions. the report presented the p.a.c.s priorities for this year and reasons and up coming activities. >> hi, commissioners and dr. matthews and president cook. i'm naomi -- can you hear me? [inaudible] >> you have to make sure your little red button is on. i don't think it's on. >> there you go. >> good to go? okay. so i'll repeat just so everyone can hear. i'm naomi laguana, and i have a fifth grader at mckinley elementary, and i have a ninth grader at jewish high school.

we met on october 18, and we finalized our priorities on the 2018-2019 school year. we're going to be focusing on the following areas: to strengthen contribution with the african american parent advisory -- collaboration with the african american parent advisory committee and support parent engagement across diverse communities, and support student achievement, address school culture, climate, and safety issues and chronic absenteeism, so address issues of access and equity, address then equities of fund raising, the student enrollment system and access to quick programs. we met with the district p.t.a. to start brainstorming ideas.

address the implementation of key strategies and improve student nutrition in school lunches. we want to control our work with the local accountability and control task force, and gather input for the lcap annual update. you also want to support the work of the school portfolio planning committee to ensure the current planning of the portfolio communitiy expands as it evolves with the involvement of -- development of new schools. [inaudible] >> -- student assignment system. president cook was invited but unable to attend. our collective objectives for the meeting were to establish a mutual understanding of the

resolution, the advisory shared our understanding of it, asked for clarification from commissioners, service questions, concerns, and considerations. advisories chair the top five fumes we have heard over the years from stakeholders as the family's desires for their children's educational experience. highlighted similar considerations and recalling themes across our communities. establish a commitment for collaboration. the advisory's requested to continue the conversation with a follow up meeting and asked for a commitment to keep families involved in the process. the advisory shared a number of documents which provided greater details of the points with all commissioners and some districts that we appreciate district staff for incorporating our

community feedback in their presentation at the ad hoc committee on student assignment meetings last week. making the printed materials available to the public. we hope to continue the dialogue about possible changes to the student assignment system with both the board and sfusd staff. >> and we are supporting the inclusive schools week? the p.a.c. has been working with district staff and community partners on the planning for the district wide celebration of inclusive schools week. the activities are the week of december 3 through 7? the theme for this year's inclusive schools week is kaleidoscope of friends.

>> the p.a.c. has been working with the lcap task force -- [inaudible] >> -- will reveal the goals, indicators, and out comes in the sfusd local control and accountability plan. they will also learn about practices that are having a positive impact at schools and have a chance to ask questions and learn about truth and resolution resources to help the school planning process. new and different this year is a school planning and data resources fair. we have tables and people available to help look up specific school data and band squad cuts, and look up the california dashboard.

the data will be host ad martin luther king school on december 5, 2018. please join us. >> the next p.a.c. meeting will be tomorrow night, wednesday, november 14, from 6:00 p.m. to 8:00 p.m. here at 555 franklin up on the third floor. thank you. >> thank you. >> thank you. any comments or questions from commissioners? thank you for those presentations. let's see...number two, any appointments to advisory committees by board members? commissioner -- vice president sanchez? >> yes, thank you so much. i'm appointed greg peters to the p.a.c. >> okay. section c, consent calendar. can i have a motion and a second on the consent calendar?

>> so moved. >> second. >> thank you. let's see...we have no public comment on consent items. any items withdrawn or corrected by the superintendent? >> there are none tonight. >> any items removed for first reading by the board? there are none. any items severed by the board or superintendent for discussion and vote tonight? okay. let's see...roll call vote on the consent calendar, miss casco. >>clerk: okay. [roll call] cle >>clerk: five eyes. >> thank you. on the consent calendar, resolutions for spot consideration. there are none.

section e, proposal for action. number one, we have the amended resolution 18522 a in support of making college more accessible to sfusd students. this is already moved and seconded on may 22, 2018. report from the joint committee. do we have from mr. sanchez. >> yes. mr. moliga's not here. so we got a lot of input from city college staff, as well as the trustees sitting on the joint committee regarding the resolution, so a number of the suggestions from that committee were then taken and resulted in this amended resolution. >> thank you. we have no public speakers signed up for this item. let's read into the record. >> whereas the san francisco

unified school district has made great preparations for college and careers, and whereas the -- [inaudible] >> -- to make college more accessible for students across san francisco, and whereas research shows that dual enrollment participation is positively correlated with a number of college out comes, and whereas sfusd and ccsf have worked together to increase the amount of participation in dual enrollment classes from going from a total of 486 students in 2015 to 827 students in 2017. and whereas the city college of san francisco in november 2016 passed a commercial tax to make city college free for all san francisco residents as a way to open up opportunities for learning and access to the course. and want to promote the

incredible learning opportunities at ccsf at a young age and increase utilization of ccsf. district leading and college career opportunities for all students, african american and latino students that take classes are more likely to complete college. and whereas the united states has a $1.3 trillion debt crisis with the average student loan debt being around $37,000, with the class of 2016. it becomes us to give our students access to free college classes before leaving high school. and whereas to support families

looking to further expand student knowledge support economic freedom and family choices, parents and guardians should have access -- independence and access to more classes and schools to achieve those goals. >> there fore be it resolved sfusd and ccsf shall identify -- [inaudible] >> they shall also increase awareness about accessing dual enrollment and establish an paelz process in the event of a personal signature may not be

obtained. [inaudible] >> -- concurrent enrollment in colleges -- college classes, and board policy 46146.11, alternate tiff credits towards graduation -- alternative credits towards graduation, including advanced math and science, apprentice courses. further it be resolve sfusd and ccsf shall continue to develop regional relationships, working together to share living opportunities with existing sites. so any comments from the board r superintendent?

commissioner sanchez, for getting us through the process, and this is going to be fun. more kids in college. >> it'll work out. >> thank you. roll call, please. >>clerk: thank you. [roll call] >>clerk: six ayes. >> awesome. section f is public comment on general matters. so please note the public comment is an opportunity of the board to hear from the community on matters in the board's jurisdiction. we ask that you refrain from using employee and student

names. if you have a complaint about a district employee, you may submit it to the district supervisor in accordance with district policies. board rules and california law do not allow us to respond to comments or attempt to answer comments during public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. so i have a list of names here, and when you hear your name called, if you could please make your way to the podium, miss casco is going to start your time when you begin speaking. you'll have two minutes. keith karens -- i'm sorry if i mispronounce your name. >> it's so hard to hear you. >> okay. i'll try to speak up. >> okay. [inaudible] >> are you keith? >> yes. >> okay.

could you please -- jen cabiva, susan salter -- sauter, iris weiss, amy reischel, holly ritsinger, eric chow, lela moumi, marie tang-fernandez. skbl i am heidi ferrakamp.

i teach at sfusd school of the arts. i just want to make sure that meme can hear me. i -- people can hear me. i heard nothing in the back. can we start it again if we're starting over? okay. hold on. i am heidi ferrakamp, and i teach at san francisco school of the arts. our daughter is two years old. i am the proud recipient of many awar awards. my husband and i live and work in san francisco at a time where it's becoming increasingly hard to live in san francisco: rather

than spending hours a day commuting, we are attending events, participating in public performances and arts and outreach where my students are both organizers and audience members. we believe it makes a difference for us to be here in san francisco and we want to continue to stay here. our apartment in the mission is directly adjacent to an early education center which has a 7:30 drop off time. i know the school well. not only is it connected to the building, but my students have volunteered there for seven years. [inaudible] >> as educators, we must speak up and ask for something to be done with this. it is my position that teachers in sfusd already make so many sacrifices.

we spent our careers supports others and we're asking for the same support for you. we're asking that our children be allowed to go to the schools or preschools near our homes or work. i don't want this to be a barrier for other educators to remain or not remain in san francisco. please show educators support where we need it, and allow our children first choice in sfusd schools. thank you. [applause] >> president cook, superintendent matthews, i am keith kramas, a teacher in

sfusd. taught at city college, school of the arts. i have 147 students. they're all my children, none of them are really my own, but it occurs to me that it is one of san francisco's unified school district's goal is to retain educators. we need to think about the education of educators' children. what we're looking for is a cost free opportunity that will help us take a step towards retaining educators especially those who need a priority placement near their home or school so they can get to their own jobs on time. teachers do not have the flexibility in their start times. how can a teacher travel 45 minutes across the city then another 45 minutes back just to get to a job that's ten minutes away from their home. if preschool starts at 8:30, how can i show up to work at 7:30?

respectfully, what i'm asking you to do is think about what we're going to do to retain these teachers. we talk a lot about teacher housing. respectfully, i would never want my superintendent to be my landlord. you've heard heidi's story. the house right next door is where she wants to drop off her own daughter to be able to go to school. it makes no sense -- this is ridiculous. i think we can fix this problem immediately. president cook, earlier, you said we make progress by implementing ideas. so here's an idea: just make a form where a teacher can check, i'm an educator, i'm a paraprofessional, we'll get first consideration. all i'm asking you to do is to be empathetic and united. thank you very much. >> my name is jen, and i work

alongside heidi. i worked in the district for six years and this is my fifth year teaching. i am not a parent, but i work alongside many, and i hope to have kids of my own in the near future. although school placement for my kids is not an immediate concern for me, the long-term effects of teachers struggling impacts my future life. it greatly weighs on my decision whether or not to start a family here in san francisco. the cost of raising a family here is overwhelming already with a teacher's income. i know a number of parents who have had to leave their jobs or find creative ways to get their classes or responsibilities covered in order to get their children to school across town. this puts a strain on the parents and also those working alongside them to deliver quality care and instructions to students. you might not be familiar with

our student site, but we're a very small specialized site. just myself and heidi and our paraprofessional staff, having to make adjustments to or schedule greatly impacts our students safety, supervision, and instruct. it's not fair for students to suffer because sfusd can't accommodate arrangements for teachers in their child care provisions. [inaudible] [applause] >> i am susan stotter. previous to my work here, i founded the theater department

of the los angeles center for the arts. i came back to public education and connected with children of san francisco to the fine arts, to the opera, the symphony, the ballet, to get her kids -- our kids involved and wrote a master plan. i worked for many years on the school of the arts, and i retired due to health issues. have any of you ever experienced being a credentialed teacher with a young child of your own? i have. i raised my young gay brother behind the orange curtain, and my younger sister every single day. the teachers in san francisco face economic stress every single day. it's not like it was five years ago.

it's tougher than it was two years ago, and we live in a transactional country where money is success. these teachers can throw a rock in two directions and make more money over there, but they will not run into their students at walgreens or sf farmers market. they will not be a part of the community that they serve, making sacrifices to say i am a san franciscan, and i teach in san francisco. it's different. all those hours commuting become hours in the community. they can move, but they choose not to. not a week has gone by that a young teacher doesn't say to me, i can make bum, bum, bum moreover there, and i said, but you won't be in san francisco. these teachers devote their lives to the students. was that the beeper?

okay. well, to life where your work, priority placement. please help our dedicated teachers stay in san francisco. please don't do the american thing and spend a lot of money to bring people here while the troops need your help. one great teacher -- >> thank you. >> -- can affect the lives of thousands of students. >> thank you. >> thank you. [inaudible] >> is it -- >> that's it? okay. can you hear me now? okay. my name is iris weiss. i'm a special education teacher, and i taught for ten years at washington high school. i have two children, 4.5, and i

have a baby at home who's nine months. and i, like everybody else has spoken, would like to stay in san francisco and we're doing our best to make it work with -- with the child care and preschool and school and so when zula was ready for preschool, it was really difficult to fill out those -- we had to apply to so many preschools, it felt like applying to college. i actually had to write essays to some of the private schools. it would be nice if that wasn't a necessity if there was an assurance that she could have got to one -- gone to one of the sfusd schools, but she was like

100 on most of the lists, so we had to apply to so many schools, so that was very frustrating. so it would be really nice if we had a priority for the sfusd preschools. and then, now -- and then, second, my second child is -- i'm facing the same issue with her. she's nine months old now, so she only qualifies for one of the preschools, and soon, she'll be old enough for all of them, but she won't -- i mean, she'll be on the waiting list unless something changes. and 150d ula, we're facing her going to -- zula, and we're facing her going to kindergarten, so it would be nice if we had some options facing her. thank you so much. >> thank you. i had eric chow and maria fernandez. are they -- okay. so that concludes public comment for this evening.

section g, special order of business. one appointment -- appointment of one member to the san francisco board of education parent advisory council, dynesha coleman. if miss georgia brad williams would come forward. >> good evening, president cook, superintendent matthews, commissioners. this evening, the advisory council has a special action, that you appoint one regular member to serve from november 2018 to june 20. the family member recommended for appointment is dynesha coleman, and i believe you do

have a bio for her, but she is a parent at tenderloin elementary school and will have a daughter attending dr. william cobb preschool next year. she is involved in the bay area women and children community center, which is housed within the tenderloin elementary school. so shell -- her appointment was approved -- her nomination was approved at our full p.a.c. meeting on october 10. >> okay. thank you. let's see...we have no public comments signed up for this item. any comments from the board or superintendent? okay. seeing none, roll call vote. miss casco? >>clerk: thank you. [roll cal [ro [roll call] >>clerk: that's six ayes.

>> section h, discussion of other educational items. superintendent? >> the first item we have tonight is the california dashboard local indicators report. we have presenting on that our chief of research, planning, and assessments. dr. khana? >> good evening, commissioners, superintendents, and members of the public. i'm here representing john burke, who is the dashboard coordinator for sfusd and the county. the california dashboard is our accountability system with ten

priorities, seven of which have local indicators, and the california department of education expects us to measure our progress on these local indicators, report on the results to the governing body, as well as determine whether we have met or not meet these local indicators. so in collaboration with sfusd and curriculum instruction, we reviewed all our local indicators for the seven priorities. do you have the report? and i'm happy to say that they met all the local indicators as seen in your report. these results will be relieved by the california department of education on december 3, so this is just a preview of that release. okay. do you have any questions?

>> do we have any questions from other board members? okay. seeing none, thank you so much for the report. >> the second report we have tonight is the lau modified consent decree report. this is the annual report regarding our english learners, and tonight, we have presenting to us the special assistant to the superintendent, miss kristina wong. >> we have a powerpoint presentation for you.

and you have a copy of the powerpoint in your packet. so tonight, i'll be presenting key data points and trends from our 2017-18 lau report that we just submitted to the court under our lau modified consent decree and share some updated on how we're supporting our english

learner achievements. so for the annual lau report for english learns, this is final annually with the federal court and shared with all of our lau parties under our modified conscent decree of june 20 -- consent decree of june 2015. it contains nearly 200 files. this first slide is our 2017 e.l.s by home language from pre-k through 12. so in total 2017-18, we had over 13,000 english learners and -- that spoke 52 languages in total. our major languages continued to be arabic, cantonese, filipino,

and spanish. four english learners with i.e.p.s, we had a total of 200 english learners with i.e.p., and this shows where they're placed among our different pathways. you can see that over 50% are in general education english plus pathway. here, this slide, is the percentage of english learners that are proficient on the english learner proefficiency assessments of california fish learner bipathway. this is a new assessment, english language proefficiency assessment that replaced the celt, california english language test. based on this proficiency level

of level three and above, we have 43% that have reach it had level. so please note that the state is making some adjustments with each of the bands, and they have not set the statewide proficiency level yet, so this is set by the level scriptors that they had when they first started the test and also the e.l. standards. this is done by e.l. classification, so we wanted to compare sfusd. we classified students e.l.s and english only students to take a look at their performance over the last three years and compare it to all of the state english learners. you can see we're making slight gains over the state, but we did

dip compared to other years for english learners. but our reclassified e.l.s continue to out perform even our english only students. this is -- these are our reclassification numbers by language pathway, from the 16-17 numbers, we increased in total of 300 reclassifications, and you can see where the growth is by language pathway. this shows the graduation percentage by e.l. classification. we -- the district total continues to increase each year for english learners, so while we do have english learners that stay an additional year, we also do have english learners that are graduating, and the number continues to increase. you can see that compared with our reclassified students, they are on par with our icep

students and also our english only students. so just to share just a few of our updates in support of english learner achievement, we recently purchased the k-5 wonders e.l.d. materials, and this is used during designated e.l.d. all of the school sites have received the materials teachers are exploring the materials, beginning to incorporate them into the designated e.l.d. time, and we're getting some good feedback around the workbooks and some of the materials that teachers are using already in designated e.l.d. there is a lot. there's even a kit for newcomer students, as well, and it's going to take a number of years for teachers to be able to utilize and explore all the different aspects, but it's quite a comprehensive set of materials. second is the tool that supports

teachers in the continuum of e.l.d. effective practices during both designated and dedicated e.l.d. content instruction. we have set a continuum so that teachers can really self-assess where they're at and be able to impact professional development at their site so they can continue to move along the continuum and continue to serve english learners at the highest level. and lastly, we have been working on a draft of new guidelines for our spanish language pathway, and this is -- in the past, it's been research based, but the most recent research really looked at transfer between spanish language and english, and really trying to develop clear guidelines to support teachers implementation at the

site level. and those are the only slides that i have for you tonight. if there's any comments or questions? >> thank you. any questions? commissioner norton? >> thank you for the report. i'm kind of shocked by -- by the distribution of e.l.s with i.e.p.s and what programs they're in and what programs they're not in. do you have any thoughts about why we have such -- almost no participation in most of the dual language immersion other than spanish or cantonese? >> well, i think there is a larger percentage of students who are in the spanish pathways that are also duly identified. i think there's just a larger

spanish speaking population in general, so i'll stick to that. and i think -- i mean, every i.e.p., as you know, it's different, and the i.e.p. team is looking at the dominant language, the lapping that -- language that would better support the students, and i think most of the time, they're best supported in the spanish bilingual pathway. >> yeah, you -- but i think the question is why. in other words, are we letting our korean or mandarin or japanese or filipino friends off the hook to serve these students because obviously, the kids aren't enrolling in them. it just seems like these low

enrollments, these students are not being effectively served with the i.e.p.s in this department. >> another data point that might be helpful that i could follow up with is how many of those students are korean speaking, are cantonese speaking, because i think that might tell part of the answer, yeah, definitely. >> commissioner sanchez? >> thank you. thank you for the report, as well. same slide, i'm just trying to get a graph -- grasp the numbers. so under filipino, it says 5/2546. what is the 2546? >> that's the total duly identified population. >> of filipino kids? >> no, not entire district. >> okay. good. that's what i wanted to know. >> the same -- the denominator is the same for each. >> okay. thank you.

that's really helpful. and then, for the reclassification, i think i asked the same question last year, but what would be the explanation for the relatively low reclassification number for spanish speaking students compared to just say cantonese? so it looks like about 7%, 6 to 7% in spanish, and then, about 17% for cantonese. what would be an explanation for that, and it's the same last year. >> i mean, we are -- we are looking at the performance of a cantonese speaking e.l.'s and a spanish speaking e.l.'s overall pathways, and there's a striking difference. it's not just in the pathways. it's a striking performance across all, even in general education, and i think a key

part of it is we do need to focus on the transfer portion of the instructional day and really being very explicit about the transfer that happens between spanish and english so we'll be able to support that student's english language development. i think a key part, too, is as i mentioned last year, there is a lot of transition of spanish language teachers in the pathway, as well, so it has surfaced year after year. one of the key issues is with so many new teachers, how are they equipped to provide english language development at the highest rigor. so one solution is why we purchase the curriculum and to have the wonders e.l.d. and to be able to say during the e.l.d. portion of the day, at least there is some constant -- the rigor and the curriculum and the materials are there for the knewest teacher or even the most

veteran teachers to be able to access. and that is i think the most essential part of that so they're not trying to pull something from something they haven't even learned yet. >> i think most teachers that teach e.l.d. would be really thankful to have these materials. hopefully we'll see that bear on us across the board. so you think one of the disparities between cantonese students and spanish students is lack of teacher stability in the classroom? >> it's one of the factors. i think the lack of materials, the lack of training, you know, with the newer teachers, they need more training and travel development, so there's many different factors. [please stand by]

>> i think these last couple of years there's been a real focus on really looking at english

learner achievement at the site level. the way our data systems are set up, we look and desegregate by english learner and sometimes by spanish speaking, cantonese speaking, so the system that we have really challenges that on a constant basis, so that we are looking at the achievement data constantly for e.l.s. there's a focus on reclassification. not reclassifying too early, but reclassifying definitely when the students are ready and really making sure that sites are aware that this is a key benchmark for students, so that they continue to have access to what's available to them in middle school and high school, so that they are not being held back. another key issue is i think for -- as a district under the lau internal oversight committee that's led by the superintendent, we're looking at the continuum of practice, and we know that it does take time to be able to build capacity and

to build muscle around what e.l.d. looks like, what good instruction looks like, whether it's in e.l.d. or in the language pathway, so that's continuing to be a huge priority, and i think it's been definitely elevated in the last couple of years. >> president cook: thank you for the report. thank you. section i. section j, introduction of proposals and assignment to committee. we're awaiting feedback. number 1, public and board comments or proposals. no one has signed up for that. number 2, i want to announce the

first reading for board policy 5148.2, before and after school programs. do i hear a motion and second to board policy 5148.2? >> moved. >> second. >> president cook: thank you. number 4, referring this policy to the rules committee, unless i hear otherwise from the due counsel. section k., proposals for immediate action and suspension of the rules. section l., board members' reports. number 1, we have a report from the ccsf, sfusd committee meeting. i think we just did that. number 2 #, the ad hoc committee on student assignment. commissioner murase? >> commissioner murase: at the meeting of the ad hoc committee, we reviewed the resolution on

student assignment, revamping the student assignment system. there were a number of amendments proposed to that, and i understand that it will be discussed again at the december 4th committee of the whole. so there will be an amendment by substitution for that proposed resolution and we'll have all the members for an opportunity to engage with that as a committee as a whole meeting. >> president cook: thanks. commissioner norton? i had a quick question about the committee. i asked in another discussion about commissioner sanchez's name being added to the resolution, and it hasn't been. can you -- it's fine for