sota. we're recommending that they pay for the additional resources to support the students and families at ruth in dealing with this turbulent, emotional situation caused by the termination of this teacher. it's not fair for a school to use its limited sources. handling something like this, which nobody in our country can handle, let alone on a micro level like this, to pay for the services needed to address this, for african-american students and other colors, we'd like to get help. we're requesting professionally facilitated meeting that

includes superintendent matthews and the staff of office of inclusion and equity with the members of the student body and their families to discuss the ongoing racism that students encounter at ruth asawa sota and to find a path going forward for transforming our school. i noticed that bill, cappen hagen's name was mentioned up here. he was at the event where all the parents got together. and it was a lions den. not for the faint of heart. so what we're requesting could be a template for situations like this going forward as well. thank you. >> i am the parent of a senior

at ruth asawa sota. we would like to -- further recommend that sfusd create a series of one or two-day conference for students, teacher and staff to look at racism. the lack of privilege for some and lack of privilege for others. we'd like to explore cultural humility as a best practice when working with others in an educational setting and implicit bias that occurs in our classrooms. our children are constantly under attack with micro aggressions that are not being addressed and it's so subtle, half the time people don't even realize they're committing them. we further recommend that students who attack and bully others must be counselled immediately, along with their parents.

there must be consequences for this behavior. students are going to be students. but we must really, if we're saying we have a zero tolerance policy, we need to make sure it is a zero tolerance policy. the words that we hear in the district stance when we say things like the difference between hate speech and hate crime, it's a very, very thin line. and it causes irreparable harm and these students have been harmed. all parents need a better understanding of the sfusd's policies on confidentiality and zero tolerance. this is paramount. parents and teachers need to receive training and support on how to reinforce an anti-racist culture for the students as well as the faculty and staff at school. it is a jungle and we need help.

>> good evening, commissioners. my name is julia martin, first chair of the advisory committee for special education. i'm here tonight as a parent of a student at ruth asawa school of the arts. i have a sophomore at the school. the events that folks are speaking about tonight is something that really hit home for our family. ever since my son started attending this school, he has been experiencing and hearing and seeing all of these things that have been brought up tonight. it was not a surprise when we heard some of the things that had happened. as a parent who participate in inclusive meetings with other parents, we hear comments made to students, comments made to parents that are discriminatory and racist. you know, we have seen the school really step up. we've been privileged to have

cultural humility workshops led at the school, but those are voluntary. and a small percentage of parents show up. so are the people showing up at those meetings that really need to be there? or are they already open to looking at cultural humility? we need to look at as a district how to bring the ideas we talk about here in these rooms into reality for our students, so that they're not having a deal with micro aggression all the time. so they're feeling safe in their classroom. because unfortunately even though you may have people in administration talking about things, you may have great classes going on, if the environment at that school is still not supportive of all students, it's still a dangerous environment and we need to do more and the school is asking for your help. thank you.

>> good evening. i sit on the leadership team of the african-american parent -- >> i gave you a ride one day. >> one day. i got you. sorry, i'll get my giggles out. today, we stand in solidarity with sota and every other space in our district where african-american students are discriminated against and pushed out. year after year, aapac has come to the board of education informing you of the racism and discrimination and hostile environment that our kids and families have to navigate. it's not enough to address the issues at the site, with no accountability being held in place. this is -- this is a systemic

issue and a responsibility to address this issue -- this racism and oppress faced by students of color and students with special education services, belongs to everyone. we need to make this a priority and address it now. and be sure that our families are included at the table. i also do not have a chance to put in a comment card for the cap report, but outside of saying that it's a pleasure working with them, i also wanted to add as a family with a child who has iep, not only is she facing the racial discrimination as a black girl, but also a black girl with iep. and the mismanagement is real, the understaffing is real and the number of those not compliant is real. we have a lot of work do.

-- to do. >> miss robinson -- thank you. thank you for your service to the district. [reading of names] >> i have one here from river of life that doesn't have a name on it.

newly elected deputy superintendent, on behalf of aapac and the part of the leadership team, would like to wish everyone a happy black history month. the aapac is extremely happy with the board's support of black history month celebration within our schools. while we're happy with the increase in number of schools celebrating black history month, over the past few years, we would like the board's support in demanding that all schools acknowledge and celebrate black history and that tools are

>> good evening. i am the pastor of river of life, which is located at 1430 sunnyvale. it is a place where many of our young people attend vicitation valley elementary and many of the people we minister to, the young people we minister to

attend there as well. i'm here because i want to make sure if there is a vote taken to consider the principals' contract that -- that contract is renewed and her position is established as very important to our community. just being part of this meeting today, it's clear that this impact is treatment. our black young people, whether they be teachers or students are experiencing discrimination. and i've witnessed it myself. i saw in the principal's office as viz valley, the carpet where the kids filled the principal's office. that is the black kids. and the waiting area filled with black kids who should have been in class, but instead were

kicked out because of acting up or whatever. this is common. that there is so little tolerance for our children. in previous years -- i'm sorry, my understanding is that this year, under the current principal's administration, numbers are up, and i understand that, despite the allegations that have been levied against her, nobody visited the school, nobody visited her. real investigation has not occurred. so if she's terminated, it must be political and of course we all know who are at our forum when you spoke of equity and fairness and racial justice. these things do matter and we will remember when it comes reelection time. >> good afternoon.

i'm here on behalf of principal scott vicitation valley middle school. i went and took the paper so he can be at school because he tells me, mom, i can't be late for school. the school he went to last year, he didn't want to go to school. since he's been at vicitation valley, he wants to be at school. i said, lord in the name of -- let me know, should i spring this on her now or has she been going through this? my mother's moto is don't leave

me in the blind. i gave it to her and she said, yes, i heard somewhat of that. she tried not to cry, but she teared up. she said i don't have any support. i've tried to speak to these people. she had a meeting. two officers came. she invited all those teachers, all the parents. i guess it might have been about eight of us in the room. she had all her facts and figures that was on the paper she said she wrongly did. she came with black and white, laid it down there. plenty of them for everyone to see. everyone they alleged was false. the only issue there and i've been hearing it here, with every school, there may be bullying. that's been when i was a child. by the grace of god on the 22nd i'll be 58 years old and by the way, happy birthday.

i just want to let you know, she needs a fair hearing. her contract needs to be renewed. she is doing great things there. and i am there to help her. i volunteer there every day to make sure we have a thing -- we have it turned around. please consider doing what is right about mrs. scott. thank you. thank you, i'll be brief. again, happy birthday. and congratulations. i've had the opportunity of interacting at the middle school as a resource school officer i work. i've had the opportunity to interact with several principals in the bayview district. i've also had the opportunity to interact with the same principal that ms. scott, that ms. shirley is mentioning.

and i'd like to briefly talk about that. so i have to respond to the school for something that was confidential, it was sensitive, it was a with a child. i have to say that what i experienced -- again, i've experienced a lot of principals in that capacity with someone who was competent, someone who showed compassion for the youth that we're dealing with and it was something that was very serious. i can't say what it was, but someone that was knowledgeable about the procedures regarding sfusd and sfpd and we were able to handle this efficiently to get this child the services he needed for his safety. shortly after that, not from her, but from an outside source, i heard there may be peril due to the way that other parents feel. and i just want to make sure that it was her, that my experience with her, and i think

i'm qualified because i've worked with several other administrators, was that she knew what she was doing and was good for the school. thank you. >> my name is diane. i'm an employee at vicitation valley. i'm a mother. ms. scott has served vicitation valley for over a year and a half. she's been very focused and driven for all kids, not one group. a lot of the teachers over there, it's teachers that are scared to speak out on what is going on. my thing, i want to know what is your core value, because ms. scott has proven she holds core values. ms. scott is not a bully at all.

she is being attacked because of holding teachers and staff accountable for what is going on in her district. this is the first principal i've dealt with and i've been working in the district, my kids have been -- i've been in the district for 20 years. this is the first principal i see that puts the kids first and it's a god send, but as a parent watching her every day in and out, i don't understand why we can't have more principals like this that hold the teachers accountable. you guys hold her accountable for certain things. and i feel like she's a very good role model. you don't see any teachers bending over to tie kids' shoes. ms. scott does that. she wipes nose. she does not have enough staffing to support a lot of the stuff that is going on. she's not respected as a principal. the teachers do not follow her

lead over as viz valley. i'm nervous, but i feel like as a parent, i would put my kid over there next year if she's there, but i feel like she should be there because first and foremost, she put the kids first. it's not one group. it's multiple kids. if we're a diverse school, we need to show diversity right now. because it's not. we always go for one set of kids over at viz valley. and it's not -- i feel like our system right now, we're more segregated than anything in our district and it's not fair to our african-american and latino kids. we need ms. scott. that's my main thing. that's why i'm here. [applause]

>> [reading of names] she's not here. okay, so that concludes the general public comment. we're going to go back to the earlier portion of our agenda. do we have any appointments to advisory committees by board members? commissioner? >> vice president sanchez: yes, i'm appointing doris chen for lakeshore elementary. >> president cook: okay. we're going to -- >> i have an appointment. i'm appointing jenny sang to the peace cap. >> president cook: anyone else? okay. so we're going to move item h.

discussion of other educational issues, dr. matthews? >> superintendent matthews: that evening we'll have a presentation on the my brothers and sister keeper collaborative and presenting tonight will be executive director of the human rights commission, mr. davis. good evening. thank you for this time. i did have young people here earlier from the council, but i told them they could go home. i also want to take this time to acknowledge the last time i was here, theo miller was sitting with me. unfortunately, his father passed this week, so he is out of town with his family.

so just want to acknowledge him and the work he's been doing. he initially started the work and leading the effort, so he is sorry he couldn't be here with us tonight. really grateful, thank you, president cook for the invitation and the opportunity to present. i will try to move quickly through. the three things that i really want to highlight and i hope we will -- a lot of what has been said tonight, i do think if the commissioners and the district would leverage the work of the mbsk, we could be a lot of support. with the youth specifically, they've been at some of the schools. we'll talk about equity ambassador, they've been leading workshops and training and facilitating discussions around racism and discrimination. we could be in the better partnership. working with our partners, road

map mission to peace. working with black to the future. phoenix project, those are focused culturally and led by the different cultural groups, but they've asked for us to do more work in partnership with the district, in partnership with the police department and a lot of different agencies so they can hear directly from community. then also want to recognize and elevate the pork we've been doing around opportunities for all and working in partnership with the mayor's office. have been grateful, thank you, superintendent, for making the connection between eric rice and cte. we're hopeful and looks like we'll have a great partnership and that is already building out between the school district, workforce development and the mayor's new initiative. what we really want to see us build on, the equity ambassador right now, we're in the third year at rooftop middle school.

we went there initially because after the presidential election a few years back, there were increases in racial bias and the way that young people were treating each other. we went in there three years and one of the highlights of this work i think is to watch a young lady who is now in 8th grade who started that three years ago. just to see her talking about micro aggression and leading workshops with other students and taking the lead in that, is transformative, not just for r her, but the school. mary richards and her staff has been amazing. i think figuring out how to do more of that student-led work and to do that -- i know i reached out to you before, president cook, about work at wallenberg and challenges we had

with that, but where young people were taking the lead and doing that. we want do more of this work with the district. the collaborative culture which is again trying to build on the work pitch that the superintendent has laid out. the speaker series. we've talked with our different partners about having folks come in and lead workshops and conversations. the community wants do that in partnership and with these different lenses around gender identity or racial equity or even just demographics, things we've had, where we do have kids that are bused in from other neighborhoods and how they're seen just based on their neighborhood and not who they are. so there is the request to do more of that. the community engagement workshops where we've done that over the last few years. we have had the partners we're working with ask for more of that and we would love to do more of that in partnership with the district and not in

isolation. opportunities for all, i think that has been one of the best successes in terms of the partnership with the my brothers and sisters initiative. and with the district. there was hesitation about the career fair because we wanted to expedite it. the school district in the end was amazing, they brought in buses and young people. we saw over 900 kids that day, 493 of the students registered and signed up with us and we've been building on that partnership and we could not have done it without the collaboration. grateful to continue working with black star. the program, the first year, there were seven young people that after they finished black star came and got the paid intern ships and worked during the summer. thanks year, they came back as well as another 30 students in the program.

and this year we're looking at having 75 students who are paid before they do the black star stem program, 75 of those students would be paid for internships, so we want to continue to leverage that. black family day has bun one of the core -- been one of the bore partnerships. next month we'll do latino family day and we're working with partnership in collaborative to host one of those. the goal is to have a p.i. family day by the end of the year. we're grateful for that. i mentioned the youth council and the equity ambassador this year. i know some of you who are currently newly appointed had the opportunity to engage with the youth council at a forum that they organized and that they facilitated the questions and answers at the african-american art and culture complex.

again, that was their leadership. i loved watching them and telling people to stick to the question at hand. so again we were grateful to see the leadership develop and would love to think about how to do more partnering with the district around those types of opportunities. i mentioned earlier the equity ambassador program. so depth over coverage. the main thing i would say -- i heard this mentioned with the cac. i think one of the things we need to do a better job of, which mr. miller would want me to mention is the data collection and how we share information. for instance, we're three years in with black star. we can tell you how many of those people came back each year, we cannot tell you what the impact of the summer program is on their school year. one of the challenges for me is if we're doing this program, if they're doing the academic

portion and doing this other portion which is is supposed to incentivize them doing the academic portion, if there is no improvement in the academics, that means we need to do something right? what does it mean to be paying attention and following them in the school year? that is something i would love to do more with. i know that newly appointed superintendent, we talked about the literacy piece. again the challenge for me, i appreciate you're all willing to spend money and go out and find partnerships, but we actually, through the my brothers and sisters keeper initiative have a literacy program that we wouldn't charge you, that are working with families and after school and summer providers as well as the school. we would love to be more engaged in that programming and think about how we can partner, because we're really focused on not pushing a program, but actually pushing an initiative that supports families and young

people and getting to what that looks like to create it specifically for them, versus having them fit into a mold. i know some of you may have heard about the summit that is happening next week in oakland with the obama foundation. i will say one of the challenges has been that it is a national summit that is happening locally. and they want to make sure it's a national summit that is happening locally, which means we do not have the capacity to put all the people we would like to have in the space there. one of the things i stressed, want people to be participating with my brothers and sisters keeper initiative because they're committed to that and not because they want to be associated with the obama foundation. if people didn't know this was happening or coming until it was announced, then that means that you have not been engaged with the work we've been doing, so for me, that is little bit of a challenge.

we're grateful to be a host committee. grateful to work with landen dickey and have young people from the school district attend next week, but what we want is for this to be the start of something and not just a one shot. and then i can't stress enough the idea of partnering with the community clap tiffs. that is -- collaboratives. that is a group comprised of many groups, but we think that is a great way to engage with the community and be connected to what those priorities are and address the challenges we've heard mentioned here today. whether it is micro aggression, whether it is discrimination, whether it is racism, because they have the expertise on how to understand and respect their culture and not to always go to an outside entity to come in and tell us how to do better.

i want to elevate and highlight again the opportunities for all. i want to say the mayor launched it in october. the focus is on trying to make sure that all young people have an opportunity for a paid internship. one of the challenges has been, again, how we share information, not just with the school district but with other places. we've heard amazing numbers over the years around how many internships there are. when we try drill down on that, the numbers are highly inflated. part of that is if the school district is an aggregated number of people they serve and department of children youth and families gives an aggregated number, there is no way to tell what the overlap is. if a nonprofit is paying the young people to go work at a city department, then places them in another department, that is three places that count that one young person. so we're trying to actually find

out a couple of things. who is actually working in where they're working and who has access? this is not saying that you have to have a 2.0 or 2 tyler nicholson .8 -- 2.8 to have a job, so we're focused on creating new slots that get to folks who never worked or maybe don't interview well or realize that the application process was in december. 88% of the people say they want to work. some would rather focus on school. of that number, 45% of the youth surveyed have utilized the services at the school to help them find a job.

that means 55% of the high school students are not taking advantage of work based learning opportunities or finding out about them in school. 45% of the youth surveyed never had a job and over 70% of the youth we've surveyed have only had one job. and the numbers, the other piece we kind of found out, when we did the survey, only 9% of the survey wanted to work with youth or animals, but 40%, that's what they've done. because that's pretty much all that is available. it's about understanding what people are interested in and how we should expand the work. i know you had the presentation earlier from ruth asawa school of the arts. we had 5% say they were interested in careers in the arts. there was zero opportunities for engagement or to be exposed to

that. 27% said they were interested in stem, we had less than 1% say they had an opportunity to work in technology or science or in the mathematics field. and then where we have a little bit more parity would be in retail or culinary, where we see 10% -- 7% say that they have worked in the area and 10% want to. all of these we see a gap in terms of what young peoples' interest are and what they have access to. we had quite a few young people say, they would take any position, so i think we had between 10-15% that said they'd take any job whatsoever, but then we had 10% that said they were undecided and they didn't know what was out there. again, doing a bet job of exposure. that's what the opportunities for all is, because if we go into other -- i taught in private school for a long time and that has been the path for

that. building for a long time. young people are kind of folded into internships as a part of their school day or part of their pathway, so thinking about how we create those opportunities for more young people. again, this is just some of the numbers that we have. this is why opportunities was created. there was a survey done of over 400 employers which represented more than 2 million employees and what they found is that 80% of high school graduates are deficient in written communication. and that was something we were like, if young people are graduating and don't have that skill, it's part of why they're not able to go on and get a job. more of what the deficiencies were that were reported. i think the writing and english, the critical thinking, work effort, which is around 70% is

again a major focus of why we wanted to launch this, to create more opportunities for young people to develop those skills. again, just highlighting being able to work with the cte, and to do the important engagement and other work. we're grateful for those partnerships. lastly, just what we need is continued support and developing protocol and policies and accountability that improves increases partnerships for culturally responsive professional development. we are working with our partners in the collaborative to develop curriculum, to implement that to do the trainings. i cannot stress enough the data coherence and access. i will say we're working withstand ford and the university of stanford and the

university of san francisco, but the difficulty that we have just to have people respond to whether we can get access to doing a survey, or partnering with us on something. the fact that it may take me to e-mail one person five times and never get a response and then to e-mail another person who tells me to reach out to somebody else. it's not that great to have to go back to our academic institution partners, the universities and say i don't know why nobody is responding to you. so if there is a, we don't want do this, or it doesn't fit into the guidelines, i think that would be helpful to know. but i think it's too difficult to move this work. we're not trying to do a gotcha moment, we're trying to figure out how to better support each other. i want to say that i just think the data piece is something that keeps coming up from a lot of

different places. and i'm not always sure who the contact person is and i think that back in the days of hover liedle, hoover loved data and anytime you wanted to meet with him, he would sit and go through the data in a way that you would be like, that's quite enough. but i'm not saying i want to have that level, but i want to be able to say how do we actually measure if we're having an impact. they talked about in the cac earlier, the learning while black, right? and the conference they're going to have. some of this is data we've seen and known and we shouldn't have to wait until somebody is in their 40s to come back and say what are we going to do to fix this? doing a better job of addressing

the problems without the fear of somebody using that against us is where i land. >> thank you, ms. davis. comments, questions? >> ms. collins: what is the type of data that -- specific data you would like to see? i know there is probably more than you can come up with right now. >> so i'll be honest, at this point, it's not about you all giving us the data, it was about the ability to get approval to do an irb with the university of san francisco. and trying to figure out who was the person that could authorize that. we weren't even asking you to give us data, just say that you were willing to let us survey young people. to be in a space and say, can you take this home to your parents? we were almost not able do that study because we couldn't figure out who the person was to

authorize it. and when we did, we couldn't get them to call us back. >> ms. collins: thank you. >> ms. lopez: who are you reaching out to. >> i don't want to throw people under the bus. my intention is to say there is an office that you go through for that. there are people and there are names. we went through the office and i can't remember. i'm sorry, the name, because it's in the name. it's like evaluation assessment. that is the space and the place. and so i know specifically like three people that i reached out to because i know them. and again, i think there is a little bit of what is the process? and protocol? which i'm not above following, but somebody should be clear about what it is.

>> can i say, i would hope -- i know for example we had an incident a few months ago when we were opportunities for all and then you reached out to me and things have run smoothly. my hope is -- the goal is to work directly there, but if it gets some place where you aren't receiving the information, my hope is you would reach out. hi activities like this will do that. but if there is a stuck point, my hope is -- in the previous case, that you just reach out. >> right i appreciate that. you have made that offer and definitely delivered on that. so it's kind of like, at one point when i realized i was pushing things forward for my son in a way and leveraging relationships and i was like

this isn't fair, because ultimately, there is a whole other group of people who don't have access. so trying to figure out how do we do this whether i have direct access to the folks up here or not, that i figure out how it works. because i can definitely call i think any one of you and get a response, but i also feel like figuring out what the -- where the cracks are in the system so that we can fix it for other folks. >> it is her birthday [laughter]. >> i just want to say that the equity ambassador are incredible and amazing and i want more of them all the time. they're awesome. >> i just was going to thank you for the presentation, ms. davis. i just wanted to really say, because i have heard the board say this many times.

you echoed it in your presentation, that we don't want to hide data that is true data about the status of our kids and how they're doing. and i've heard that many, many times from many members of the board. we're willing to sort of take our medicine, right? if it means that we're getting to the bottom of the situation and we're getting the tools that we need to start to address it. so i think that needs to be said because i think we're committed to that. and i want the staff to hear us say that, too. sometimes it's scary and we don't want to put out information we think makes us look bad, but if it's the real data and it means this is where we are, and we can address the situation, i think we're willing to do that. >> i would agree with that. part of our last presentation about when the department of

technology was talking about our website redesign, the underlying part of my question was around access to information and website where people can find the answers to the questions and make that easy to make who we are, what we do, a central part of that, the public getting access to what they need. and not behaving like we're the district so you have to put up with it. i don't think that people that work at the district believes that, but that's what it feels like for people. we have to continue to work on ways to turn that around. so thank you for being candid about that. thank you for your commitment to this initiative. i forget about the history of my brothers and sisters keeper, but i remember coming to some of those first meetings -- >> in this room, right? >> i'm glad you took over the

initiative. it's in a much better place now. can you talk -- as a district we want to be open about our needs around addressing african-american students and with the my brothers and sisters keeper initiative this had to go through progressions. can you speak about the way it's improved over the past few years? and what you're looking to accomplish five years from now? is this an initiative that happens indefinite, or does it have an end date? >> i will say that the summit that is happening next week is really about president obama being able to say that this initiative was not just about while he was in office there was a commitment to move this forward. san francisco has been listed as community to watch in terms of the work that we're doing. the human rights commission has a staff person that is assigned to this. the collaborative pieces, those

are things that have been built out as part of the mbsk initiative here in the city, but that will with stand. what we want to see is more of the partnership growing. so for instance, being able to go from black family day to latino family day to pacific islander and to continue growing these. one of the things we learned early on, the curriculum for families and service providers, we were only highlighting at first the african-american families to address the disparities and inequities we know exist within that community. we have since kind of expanded that to include other multicultural focuses, but for us, the building of this is developing the platform and doing more comprehensive. the life course framework which i didn't speak about, but we did a study this year with a couple of consultants who looked at two young people who are, one, i

think is at viz valley and one at malcolm x, we looked at those two young men, went back four generations and looked at their families experiences in the school district, in trying to find employment, being pushed out of the city. really tracking that and using that to help us develop a road map for what it looks like to address the disparities in real life. not to just keep guesstimating what has happened. but we've done interviews of the grandmother, the great grandmother. the grandmother and the mothers and talked about where did the system fail them and where could they have used more help? we want to use that to build out the approach, but it's not just about the school district, right? it's not just about workforce development. it's not just about hope sf, but really looking at how we all talk and work together. because if we don't do that, we're not going to fix this

problem. >> president cook: what about housing in the overall discussion. is my brothers keeper focused on that, or is it in school, out of school? >> that's where the hope sf piece plays in strongly. i think -- the main reason in the spirit of theo miller was why i expressed the data collection piece. i know they've done a lot to look at the hope sf residents to think about what is going on with them in school. i know one of the pieces that lee romney did, that also was the learning while black was to look at the programs that are happening, the work that is happening with college prep, the walking school bus. for us, it's all intertwined. we cannot separate it. so part of this is looking at the housing situation to look at employment which also affects housing and how all of that actually impacts the ability for young people to learn or get to

school. >> my next line of questioning around the engagement of families. i know you're supporting black family day and the efforts to stabilize the home. we're trying to get our mind around what is happening with chronic absenteeism and the multitude of issues that may be affecting a student at home and how much of the initiative -- how would you say it's weighted? because i hear a lot about youth engagement, but can you speak to how much is focused on the parent engagement piece? >> a huge part of it. so i think for us, we've created the literacy program which was focused on supporting parents in the process. the opportunities for all, we were going to different housing developments to do some of the resource fairs with the intent of supporting parents and families, but i do think that what has been raised already here today in terms of how we support schools or how we

support families, i don't think that we can do this without doing workshops and summits and conferences that actually are geared towards families and, unfortunately, our success sometimes is measured by how many people show up and not the quality of the program. i think the other issue and challenge is that we're not really developing the workshops or the conferences or the summits based on what works best for the families. we're so quick to say people didn't show up or they're not interested and we really don't know what people's stories are and we haven't done enough to learn those stories. for me, the biggest part of that is not saying we're going to do a conference on saturday and we want 200 people to show up in order for it to be successful, but it might be like we're going to knock on 200 doors in this housing development and see who actually opens the door and talks to us. we have to reframe how we do this work.

we talk about mental health and trauma-informed care, but we don't actually apply that in terms of how we do the work. and how we respond to people. so for me, it's a whole new way of thinking about community engagement. it's not about how many people showed up at the fair, it's about us thinking about how we have conversation and engage with people and meet them where they are. >> i feel like saying amen. [laughter] you're telling the truth. so my last question is about the series of meetings. people want to know more about how often you meet. can you share that? >> we have the community collaborative piece which is again, the different community groups meet monthly. they have priorities right now of the community engagement and family engagement and these workshops and workforce development. that meets monthly.

the champions, which is open to everyone, meets monthly and those meetings will resume in april. and then the life course framework piece is much more intentional and direct and that is something if people want to engage with us, we want to talk about how we're interviewing families and building this out to better understand the process that folks have gone through. our justice policy group is a quarterly meeting, but there is a lot of work that happens in subgroups. i can definitely have amelia put that calendar of things together and get that to share with you all. [please stand by]

>> we have public -- public comment for the consent calendar >> thank you, commissioners, superintendents.

a week ago -- >> one second. we will restart your time. >> my name is bernice.." a week ago, i sent all of you, with the exception of commissioner lee, and e-mail on the attached letter regarding facility challenges at mild child touch a school where i am a p.t.a. member. i also sent the letter and the e-mail to two facilities staff at the school district. i didn't receive an acknowledgement from anyone or a response, so i wanted to use this opportunity to make sure that you were in receipt of the letter, and understood the concerns that the parent community has had over the last two school years. we've brought issues to some of your former commissioners, and we have been waiting pretty patiently to have the issues addressed. i have given you a couple of pictures. i am not a facilities person, so

i have asked that someone from the school district do a walk-through. this is been a request from the parent community. i have given you some brief illustrations of what i feel are some really concerning safety hazards, specifically, there is a broken metal piece on a stairwell that has pretty sharp edges all the way across. all of the drains throughout the school -- of the drain covers are not functional, so kids trip a lot. there have been multiple complaints utilizing the system where teachers have complained over and over again about florence and that kids are tripping, and there are safety hazards. there is a road and problems in some of the classes, so we are hoping that someone from the district can come out and look at the facility, and that

changes can be made as soon as possible. thank you for your time. >> thank you. let's see, any items withdrawn because. >> no. >> any items removed by first reading from the board? >> no. >> any item severed from the discussion? >> yes. i would like to pull item 192-1 to s. 11. and 192-12 g. seven. >> thank you. >> we have a motion and a second. >> okay. okay. roll call vote. >> thank you. [roll call]

>> six aye. >> okay. [indiscernible] >> i would just like clarity around the separation given what we were listening to tonight, and if this is the stage where we let go of people, what is the information we are given around why. >> are you talking about the people who spoke, that actually will happen in closed session. >> that is all i wanted to know. >> i just wanted to see if when

there was discussion, do we pass it through here, or i guess that is what you are saying, we will go through closed session. >> if it is administrators, that happens in closed session. >> but -- that discussion only happens with administrators,. >> in closed session, yes. >> okay. >> roll call vote. [roll call] >> i'm sorry, i want to understand what is being put forth. it is unclear to me. >> in the consent calendar commissioners can sever for discussion any of the items. commissioner lopez his