second, culturally responsive teaching strategies for english learnings and reclassification for teachers and staff teaching english learners. thank you very much. >> good evening. my name's maggie ho. i'm the community liaison. my work includes support for our chinese speaking families district wide. i'm also honored to work closely with our delac members and also welcome our new delac members from the bilingual community council. i also want to recognize our collective work with african american parent advisor

council, c.a.p. for special education, parent advisory council and youth council. stronger together, we will work to ensure our english learners and all students are prepared to meet the san francisco unified school district's vision 2025 graduate profile. we want to thank you, superintendent, dr. vincent matthew, and our board of education commissioners for the opportunity to share this recommendations. so we look forward to our continued collaborations in support of our english learners. thank you. >> president cook: all right. thank you for your presentation and for your service to the district. are there any -- we do have one speaker for public comment. you'll have two minutes, miss

aleta fisher. >> my name is aleta fisher. i'm the chair of the community advisory committee for special education. i wanted to thank the delac and speci special advisory committee for your work. we do a lot of special and stakeholder engagement, and we're honored to stand beside you in your advocacy work. a couple of points made tonight that i think are worth highlighting. a lot of what you heard here is not now. the advisory groups, we present together in may. a lot of this has come up in those meetings before? but when you're talking about access to technology, when you're talking about the equities in after school programs and summer programs, in early vention, professional advancement opportunities, some of which should be mandatory,

these aren't priorities that are unique to delac and b.c.c. these priorities that the majority of the families in this room would standup and echo. so thank you for allowing us to raise this and standing here in this room beside you, and thank you for the opportunity to report. >> president cook: any comments or questions from commissioners? commissioner lam? >> commissioner lam: thank you to the delac. i have many questions so it might preclude to have a follow up in attending the next delac meeting, but first, thank you so much for your work and your recommendations. i recognize the work that it requires of parents and volunteers to put in this work. a couple things. one is related to the after school program recommendation. is it thought that the district would do it ourselves or do we have community based partners that we're considering and are continuing to work with now?

>> the thought would be that we could partner with a community based organization. obviously, i think that would be the best intention but if the district had funding to support such a program, that would be ideal. maybe a possibility of the beacon expansion program to support the needs of our english learning students or jamestown or other programs that could potentially be tapped into to be able to provide those resources. >> commissioner lam: following up to the recommendations, i'm curious from the delac members to hear from you and staff, the role the parents and their engagement, realizing moving forward with some of these recommendations that they're structured, professional development. i'm interested to here about

the opportunities that -- hear about the opportunities that parents can engage in their students' learning. >> well, as you know, each school site can have its own el elac or english learners advisory committee on-site. so one of the ways is for parents to get involved or simply support the members and families that are involved in their school's own elac. >> commissioner lam: and then lastly, i would like to continue monitoring and understand the big gap around particularly for spanish e.l.s and that huge, again, difference of reclassification in -- and our progress as a district in how we're addressing the gap, so i look forward to working with staff in addressing the progress there. one last point of clarification. this is focused on k-5 from my

understanding. i also would love to learn more about structures and options and how we're supporting older youth, in particular, newcomers that are coming in in high school or later school years. >> thank you. we do have a summer program for newcomers in middle school, so we could share that with you in the future. >> president cook: commissioner collins. >> commissioner collins: thank you so much for your presentation. i appreciate the parents reports. i would like a copy and i think it would be helpful to come back to it when i rereflect on the language experience in schools. i guess one of questions i had is around representation? the delac represents a lot of communities, and each community has some of its own recommendations and challenges, and i'm seeing chinese and spanish, and those are the largest groups, but i'm seeing

other groups. how are those represented in the delac and how do we gain representation for arabic, viet nammese, and all the other languages in the district. >> thank you. every school with 21 or more english learners has an english learners advisory committee where they send a representative to the english learners district advisory meeting. so that said, that brings different representatives from different sites into james denman where we hold that community forum, and that is all inclusive of many different languages, and we usually have up wards of 100 attendees at that meeting at the general assembly and that happens every other month. another way that we engage

other communities in other languages in our community is through the joint advisory councils and going out for lcap task force engagement listening sessions? so there, we go into the community and are able to get some input and feedback then. >> commissioner collins: so i guess from my experience, my children are in schools that are predominantly chinese speaking, so the delac represents those families, and they tend to represent those families to a larger agree than spanish speakers and arabic speaker and viet namese speakers. i'd love data around how many of those other language groups are represented in your delac meetings? i know some delac meeting with very robust, and others are nonexistent. i'm interested in seeing how

we're tracking that, because like i said, i've been at some school where they didn't exist, like, they weren't as engaged and, like, parents weren't doing decision making and as active as at other sites? so i'd love to see how you're tracking participation from families and then kind of a diverse participation in -- in terms of language groups across the district in those smaller elacs because they don't have to go across the city, they can engage in their local schools. but in some cases, depending on the language that the parent liaison speaks, they may be able to better engage with one community over other communities. it's definitely challenging? so i'd love to see just how you're tracking that. >> thank you. so maggie and i are a team, and we both work -- we go out into schools independently, and we actually have a site audit.

we have a list of the school sites that was already assessed to determine whether or not they have a fully functioning elac, which is what you're referring to. we determine whether or not they have a roster, right? so they need to have an elected group or an elected body within the site? we determine whether or not they are actually receiving training around exactly what it means to be an elac member, what reclassification is, and e.l.d. instruction, so we do have a mechanism, and more so maggie and i are the ones who monitor and go out into school sites besides what happens at the district level? and as you said, it does vary from site to site, and language, right, is a big variant within school communities. and if there is a family liaison or someone at the school that speaks the

language, they're able to build more community? so one of the recommendations for me going in is to ensure that there is someone -- that they identify someone at the site that can engage community members that may not be represented in a large group? that's one of my biggest recommendations. and then, the other piece to that is to ensure that school site councils and elacs are separate. so i think we understand that a lot of meetings, right, these evening meetings take a toll on all of us, and so a lot of times, it's easier for admin to say we're going to hold these together. but for me, it's really important and vital to secure the space, a safe space for families to be able to voice their opinions and their thoughts and their needs. like, i'm really passionate about that, so i go into these schools, and i sometimes say i'm not here to make friends, i just want to make sure that these families have a space. and so that being said, there's

still a lot of work to be done, and -- but i do have an ongoing roster that i'd be happy to share. and also, what the parents have as far as what they shared tonight was shared with mr. judson steele, so he could share with you, as well, along with the recommendations from 2016 through '18, and what's happening now. so there has been some things that have been implemented, many of the recommendations, and we look forward to more. >> commissioner collins: and just one final question. marco had mentioned that there's biases that families have to navigate, and i'm interested in hearing what specific biases do you feel that we could be doing better to address at our schools to help lower barriers.

[speaking spanish language]

>> the advice that i see is mostly the difference in how the teachers treat the kids who are white who have european parents. at my school at least, most of the teachers are white, and i see that when the kids get evaluated, their scores are different according to who the kids are. for example, my kid, i know he's a really advanced child. i am a math tutor. i know how advanced he is, but when the results come for us

and when we get to the parent teachers conference, i see that his scores are very low. the teacher tells me that this is the first trimester, and as it goes on, he will show more improvement. my son has a little friend who's a white kid, and i know that my kid is farther up than him, and yet, my kid gets lower grades than he does. [please stand by]

>> has there been budget analysis how much that would cost to implement? >> not as of yet, no.

>> so can we perhaps follow up on that, superintendent? we'd have to determine which students qualify, how many students and go from there. the accountability in the 2016-18 recommendations, it sounds like that one has been established and implemented? >> implemented is actually the professional development. the request was more professional development and that has been implemented, but the current recommendation is some sort of accountability mechanism. so while we know there is funding set aside for the professional development, who, how, when, where, and how often is what they're asking, what we are asking, right? so is there a way to set up a system? is there a way to ensure that there is specifically the

professional development calendars at school sites, right? so ensuring that at every school site that these modules, training capacities, are set up and calendared during the summer. and then they're set throughout the year, so when teams or anybody else goes out, they're calendared and calendared for the year and they go out and we know that school sites are receiving this professional development. >> you mentioned in the report, the curriculum. has there been any feedback? has the committee gotten feedback on the implementationed on the value of that? >> good evening again. personally, i'm trying to keep track of my school and i just realized that many, many teachers and even -- i know that

mr. lowsa has been around schools trying to present his curriculum to the schools. and he seems like he knows many teachers and many principals don't know anything about that it was acquired this past summer. and just personally, as members, are trying to reach the families and especially teachers and get together with principals to find out and to provide this information and share with their families. but what danielle said about kind of mechanism, we're just trying to keep on track and the same for what she was mentioning about the professional development. there is new teachers that don't know anything about

classification and we just want to keep working on it. >> so perhaps a future curriculum committee meeting, we can get presentations on all these recommendations, all three of the major recommendations, as well as wonders, i wonder about wonders, because i don't know if it's being implemented and we're halfway through the year. more than halfway through the year. so perhaps weekend that. thank you, again. >> commission? >> some additional to commissioner sanchez's request. i would like for the curriculum committee to see the adoption percentage or rate right now of where the eld curriculum is. >> i appreciate that and i'm hearing consistency with also other communities are asking for training, cultural, and really getting a clear sense of what is

happening, where is it happening, who is getting trained and having a comprehensive view of what is going on across the district. and that might be not just within the language departments, but all of the professional development that we're implementing as a district. also, because we can't do everything all at once. teachers don't have that time. so looking at it would be great to really make decision around priorities, because maybe the reason some people are doing some things and not others, we don't have a very strategic focused plan on what our priorities are. >> okay, thank you for the presentation. >> thank you. >> so do we have appointments to advisory committee by the board?

okay. section c. consent calendar. can i have a motion and a second on the consent calendar? >> so moved. >> second. >> any times withdrawn or corrected by superintendent? >> no, mr. president. >> president cook: any items removed for first reading by the board? any items severed by the board or superintendent for discussion and vote tonight? seeing none, roll call on the consent calendar. >> thank you. [reading of the names] >> clerk: six ayes. >> president cook: thank you, section d. separate consideration, there are none tonight. section e, proposals for action. there are none tonight.

section f, public comment on general matters. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using student or employee names. if you have a complaint about an employee, you can submit it to the employee supervisor. as a reminder, board rules do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. so i have a list of names, once you hear your name called, if you can make your way to the podium, you'll have two minutes to speak. and if -- if i call your name and i don't see you, i'm going to keep moving on with the other names.

so i have francisco. make your way to the podium if you're hear. reverend branner. reverend birch. jerry nixon. danielle daniel. dorothy curry. shatar. nathan holman. latasha lynn. you have two minutes, sir. state your name for the record, please. >> my name is francisco. i'm the director of environmental justice advocacy. for the last 40 years, i've been in the trenches. i used to come here a lot. and maybe one or two of you all

was sitting down there, know me from my past appearances, but for sure, you all over here. it pains my heart that when a principal has to work so hard that you directors, superintendents, people that have to make decisions do not back up our principals, so much so, that is black history month and this woman got a nervous breakdown. and i was forced, because i'm very busy, some of you know me -- i was forced to cancel all my meetings and attend to the needs of this sister. so i'm asking you all, please, don't challenge us. we can fill this room a hundred

times over. don't challenge us. i want you all to make a needs assessment of the vicitation valley elementary school. have the principal and the children that are a nuisance in the classroom, traumatizing the children day after day, day after day, day after day, for months on end, that must stop. do not challenge me. i beg of you. i'll fill up this room and a hundred more rooms. i have that ability. thank you very much. >> hi, i'm a concerned parent from vicitation valley. our principal is very good. i have been in this area since 1980s. i've had children,

grandchildren, nieces, nephews, cousins go through that school. this principal we have now is on top of her game. she recognizes the kids that need help. she is sturdy. she doesn't have the support from the parents. i'm sorry. she doesn't have the support from the parents. okay. every day i get a phone call because the teacher is always -- i've gone to the classroom. she's an asian teacher. i sit up in there. when i come in there, kids look around, oh, your mom is here, and everybody is quiet. we have one child in it there that is autistic, he disrupts the whole class. calls him all kinds of name and everything. you take him down stairs to the office, they pet him. today, there was an altercation with parents in the school, but

where was our principal? our principal is not allowed on the premises. if she had been there, that could have controlled it. i listened to the news last week and they were comparing the test scores from all the schools. vicitation valley. there is nobody there that really comes out to help us. we're the unknown valley. we're the unknown school district. nobody comes -- i don't see any of you guys come out to our schools over there to see how we're doing, to get to know the parents or anything. it's like we're forgotten, but you can always call on hunters point. you always look for them. everybody. what is -- xavier? what about vicitation valley? you have a lot of asian teachers up in there that cannot control their classes. my daughter gets picked on all the time. last year, she was in third grade, she did real good. this year, she is not really learning nothing and she has not been able to.

but the principal is there to help out. we need our principal back on the premises. thank you. >> removing our principal is not the answer. the problem isn't going to go away. today, we had a big fight on campus with parents. if ms. scott was there, she could have de-escalated the situation, but she was not there. it's just so many issues. ms. scott, our principal is always there, been there. she's worked 12-14 hours a day trying to provide for the academy and social for the 21st century. we've got new furniture. our cafeteria is being redesigned. we have a new program with our garden. we have elas up. just a whole bunch of good stuff since she's been there. we have new ipads for each

student, new computers. our principal is able to send them to a learning camp this summer, all expenses paid. for google and twitter. i hate reading because it's just -- i'm very passionate about our kids' education and i know in my heart of hearts, i want to be standing here for her. if she wasn't capable and able, i wouldn't be standing here for her. but our school needs a leader like that. you guys should be standing behind her and you're not. we have no assistance from you guys, no investigation of what is going on with the people that keep coming down making the noise. we have not been asked about anything. i just feel like, you know, our principal at this point needs assistance. and she needs to be on campus. you know, our students are always in line when she's there. she's always willing to go the

extra mile for our teachers. she helps out in the classroom trying to get the kids ready for learning to hand it over to the teachers a lot of time when the teachers do not have the ability to do what she does in the classroom. why are the teachers not being held accountable for what is going on in the classrooms? why are we holding her accountable for those types of things? you can't answer that now, but a lot of us parents -- >> if you could wrap up your comments. >> -- we need to understand what is actually going on. >> thank you. susan solomon. steve good. jimmie. evelyn peppers. juanita litson. >> my name is steve good, the executive director of five keys schools, you authorize three of our charter schools. we run the education in the

county jails. i'm here with the union to issue a joint comment that we ratified our classified union contract just this past month. [applause] and i wanted to comment that we had three prior contracts with our teaching staff. this is the first contract we've had with our classified staff. as with prior negotiations they went incredibly well. we approached it from a win-win scenario. what we could do to make the best environment for the classified staff as well as our teachers. and the school, our board of directors, including hennessey, lovetice and schwartz were happy with the process. we wanted to say thank you to usf for your good faith negotiations with us.

>> thank you. i'm president of the united educators of san francisco. i want to echo a lot of what mr. good said. oh, and good evening, commissioners, superintendent and student delegates. this is ground breaking contract much of what was achieved for the classified members that work at five keys school are in parity with the teachers and certified. which is something we have been attempting to do along the way with certified members and para educators. you know that usf comes to the body with concerns about charter schools and charter school proliferation. here's why we make an exception for five keys. they're a union. their rights are respected as educators. in addition when you go back to the history of charter schools and why they exist, the original

idea was to have laboratory schools that could inform other schools about innovative practices. nobody in california -- and i believe probably the united states -- is doing the kind of work for incarcerated young people that five keys charter school is doing. as long as they keep doing the work and as long as we know their educators will get the support of the union, we'll be standing side by side with them. thank you. fernando. you can go ahead. >> hi, good evening, everyone. my name is jenny. and i'm a parent for parents making a change for coleman advocates. i'm here to speak in behalf of things we have found out online by doing research.

and just being up here and listening to the prior people that went up and hearing about the bbc kind of confirms as parents our investigation that we do online. we believe that it's very important for translation to be part of the online research that we do for unified school districts. when we're trying to research for schools for our children. one of the things that we found out was that the climate report aren't translated. there is no update information. there is very limited information about accountability score cards. we also notice that there is no information about charter schools. and if we did find one of them, it was under a different name. we also found out that there is a lot of non-translations. and hearing about the bbcc and hearing the delack and from

questions that you made, it's important for you guys to have these translations available. it is important for me as a parent to be able to go to the school and see a spanish liaison, chinese liaison, vietnamese liaison to accommodate the schools. it's important as a parent to be able to go and research so we could do our best to place our children in the best school and for the services that they need. we also look at a lot of the data so we could see if our children are able to have accessible ieps. so as parents we would like if you guys could make it a little more -- [bell ringing] -- parent friendly. thank you very much. >> all right, good evening,

commissioners, superintendent, and student delegates. i'm the executive director of creative arts charter school. thank you for providing me with the opportunity to address you this evening. as you're aware, creative charter school renewal petition will be brought at the march 12 board meeting. we're grateful for the feedback we've received from the budget and services committee, as well as the curriculum and program committee. during these meetings we have received feedback regarding our volunteer policy, our suspension and expulsion policy. our partnership for special education services and our supports and practices for english learners. please know we're reviewing each of these policies in detail and will be updating the language in the charter petition to reflect the changes that we make. finally, i'd like to thank the board and the district for partnering with us and holding

us accountable for the benefit of san francisco students and families for the past 25 years. thank you. >> anyone else coming up? seeing none. okay. >> good evening, commissioners. dr. matthews, student delegates, my name is winnie. i was newly hired effective july 2018, program supervisor, expulsion officer. one year prior i attended the

workshop with the 2025 vision plan and any relevant material that would make me make the decisions to turn down a comparable job with beverly hills unified school district and leave my family in southern california to become an employee with sfusd. none of that properly prepared me for what has unfolded in my position. in fact, there are several critical factors that have greatly impacted my role as an expulsion officer. one, not being a warm handoff. i've yet to meet the person who did this work last year. they remain an employee. agreeing to take attendance while doing the work as an expulsion officer. i knew that work required an entire another individual, but i

was so driven by sfusd's state of emergency around attendance, that i went on and accepted the responsibility anyway. as time runs out, i can see that i'm not going to have enough time to read everything that i wrote. so i will provide this writing to all of you and conclude by saying what will help me to be more successful in my role as expulsion officer, one, more transparency and systematic ways of dealing with conflict without resulting to punitive measures. two, structured evaluations with clear measurable goals, feedback. three, last, more constructive support and less hand-slapping criticisms. i ask you that, that you give me fair consideration for the renewal of my contract for 2019-2020. thank you so much for your time.

>> president cook: thank you. did we miss you earlier? talking to the lady behind you. what was your name? >> thank you. yes, sir. i'm sorry. i was running late. please forgive me. my name is shirley. i'm here on behalf of vicitation valley. i just want to say that mrs. scott's supervisor and -- ms. scott has been out for approximately a week or so. the school has been complete chaos without her there. today, there was a fight. the officers and everything were called out. behind some of the -- only one thing that is truth that is going on at vicitation valley, there are few bullies there and we're working to rectify that.

the supervisor said she had no idea what ms. scott said was so prevalent. my son has a concussion behind this since she's been out of school. i took my son so zuckerberg and he has a concussion. before i got there, and while i've been there, i'm willing to work with her. you all and the children and the san francisco unified school district, as i said, you all, we need ms. scott there. without her there, it was chaos. there was another guy in there, they ran him all day and all night. they ran her supervisor all day and all night. it's very critical. they said today the only way they can get these people help that they need is that the parents have to sign for it. other than that, they will just

be there terrorizing the school. if you put ms. scott out, you're still going to have the same problem. but with ms. scott there, the terrorizing that has been going on for the last seven days, which i hope to god you've been told, what is truly going on at that school. and i just pray that you all renew -- [bell ringing] -- her contract. >> okay, that concludes public comment. section g, special order of business. there is none tonight. section h, discussion of other educational issues. there are none tonight. section i, consent calendar. items removed. there are none tonight. section j., introduction of proposals and assignment to committee. number one, public and board comments on proposals. let's see.

we have -- telephone conference? [please stand by] [please stand by]

>> i also noticed that the vietnamese language program is not mentioned in the proposal or the budget. i just wanted to remind you that my son who was in t.k. when that program was approved still will be in third next year, and as far as i know, we haven't made any plans to fund teachers in the vietnamese language program. i also was moved by the folks who spoke for delac and professional development, and noticed there was a movement to cut t.k. from the budget. i'm curious to understand that funding and what's happening there. thank you have a good night. >> hi. i'm tracey brown gallardo.

i'm a member of the peace adviso advise -- peef advisory committee, and i just wanted to tell you a little bit about the peef -- >> president cook: sorry, tracey, i wanted to wait until miss casco started your time. go ahead. >> so what happened is a lot of people have been coming to the peef advisory committing and pitching us proposals that they want to see happening at school does. it can be a whole new program for immigrant students, it can be community schools. we've had different pitches come to the peef oversight committee. we actually don't entertain new proposals. that's not part of the process, and i just wanted to share the process with board members because i'm not sure that you know that that's the process? so we are a group of very qualified individuals -- thank

you for the appointments from you guys? we have the capacity to look at other proposals if there was a process that would be opened up? and with the eraf money becoming available in addition to what's already there, we're hoping that there can be some opportunity for us to given sig -- insight -- give insight. so i put this before you guys for consideration. there are definitely things that i want to propose and looking forward to make those recommendations? we're looking at a lot of pitch school recommendations. we want to recommend more money go to serve our african american students in the bayview and some services for immigrant students? and so we've kind of put in the recommendations but again, we're not in a position to advocate for them because it's not part of our process. our process is to review what

is given to us by the district, and so thank you guys. if there's a new process with additional eraf funding, we would be happy to look at that. thanks. >> hello again. my comment i think follows very well on tracy's. i attended a recent peef c.a.c. meeting with the intention of proposing or going and asking for some proposals for students related to i.e.p.s. for example, peef funds would be great at funding our experimental field trips with students. often students with 1:1 aides get left out on a field trip. and we as a c.a.c., right now,

we don't have a paid district liaison. our district liaison is two lines in the special education ombudsman's role. is that equitiable? i don't think so. last time i was up here, my pay grade was zero. so there's a lot of things we would like to do with peef c.a.c. if we had the opportunity to present. trust me, i could find recommendations to spend all of that eraf money myself. but yeah, we look forward to working with you and making recommendations and participate. thank you. [inaudible] >>. >> president cook: -- 2267 p-1, the 2019-2020 public education

expenditure plan, also board policy 3460, financial reports and accountability, board policy 6152.1, math placement policy, board policy 5141.52, suicide prevention, and board policy 1312.3, uniform complaint procedures. >> president cook: section k, proposals for immediate action. there are none. section 3, board member

reports. commissioner sanchez? >> vice president sanchez: [inaudible] -- we don't have a secure timeline on all the funding yet, but we're very hopeful that we'll be able to makeup the private capital campaign of -- let's see -- it's about 107 to $127 million that's still in traffic funds that we need to complete the project. it's a good presentation if the public wants to see it. just go to sfusd.edu and go to board agendas and you can access it there. >> president cook: thank you. report from ad hoc committee on personnel matters. commissioner collins? >> commissioner collins: yeah. actually, we had a really engaging meeting? we only had one topic that

really fits into a lot of what we're talking about, and a lot of the programs we can't really have unless we have qualified teachers, and for some of those programs, it's harder to recruit. so it was interesting hearing what the district was doing in ferms of both the personnel department, working with the multilingual department to reach out to native speakers and help them get into training programs so that they can fill some of these gaps that we have? and so that was interesting, and also just seeing the diversity of language programs in our district was amazing? we also learned about the challenges in hiring arabic and vietnamese teachers for our programs, and it seems to be holding us back from fully implementing programs and also especially in the middle schools but also for vietnamese, as well. so we were looking at ways that central office could better

partner with community based agencies to help expand our capacity in both recruiting teachers and also just letting families know about some of the great programs that we have in our district. and so i'm looking forward to hopefully following some of that discussion up in the curriculum committee if there's an opportunity to discuss language programs and see how we can continue to look at implementation plans and how we can further really support the language programs and being as robust as we would really like to see. >> president cook: okay. thank you. last night, for buildings and grounds, we had two action items which were proposed name changes, and apparently one of them is a surprise, even though it's a public agenda. and we also have an update on the francis scott key

development project. let's see...any board delegates membership organization reports? okay. and we are going to appoint commissioner collins and commissioner lam to the c.s.b. any other reports by board members? and we're also reappointing -- reappointing commissioner norton. >> commissioner norton: thank you. >> president cook: you're welcome. thank you. let's see...we have a calendar of committee meeting. budget and business services will be meeting wednesday, march 6, at 6:00 p.m. buildings and grounds will be meeting monday, march 25, at 6:00 p.m. that's by far the best

committee meeting. >> vice president sanchez: better than rules? >> president cook: not even close. rules policy and legislation will be meeting monday, march 4 at 5:00 p.m. the ad hoc committee on student assignment will be meeting monday, march 18 at 6:00 p.m. the ad hoc committee on personnel matters will be meeting wednesday, march 13 at 6:00 p.m., and the ad hoc school district city college joint committee will be meeting to be determined. let's see, section m, other informational items? posted in the agenda is the staff quality reports. section n, memorial adjournment, we are adjourning our meeting tonight in memory

of jeff adachi, san francisco's public defender. so we all have -- a lot of us have our own personal memories of mr. adachi, and from the suggestion and guidance of miss casco, i am going to read something that i wrote about mr. adachi, and if anyone wants to chime in afterwards, feel free. so this write up is called saucy like adachi. saucy, adjective. explain, definition. hip-hop artists have been using the term saucy for swagger. date, christmas eve 2013.

time, 6:58 a.m. i googled the weather in san francisco to give you an idea of how cold it was. the top search results came from helico. even for san francisco, i rushed from my apartment to make the meeting on time and i made it on time, which is unusual for me. i couldn't be late for this meeting. 7:00 a.m., i see jeff adachi rounding the corner, as usual, his hair was slicked back, not a wrinkle in his custom tailored suit. he walked with purpose, the type of purpose where everything slows down slightly, like the movie scenes where the hero enters to assert order in the space. my disheveled state was the bad

guy, and he was the order. he asked me if i needed anything to eat, then he cut to the chase. so school board, hey, so i don't get it. tell me why on earth would you want to do something like that? his eye set upon me with a serious gaze to ensure he wasn't joking as if concerned whether or not i was slightly insane. i fumbled through my answer for a while before he stopped me. yes, yes, stevon, those are all nice, but what are your plans? he began to ask deeper questions about the issues, started to share his concerns of our schools -- for our schools and their possibilities. his commentary about education