on april 10th, the parents of taylor met to discuss our concerns and the need for a bilingual program at mlk. the parents subsequently attended the sec meeting on april 16th at which they learned that no one from mp contacted mlk about the parents' request to establish a bilingual program. had the parents not attended the mlk meeting, they never would have discussed that they had lied to them about working on establishing the middle school bilingual program.

please don't take us for fools. do not for one moment believe that we can be dismissed by simply holding meetings to discuss ideas without taking action to meet our demands. we will not stand idle while you continue to trample on our children's souls and our trust. if the school district does not fulfill their promise, they may as well add a new course called how to lie. thank you. >> hi, i am the parent of -- my son is in taylor and he is -- by the time i know him, because i know that the school in mlk is going chinese path, but my son, this year really, mlk school

still don't have any chinese classes. and i don't want to waste his sixth year time of learning chinese. and also, i can, as you know, chinese is one of the hardest language to learn. i can tell the difference. my son didn't go to a chinese school and they don't speak chinese at all. my little one, he is learning six years of chinese. and he can communicate with my parents. and this is why i want him to continue to learning in chinese. because if he cannot continue, he will not forget he is chinese because he really need practice. and i hope your guys can really open mlk in the coming semester.

and he connected in. and mlk. i don't have other choices. instead of mlk. >> good evening, we need chinese bilingual in the school for 2019 and 2020. thank you. >> my name is chinese bilingual

in mlk school for school year 2019-2020. thank you. >> good evening. my name is alice. please give a chance to the kids to continue to learn in chinese bilingual. thank you. >> president cook: thank you. moving on. martha. betty.

[please stand by]

>> so, the school is basically segregated. the ma mandrin program has high scores and their academics scores are really high.

>> and i see there is much to be done. i have been working at this school as a volunteer parent in the classroom and the teachers are excellent. it seems to be so much more to be done. >> we condition make books like the kids in the other schools. >> they don't speak our language and they're really behind.

>> i want to know what the school is doing to help us with this problem. it's true the general program has a smaller class size and we have 18 students per class but what does it matter that we have only 18 students if they are students who cannot concentrate. so, the teacher spends a lot of time trying to get the students attention at the beginning so she spends at of time doing that. at least, basically, only like five of the students will pay attention and i think that's because the kids cannot read. they are not literate.

[ speaking spanish ] so, i am very happy to see so many parents here interested and concerned about the kids' educations but i'm hira loan. we're basically alone. a lot of the parents in my school have to work two and three jobs to be able to pay their rent. i myself have to take the day off today to be able to be here but that is something that effects us. i still have to go and make up the money to be able to pay the rent. we're basically alone and we're falling behind.

[applause] >> good evening, board members, superintendent. i'm here to talk about the closing of drew and the two classrooms at redding. the fact that i did know about the closing. i didn't know that the parents weren't notified. when i went there on last week i was told the parents got a letter on april 15th. which is after the fact. and then they were told in the letter they may apply to another after school program. we know that's not right. on our website, it states that we strive to provide equity, we aim to improve students' achievement and hold ourselves accountable to students and their families. this decision to close the programs were not discussed with

the families before the decision and that's not ok. we should go to the families and the staff at those sites and sit down and let's talk this problem together. and that did not happen. let's talk about equity and access. we don't want to be a part of that problem. they're part of the elementary school in case people don't know. where are the resources they need to keep that program open. so those parents and students will be disenfranchised and the staff at that school. they're supposed to be data, collected to find out. why is the enrollment low? what is going on there? are we supporting our families? the staff both sites were surprised. they didn't know they were closing. in the bay view, we know this isn't the first time. we closed the osc program at

brett hart, we closed the osc program at mac ma clearen so ths continuing and continuing. we talk equity and access. please halt this until we talk to the community. >> good evening, superintendent and board commissioners. my name is betty robinson harris. i'm the united educators of san francisco early education committee chair. i too am here to respond to the closures of the early education schools. the classroom closures will definitely affect many of our most needing students. our english language learners, our trauma of media students and

you heard tonight from the parents. some of our homeless students or potentially homeless students. one school currently, dr. charles drew is closing. it has an enrollment of 20 students in one classroom. redding school has 47 students. 47 families that are going to be impacted by the closure. as we talk about equity and access, many of us don't recall there were as many as 13 classrooms and o.s.t. and the bay view. only three schools. now, with the closure, two classrooms remaining. what are we doing to our families? what are we doing to the community? what is the message we're sending to our families in the southeast part of town?

where is the support? where is the master plan that is going to establish and keep those schools, classrooms, alive and thriving. is this what equity looks like in san francisco high school district? thank you. [applause] >> good evening. my name is -- i'm the vice president of the george washington alumni association. i come before you to -- i've sent you e-mails to invite you to see our murals. because i am under the impression, after responses were people locally, nationally and internationally that when you a again dies the murals at george washington high school, please

consider -- i was there 50 years ago watching the first demonstration. as a result of that, a black muralist created additional murals. he also disagrees with the recommendations from the reflection in action group of the 11 panelists, i was the loan center. i asked you again in-person, please, join me and look at these murals and appreciate the art and seriously consider that decision when you have that

meeting. thank you, very much. >> superintendent, board members. my two kids, graduates of the district. my wife is the bilingual teacher in the direct for many years. i come here because i speak on support of the effort to try to prevent any defacement or removal of the murals. it's very simple. we can't rewrite history. we can only learn lessons from history. and i'll give you an example. i went to gettyberg in pennsylvania. that was the top battle in the civil war.

in three days, 890000 men and women were killed and 23,000 were wounded and disabled. i happen to be there and you can see on the north side many monuments and on the south monuments and for that, just sitting there i think that in throw days, all those people could have fought a battle and lost their lives or wounded. i say this because history has value. minds in a high school like george washington, you need monuments, you need visuals, you need films, you need all those to impact them. the very things that happen in the civil war are the issues we face even today. and it's important we try to lend whatever lessance out of that war because the arguments

about that provided our country at that time is still with us today. it's even intensifying. we have inform find ways to heal it. thank you. >> good evening, superintendent, commissioners. my name is alena fisher i'm the chair of the community advisory committee for special education. i'm here in solidarity with the members of the redding and drew community. here in front of you two, ask if you keep the o.s.t. program open. as a chair of the c.a.c., i help a lot of families. we help students with i.e.p.s receiving special education services and as you all know, consistency, routine, relationships, are all key to our students but particularly those receiving special ed services and i.e.p.s support students through the day.

they don't continue through the after school program which means that well-trained, well-supported, well-paid support staff in the after school programs are important to you're students with i.e.p.s. i've worked with eight different after school programs and i've seen the gamut from super supportive to staff that frankly as parents of students with i.e.p.s have had to chain on how to support our kids. everyone is well meaning but the programs that we participated in with credential staff have far and beyond made a huge difference to not just my confidence with the school site and the programs but also my kids and how they feel about their entire day. when i pick my kids up, those last couple hours they spent in the after school program, that

is what they remember most at the end of the day and that impacts how they feel about their school day. and so, the after school programs can very much impact school communities and how our children feel about their schools. so please, please, keep these programs open and work with community members to provide days to fund credentialed ser tive indicated staff. >> advisory by board members. we have the annual report from the quality teacher education act. so you can please join us.

>> thank you, president cook, vice press sanchez, board of members and superintendent matthews. i'm director of policy and planning and i serve as a staffly a on for the oversight committee. this committee is responsible for providing the independent citizens view of our parcel taxes to ensure that these dollars are used in an exist ant matter with that passed by the voters of san francisco. joining us is nathan edelman. ly a and retreat the committee co chairs. also here are the members of the committee. dianne grey, fatima gupta and i want to acknowledge dededesmond. i want to thank two members who served this year but whose term

have expend and i want to thank our commissioners. alison collins and jenny lamb both who are veterans of this committee and serve proudly. i'd like to thank members of the staff who came before the committee to share and answer questions. chief the human resources, daniel, melissa dodd and miyoung li. and chief financial officer and our budget manager jennifer schuster and annalist, cali wang. we'll hear from mr. edelman and followed by a presentation by our co chairs on the committee's work during the year. commissioners should have

received a copy of the audit prepared and as well as a printed copy of the presentation. i'll pass the microphone to mr. edelman. >> thank you, very much. good evening, commissioners. my name is nathan edelman, i'm the financial auditor for the directs. what you have in front of you is two opinions. i want to just direct your attention to one page of the report in particular. actually, if you look at the two reports, the report labeled independent ought t auditor repe last page of that report lists out specifically the scope, the methodology and results of the procedures that we did. i'm not going to go into all the details. i met with the q.t.a. committee and citizens oversight committee and we did go over the report in much more detail. the scope is to ensure the accounting records are inaccurate and the results of that is that they are, every single dollar that was brought

into q.t.a. collected by the city is recorded into this record for q.t.a. and every dollar down to the penny is tracked at those accounting records. using those records, we then ensure that the funds are spent in accordance with the use for the bullet points and the qta. and are the specific and -- specifically looking at the charter school portion. they're separate entities. the money goes out from the school district to the characters and we want to make sure there was some type of internal controls in place at the district level to make sure

the use of the funds and the results of the procedures that they are and that's really the main difference between this year and the actual scope of work is similar. they're spend in records with the ballot language and if what we have, the audit opinions clean unmodified opinion and we have no findings to discuss so there's not a lot for me to talk about. i'm happy to go into the details of what we did or any details of the report if there are any questions from the commissioners. otherwise i just say that credit for having a clean audit should really go with the folks. they are responsible for production the transaction and supporting the audit and they did a very good job. if not for those people we would not have finished in time and it's a straight forward process. i'm more than happy to take any

questions from the commissioners about the audit as best i can. >> thank you. >> thank you. >> i'm going to turn it over to our co chairs. mr. richard,ly a benjamin. the presentation is on the board and you have copies in front of you as well. >> good evening. we're really excited to share this with you. it's actually really important -- i've done this presentation a few times with you. this is marking the q.t.a. tenures so the focus of our work this year is not only going through the audit and all of our responsibilities but trying to look at the impact of q.t.a. over the last 10 years. chris introduced me but my name is lea vandermay and i work at

the cal ka cad may and we're partners in informal learning with the school district. i'm sfusd parent and hopefully my third grader is doing her homework right now with her dad. we're all really passionate about this work. you will see we have a diverse committee. we don't always agree and we ask tough questions and we're really proud to share with you what we've been working on. so i'm going to go over the quick agenda. we were going to bring you up on some of the historical information about the committee for those of you that are new to it. talking about for the authorized uses of it as well as going over the financials. we will discuss the audit and n addition to what nathan has shared with you and we're going to end with the impact of these parcel taxes for the school district over the last 10 years. and then give our recommendations as a committee. >> g. everyone. mgood evening, everyone.i'm a f.

the kids are not kids anymore. the goals of the partial tax oversight committee are really to oversee the two ballot propositions, prop a and prop g. prop g is in a court challenge. the committee was first created to review qtea but the ballot measure for prop g includes a paragraph that assigns citizen oversight for the second parcel tax to the city for the same committee. we don't call it the qtea committee we call it the parcel tax oversight committee. our core charge is to ensure that the funds are spent only in the manner that was approved by the voters. so, we go through the financials every meeting and every single

line ties back to the wordings of the ballot measure. we include the scope for the audit for the past year and review the expenditures to the most recent period at every meeting. one of the things we wanted today do this year, as lea indicated was to see whether -- what the voters voted for is taking place. we'll get to that more later on. we reviewed the district spending. the audit, and this year, because most of the money goes to how many an resources and to technology, we wanted to spend more time with the head of human resources, daniel and the head of information technology so each of them were in for an entire meeting talking about questions and issues that we posed to them ahead of time.

we really haven't started looking into the living wage for educators act because it's pretty much pending. >> so as far as -- i'm sorry. i'm back. so really this money is divided into two large buckets. we have teacher compensation -- [ please stand by ]

>> turning over to the charts here, the middle chart, the pie chart shows you the two main

sections, pots of money that the $41 million is divided into. about 71% of the total is guided by a memorandum of understanding between the district and the uesf. about 29% is governed -- is determined by the policy of the school district itself. you can see the bar charts -- the one on the left needs to be shorter. almost all of the m.o.u. money, we call it, has gone over the years to salary increases for teachers in the city and other types of compensation like professional development.

technology makes up the other part of the pie, and we'll get to that in a minute. oh, one of the things that we do need to bring up is this 79%-21% is not cast in concrete. the district and the administration wants to change the pieces of the pie. that's something that's available. >>. [inaudible] >> -- i know it's kind of a boring audit, but that's what you want in an audit, is that you want it to be boring, and so it was a very rigorous process, and the staff are

really to be credited for what they do in accounting for making sure the money is spent. >> let's go now to the impact of the parcel taxes. we need to step back and saying is it doing how the voters intended it to do? since most of the money goes to personnel compensation, which was the real marketing pitch for this, was we need to pay our teachers more, we did ask daniel minezzi to spend almost a whole meeting with us. and some of the questions we posed were, is it working? how does sfusd compare on a competitive labor market basis for teachers with other districts in the bay area. and i'm not going to pass this around, but he produced a table

that shows teacher pay in quite a number of districts in the bay area. the yellow bar is sfusd. it was near the top, and there was several districts that are just really far behind. so it would appear that we are competitive. to -- they're competitive in the -- we're competitive in the teacher labor market in the san francisco bay area. whether we're in a sufficient competitive market to be able to live in the bay area is another topic for discussion. but some of the good news from daniel was at least 90% of the teaching spots were filled on the first day of school this year. retention is 91%, and those who are problems in the past when our compensation is lower. in terms of technology, these

funds represent about one far of the district's technology investment in support programs like the help desk, tech support, and laptops for educa educators, so it's become an integral part of the baked in functionality of the district. that's it for that. >> so what's next? as a committee, we can agree on these things, and first, we believe that the teacher compensation is really important, and that the major part of these funds should continue to go to that? secondly, the ldea, we understand there's an impact especially around personalized learning and technology, and we need to find new revenue sources to continue those, and so we think that's important

that we get creative and consider how can we get things moving so there's no impact on the students? finally, the parcel is a necessary stopgap. here in san francisco, we're lucky. we have a lot of voters who consistently approve parcel tax funds to go to our kids at public school whether you're benefiting or not. that's not necessarily something that will always continue? we think that you know as far as sustainability of these funds that we really want to look at what are alternate sources, like state funding? those are things we should consider because we know there'll be a cliff at some point. there's a point where the revenues and spending just kind of merge and there'll be a cliff at some point? so that's something we want you to continue to look at? rich also mentioned how the money is divided. we know that the categories, those are clear. those are the categories we're

going to spend this money on. however, how you spend the $100 million, how it's spread, there's flexibility there. so i think commissioners, looking at that division and just of course prioritize where it needs to be. thank you so much for your time. >> thank you to our coaches, leigh and richard. we want to invite commissioners to ask questions at this time. >> do we have any public comment on this item? questions? commissioner norton? >> just really a comment. thank you, first of all, for the report, and thank you for doing the hard work and making sure that we are doing the right thing with the taxpayer's money. that's really, really important. i'm just wondering since it's sort of the ten-year mark,

whether it's appropriate in some more public way to -- to spread the money around. maybe it's something to discuss. >> thank you for that. we definitely will discuss that. >> commissioner lam? >> thank you to the committee for your work. i was actually part of the inaugurate committee in c.a.c., so it's really great to see the work -- inaugural committee in c.a.c., so it's really great to see the work that you've put in. one thing i was interested in looking at from committee members, if you have looked at what the stipend portion looks like over the last couple of years? >> the honest answer is no, we did not probe the head of human resources on that subject, but i'm sure it would be pretty

easy to figure out. i'm not sure what the impact was. >> commissioner lopez? >> hi. i was actually wondering about your measures, about whether this was working or not, aside from the teacher retention, what were you using to track whether it was working or not? >> just a sincere looking back to see if the funds are being used the way they were set to, what measures are you using in order to verify that that's true? >> well, when we meet with finance at every committee meeting, there's a detailed -- very detailed spreadsheet that breaks down -- the rows of the spreadsheet are actually the lines in the ballot measure. so if it says salary increase in the ballot measure, there's a line in the financial statement that says salary

increases, and so on all the way down the line for every single item that's listed in the measure. we have to rely on the auditor -- there's no line that says other. every penny has to appear to fit in at least one of the slots that's allowed by proposition a. >> yeah. i think she's asking a slightly different question. >> are you? >> she's asking about the impact of the money in the classroom. >> if i can just jump in, we did speak with the head of h.r., and they have metrics that they're using within the school district to determine success as far as, like, teacher retention and promotions and various things, and so they have -- the school districts have its own metrics? i don't know, chris, if you want to weigh-in on that. >> yeah. i think you've captured it

quite well, leah, in terms of what's being shared, being 99% filled, 91% retention rate, if it that's what your question is about. >> and if that exists, i would like to see it. >> absolutely. we can prepare that for you. >> i'd also like to see that sheet. >> i felt like you might. you know where to get it. we weren able to get an overviw whether sfusd is competitive in the labor market for teachers in the bay area, and this data that we were given would indicate that it is. what happens after that, of course, is much more qualitative and not something that we could have looked at. >> thank you. >> commissioner lam? >> just as a follow up, since the committee did not dig

deeper as a request, if there could be further analysis around hard to fill and hard to staff, and if there's correlations between what we're seeing, particularly between those schools and the funding of these stipends and the impacts that it's had at the school sites. >> we'll put that on the agenda for the next meeting. >> commissioner lee? >> thank you for the presentation. i just have one question around the carryover. it says that we're carrying over in the last past three years. but where are we carrying over? what department? what's happening? >> yeah. i'm happy to chime in. we are spending down the carryover rate higher than we have been in previous years? you can imagine in our market

here in san francisco, with all these tech companies, it can be really challenging to fill positions, so the vacancy rate in technology accounted for a large portion of it? a smaller part of it was teacher development around access for teachers to be able to spend some of those funds for p.d. we've met with people, and those are on a much better path and trajectory? they've done a much better job in making sure they're being competitive and filling vacancies, as well as making sure they do the jobs that the teachers are able to do. >> so just a follow up. in regards to the trajectories, and the teachers not being able to access that. >> yeah. i would say this was not this

year, this was more last year, because the number was more significant? what we'd saw nora had said it was sometimes difficult for people to find a central place for that information, so some of that was communication in the schools, you know, how that information is communicated, how to find those things, so it's actually more of a simple -- just making sure there's an awareness around what the programs are? again, i'm not an educator, but it seems that those programs are really robust and being accessible now. >> okay. knowing that teachers are strapped for resources, and always looking for training, etc., etc., i would like to know what has been remedied and what has been put in place for these acts to be more efficient because those programs should be -- funds should be spend up

every single year. i don't see why it should be an issue for us to spend up. >> absolutely. that's an important piece of this puzzle. and i want to acknowledge without giving specific numbers, technology was the larger amount, and i believe those funds are all being spent this year. so i believe that was he what the carryover was from prior years? >> i understand that. >> well, i want to thank all of you for your service on the committee. dr. gupta, she's awesome. brother cedric, you look like you're dieing to say something. you need two minutes? >> oh, yeah. >> but you only get two. >> i just want to thank the board for giving me one moment to comment. cedric williams, united

educators. i rep about 15 schools. one thing we're talking about when we're talking about this money, when you have teachers who work really hard at their jobs, and at the end of the day, at 3:00, they have a professional development to go to all the way on the other side of the city during rush hour traffic, right, it makes it a huge barrier to drive through the city to go to the west side if you're on the east side. so it's -- an efficient way of the professional developments is regional, give teachers 15 or 20 minutes to get there, instead of an hour to drive across the way. you can have a great impact on that in asking those questions with educators, how can we

efficiently use this money that will allow you to use your personal development skills and institute it into the classroom because we need you to be the best that you can be? thank you very much. sorry. >> okay. thank you all. >> do we have any appointments to the professional committees by the board? >> i would like to appoint ona keller to the oversight committee? >> you get that, miss casco? >> okay. on the consent calendar, can i get a motion and second on the consent calendar? >> so moved. >> second. >> any items to be withdrarepo

by the superintendent? no. >> any items removed for first reading by the board? any items by the board or superintendent for discussion and vote tonight, severed by a motion for discussion and vote tonight? all right. go ahead. >> thank you. this is the item 13, first amendment to the contract between student atrition services and revolution. >> okay. so we will vote on the consent calendar except for item 13. >> thank you. [ro

[roll call] >> seven ayes. >> for the item that we're just severing for discussion, i just wanted to hear from staff, update on revolution foods, the progress they're making in terms of the quality of meals served in our schools and feedback that you've garnered since we last had this conversation regarding student and family concerns with the quality of the food that we're serving in our schools from this vendor. >> good evening. i'm jennifer lombard, executive director for student nutrition services. so we have been working closely with revolution foods over the course of the school year, most recently starting in january of this year, addressing the quality concerns that have been brought up at this board

meeting and other board meetings as well as with students and families? we have made great progress on one of the biggest points, and we continue to make progress around performance? we have continued to see improvements over the course of this school year with more work to be done. >> is the improvements in performance around the quality of the food or the delivery? >> it's both. >> okay. so this was a very hard thing for me to vote for yes last year because it was last minute, so on -- on this matter now -- and i went over this with miss o'keeffe, that we should have more time to discuss this as a board before it comes in for a vote. the complaints that i heard about the quality of the food, you know, throughout the city,

it's been pretty alarming, and you know, i put out, like, an open call asking people if i should vote to renew this contract, and i got a lot of noes for a lot of different reasons. can you speak to what's happening right now around food waste? are we tracking how much food is thrown out day by day over the course of a year? >> so we do have -- when it comes to food waste, we are tracking it? it's something that we've done plate waste studies, and we're waiting for these results to come back in? but it's something we are looking at on a day-to-day basis, and using that, we adjust our orders and also give feedback to revolution foods about the items that are not consumed. we are also developing further, more intense practices to be able to look at that, as well, which we'll be implementing next school year. >> so just so it's clear, i want to make sure i didn't miss

what you said. you don't know how much food is being wasted right now? >> i can't tell you off the top of my head, but i can go back and get that information for you? it's many different circumstances that create food waste, and when you get into the more anecdotal information, that's where you learn what's not being consumed by the students. >> do you know if it's going up or down year over year? >> i do not have that for you. >> my mentee, romeo, asked me to ask you to bring back chocolate milk. when i told him -- when i asked him if i should renew the contract, he's all hold on, you all don't want to renew the chocolate milk?

if not, don't bring it back. also, what he said, everyone wants something but they don't get it because it's really popular. overall, i've heard that breakfast is really popular, but lunch is where a lot of the waste is happening. anecdotally, what i've heard from people across the city. the other thing is, i mean, you know, food quality is something that because of the cost per meal sounds like it's difficult to achieve, you know, it's how much can we expect in terms of food quality, but when we' are spending $11 million and no one likes the food, and we're in a city where we're a food

capital, it just seems like -- i know we can do better. i can't mess up on this. you know, the -- our partnership, revolution foods, a lot of good things came out of the focus of the partnerships, something that was local, something that was fresh, but i can't, in good conscience, given the complaints that i've heard -- about the chocolate milk, but just about the quality of the meals, it's hard for me to vote yes. so miss o'keeffe, can you speak to other options that the district has in terms of engaging other vendors.

>> yes. thank you, commissioner cook and superintendent and commissioners. so we agree that we're nowhere near our vision for what we want school meals to be, and we're a long way to go. i think we've taken some good steps, but we're not really there. we haven't gotten to a point where we want to prepare all the food ourselves and not go to on to outside vendors. in the meantime, we have to purchase meals because of the facility and they have to be individualized. we've got our nutrition guidelines, which are the highest standards in the nation. we've got our food purchasing policy which is more focus on local and fresh that we're working on. as you also mentioned, the cost that's available, it's -- you know, the reimbursements per meal are around $3 at the high

end. and so we need a vendor --

[inaudible] >> -- do another one-year renewal and we're happy to aggressively pursue ways to reduce our reliance. [please stand by]

>> it's like we're doing it because we're supposed to vote on it, but you don't know how much food is being wasted. it's hard to make an informed decision if that's the case. >> right. >> spend $11 million and half is being wasted. >> i would say, there is actually a requirement, i'll say this first. when we're audited for the meal programs, if we have just the right number of meals available for the students that consume them, if we're at a point at the at the end of the day of we have just enough meals, we get dinged with that. district-wide, that's about 8%. we're ordering about