the universal preschool system in san francisco. back in 2005, i started the partnership with the district and in 2007, we helped design the first gender readiness assessment. [please stand by] [please stand by]

>> held -- hello, everyone. i wanted to talk a little bit about the booklet that you all have in front of you. we support it, too, the spanish translation for our families. and not only that, we are also giving this booklet within the family portfolios to support our families from the transition from prekinder to kindergarten. having our families be ready to go to kindergarten and partner with the district to continue to support their children. i believe that early childhood education is the base and foundation of our children. i believe the children is our future. i'm talking about this from a parent perspective because i

have two kids in the district. i appreciate the work we do collectively not only supporting our children, but also our families. thank you. >> good evening, commissioners and superintendent matthews. i'm susan solomon, president of united educators of san francisco and a preschool and kindergarten teacher for many years. so the first thing that i wanted to mention is there are a whole lot of acronyms in this powerpoint. there are like six or seven on this one screen, and even though i do this work, i don't know what they all stand for. so if you want people to understand, you should spell them out. that would be great. so we're also talking about developmental practices, and young children. i always felt that one of my responsibilities as a preschool and kindergarten teacher was to help them learn to love school.

they have to have a good time. i'm a little concerned about the number of assessments that are performed with pre-k and kindergarten students. but well rounded education includes play time. they need play time. i think we need to make sure that as kids are developing -- it's a pretty wide bell curve, not all kids learn and develop at the same rate, so we have to make sure that kids who aren't kindergarten ready never make sure like they're failures. maybe they haven't gotten there yet. i had an incredible student, jay lynn, when i worked at john sweat. she tried writing letters, but

she just wasn't getting it. she was living in poverty, but by first grade, she put it together. the last thing i want to say is we all need to work together at the state level to make kindergarten mandatory. it's not yet mandatory, and this would be very helpful for families. >> thank you for everyone who commented. i have commissioner norton and commissioner collins and commissioner malia. >> so thank you very much for the presentation. it is exciting to everything we're doing, and i think this has been a long road and we've made a lot of progress, so you know, a lot of positives. they are -- i have to say i'm still -- i -- i was a little shocked to see we only have 25

inclusion classrooms out of 79 early ed classrooms, and th that -- i've said this before, i think it's appalling. the vast majority of kids with disabilities in early ed would thrive in classrooms. they are in restrictive settings, and they are in the minority. i can't believe it's taking us so long to have full inclusion in early ed, and i don't know why that is. >> yes. so thank you for that question, commissioner norton. actually, all of our pre-k classes have students with i.e.p.s. when we talk about inclusion classrooms, what we are talking about is a partnership between early education department and the special education department to actually staff

classrooms with special ed teachers and paras and regular teachers and paras. so means there's less kids and there's a higher adult to kid ratio. because preschool is not free, whenever we do that, we -- and we don't get money from the state to supplement that. we're actually doing pretty innovative work, but we could be doing better. we drawdown the general fund that supports that model, but we don't get reimbursed because many of the families are -- they're middle-income families, so we don't get money, but we staff it that way because it's the right thing to do. so -- and we used to not have

any. we used to sdbc pre-k and general ed pre-k. so now all of our schools have students who have i.e.p.s. maybe they need their environment for some reason or another, or their i.e.p. says that. >> and thank you for clarifying that. i feel better. but i would -- so what is -- i mean, in the past, and admittedly, my knowledge is old because i haven't looked at the pre-k situation in a while, but in the past, there was much more demand for the inclusive classrooms in early ed than there was space available. and is there still an imbalance there or there are more

families that -- or can we accommodate every child that needs an inclusive place and either in a specialized inclusion classroom or general ed where they have certain support? >> so we are in constant conversation with our sfed partners. this is high demand, so the issue is how do we -- how do we fund that and support that when right now we're not getting the funds from title v to support that even though we're been asking for it. >> there's actually an imperative to place students in the least restrictive environment. so an inclusive placement whether in a regular classroom or special ed classroom, are we telling families we can't do that? >> no, no, we are placing

families as they're coming, and we're actually growing. we are actually growing a couple more classroom inclusion. >> but there's high demand for the specialized inclusion classroom. >> yeah, but everyone who has special needs in pre-k has placement in that. >> can i get some follow up on what that looks like in terms of demand and placement because i would like to see what that looks like. >> thank you for putting this together. i guess one of my questions is how many pre-k sites do we have just in general? >> so we have about 79 preschool classrooms across the

district. we are in early education schools which are center based as well as pre-k 5 meaning pre-k at an elementary school. >> and i'm hearing a demand just in general for that. meaning, more demand than what we have. >> we know in sfusd, pre-k has a high waiting list. >> okay. we don't have the ability to expand that or we don't have the capacity? >> i would love to expand that. >> and then, i want to reiterate a comment that was made by the uesf president, susan solomon. i have twins, and watching their development was really interesting. i did the same thing for both of them, and they are very different in terms of their development. i have one daughter who's a lefty. and i was concerned. i'm a former high school

teacher, not an early educator. i was concerned how she would do with writing. i was extremely concerned, and now, she loves writing. she draws and writes a lot. when it comes to kindergarten readiness, it's not just about kids, it's about families and understanding what is readiness about? and lot of it is social emotional and interpersonal skills and social efficacy? i'm one of those folks and did the research and realized that's one of the most important things in terms of kid being kindergarten ready? i'm wondering around -- this guide is really helpful. i actually started blogging because i wanted to share with families about what i learned about kindergarten readiness and preparing kids for kindergarten. what i've learned is there can

be lots of information that can be overwhelming. but when you give parents information in little chunks, they're really eager to receive information that helps their children? are you giving this at the beginning of the year or do you have ongoing communication? is it site based or are there systemic kind of information in the types of information that we're sharing with families in helping them partner with us in sharing with students? >> thank you for your question, commission commissioner collins, and i'm also really pleased to here you've been doing your research on kindergarten readiness. yes. we're very lucky in preschool because families draw there, they have to sign their kids in. we have multiuple ways that we partner with our families. we have many different kinds of

workshops and opportunities to engage. we provide something that gives parents leadership opportunities to be partners in the schools. we also positive solutions which is a social emotional kr curriculum. it's a several day workshop where we engage families in exactly what you're talking about, conflict resolution and taking turns and being able to identify feelings and helping parents to have their words and the skills to kind of support their students along the way? and as pamela mentioned, we started this texting program so families get these literacy texts which has actually improved student outcomes because you know it's simple texts about when you go to the grocery store, count how many apples you put in a bag, those

kind of things, so we're constantly thinking of ways to partner with the families. i did want to mention that vehemently appropriate practices is a huge part of what we do, but we marry it with rigor and intention. >> so is that -- i love the text messaging thing and i guess i'm wondering is that -- a lot of our practices, it sounds like we are doing a lot of great things in the district, but then, you advocate for it at all sites, and then, it's some here and some there. is it alternal sites are doing of these practices or some sites? >> when families enroll in pre-k, we ask them in they want to get the text. and all the things i said, it depends on population. if we have a high population of

spanish speaking families, we might do one. every school has a different strategy in terms of engaging with families. >> thank you. i also want to say, i love kimochis. i'm too old to be a shark. if you ever need a 50-year-old shark, i think that would be so cool. i think a lot of these social and emotional things, we need a lot more in high school? i think in high school we tend to focus more on content and less on social and emotional? i love to hear about these things, and it's definitely developmental. i'd love to hear about these things that are developmentally appropriate for middle schoolers and high schoolers around support and feeling happy and welcome and loved in their schools, so thank you. >> commissioner moliga and

commissioner sanchez. >> first of all, thank you. thank you for the presentation and thank you for helping out with the educator preschool stuff. a lot of educators have been super happy about that, so that was probably a little thing, but it changed a lot of lives, so i appreciate that. i just wanted to ask a couple questions. would we be able to get this data disaggregated in terms of, you know -- in terms of other? i'm really looking for, you know, filipino, samoans, so it would be cool if we could get the disaggregated data around that. >> yes, we can do that. >> i appreciate that. and then, my follow up question to that is what is our outreach strategies in terms of trying to pull in more pacific

islanders, african americans, which is just an issue, and just kicking it back to ocof, identified as pacific islanders, the city has under served, so i'm just curious to see where we're at with that. >> so we are actually engaged right now in an outreach marketing strategy, especially to -- as i said, we do have a high waiting list of families, but what we're really wanting to do, we know there's a lot of families that are keeping their kids at home, too. so in the bayview, that's an area that we're looking at. we want to try to do more outreach for families that, you know, need the services, maybe don't know, maybe have some feelings about that and that could be asian pacific islander, filipino, latin american, as well. so we just started this with

the office to talk about different geographic areas to get the message out. >> okay. and i know we're bringing on a new samoan coordinator to get the message out. i would love for them to connect with your department so they could help with this effort. >> i would love that. >> that's it. thank you. >> thank you for the presentation. can you bring up slide six, the question -- i had a couple questions around this slide. so this is showing students that have had two years of pre-k and the readiness. all students compared to students, right, that have had that two years. would you expect those numbers would be higher, so the numbers are 65 and 69, so a 4% difference? >> well, this is our more

robust data, so i'm -- it's our first time sort of taking a little with the more intensive ones? whereas before, it was just the literacy overlay? so i would like it to be higher. it could be higher, but i think it's demonstrated -- we're demonstrating that there is a difference. >> so the two-year investment in pre-k as opposed to having no pre-k. >> as opposed to having one more of pre-k. >> i'm sorry? >> as opposed to having one year. >> one year? okay. my bad. and then, group that stands out is the latino group, right? it's 50% readiness compared to the total of 69. can you -- is there any explanation for that? >> the only thing i can think

of is we've been really intentional in targeting our schools that have a high majority of african american students and trying all these strategies that we've been thinking about. so now we know some strategies that work, we want to take that to -- take it to scale, and i think that that will make a difference. >> could it also be tied to slide eight, chronic absenteeism. >> yes. >> because latino students have the highest chronic absenteeism at 33%? >> yes. and again, those strategies that we're learning to engage with our african american families, we want to apply that with our latino families, too. >> but even the african american numbers have got up, too, in absenteeism. >> yeah. so we have family support specialists at different schools, and that's how i -- and we have health nurses, so that's where i was able to get

the percentages on the health to understand what some of these issues are so that then we can have strategies to support families to get their kids to school. >> we talking a little bit about reasons why students are not coming to school. on the slide, you talked about allergies, sickness, other -- can't remember all the reasons that were given, but all things being equal, what would explain the almost triple absenteeism rate for latinos compared to asian? are there more allergies? >> well, some neighborhood with african american -- >> i'm talking about latino. >> that's great. we can drill down more in ethnicity about that. >> what i'm trying to get at is all things being equal, what

might explain the almost triple the rate of chronic absenteeism for latino kids compared to chinese kids -- white kids even. i think we have a lot of work to do. >> yes. >> and i think chronic absenteeism is a big problem. >> it's a big problem of ours, as well. >> commissioner norton? >> well, thank you for your presentation. staying on the same slide around the readiness for kindergarten, i was wondering what the factors are in determining how students are ready for kindergarten and how that does not set them back. latino students are really far behind compared to the rest, so i want to know what the factors are around that.

>> this slide? yeah. okay. so we are -- we are looking at literacy -- early literacy, which is phonological awareness, and we're using something called the desired result developmental profile. and that assessment looks at approaches to learning? like, how a child can problem solve and their -- the length of time that it make take, there's some -- might take, there's some social emotional components. our teachers use these assessments as formative tools. they have focal students that

they look at with the data. they lesson plan with instructional coaches, and they use student evidence as well as observations to do that work? and when we have focal students, the teachers are guided to create sort of differential learning plans with them to support them? so that's sort of a -- it's an ongoing iterative process that we do, so this data is, like, end-of-year summary data. but this time of year, they're assessing the students. >> and not to assume that all latino families are learning english, but is this something that is in english? >> so -- so two things. the formative assessment that i spoke of, it's not a i'm sitting down with a student and testing them, it's i'm collecting information in their

language -- yeah, do you want to -- yeah, i'm going to -- >> it's observational assessment, so it's -- and the assessment is done or evidence collected in home language, as is the p.a.l. the p.a.l. is assessed in english and spanish, as well. >> commissioner sanchez? >> just wanted to -- i forgot to mention that i really, you know, the uesf president solomon, i think she really hit on something that i agree with, on the amount of assessments -- i think we talked about this in the past. the amount of assessments that we are using to measure the success of our pre-k. i do think that we need to look at that. just the amount and compared to maybe what other districts are doing. maybe this is common practice

everywhere, and if it is, please say so. and she mentioned play time is learning time, and using d.a.p., developmentally appropriate practices. can you talk to play time in pre-k, how much of the day or how long is the day and then how much of the day is dedicated to play time? >> yeah. okay. so we are -- we are assessed a lot, and a lot of it has to do with a state requirement because we are licensed by california department of ed. so i'll give an example of play time. there has to be a certain percentage of the daily schedule must also include intentional time for the children to play, and that's something we get assessed on, actually, in our site. so when you're talking about learning through play, it is intentionally a part of the daily schedule inside the

classroom as well as outside the classroom. >> how long? >> so it's, like, 30% of your daily schedule is decisisignat with that time in mind. and this is the ecelrs. the environmental class recreational schedule checks that. >> so 30% of the day is dedicated to play. and how long is the day, generally? >> some are six hours, some are ten hours. it depends on the type of program that's being provided. >> okay. and are any of the assessments that we're utilizing not mandated by the state? >> so there's only -- there's -- the drdp, which i mentioned, is -- again, it's not a -- students are not --

it's teachers collecting information, right. >> so is that mandated. >> and that's mandated by the state. >> so is there any that's not mandated. >> and the p.a.l.s that we give -- and that's not a teacher-led assessment. we're using our own staff. that's one we use to include in our readiness, so other districts use similar things, so that's a pre and a post. we're using our staff, as well as uesf, and we partner with them to come in and do that, yeah. >> okay. lastly, looking at absenteeism, can we get some information about chronic absenteeism for other districts, compareative, disaggregated compared to where we are? >> yes, i think we can do --

that's a good idea. >> okay. can we do that? >> yes. >> commissioner lam and then commissioner moliga. thank you for the presentation, thank you for the work. i know it's been a tremendous lift over the years. my question is related to the number of preschool students citywide because i know that we're serving just a portion. >> so -- so yeah. we serve one-fourth of the preschool population. i'm betting if ingrid is here -- >> 19,000. >> she says 19,000 preschool age. >> thank you. and so what are the opportunities or -- that you all are already partnering around that horizontal alignment because there's lots of rich data, information, instruction and learnings for our base that we're serving through the school district,

but from what i've been hearing from the field is that our systems are quite separate. so meaning if a child goes to, let's say a center based program that's not a school district, they're kind of -- so what are some of those opportunities to bring the systems closer together, knowing that there are many programs like early head start, head start, center based -- center based programs that are serving children through these preschool and transitional garten into k? >> thank you, commissioner. i'm going to answer this two ways. one is horizontal alignment when it comes to aligning instruction and quality pre-k between sfusd and our communities, we've done a lot of partnership with first five

around that in terms of the kind of teacher professional developments. when we think about linking preschool learning foundations to common core and all of the supports that go into that, we've had -- we've had shared trainings in that. and also, the k.r.i. has been a common goal for us, as well. because now, we're not the only k readiness business in town. all of our other partners in the community, those pre-ks are very interested in kindergarten readiness, so we've had lots of conversations including our p.a. through our children, our families, as a task force to look at it, how do we get it back to those community pre-ks so they can improve their practice? we've had a partnership with three head start programs that

use the same assessment tools that we do and use the same lens for their leading pre-k indicator? and so we've been doing that over the last three years with them. and then, through mission promise neighborhood, we elicited programs to comtogether, and they put the information in about what they wanted for their families to have as they transitioned into k, as well. >> so is there opportunity, then, to -- for other children that are, you know, going to preschool that are outside of the school district to be able to share that student and that family's experience into -- as they transition into -- they do attend an sfusd school? >> we are working on that now. we have schools that include

community based preschools and elementary schools who have already been doing some of that, but how can they do more and different? >> commissioner moliga. >> this is around social services, and i know you guys are partnered with first five and head start. i'm curious, and this is around early intervention and screening -- for, you know, issues around -- things that are connecting the services. how is that working out in the early ed department right now? do we have a method? >> yes. thank you for that question. yes, so we -- we -- in terms of an early screener, we do provide something called the agencies and stages

questionnaire questionnaire which helps -- it's an early warning indicator in case we see there are some developmental issues, and we partner with agencies, the department of public health? and that's through dollars received through first five, our children and our families, but every school has a mental health consultant who works in the schools for, you know, a few hours, and so families can be referred that way. we also have, as i mentioned, health nurses, and so in that ways, families can get support? and in certain schools, we have family support specialists, and they're -- a big part of their work is to help link families to family resource centers or, you know, a -- linking them to, you know, if they're homeless, maybe helping them with, you know, shelter, and things like that, so we do have many

wraparound services. >> thank you. last question. do we have something called asis? are we doing that? >> we are not. >> okay. is there any motivation to go towards that direction or -- >> i think we would align with whatever the district decides to use pre-k through 12th grade, and if that is a tool the district wants to use, we would use that. >> thank you for the presentation. i just want to piggyback on vice president sanchez's highlighting, and i appreciate you highlighting around chronic absenteeism. it's something we talk about every board meeting and hopefully, a year from now.

do you have any programs what you're going to be doing to address chronic absenteeism? >> yeah. in the department, i think one of the first things is really trying to have easy attendance data? the way that we currently track our attendance in early ed and pull out those reports are a little bit clunky, so we need to have user friendly information so our principals can actually create plans to partner with those families, so that's one thing that we know we want to do different and plan to do that. i think there are some different software platforms that we're looking at for that. we have been -- as part of the regular district plan, we have been looking at implementation measures, and what i mean by that is. we don't want to just look at the outcome data on attendance,

we actually want to look at okay, if we're going to support a principal around, how are they going to bring students to school and keep them connected, how are we going to measure those strategies are effective along the way opposed to just waiting until the end. so we do have some strategies that we are going to put in place. and there are some schools that have been doing great things and shown gains, so we want to learn from that and take that to scale, as well. >> okay. i shared a contact with dr. matthews, and i believe he's been in touch with chief truitt. he's been doing reductions in chronic absenteeism across the country. he's partners with chicago public schools, l.a. unified and through some very inexpensive strategies, they've

been able to see massive reductions in chronic absenteeism. they have a bunch of research, and i shared it all with the subject, and so hopefully, we -- superintendent, and so hopefully, we can use it to address some of these long-standing issues. apparently, some of these other districts that had the issues, they're seeing results. it seems that here, we're trying to see what's happening, why people aren't coming to schools. there's a lot of questions around the current state of things. that's one area that i definitely think we should be looking at. so hopefully, dr. matthews can share that information with you, and kevin can, as well. the last thing i wanted to speak to was it gets back around to our capacity to serve

families. we have 19,000 preschool age families, and we serve 1500 of them. is that -- >> well, there's 19,000 in san francisco that are being served through a variety of different preschools. >> right. >> but we're serving a fourth of them, yes. >> a fourth? >> yeah, so the 1500. >> yeah -- okay. >> yeah, yeah, yeah. >> did i say something different? >> i thought you were saying that we were serving 19,000 students. yeah. >> and you say we have a wait list. what is -- do you know the length of the wait list? >> it depends on the school. so some schools have a longer wait list than others, and because we have roaring enrolment, depending on the school, some families may wait several months, some maybe years. >> okay. 'cause there are -- i mean,

it's one of the -- i've heard of sort of house preschool, people doing it in the neighborhood. they probably couldn't get access to the sites that we provide that also companies like wonderschool that are setting up platforms to provide preschool. are we looking at how other providers are offering services and see if we can integrate anything that they're doing to serve more of our families -- more families that want to be involved in our preschools? >> my mic quit -- >> in the landscape of preschool offerings, are we looking at to see maybe we can takeoff some of these services so we can provide more

preschool placements for families? >> do you mean, like, subcontracting? so we're maxed out in all of the places that we currently have preschool. >> so i don't mean just subcontracting, if there are other ways to build on our capacity other than the sidestep that we have? >> we go through the school portfolio planning practices. if there's an opportunity then we address that. >> or are there opportunity to provide them just at the school sites. so we couldn't purchase other properties just for preschools and run preschools out of those sites? >> i would have to defer to -- >> she's saying yes, and you're saying no. >> i'm saying we would love that, but that's not --

>> it's just an open question. >> yeah. >> because if the idea is that wemt we want to be able to focus on our wait list and really meet the demand of the city and we're limiting ourselves to our real estate in the city to open preschool, it's just a question -- >> yeah, no. i would imagine the more kids coming to preschool, the better for the district, because they'll stay. that's definitely a strategy. i'm opening to discussing how -- the way. my understanding is we're limited to the buildings that we have. >> well, we also have sites that are underenrolled? >> i think we do. >> okay. so we have 79 sites.

how many of those are underenrolled. >> i think there are just a few -- go ahead. okay. >> okay. that's all the questions that i have. thank you. >> thank you so much. [applause] >> section i, there are none. section j, introduction of proposals and assignment to committee. number one, public comment on proposals. let's see. we have for first reading, board rules and procedures 9323.1, order of business, 9322, agenda/meeting materials, and 9324, minutes and recordings. board policies 3100, budget,

and 0460, local patrol accountability plan. 1340, district records, and 5111, admissions, and board members proposals 19423 a-1, providing sfusd schools introduced by commissioners moliga, lopez, and sanchez. and 192432 in support of city and county of san francisco to close juvenile hall by december 31, 2021, introduced by commissioners lopez and moliga. may i hear a second to those board rules -- board policies

and to 1942381 and to 1942382. >> so moved. >> second. [inaudible] >> so i would love to -- >> hold on one second. miss casco -- [inaudible] >> okay. we had a motion and second. i am referring the rules and procedures policy to the rules committee, 19423 a-1 is referred to the budget and curriculum committees and 19223

5 a-2 to the curriculum committee. >> so you're saying that you're forwarding the 19423 a-1 to the budget committee? >> yes. >> okay. i just really appreciate this resolution and i'm looking forward to seeing it. thank you. >> miss hull? >> i'd actually suggest that 19423 a-2 regarding abolishing juvenile hall be referred to the committee as a whole as opposed to the curriculum committee because it's going to have programmatic consideration where we place or expelled students. >> okay. we will refer it to the committee as a whole. section k, proposals for immediate action. there are none today.

section l, board members reports. we're going to have -- just so you can get ready, we're going to hear reports from budget, c.a.l., personnel, and b&g. student assignment, excuse me. who's ready? >> okay. so the board meet on april 15. it was a really good discussion. we first met with a graduate student at stanford who has done some preliminary sort of survey work on what other districts do as far as balancing, predictability, and choice. i think some of the models were not interesting to us and some were interesting to us.

in particular, some commissioners mentioned berkeley, and i actually have reached out to a member of the berkeley school board to tell me more about their system because i think it would be interesting for us to really dig into, from a board perspective, how it works. we also heard from our demographers, and they have sort of done a deep dive on where our students live, where they go to student, and we started a preliminary discussion would it even be balance to create zones -- there's an imbalance where students live and where school capacities are, and it's not at all straightforward to draw zones that balance where children are and attending -- being in a zone with a school close to home, and then, there are additional considerations

about how getting more integrated school enrollment in the zones that we'd be able to draw. so there's a lot more work that we need to do there. we had just a really good discussion giving staff some feedback, and at the next meeting, we are going to go over transportation -- now i can't find my notes on that agenda. but any way, it's been a really good discussion. i hope other commissioners will be able to attend. the next meeting is on may 13. >> commissioner collins? >> so we had a joint budget and business services committee with a peef-cac meeting, and it was a really wonderful meeting hearing from peef-cac members.

we got a lot of work in our programs, which ones are successful in meeting the needs of local students? and some of the needs that are in actually some ways funding inequity? you know, the students that are most likely to engage with the programs are students at tier one schools or they're white and asian students. it was great hearing from peef-cac members about their experiences. a lot of them had said they felt their voice wasn't heard and they appreciated the opportunity to sit with board members, and they really appreciated the resolution that you put forward as an opportunity for them to make sure that their voice is heard and we refine the process? they're looking at ways they can better refine their process but also ways that we can work together as a board and a

peef-cac. i think i would love to have other meetings like this because it was a great way to hear from them, not just my peef-cac members, but it was an amazing board. they've got a lot of expertise in a lot of different areas? so hearing their comments around vapa, cultural competency. one person asked where does steel drums fit into, like, cultural competency when we don't even offer hip-hop. i think that's a really valid question? and so i really value their input, and i'd like to find ways that their voice can be more visible and that we can have more -- maybe two-way communication with -- 'was i think they have the purview of just specifically looking at peef and peef programs. and that's an asset to us when we're looking at a lot of different things. so i'm looking forward to

continuing to work as the chair of the budget and business services committee and also the chair of peef-cac to ensure that their voice is more incorporated, i think, in recommendations that come forward from the budget? and also, i think another key point that they made, as well, was just a lot of the things that they approve on the peef budget, a lot of the things are thinged that they approved in -- things that they approved in the past, and they wanted to see us have a more robust process? no matter who we fund, they still still with reporting results -- still be reporting results and providing efficacy. some levels be providing that level of rigor in terms of showing the money that we're giving them? with $80 million, i feel proud that our peef-cac is very

concerned about making sure our money is well spent? i'm going to continue to go to peef-cac meetings when i can and continue to talk with various peef-cac members. i'm looking forward -- we're doing a budget and business services meeting on may 1? we may have to move that date, and if -- we can talk about that. it looks like two commissioners are unavailable, so if we can move it to the 30th, that's a request, and we'll update on you that. but i would encourage other commissioners to come, as well, because i think we're going to be discussing your resolution around how to include the peef-cac process, and hopefully, we will have a deeper discussion, and i would love to inform that. so it was previously scheduled for may 1, and we're hoping to move that a day earlier, on april 30. and so we would need confirmation that staff can do that? >> but i know that commissioner

norton and commissioner moliga will be available if we move it the day before. and as far as labor, we just had a great conversation around -- just very impressed with the work that's going on in terms of recruiting staff and supporting staff. it's incredible, the work that's going onto on board new teachers, inequity and justice, once we're hiring teachers, supporting them, and eventually aligning that with ways that we support veteran teachers and professional development. any ways, just continually impressed with the high quality of professionalism and the thoughtfulness of the staff that's doing the hiring and trying to retain some of the amazing staff we have. so thanks. >> so we saved the best update for last. >> mm-hmm.

>> buildings and grounds. da, da, da, da! so we actually had a -- we got an update on the amount of bids for an r.f.q. to work with the district to explore more options around how to develop teacher housing, so who those bidders are, we don't know. but one of the important conversations came out was the need to set -- maybe we can touch base on this at a later date, but what the overall goal should be with developing teacher housing ten years out. right now, everyone is encouraged by 100 units, but -- every unit counts, but if you want to be really serious

providing housing opportunities for our 10,000 employees, 10,000 teachers, we should be looking at something much bigger. hopefully as this shakes its way out, we can have a discussion for setting a target a decade out. we got an obligation on the g.o. bonds and the modernization across the school district, what the current status of different remodels are, what the cost is, and what future -- what sites would be included in future projects. so that's -- that ends our committee reports. do we have any -- let's see, board delegates to member organizations? any reports from our membership organizations? any other reports from board

members? so here is -- number four is a calendar of committee meetings. sounds like there's going to be some determination around moving budget to april 30 at 6:00 p.m. rules, policy, and legislation is slated for monday, may 6, at 5:00 p.m. the ad hoc committee on personnel and affordable matters is wednesday, may 8, 6:00 p.m. the ad hoc committee on student assignment is monday, may 13, 6:00 p.m. the curriculum and program meeting is monday, may 20, at 6:00 p.m. building and grounds, hey, that's the one, will not be meeting in may, so we'll be meeting in june, on june 24, at 6:00 p.m. and the ad hoc committee between the school district,

the city college, and the board of supervisors, san francisco unified school district will be determined. section m, there are no items. section n, memorial adjournment, there are none tonight. we don't have any public comment for closed session. section o, the