best committee, of course. 5131.2, bullying and 2 is bp5123, promotion, ac acceleration, retention. three is 0420, school site councils, 4 is board policy 5125.1 release of directly information. five is board rule and procedure 9323.1, order of business. six is board policy 3100, budget and board policy 0460 local control accountability plan. number seven is board rule and procedure 9322. these were heard at the rules committee and all received a positive recommendation with the exception of 5132 bullying which is before us as amended.

superintendent, you have a designated speaker to these policies to read it into the record. >> i would like to call general counsel danielle hawk to read these into the record. >> didn't i do that though? >> i think you did. >> it was a mouthful. there's no public speakers signed up. any comments from the board? seeing none, roll call. >> thank you. [ roll call ] >> that's six ayes. >> section g, special order of business. it's an action item. number 195-14so1 resolution authorizing application for waiver of instructional minutes penalty. we need a motion and a second. >> so moved.

>> second. >> can you have a designated speak and read the recommendation. >> michael davis director of policy of planning and charter schools will read it into the record. >> thank you, dr. matthews. we have tonight a resolution authorizing application of waiver of instructional minute penalty, and the background on that is that in the 2016-2017 school year, our independent audit found that abraham lincoln's instructional high school was 519 minutes short of the minimum required which is 64,800 and three days short of the minimum days required which are 180. as a result of that finding, the california department of education has imposed but not yet levied or taken monetary penalties against the district's entire 9-12 grade span and those

penalties are approximately $3.3 million. so in order to avoid this loss of revenue, we're asking that you approve the submittal of a waiver to be considered at the july meeting of the state board of education in order for us to submit a waiver, which will include a remediation plan for lincoln high school to add 3 instructional days for two consecutive years to make up for the shortfall, and if that is approved, then we would not suffer the loss of the $3.3 million. >> thank you. >> i also need to read the resolution. >> sorry. counsel? >> i don't think there's a need for you to read through the resolution. it's in full on the agenda. >> okay. >> thank you. any -- there are no speaker cards for this item. any board comments?

commissioner norton. >> so how did this happen? also a parent of lincoln. >> so my understanding is that this was a move made by the lincoln principal at the time to adjust the calendar, and after that adjustment was made, of course this finding was made in the audit for that year. so that's since been addressed, but that's what happened at the time. >> so this was one year that students didn't get 3 instructional days essentially. >> that's correct. >> okay. and i mean, you know, it just seems -- it's an odd explanation to just say the principal just changed the schedule and we didn't know. like, what were they trying to

accomplish? can you say a little bit more about that? >> is it okay if we have an assistant for the high school. >> come on down, welcome. >> hi. how are you? >> good evening, commissioners. thank you. so there was a long-standing practice in sfusd of doing something called conference days. this was when the principal took over. this was a practice that was already in place. if you'll remember, this is the year that she was the interim principal of the school. she was appointed after we had moved mr. payne over to the school of the art. so these conference days existed. simultaneously, we changed the way we documented attendance that year. so there were several things that were going on, and prior to that, just recently, lcff had passed and reaffirmed the 180-day rule. so there were several things

going on that led to some confusion in the findings that we had. schools are pulled at random. in the findings, lincoln was out of compliance for the three days, which were the conference days. in addition, it was short the minutes because you have the minute requirement and the 180-day requirement. if you will recall, just a few years ago, around this time is when i enacted the fact that schools had to hold graduation on the last day of school, which was the 180th day of school or they had to hold graduation on the 179th day of school and require seniors to come back on the 180th day of school to get their diploma. >> thank you. i'm sure the seniors were really happy about that when you started that practice. >> i'm not sure they are happy right now. >> i'm just -- my last question is, are we -- so are we pretty

certain that that is not happening at any other school now? >> yes. we are. there are some corrective things we need to go back and clean up within policy and other things. we are working on that, and we have been working on that since this first came to light a few years ago. i mean, that is when we immediately made some changes with that. so we continue to do that. >> thank you. >> uh-huh. thank you. >> any other comments or questions? >> roll call voted, please. [ roll call ] >> that's six ayes. >> thank you. section h, discussion of other educational issues. superintendent matthews. >> this evening we will have an update on spark and an introduction to the year-end activities and presenting this

will be our deputy superintendent of partnerships and communications. she will introduce her team. >> thank you. good evening, commissioners and superintendent. i am happy to be here tonight to do the annual report for spark sf public schools. i am joined tonight to do this presentation by iris hue who is the chair of spark sf public schools, genera jenna who is our and cole haggerty who is our director. i want to give people some background. you'll see in front of you, you have our annual report as well as the presentation that we are doing here as soon as i can

advance the slide deck. so we started spark as a district. there have been several ways over the past that private philanthropy have come into san francisco unified to support specific efforts. spark began after the district did a comprehensive visioning process with the community. that visioning process asked the question, what do our students need from their education? what does sfusd need to look like to make that happen? part of that visioning process, we looked at the major shifts that would need to happen in order to arrive at our vision 2025. one of those big shifts is to align our investments. so that is a big task both to align all of the investments that are public resources but

also to really align our private and philanthropic resources because we know that the public resources alone are not enough to get to where we need to be for our vision. so i also wanted to note that we do have the majority of our philanthropy is coming through spark, but there are other ways that private philanthropy comes into the district. that includes certain departments that have long-standing relationships or pursue relationships with private philanthropy and we also have our school sites that some of whom have their own private foundations or have ptas that do fundraising or other kinds of ways that they might be getting private philanthropy. so this presentation tonight is really specifically about the work that spark is doing. we know that private philanthropic support enables us

to fund pilot initiatives, to invest in promising practices, to scale proven program models, and we really like to see that we're leveraging our private partnerships to catalyze change in our district in order to transform our system into what we aspire it to be. so our work is really focused on several areas that we'll get into more detail about, but i want to introduce now, before we get to that detail, iris hue. she's going to tell you more about spark. >> okay. thank you for having me today and just first off, i want to thank everyone here and the team and dr. matthews for giving us the privilege of supporting sfusd. as we grow and change, it is the

mission of spark to support the initiatives of the board and the district. it's about how do we partner in a way that helps us with the needs there are in sfus did that wd that wecan support the initit you have supported and helped with and the volunteers on this board to bring that connective community spirit to fundraising. that's ultimately what we are hoping to serve and do to support the initiatives that the district needs us to help with. so most of the people on this board are made up of sfusd as well as private citizens and people in the community. we continue to grow and build this board to support the mission that we have. then ultimately, our view and our direction is to support the district as a whole, the initiative that's are put forth by the board of education and primarily from sfusd.

how do we look that holistically to bring fundraising, attention, and needs of the board into our community? we can build the connective tissue between our community and the fundraising needs that we have. to serve as a body that will drive accountability to ensure that we're doing the right reporting, the right transparency, and to draw that strategic alignment so that we build long-term funding from all the people that we touch and work with. and that ultimately, what we are able to raise and bring forth can draw the impact that sfusd is trying to do for its collective. >> in this chart, we've outlined the process for how spark and sfusd work together to develop private partnerships. spark's fundraising priorities are informed by the district's priorities from vision 2025 and the strategic plan. based on these priorities, we actively identify and engage

donors whose goals and interests match ours. we request funding from input from the district staff who is leading the work. when grants are awarded, our team plays an important role in helping to make sure that the activities are on track and that funds are spent in accordance with the funder's expectations. we also provide on going stewardship which is regular updates, reports, and staying in communication with funders and the program staff throughout the grant life cycle. what we look for in a philanthropic partner is alignment to make sure what they want as far as activities and outcomes is consistent with the district's approach and typically, what funders look for from us is clarity about our vision and goals, fiscal responsibility, and demonstration of impact. this is a chart of all the spark partners for fiscal year '19.

>> i want to move on now. i know we're happy to take questions about any of this at the end, but one of the things that you'll see is that we have, over the three years that spark has been in existence, we have had a variety of initiatives that have been funded. we did a count of current initiatives being funded, and there were 30. one of the things that we aspire to do is facilitate matches where there are donors and district needs and we know that different donors are interested in different kinds of areas. but we also recognize that we need to focus on some specific areas that we believe are likely good matches for private philanthropy at this point in time. so we've identified these 7 initiatives as a focus for our fundraising, again, not exclusively to fund raise for these but to really focus on them. so those include pitch,

african-american achievement and leadership initiative, the middle grades redesign, teacher pipeline programs, college and career pathways, stem, specifically our computer science pre-k through 12 curriculum and the 135 arts project. in addition to these focal areas, we also support, as i said, dozens of programs and initiatives, and h we wanted to share a few this year. this year we had a real estate partner approach and wanted to do three scholarships for students over a four-year college term where the students would each receive $20,000. so we will be doing a reception with them, and they have chosen three students for that. education outside has been an amazing partner to the district providing environmental education and unfortunately they

have had to close their nonprofit and so they have asked sfusd spark if we can take the remainder of the funds that they have and help disburse them to schools as mini grants. we'll be doing that in the future. we've also helped with taking or students to participate in work-based learning where they are paid and where the students do not have documentation. we are able to, through spark, provide fellowship funding for them. so we are also -- those are some things new this year. we're in conversation with the pac and pta about how we can partner together to help leverage parent fundraising for equity, specifically looking at a model that could work with input from families for how families that can give to their

own child's school can give a match to another school that does not have the same family resources. so those are just some examples of some emerging areas of work. lastly, we just wanted to do a little recap of spark over the last three years. so as you know, our purpose was really around helping the district reach vision 2025, and we have so far brought in over $47 million. we focus on specifically things, again, that we think will help students discover their spark and realize their full potential. we also recognize that we can't -- we're a small part of all of the important work going on in the district. so we really have some guidelines that we believe work for fundraising. so one is that we know that we need to have a diversified portfolio. so we need to continue to see to

bring in funding in different ways and create opportunities for both small contributions as well as multi-million dollar, multi-year gifts. we believe there is a place for individuals, parents, corporations, foundations, and government grants to all support our students in thriving. we also know that we need to have donor confidence, and so as jenna talked about, there's a lotted of things that our donors expect of us in order to continue to be supportive of the district. that includes transparency, fiscal responsibility, so we do engage in an annual audit for spark from an outside auditor. they also wanted to understand what happens with the impact of the gifts that they're giving. so we continue to work on making sure that we're able to tell that story of how their private support is transforming lives for our students. finally, we know that the district overall is really about

partnership. so we collaborate with donors within the district to access and sustain resources that can enhance our shared mission. we also consider these things with every investment. so what resources are necessary to have an impact? is the thing that we're going to be funding through private philanthropy something that will need to be sustained through public dollars? if so, have we really considered the impact of that? is the district ready to ensure successful implementation? is there a project plan? is there leadership? is there an evaluation plan? have all of the impacted departments, the staff, the schools, all agreed and signed on for their roles and responsibilities? so we know that private investment can really help us make great strides and that we also need to do it in a very responsible and transparent way. so these are just a few things. we know we have a long way to

go. but we also know that if it's possible anywhere, to really realize the potential of public-private partnership, it's possible in san francisco. we have a forward thinking community minded rule al and social impacted, driven community. we believe when public education is thriving in the city, it's good for families and community and for our future. that concludes our presentation. >> thank you so much. i don't have any speaker cards for this item. any comments or questions from the board? commissioner norton? >> thank you. thank you for the report. thank you for your service on the board of spark sf and to the staff. i am just looking for -- and it doesn't have to be right this second. i would love more detail about grants that were actually given for -- i mean, i see, you know,

the summary in the presentation and annual report in aggregate. i would be interested in seeing more detail of individual grants given for individual programs and particularly the breakdown of grants that are going directly to school sites versus grants that are funding central office initiatives because i think that's important for us to see philanthropic funding, you know, and where that's breaking down? is it going to schools, or is there central office activities being funded. i had another question, and now i don't remember what it was. so can i pass and then -- >> pass and come back. >> may i say one thing? >> i'm happy to provide a summary. i want to note that in the forwarded agenda, when we receive a grant, whether it's through spark that then gets passed into a school budget or a department budget, it has to go

to the board actually for review. so that is -- we use a grant tracking system, and we can pull the reports. >> i read them, but i don't remember them. >> i understand. yes. >> understand. it's one thing to get them as they come in and another to see a summary. we're happy to do that. >> i know what i was going to say. i just remembered what you were saying about -- and i think it's great to be exploring with the pac and pta about how parent fundraising can play a role in equitable fundraising across the district. there was, years ago, a program that the ed fund took over called ed match that was exactly that and was raising money to match pta fundraising and i don't know what the status of that program is. there may be somebody there that, you know, has ideas or thoughts about how to do that or maybe they're already -- they're still doing something like that.

>> commissioner lam. >> thank you for the report and for the update. following on commissioner norton's request, i would love to be able to have that be more of a practice of reporting back to the board to understand that summary about the initiatives getting funded at the school site level and then the central office. i think spark gives a summary of 2019. i would love to receive a multi-year projection where we've been over the last to to three -- two to three years and how we're looking ahead. i know we have ambitious visions for 135 arts project and really want to see kind of as we project out how are we getting towards our goal and then, again, that overcommunication that we need to -- we must conduct to our various stakeholders. so that's an example of 135 arts project. i'm curious to understand more about the -- where we've been with the investments and, again,

thank you so much to sales force and the tremendous resources and other funders over the years. my kids school is one of the first middle schools that got to have the 1:1 tablets. the investment that came not only for tablets them telephones buthemselves, butthe data made e as far as closing the homework app or home access. so that's just an example. again, where have we been? where do we want to go with that? i see -- i'm not quite sure under stem, computer science, i know we're funding it through some funding through i-lab and innovation. just from my perspective, i think you've heard me express wanting to see how that innovation and technology is hitting our school sites and actually into the classrooms. i think some of the case studies we've heard about what's happening at visitation valley

middle school and the new maker space has been inspiring. that can also continue to understand that storytelling of what that looks like and, perhaps, that's going to be integrated into the middle grades redesign. >> did you want to respond to any of the comments? okay. all right. commissioner lopez. >> i had a question about the accountability piece and the work that you do for sfusd. i'm wondering about how your board is chosen, the people who are on the board at spark. what's that process like? >> so i think -- i wasn't here three years ago when it was first initially formed. the bylaws were created with, i believe we have an number of usd members on the board as well as

public volunteers who want to serve on this board. the way we want to ensure our board is serving our community is to make sure there's a diverse set of people serving on the board with the same passion and the same commitment that is part of our mission. so we do go through a recruiting process of finding people who can balance out our board and serve as representatives across our community. so we have people from different backgrounds, different disciplines, different genders, different age groups, and we're still working to derive more people who want to serve on this board on a volunteer basis. so it is a constant need to bring in new and active members. it is our duty to find and make sure we're servicing a diverse candidate pool. so i'm happy to give you a background on anyone who is serving on this board, but a few of them have come from

foundational work they've done with the district, who have been active with sfusd and now have been -- she's no longer an active member of the foundation, but she is definitely someone who is very passionate about early education. then we have a broad variety of different people from private to philanthropy to different community members, like myself. >> i would like to add also, in our -- we have an annual retreat for the spark board, and in the retreat, we talked about board recruitment. one of the things that is a responsibility of the board is to help bring resources to the district. this board, unlike maybe other nonprofit boards, is less of a board that's advising about programs because the programs that are getting funded are

determined by the district leadership, and then the board is really helping to bring in the resources for those programs. so if that makes sense, we're looking for people on the board who can help give and get resources for the district's initiatives that are defined by the superintendent. >> yeah. great point. i'll add to that, which is to say, our goal and mission is to be the connection between sfusd and our community. so we're looking for community leaders as well as people who have connections in our community to derive or make introductions for us to help evangel eyes the message and need to we can build a bench of funders for the long-term. >> yeah. i think i just wanted to know that there aren't families from the schools and the communities that you are serving. i was just wondering about the process because a lot of those people may not have the resources or the connections that you're looking for.

but they definitely have input and can give valuable feedback. >> any other comments? yes. go ahead. >> thank you so much for the presentation. so i just wanted to say that a lot of my peers are very great leaders, and they're doing very well in school, but, however, there are circumstances where their grades do not reflect welt their character and their grades kind of discourage them from applying for a certain scholarship, which is sad because the students have a lot of ability to get into college but it's very hard for them to find financial assistance. i was wondering, how are we going to be able to support students who do have disabilities but need physical

support? >> so there's a lot of different scholarships that are available that have very different ideas. some scholarships are for students who have a gpa of between 2.5 and 3.0. there's a scholarship specific to different kinds of, you know, first generation students, all different kinds of reasons why different organizations might do scholarships. spark is not specifically in the scholarship role, though there are two exceptions to that. one is the superintendent's 21st century award, which goes not -- we don't look at gpa when we look at the applications. the other award is, again, just this recent one that came to us. so because it's not one of our top priorities, we wouldn't be out there seeking it, but, again, if there's an organization or an individual who is looking for a way to get resources to our students, if it

aligns with our vision, we will be happy to help them. yeah. >> any other comments? okay. thank you so much for the presentation. section i, consent calendar items removed at previous meeting. therefor.there are none tonight. section j we did. section k, suspension of the rules. none tonight. section l, board members reports. there's going to be a report from recent committee meetings. the first one is budget and business services. commissioner collins. >> great. there was a lot of conversation in the budget and business services committee meeting. there were -- and i encourage folks -- we've uploaded a lot of documents there. there were several different action items, resolutions that were discussed.

if community members are interested, they can go to the website and they can also listen to the conversation, but i wanted to address -- there was a review of board commissioner questions and staff responses to date on the peace fund. we got more information from staff answering questions, and i wanted to just summarize over the past month, we've had several meetings in the budget committee meeting, and we've been getting information around the peace budget, a lot of members have been asking about information about how we're spending our money. there's still some questions where i think other aspects are clearer because maybe the social workers are on the list and we're paying for social workers. there are a lot of questions. i just wanted to share some of those questions, and i'm hoping that i can work with staff to

kind of resolve some of them. we had questions around the website, which i talked about. we got information on that. we spent -- we've spent quite a bit of money -- $42,000 on that over the years in light of those questions, they decided to eliminate that expense going forward. additionally, we asked about the art center development. the art director is retiring. i know commissioner sanchez asked if there was a way to reallocate funds to support sites. we are still -- i'm still awaiting an answer on that question. the district has proposed, i think, reallocating that money to tsa positions. there hasn't been a response to seeing how that might go directly to sites. there's questions around administration and central office. looking at central office, there's five administrative staff on the team.

this is two and a half times larger than other departments. the math department has two full-time. the humanities, english, that's two. the science department has one and social studies has none. i've been kind of asking to just get more information if that's correct and wanting to know what our plans are for next year around just staffing overall. there were questions around the budget in terms of arts curriculum articulation and development. the question is, is this a consulting fee? there were questions around parent outreach and assessment because there was budgeted $20,000 for that one. it's unclear as to how that connects to some of the itemized budgets that we've received. i think that is kind of an overall theme is that i've gotten reports that are itemized and then i've also gotten consultant kind of lists.

some of them make sense. like if we're paying for a mary achy consultant and then it's on the itemized list as mary achy program, that makes sense. but there are some that don't necessarily connect. there was one for $20,000 for administrative support for a consultant who has been paid $75,000 over the past five years. i haven't been able to determinn able to tell me how that relates to the itemized budgets that are submitted on the plan. so to see where do they fit in those itemized budgets. there was $50,000 that was budgeted for the arts and education master plan refresh evaluation activities. when questioned about costs, that department decided to discontinue this contract. so that's another one that has changed since we've approved our budget. we have website.

we have director position for the art center. we have the arts and education master plan refresh. so there's several items that were approved in april that are now, like, if we're redirecting the money, the open question is, what is that money going to be reallocated to? is the board or is there going to be any opportunity to weigh in or discuss how that money is reallocated? then finally, i guess there's this outstanding question of consultants. there was consulting fees. there was like $20,000. it was $24,000 for somebody to collect art and then redistribute it to students for the art festival, for folks consultants getting paid for taking photos for a website, which now we're not doing. so there's a lot of questions, specifically on this budget, and

i would love to work with staff to figure out -- because there's been so many changes, i'd say that i would love to work with staff and figure out how the department is planning to reallocate the funds and also the discrepancies between the itemized budget and the consultant budget and also questions around there were several items where we've budgeted $20,000 for a consultant and we're spending $6,000. so the open question, what do we do with the money we don't spend? where does that go? how does that get allocated. i just want to make sure there's transparency around our budgeting. we're fiscally responsible. it's a very valuable resource to our district, and i want to make sure that we are transparent about how we spend that money especially with questions around making sure that schools get the most impact of those dollars and

just making sure also when we hear community members speaking about broken instruments, which my children actually experiencee held a violin like this and i can't get it out of my mind. when teachers come and say i talked to my daughter's art teacher today and she spent $600 out of her own pocket to buy art supplies. they've already exhausted pto resources. so anyway, any extra money we can find, i want to make sure that we're using it to support the great work that's going on in schools. all of this information is available on the website if people want to see these budgets that i'm talking about. i look forward to working with staff to kind of continue to resolve questions. >> okay. thank you so much. report from the rule of policy and legislation committee. we've voted on tonight, i think, eight of the items that we've approved and sent to the full

board. we had an action item also for resolution, redefining the roles and responsibilities and troubling you are others of the community advisory committee for the enrichment fund. we had amendments proposed and adopted. president cook joined us for document reading and approved of the additions. that will be coming back to a second reading soon. report from the special meeting of the board which was last week, may 7th, commissioner cook is not here to report, but i think people know that we voted to renew the contract with revolution foods. still a lot of outstanding questions regarding the quality of the food that's provided within that contract. so this board is going to keep a close eye going forward with that contract, with that provider. report from the ad hoc committee

on personnel, labor, and affordability. >> we had presentations that i encourage folks again to go to the board documents and look at them. our staff is doing great work. one of the topics we discussed was human capital and budget management. i know it doesn't sound exciting, but it actually was. we learned about -- we have an antiquated technology and that affects our ability to do personnel, hr, and also just communicate efficiently across the district. and also budgeting. so we have folks working on a long-term plan to upgrade all of our technology systems. i'm really excited about it it. it's a partnership with human resources, personnel, and it department. it's going to -- i'm letting everyone know, i want to make sure the board knows it's coming. i want us to do everything we can to support staff in making those changes. it's really a lot to move from one technology system to another. so that's amazing work.

then additionally, personnel was talking about staff retention, and the only item i wanted to re-enforce which is not news, but it sounds like when teachers do leave the district, they're not necessarily -- they're not necessarily -- their number one for leaving is affordability. it it's not because they're not happy with teaching. it's not because they're not doing meaningful work. teachers are saying they're really doing meanful work. the main reason that they are leaving is they're moving out of the city. they're moving out of the state or because they need to get jobs. the work that we're doing in helping to raise teacher salaries and support staff with the work that we've done with prop g, it's hitting, you know, the most needed area of keeping our amazing teachers in our schools. >> thank you. report from the ad hoc committee on student assignment? it commissioner norton. >> so the committee met last night, commissioner cook was traveling so not able to join

us, but commissioner sanchez and i were there. we heard a series of reports on african-american student recruitment. there have been some efforts that epc has been doing that have improved both the number of african-american families that are returning enrollment applications on time for round one and also returning their school registrations on time, which anyone that has gone through the enrollment process knows those are good ways to maximize ought comes. that's a need for us that african-american families don't, in smaller numbers, turn in their paperwork on time. so those outreach efforts have been successful. so that's really positive. we also heard from the principals at a couple schools about their efforts to recruit

african-american students with some, what i would classify as mixed results. but it was very interesting to -- oh, and also some general support for schools, high potential schools, marketing themselves. so we've got some support from epc to those schools. so it's not just on the backs of principals to market their own schools. we had a discussion -- a kind of interesting discussion about the enrollment fair and whether that is something that we need to rethink a little bit. it's 8,000 families or so go a year, but is it reaching the families that most need the information? is it is it the most efficient way to get that information out? is it the right way to let high school and middle school students know or rising sixth graders and eighth graders know what their options are? is it more of an elementary

school focusing? i think there is more discussion that could be had about how to move that into the future. we had a really interesting report on general ed transportation services, which is shockingly expensive. $30 million for special ed, and the cost drivers there primarily are -- one is just expensive, and the costs are rising, but also in a choice-based assignment system, because we're obligated to provide to families with ieps that need that transportation, we're obligated to provide door to door transportation, and if we're allowing families to have the option to choose their programs as general ed families do, which i support, then we also are busing students all over the place to all over the place. it's astoundingly expensive. although that, as we heard last

night is not the primary cost driver. we are busing students out of the district to non-public schools. we actually had a consent calendar resolution on that tonight showing you how many non-public programs we are sending students to. that's interesting. we also discussed the policy development time line. i really want to appreciate staff for hearing the direction from the committee at past meetings. that's been tightened up a fair amount. so the time line that we're working on now is that we would vote on a new student assignment process sometime in the middle of 2020. so that will require us to shorten some of the community engagement time lines and other things. but we feel like it's do-able. i want to really encourage the rest of the board, you're always

welcome to come to student assignment meetings. i want to encourage you to attend those meetings. we're having -- we haven't made any decisions obviously. there's no proposals, but we're having a lot of discussions and giving a lot of direction to staff about things that we want to see, and so i just want to make sure that we don't get too far ahead of the rest of the board on this because this is obviously -- i said last night, this is a thing that in all of my time on the board that i get asked about the most from our community and people are watching closely. so we all want to be on the same page and moving along together. so the next meeting is september 16th. we're going to give staff the summer to kind of do a lot of of the work that we've asked them to do. one of the first things that will come back to us are the definitions that are spelled out in the policy for what do we mean by what a quality school is? so ski concepts, but we'll adopt those definitions and those will guide the policy development.

this is all obviously really important and high profile work that is moving along. so please, if you can, come to the meetings and share your voice. thank you. >> thank you. report from the joint city school district city college select committee, which was friday, may 10. i think that was at inaugural meeting. >> i can speak to that since president cook isn't here. it was a really powerful meeting. we talked about city college and the budget. they're dealing with some budget issues and having to make cuts as somebody who -- i'm glad i didn't have to make any of those decisions because it was, you know, mostly hearing from city college folks and then there was a lot of testimony from the public. what was really apparent is that city college is a community college. it's not just a junior college. while we want -- as a city, we

want to make sure that their goal is transferring students to other colleges and graduating students, there is also -- it's such a wide range of folks who go to city college. there's young people who are seen as like a bridge to -- they talked about it as a bridge. i really like that. a bridge to four-year college, but also older folks are taking it as ways to just continue to be in school and be in community and for people to do art. then there's also a sense of community that's there and a lot of folks spoke to that as a meeting space in doing the arts or lgbtq community, the classes are an important way for students to actually connect with folks. so it just reminded me that our schools are communities, and there was just a lot of love for city college, and i just, in

whatever way we can, there was a request to the city to see if there might be ways for the city to support city college with bond measures or with, you know, extra funding to supplement the gap because just as we are undes much money as we should for education at k12, they're in a similar kind of budget constraint. >> thank you. item 2 under section l, board delegates to membership organizations. any reports? seeing none, three, all other reports by board members. four, calendar of committee meetings. curriculum and program will be monday, may 20th, at 6:00 p.m. buildings grounds at monday, may 27th, 6:00 p.m. rules policy and legislation, monday, june 3rd, 5:00 p.m. yes. let me just complete. budget and business services,

wednesday, june 5th at 6:00 p.m. ad hoc committee labor relations and affordability, there's no -- we're giving them a break to hire great teachers. >> thanks. ad hoc committee on student assignment will be in september. joint city school district and city college select committee, friday june 28th at 10:00 a.m. commissioner lopez. >> i was just wondering about the buildings and grounds committee in may. >> whether -- the right day or whether it's meeting. >> it's not meeting. >> okay. okay. now we know. okay. thanks. section m, other informational items. there are none tonight. i'm sorry? >> thank you, president sanchez. actually, commissioner collins, could i ask for clarification

recording the date of the next budget and business services committee? there had been some discussion about moving that meeting from june 5th to may 29th, i believe it was. so i just wanted to flag that and see if that was -- >> that was mostly -- we were asking staff if they would do that. if they can, we would like to do that. >> i think that will work for key staff. >> excellent. thanks. swe're moving it up to have more runway for approving budgets in june. >> excellent. >> section n, memorial adjournment. we don't have any public comment right now that i know of for closed session. have you gotten any cards? thank you. section 0, closed session. the board will go into closed session. many i call a recess of the

regular meeting.

>> this is a rambunctious crew. >> we are reconvening to open session for the readout of the closed session. number 1, we're voting on the matters. i move approval to the recommendation to expel one high school student. from the district of the remainder of the semester. the suspension will be enforced for the fall with conditions. can i have a second? >> second. >> roll call. [roll call]

>> that is six aye. >> i move approval of the recommendation to expel one high school student, number 15. the duration of the 2018, 2019 school year and the 2019, twenties 20 school year. >> second. >> roll call. >> thank you. [roll call] >> that is six aye. >> i move approval of a stipulated expulsion agreement between the general -- the middle school student where the party has waived the expulsion of one matter. number 16.

they will be expelled. [laughter] roll call. [roll call] >> six aye. >> i am move the approval of the stipulated expulsion agreement where the parties agree to waive the expulsion hearing of one middle school student. number 17 from the district of the remainder of the school semester for the false muster in school year 2019, 2020. can i have a second? there we go. [laughter] >> thank you. [roll call]

>> that is six aye. >> thank you. i move the stipulation to -- from the district. for the remainder of the spring semester, 2019, and fall the fall semester of 2019. can i have a second? >> second. >> roll call. [roll call] >> that is six aye. >> number 2 is report from closed session. to approve the contract for five principles by the vote of six aye and one absent. and approve the contract of one interim person. approve the contract of two assistant principals. by the board of six -- by the vote of six aye.

the board by a vote of six aye approved a nonreelection of 12 certificated employees. in the matter of 16-55042, the board gives the authority of the district to pay up to the stipulated amount. for the other matter, the board by a vote of six aye gives the authority of the district to pay up to the stipulated amount. the matters provided direction to general counsel. in one matter of anticipation, the board authorized the general counsel to initiate litigation. that concludes our meeting. thank you.

this is the san francisco recreation and park meeting. will the clerk please call the roll? just as a quick reminder, we request that you turn off sound-producing devices. and that you take any secondary conversations outside. if you would like to speak on an item today, we request, but do not require you complete a blue card.