as members of the board of education, you should be fundraising money for our students and schools. budget cuts are not the way to help our school. the spanish emerging helps many kids. it's not easy being a middle-school teacher. the budget for next year make my teacher's jobs harder. teachers deserve a budget that supports them. students need an education, full class sizes, updated des textbo. the ones we have are old without updated information. this budget cut will not make this possible but reduce the

that materials. so this is why we're asking within the proposed budget to fully fund or gyms to help educate all our students of all colour and all income. [cheers and applause] >> good evening. i'm an attorney with the california supreme court. like the back of my t-shirt says, i'm also a proud parent of the that particular eighth grader that just spoke. she's more than that, plea played volleyball, soccer, debate team, and she spoke to you tonight and her grandmother and i and the three of us rushed over after playing a girl's got goal soccer game run by the after-school programme. when i told her it would be ok

to miss this meeting, but mommy, it's important. these extr extraindeed spanish y we are spanish in the first place. we're determined to raise two spanish bilingual, bicultural children in this city. so with all sincerity that a proposed budget cut that forces cuts to spanish emersion, are why parents like me choose spanish education. this has taught me many things

and it requires skills and qualities that is not easy to come by. i speak from helping in the classroom saying they have many, many great teachers going beyond a call of duty in service of their students. many which are here today. the district is proposing a budget to force the school to make the difficult decision to cut three full-time teaching positions, two of which are in the spanish emersion programme. instead of a budget that requires teachers to shoulder a greater workload of a very diverse student body, we ask the student to re-evaluate the budget and recommit full and financial support and hard work.

>> good evening. i'm proud to be here with the middle school. one of the best schools in the country. when i was in elementary school, i was in the ssc, the council for two terms and i am the councillor at the middle school. and as all of you know, raising every penny is hard but we don't give up. we're still trying. at the end of this year, last couple of weeks, we found out that we will be losing three teachers, because of this budget allocation. don't think that's a very smart decision. in fact, it's demoralizing. after working so hard this year and last year to try to raise additional resources, i know you

agree with me that it is demoralizing. i probably know you don't want to do that. do the right thing, rescind the budget, give us an opportunity to resign the allocations in accordance with school priorities and we'll engage stakeholders and community. it's not that hard. so we hope you'll mang the right decision and we know that you have the right way of thinking about this, reinstate our tech funding, et cetera within an, ak we will have a better chance that way, thank you for your time. >> good evening. i'm mark deluki and i wasn't planning on speaking today, but speaking because fo of the yout.

this has been very hard for parents at james lick. the budget is constantly being cut for us and we constantly have to be fighting for every little thing for our students and it's really, really hard. you know, your vision statement says you'll provide quality instruction and equitable support and that's all we're asking we're fob equity here. help us do our job and if you could help us rescind the budget to get everyone together to really propose a budget to help our students thrive. we need this.

>> good evening. i'm a sixth grade spa spanish emersion teacher and i taught some of the parents in the audience receiving work. i love my students and community. i'm here for my families who can't be here because they're working their second shift and i'm here for our families in the southeast corner of the city that are underfinished in theirr school is a pitch school, one of 781 schools designated of not meeting needs of our most struggling students and end of measure is based on deficit mindedness and because our students see the beauty in our school. our students come back year after year after they graduate to support our emersion programme.

they appeal to the board to support our most vulnerable students. mission education center is one of our feeder programmes. our new-comer students receive their support in language development, in sheltered instruction through the spanish emersion programme. we were cut by .6 for for a full-time position and cut .2 and what that means we have to delve into the pockets of our school site funding to replace those or cut them. what our administration chose to do without any consent from the community or consensus building with our staff and parents. we have more parents and more faculty here at this board meeting after our long workday, after their second shifts and we have children here, more than were a the pleasant quorum. we are asking you to look at the

central funneling for our school. we are a pitch school. we are a school you keep measuring as failing but our kids keep coming back and saying we win. we need your help. [cheers and applause] >> my name is charnell russ and i'm a sixth grade science teacher. i was not able to get my card in on time but as an african-american woman i would like to be heard. >> that's fine, but can you keep it short. >> i got you. so i'm just here with the rest of mickles to talk about the two things we're asking from you. one is to rescind the budget and two, is to fully fund our school. we are cored. my first core, i have 21 students and my second, 28 studentses. this is a big shift where i have

a small amount of time to work with them and going to my 28 students where it's almost chaos because of the amount of opportunitieses i have in that class. we're talking about next year, this shift being 28 students for every class and that is kind of crazy and it's due to the budget and so i am personally asking for the budget to be rescinded and us to be fully funded. thank you so much. >> they did not get this information and still do not have this information. in general, the best decisions are made when all of the

shareholders -- stakeholders are at the table and it's clear that all of the stakeholders are not at the table. it really is important to revisit this issue, see if something better can be done for this school, this pitch school and make sure that information is shared with the union building committee, which is a contractual right, once again and with the school council. thank you. the next speakers are involving the mrk.

would the first speaker please approach the podium.

(speaking foreign language). >> good evening, board members. first, i would like to address a couple of points on the letter that i had received from mpd today. in response to the first point in the letter, information on

the letter and the survey does not match. survey did not mention the number of chinese classes we provided during the school hours, nor did it become computer-based. the survey included three ons fooptions forparents to choose n the class is offered. therefore the response letter from mpd provided false information and it's a lie. another point to address is that the before-school option was not preferred by most parents. the parent's first option is chinese class during school day, previousably sixth period. the information on the letter is inconsistent with the response to parents during the meeting. >> my name is cindy. (speaking foreign language).

>> good evening, boar members. my name is cindy and i'm here to demand the san francisco school district fulfill a six-year-old promise. i would ask for additional funding to hire chinese bilingual teacher. chinese bilingual programmes to start at mlk and uses the middle school and we're not asking a lot, we're asking for enough funnelinfunding to hire one chie teacher to teach six and seventh grade. the cost of one teacher is $100,000. this amount should not be a

problem because parents were informed of this expansion six years ago and we believe that the district has had full time to prepare the necessary funds for the endeavor and that you are now prepared to fulfill the promise to the community years ago. theis the district planning to e to us another six years and continue to disappoint students and parents. we want the district to fulfill a long promise and please provide a chinese bilingual teacher for august of 2019 so our children can continue their bilingual education. (speaspeaking foreign language).

>> good evening, board members. i'm a parent of er taylor and i'm here tonight to demand that san francisco unified school district to fulfill a six-year-old mp promise. i'm not asking for much. i'm asking for $100,000. the schoole school district wile to fulfill a project of $100,000. the district will also be able to regain the trust of studentses and parents with

$100,000. please provide immediate funding to mlk to hire chinese bilingual teacher for august of 2019 so our children can continue their bilingual education in middle school as promised. perfor pai(speaking foreign language).

>> good evening. i'm a parent of er taylor and we met on may 8th to discuss start of the bilingual programme this august. at this meeting, they stated this was possible with additional funding from the district to hire one chinese bilingual teacher so we are asking that district to provide immediate funding to mlk to make this possible. please do not use insufficient fund as an excuse. this amount should not be a problem for the district because the parents were informed of this expansion six years ago. so we believe that the district has able time to prepare for necessary funds.

don't tell me that six years is not enough time to secure funding hired for one teacher. (speaking foreign language).

(please stand by).

>> my name is ivy. during the may 8th meeting, we were informed by a representative from the district that our children can choose chinese as an electsive if they want to learn chinese in middle school. we met the principal immediately after the meeting to confirm that this is an option and is not in conflict with their bell schedule next school year. the principal of mlk is also in agreement with parents to start a chinese bilingual program and propose a follow-up meeting on may 15th regarding our request. pleas take immediate action and provide funding to mlk. we will continue to fight or our children, future, and take

necessary actions to achieve our goals. >> good evening, everyone. [speaking foreign language] >> my name is lisa. i'm a parent. please fulfill your promise now and provide funding to mlk to start a chinese bilingual program in august of 2019. if our demands are not met, we're going to take further action. we will not stop in our demands

are met. thank you. >> good afternoon. [speaking foreign language] >> my son is going to mlk after summer. according to the principal, the funding in order to open chinese classes, since they already planned six years ago, i don't see any excuse that they cannot open any time soon. also, i want my son to be like others. other schools are able to provide chinese classes. why mlk cannot provide? that's no excuse. also, they cannot find anymore money to mlk to open chinese

classes in mlk, we come in here more often. >> good evening, board members. my name is anna. i'm a chinese bilingual student from er taylor elementary school. i've been learning chinese for six years. i want to keep on learning chinese. i'm taking a test to go to a chinese bilingual school and pass. i was very disappointed and sad when i did not get into a chinese bilingual middle school. chinese is important to me because my family speaks chinese. i really hope that the middle school i'm going to can have a chinese class where me and my friends can continue to learn chinese. please start a chinese bilingual class at martin luther king middle school in august 2019.

thank you. >> good evening, board members. i'm a chinese bilingual student in elementary school. i've worked hard to learn chinese. i don't want to give up because i have come such a long way and worked so hard. i'm a fifth grade student and will be going to middle school in august 2019. i really want to be able to continue to learn chinese because it's very important to me and my family. i want to learn chinese so i can communicate with my family. please start a chinese bilingual program at er taylor martin luther king middle school in 2019. thank you. >> good evening, board members. i'm a chinese bilingual student. i have been learning chinese for many years, and i want to keep learning chinese. i have tried hard to make it in a chinese middle school but ended up in a middle school that doesn't teach chinese. i want a chance to attend a

school with a chinese bilingual program so i can continue to learn chinese. it's important to me because my parents only speak chinese. please start a chinese bilingual program at martin luther king middle school in august 2019. thank you. >> good evening, board members. my name is ivana. i am a chinese bilingual fifth grade student. i have worked really hard to learn chinese and would like to continue to learn chinese in middle school. i am ready sad that i cannot learn chinese in middle school. help me make my wish come true. please start a change he's bilingual program at martin luther king in august 2019. thank you. >> we've two more speakers on different items. sandra and julie.

>> evening commissioners, superintendent. so two board resolutions are being discussed and circulated right now that directly impact art education? our district. before we have an opportunity to look at the arts education master plan refresh, come on, san francisco unified school district, you, the board of education, approved a community input process to create the refresh of the arts education master plan. so why create resolutions on arts education without the benefit of the refresh? the resolution and the one being developed around arts and equity both want to make systemic change in our schools. while i agree change is needed, i urge you to have public discussion on the arts education move ther plan refresh before making any policy and funding changes. hundreds of stakeholders and the arts community and school community came together in good faith and they attended meetings

and they give input on what's working and what's not working with regards to arts education in the district. the district paid for an outside group to hold input meetings and then take these conversations and weave them into a document to inform arts education in our district over the next several years. as students devote access equity, they also deserve good policy-making processes. our school district loses credibility nationally and locally when it spends time and resources on a community engagement process to develop policy that gets preempted by board members before it sees the light of day. in our community and beyond, we are pitting ourselves against each other when we send competing messages. that this has implications for funding, enrollment, school bonds and community trust. just taking things apart is not

enough. you're getting a bad wrap of taking things apart without a plan. arts education has been lauded nationally. let's have the refresh master plan and work together for the future for our students. thank you. >> hello. my name is julie roberts. i'm here as a parent from redding elementary. i wanted to come and thank you today because a couple weeks ago, redding parents made an effort to come out and ask that you keep our ost after school program open. we got the news that it will remain open through the last day of school 2020. i want to thank you very much. it's a huge relief for all of our families. we want to thank everyone who supported us, parents, teachers, elaine and betty, board members, administrators, it's been a huge relief. we really like the outcome, what we want to thank folks for,

district staff is for making steps to partner with families to go from doing -- we appreciate deputy superintendent's partnership and leadership in getting a whole team to work with us. they came out and met with families and heard our needs and concerns. we want to thank you for listening and giving us time to ask questions and changing the outcome for or school. we look forward to being partners in problem solving over the next year. i want to leave with questions about what we can do to make partnering with parents the district default and not just happens when families push back. i'm curious about whether the program will stay open and whether or not they got the kind of partnership and meetings that redding got. i also want to really convey how deeply destabilizing it is for our schools to fight back against these cuts even when they're reversed. my hearts goes out to james

school expressing similar concerns. other schools i'm hearing about having classes consolidated, library hours cut, and more. so i want to ask us, what does it mean to be a pitch school. on one hand, we're adding resources. on the other hand, we're continuing to make cuts. i'm curious if there are opportunities to freeze cuts and create real partnership with pitch stakeholders at sites to best decide how to use resources. thank you all again. >> thank you for all the public comment. item 7, advisory committee reports and a appointments to advisory committees by board members. commissioner lopez and commissioner lam. >> i'm appointing karina wong, bilingual teacher to the sf usc charter overtigh oversight commd

erika chavez to the living wage for educators oversight committee. >> i'm appointing emily to the parcel tax oversight committee. >> any others? seeing none, consent calendar. we need a motion and a second on the ca consent calendar. >> so moved. >> second. >> all right. public comment on consent items, i don't see any items withdrawn or corrected by the superintendent. >> yes. i call justin steel to read that item. >> thank you. there's one item withdrawn. it's item 46, 195-14w14 from the consent calendar. >> thank you. >> any items removed for first reading by the board?

sure. mr. collins. >> i had a question on number 19. >> you want to sever that for discussion? >> yes. is that possible. >> do you have that? any items severed by the board or superintendent for discussion and a vote tonight? that's what that is. right? okay. and you don't have any? all right. so what's the item that we're going to discuss? so consent calendar absent that one item. roll call. >> thank you. [ roll call ] >> commissioner collins. >> yes. i had a question about number 19. it lists classroom library sets of books being bought for pitch schools. i just wanted to understand

they're culturally competent book sets for 6th and seventh grade it said. i just wanted to know -- oh, i'll bring it up. i just wanted to understand -- my girls are at a middle school, and it's not a pitch school. as it was mentioned before, a lot of the books are outdated. some classrooms have culturally relevant collections, and some don't. i was just wondering how this fits into -- but my daughters don't go to a pitch school. >> got it. how this fits into -- >> and also what about eighth grade as well? >> so each pitch school came up with a pitch plan on their root cause and so what these -- the books that have been purchased are in alignment with whatever their pitch plan was. so i'm assuming that the schools that are getting these, part of their plan was that they would -- they needed to increase

literacy rates and make sure there was culturally competent materials. that's why these schools purchased these books. >> i'm happy to do this. what about all the other schools having culturally relevant books? like my daughter's eighth grade class is amazing. the teacher has been building out libraries. it's amazing. but i know that's in partnership with ethnic studies as a team. she's been doing special projects. i'm just wanting to make sure that -- but in seventh grade they only had white white autho. that's in the same school. i want to make sure across the district, southeast side, north side, they're getting culturally relevant in middle school. we focus $on high school, but middle school is not at that point. >> i just wanted to add that in their effort to increase diversity in curriculum, the team has planned a rollout of clr materials, classroom libraries, with the starting

point being middle school starting with pitch, but the idea is that it will start with the pitch schools and be submitted to other schools in the district, time line to be determined. >> thank you. you answered my question. all right. thank you. >> okay many roll call on item 19. >> thank you. that translates to commissioner 19514b10 [ roll call ] >> section e, proposal for action tonight are 10 policies which have been moved and seconded at prior meetings and gone through committee. we'll have one vote on all of them. these were all at rules, the 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