hi, thank you for that question. i can answer that on behalf of the students. to ensure the inclusion of students, we have rolled out three languages that provide the survey in three languages, which are arabic, spanish and chinese. and through these three languages of the survey, we have put them in highly concentrated schools that have english learners and newcomers. so how that works is that their voices would be able to be heard and they would be acknowledged and properly represented. >> why do you think it's important that student engagement piece is centred and directed by students?

>> i believe that it is important for students to be able to speak to other students because it pretty much eliminates the kind of uncomfortable, like discomfort between students and staff that may arise. and allows us to get an unbiased and unfiltered response on the problems they feel are happening inside the schools. and it allows the district, as a group, to be able to follow the problems that the students feel they're dealing with. >> as a parent in the district, one of our core values is to be student-centred. you can't get any more students-centred than getting it from the students. we're grateful to have them as part of the stakeholder group this year.

>> hi. i really appreciate this presentation. i appreciate that there is multiple voices. and i guess i wanted to know based on the -- there is lot of common experiences that folks are expressing and i like that fact that is not just aapac and the special education community. we're seeing some of the trends. i wonder if in the stakeholder groups where there were differences in terms of the feedback? because every community has its own experience around that's why we have these various groups, because sometimes there are unique experiences. so i was wondering if any of those stood out for specific communities? >> over a couple of the african-american parent advisory councils, one at john o'connell, the students spoke about their experience and they wanted to highlight the experience for african-american males and what type of appropriate staffing was

provided to support those students. we heard same school, kind of overlapping, it's the student voice. we're giving a lot of services for our african-american students, a lot of resources coming in, but it's not necessarily what the kids have asked for. so the children were saying, hear our voices, tell our stories and allow us to be on the decision-making team. >> and then i guess i had another question. i'm seeing connections with a lot of conversations we've been having on the board. there has been a lot of conversation around wellness. it seems there is a lot of communities talking about it, we've been talking about it on the board. and i'm also connecting that with budget and questions i've been asking around social workers and was surprised to see, some schools have part-time, some schools have full-time. i'm wondering about staffing in relationship to a school's ability to do the work you're requesting and what are your thoughts around that? you're asking for professional

development on wellness. you're asking for more services, right? and those need to be staffed. and i'm wondering where would you like to see us invest more and -- and you're also saying you don't have enough staffing. i heard that as well. what specific needs are you seeing in schools that are related to wellness for students? >> well, specifically to students receiving special ed services, one of the big holds we find in some schools is social skills. we have the highest area of students being identified right now within the eligibility category of autism. and one of the definitions of that is social skills deficits,

right? and we find very often it's our school social workers who step up and run the groups. the lunch bunches. and do some of -- along with our speech and language pathologist and many other people, but often time that is where we say the need for staffing is so great. and it's important to identify all the different supports so we can staff. and going back to your question earlier about unique needs. when you're talking about individualized education plans, those are legally binding documents. they're a lot of compliance issues that come from the i.e.p. so it's important to resource those and meet all of the needs for all of our students. >> i think the other piece that was highlighted through the conversation was how are

releveraging our community partnerships with community-based organizations that provide social-emotional support, social workers and tapping into what are the systems and structures in place to access those services? i think that's a key point to highlight, because it doesn't necessarily mean additional funds from the district, but if we can better coordinate our services with our community-based partners we can leverage the services and the resources in the community to access for families and students. >> i was just going to say we also did a conversation just with foster youth at the san francisco independent living skills program. and one of the quotes in here, i asked the superintendent to visit classrooms and ask students what they want and what their needs were and a common theme among the foster youth was wanting staff to understand where they're coming from and getting to know their unique experiences and what they're

bringing. we've heard that from them every year. >> thank you. i guess one final one. i'm hearing from sites -- this idea of transfer. students transferring within schools. i'm consistently hearing from sites, they feel in ways underprepared, especially for students transferring in, because a lot of time those students are not just moving to san francisco, even if they are, it's a lot for families when they move. and students when they move. but also sometimes students that are transferring are transferring for reasons where they've gotten into it in other schools, or they have just situations at home or whatever, so they may have more needs than students starting out in the beginning of the year. i'm hearing two different stories. i'm hearing sites are not prepared or they're not getting enough resources or information from central office. they're getting -- they're receiving students that they're maybe unaware of the supports they need. and then hearing from central

office, oh, i'm actually hearing we have that support in place. i'm hearing a disconnect and i wanted you to speak to that. what are you seeing in terms of the families in transition. what is this coming out of? you're talking about students transferring on boarding and support, what is your experience around that? >> so i know cher can speak to this specifically about students in foster care, but we have a number of students. schools get their budget allocation and then throughout the year, no fault of their own or the school, schools and students are transferring in or moving between schools. schools don't necessarily have that. some schools cut teachers because they projected a certain amount and didn't get it. i think people services has been in our experience and what we've found has been very helpful with the transition. the problem is when the kids get there, if you're coming throughout the year, you're usually going to the schools with the highest needs. so some of the schools is that

are already taxed trying to deal with the other things, which is social-emotional support. so having to deal with that, having students that transition in, that may be foster youth, or who may have just moved to the city or had to transfer because of other issues within the schools -- >> or immigrants. undocumented students. >> yep, a lot of undocumented students throughout the year. are our schools adequately equipped to support them? i don't think we heard that. we heard they need additional staff and support. but when the recommendation came out, when these students get transferred, it wasn't so much about the support at the site, which i think is important, it was more so about us thinking about access. how many kids have access to the schools they want? they get excluded from choice. our students moving into the school are students who are transferred, their choices are limited. and we're overtaxing our staff that have high needs already. >> and also those schools don't

get additional staffing as students come in throughout the year. so some of the schools that have a lot of needs, continue to get more students with needs because those are underenrolled schools. thank you, i appreciate it. >> i thought that we had -- superintendent lee, maybe you can answer this, but i thought we had made modifications to -- for that precise reason, because those transfers are falling disproportionate on schools that had open seats. is that something we just discussed and haven't done? >> commissioner, i know that is something that we have and continue to try to do.

and there are cases in which that has happened, but i don't think it's happened consistently. so i think i would need to get a more current update to get facts and figures along those lines which we can do. >> i would be interested in seeing them. >> i would be interested in how many students transfer per year. that might help us budget or plan for the future. thank you. >> >> mr. moliga: thank you for the presentation. i just had a couple of questions. so, in terms of like data collection, like i'm just going to ask folks, if you could like aggregate the data? it's super important. so me understanding that we're a focal group and i'm probably the only saab one, it is frustrating

to see us categorized as other. so when i'm looking at this, i'm not sure that the voices of all of the focal populations are being represented in the recommendations. that's one of my asks. and then the second one i wanted to learn more about, we talked about the foster youth. and you know, these populations, i just kind of don't really want to breeze over them. i want to learn more about how are we collecting data from that group? what is it looking like right now? if anybody had any feedback on that. >> that would be me. well, our foster youth for the conversations, we spoke to foster youth and then our executive advisory council which is an intersection of folks with shared responsibilities for the permanency, well-being and safety of foster youth. human services, probation,

higher ed institution, the courts. so all those people participated in the conversation. the outcomes for foster youth on the dashboard, the california dashboard, you'll see they have the highest rate of suspension and highest attendance rates in our district. low graduation rates. but having to be part of all the systems and not a function of the students. a lot of what we do talking about transition, supporting all of that, and bringing together all these different systems, our kids exist in all of their life is regulated, from where they live and how they go places, when they see their family and all parts of their school experience. so a lot of it is taking these different partners, and you know, when a new kid comes into the school, introducing their team of all the adults that come

with the foster youth. so their lives are complex because the systems they are involved in are complex. so... >> mr. moliga: do we have like -- did you want -- do we have a foster care group, team, that addresses all our -- are able to meet those needs? >> we have a child welfare attendance liaison who addresses attendance issues. head counselor working with high school on the plan and a social worker. so there is four of us. and we have about 700 to 800 foster youth. >> how many do you have? >> 800. >> and how big is your team? >> four people. >> we're writing a resolution. and i think that's one of the areas we should keep in mind.

the ratio based on the national association of school social workers is 50:1 and then it's 250:1 based on social needs. that's something to highlight. in the meantime, thank you. for all the beautiful work. i appreciate it. >> i was going to address the demographics. that is more detailed in the report of findings. this is just the report of recommendations. i'll make sure the commissioners get the report of findings, but we do track that data and we intentionally go to schools where, for example, we heard from families who speak vietnamese, and we have

chinese-speaking families and hispanic speaking families. we went to the samoan facility last year, we did not this year. but we make sure we're hearing from the focal groups. >> you know what they say, if you're not in the data, you're not represented. you're not getting the service. i want to jump to the last inquiry. this is around mental health and wellness. mental health and wellness, it's so vast, so big. i hear trauma-informed, which is one element, right, of mental health. so i was curious, who is pushing the trauma-informed, us? or the community? because there are so many areas of mental health that we should be capturing as we're giving recommendations. there is supervision, training, but it's such a -- such a intricate field. i'm just curious, you know, who

is guiding these conversations? is it us or is it coming from the folks we're interviewing? >> so i'll say, just because have these conversations all the time in aapac, it's coming from the community, but that's what we put on the community. that's the buzz word we hear. that's what the community agencies, those are the words they use. so that becomes our knowledge. so i think we hear it all the time. in our aapac, about trauma-informed, we need people with trauma lenses. so what you see in this is strictly from the stakeholder input. >> i appreciate that. so just to add onto that conversation, as we continue to like work on wellness and mental health, we have a lot of internalizers. a lot of kids who are going under the radar. we're seeing all symptoms coming up, let's throw that in there. but i appreciate, exactly what you said, i would challenge us

to open up the conversation and get specific and deep about what it is we're trying to address. did you want to say something? >> i absolutely want to echo everything you're saying. and we see very often in the community of students receiving special ed services that they have a lot of mental health needs and there is whole lot of anxiety and depression with some of our more common differences. and we're focusing on budget. it's budget cycle. so we have requirements for budget reporting within the cac. so our meeting last week with our team was all about budget. and our head of school psychology, but based on the need to provide services or assess students, he could use another 30 people right now. the budget may get him five. but we have a whole lot of needs

that aren't being met, mental health-wise. >> i appreciate that. >> ms. lam: thank you to the committee for all of your work. i just wanted to make a comment that your recommendations is actually consistent with the majority of this board and the concerns we're addressing. right before us now. one thing that seems to be a consistent theme is around the site planning and the need for more inclusive and transparency. and the urging of looking at equitab equitable resources and how they're reaching students on a daily basis. for example, some of the things i've been hearing over the last few months, there was surprises when it came to the summit. and schools were given their budgets. and exactly like what was the new themes identified, having to

make these really tough choices between staffing and cutting of resources. and that is something i will say personally, and so my other colleagues have expressed those concerns. and so i think that's going to be something we'll continue as a board to examine. how are we shoring up those resources so it's not conquer and divide, so that we're truly looking at that equitable site funding over the long-term. so i was just curious hearing from the conversations any anecdotes from stakeholders, were there surprises around the site planning and how that would impact the students and their families in those school communities? >> yes, i mean, exactly what you

described. just that because of after -- there were increases after allocating salaries and funding staff, that at least three of the school sides that held conversations, they were having to look at reduction in staff and what positions are they going to fund based on what they had in the initial budget allocation. >> ms. lam: then secondly, another prominent theme is around the english language development. been hearing now consistently for several months, yes, we have the purchasing of a new curriculum, but as we've heard from one of the parent pac advisory groups, what is the actual utilization and adoption of that new curriculum? those are the questions i would like for us, both as a board and staff, to continue understanding, that adoption of a curriculum -- you all spoke very eloquently about the p.d. and it being planned early -- i

think those are some of the conversations we've been having in committee, around trying to understand, you know, the opt-in versus requirement and who decides between site administrators or just amongst the educators and again, deciding on their own, rather than really looking at initiatives and those impacts. and i will continue to ask those questions similarly between the reclassification gap, between asian students. i think that has been illuminating and i still haven't dug in what those answers are, but again, thank you so much for your work, your recommendations. and these are very key to guiding our work in the coming year. >> thank you, vice president sanchez inviting comment. i wanted to thank all the members of the lcap task force.

i'm sometimes adjunct atendy of the task force and so impressed at the evolution of this group. it's filled with amazing individuals and the way they work together is fantastic. in terms of next steps, as most of you may know, but bears repeating, these recommendations from our advisory committees are an important part of the next step of developing local control accountability plan, as well as the budget. so june is really the peak season for the staff, through the superintendent, to develop those documents. and these recommendations are really important penultimate

steps. one of the artifacts we have to produce as part of the district is response to the findings of the advisory committees. so we will be producing over the next couple of weeks, sort of a point by point response. and to foreshadow that, it will include some things that we are able to provide, or solutions that align with the requested actions of the recommendations. and we'll be happy when that is true. and there will be some of the recommendations or requested actions that are more difficult in the near term at least. and we'll provide a little bit of context about why that is. so that is an important artifact or important document. and we'll be showing that back to the lcap task force as well as the broader community. >> thank you for your work. thank you for your collective collaborative work together. as deputy superintendent lee is

mentioning, it's impressive work you've done. that you continue to do year after year. and it's wonderful to have all of these wonderful minds at the same table working on the hardest issues in the district. there are lots of recommendations 'embedded in yor report and there are things that go on year after year, that we stumble and not get back on our feet about. the need for e.l.d. curriculum which we finally have with wonders, but whether it's rolled out in a fashion where it's truly adopted and utilized successfully is another question. two of the things that seem to be new for me is that i totally wholeheartedly endorse are the foster student -- i don't know any other way to call it, maybe preference system in terms of where they're placed into our school system. as well as transfers, mid year

transfers, those are transfers that happen every year and students tend to be transferred because there are severe issues and they're transferred into the schools that have room. those are schools that are already heavily impacted and cannot absorb more students with high needs. so we need to come up with a system, whether it's setting aside seats at all of our schools every year to ensure those students, not just foster students, but other students transferred can be spread throughout the system and their needs absorbed better that way. the other was tier 3 schools having a co-teaching model. i would love for the district to provide a pilot program in a tier 3 pitch school. we know we have a charter school that is already doing that, but that charter school that has two teachers in every room is 65%

caucasian and middle class. but they're able to get that done, i don't know why we're not able to do that as well. i would like to take that seriously, get something off the ground as a pilot. this will be coming back, this information will be responded to. it will be at our cal committee of the whole on the -- in june. >> you noted some of the recommendations, we're trying to move to person-first. when we talk about our students, our families, noting that they are people first. so students learning english, or when we think about freer tier 2 students, they're not students, they're receiving two tier services. no one said it here, but we're intentional to make sure we say person first and we want to bring to the board, as a

district we want to re-shift our language. >> thanks again. so back to the public comment. non-agenda items. when i read your names, please approach the podium, you'll have two minutes each. [reading of the names]. >> thank you, commissioners. and thank you, everyone for allowing us to speak here. we're parents and a teacher. my youngest son is going to middle school next year. as you know, star king like many

schools in the district has a serious achievement gap. we have a school leadership and a school community that is very committed to tackling that achievement gap. and so one of the key programs that our school principal has brought into the school, springboard program, it's a summer program that targets the reading gap in high-needs community. this last summer was the first summer our school had been open in a long time. we were able to bring the program there. we enrolled kids from the surrounding community where the public housing development is. as well as other kids. and we saw tremendous results. the kids enrolled in the program, half of the kids advanced two reading levels at a time others are falling back. the reason we sent letters and coming to the board meeting tonight, we've been informed that our school site, we were informed a few months ago, because the playground has safety issues, that the school

site would need to be closed this summer, even though it requires a few days of work, because it can't be scheduled during the summer. so the program has been relocated to carver for this summer. we're still trying to enroll students, but it's difficult for students to make it to another neighborhood, even though there is a bus service being provided to make it to the bus on time. and in particular for parents to participate in the parent part of the program. we'll have lower enrollment this year even though we were hoping to build on the program. now the school site work will have to be done summer 2020, so we'll have to lose the program for the next two summers. we're asking for support to make sure that work can be done this summer so we can return springboard to sky king in 2020. >> your name? >> stacy layton. thank you.

>> hi. i'm kathy bellen, i'm the kinder second grade teacher at star king. i've been there for 14 years. it's a wonderful community. i'm also a member of the schoolside council and member of the u.b.c. so our king star teachers were excited to find out that the asphalt was going to be repaired. and that was just such good news, but then we were so surprised to find out that you know, we would have to -- it looked like we would have to be closed for a second summer. by closing, as stacy said, closing it this summer, it has been impacting enrollment for springboard and it's been such a good program. we really wanted to continue.

but we do know the asphalt needs to be done, so it's understood we're going to make the move this summer and close the schools and get that done. the asphalt is broken up. there are a lot of cracks. it's pretty unsafe. but then when we found out we would have to be closed for a second year to have this work done, it's very concerning and you know, i'm concerned how the community is going to feel about that, too. so we really urge you to do what you can to make this happen. we understand we need to accommodate and move the springboard program for this summer, but we're really, really looking toward having the asphalt done by the beginning of this school year. thank you. >> hello. i'm monica jones. i am a parent of a first grader going to second grade. matthew jones.

i'm also on the pta board. i'm one of the african-american council with the district and i've started one at star king elementary. springboard has been very successful for our students at the school and for those in the community who do not need to catch a bus to get to the school. who can walk in the community. as far as asphalt, yes, it needs to be fixed and i feel like we don't need to postpone anything, because as far as past this summer. because you know, the gap in parents not allowing their children to go because of whatever may happen with transportation, still not being in the community, going to a new facility, being comfortable where they are as their home school, should stay. we're trying set something at star king that will keep going forward when all the parents that are in front of you now with children, go to the fifth

grade and they go to middle school. i really hope that you all can put in the judgment that springboard can be effective next summer and that we can expedite whatever needs to be done at star king to get it done for our students, because this is a home for us. i left louisiana and i came to california and i walked into star king and the doors open. and it's been beautiful since i've gotten there. as you can see, i have -- is there something you want to say about star king? like i say, star king, the children, they love springboard. they're excited. just not that long ago they gave awards for children who have upped their reading levels because of springboard. and we need it. thank you. >> hi, may name is linda lou.

we're new immigrant family from china. and my son -- [inaudible] -- he is now second grader. we attended springboard last year when he was first grader and my purpose was for him to improve his english. he was a little bit behind a grade level. but after this program, he is read -- his reading jumped two levels. and this year, he's actually one of the two achievement students in his class. i think this program does bring a lot of confidential. for me, i'm a single parent. i got to spend quality time during the springboard reading with him and it's really valuable for the family. and i think -- we can't wait to

postpone the program, because i have a younger one coming in the school. the whole community, we have where reading is kind of really not -- it's a shaky label i would say. so this program is valuable. and i would strongly recommend the school district do some work for helping the children. thanks. [applause] >> hi, i'm here for the general education. >> translator: and i was a volunteer at my -- i was a volunteer at my daughter's classroom.

they're having a lot of issues in the classroom related to the fact that they cannot -- they're not proficient in reading. i feel the fact that they're actually a little behind really affects their performance. and i'm concerned about what is happening in the yard with their behaviors.

so it's because of the teacher wants to help everyone, but the fact that it's only one person, it makes it important for the kids to get all the help they need. that's why i believe that -- one of the reasons why they're a little behind academically. i feel that the district is not really giving the help that the teacher and the children need. kids are really looking for help and they're asking for the help, but there is -- that is needed

for them. so the teacher can do it and the -- can't do it and the district also can't do it. so we're always talking about to close the gap, and it seems that especially girls, they're not proficient on their reading level. we don't know if we need to pave the patio or do something, but we're also seeking a lot of help. so i had a talk about probably

having teacher aide and the teacher. and i would think that it would be a fantastic idea to help the children. thank you. [speaking spanish] >> translator: hi, everybody, my name is ronnie cortez. i'm a parent of two children, one in second grade, one in fifth grade from star king. my second grader has been helped tremendously by springboard.

and i don't want that to be away from star king. so i live in a low-income housing in projects. it is very important for us as a low-income house to have springboard implemented at star king. and this is because we actually take a lot of really good advantage of it. and we don't want our kids to actually be moving away to another school site. and place that they don't actually know.

and so we're asking the committee to do something to work this summer to pave the school ground so we can have it next year. so the fact that it's very important for us that the children stay at school. i don't want my child to take the bus to go to another school. and i'm concerned he will miss all his after-school program because then he has to take the bus back home.

this is all for me, but i hope you take into consideration all the families from star king and what they're asking of you, thank you. >> good evening. my name is katrina harris. my daughter is a fifth grader at star king. she is actually about to graduate on friday. when she started the springboard program, she was actually two levels behind in reading. i can say that i believe in springboard. not just i think this is a good program, i believe this is a good program due to going through the program with my daughter. she didn't only make it to her grade level, she exceeded her grade level. she reads faster.

she comprehends everything she is reading. she enjoys it. the program was great as far as being present with her, the time being with other students and them being in the classroom that they shared that was different than the school year. it was interactive. it allowed me to learn the different styles of reading that would help her learn faster as well. it was -- i would have to say that overall, it was very needed. not just for my daughter, but for all of the children there. i did see most of children continue to read more often. i've noticed when they would go to the library, they would get books they should be reading, not books they think they should be reading, by shows the program is helpful because they design to get the books they should be reading. [please stand by]

>> so you got on a bus, and you went to e.r. flynn. 2016, it was closed. you have family there, you got on the bus, you went to bryant in the summer. 2017, it was closed, you brought your kids to school, they went to cesar chavez for the summer. 2018, it is finally open. we have a principal finishing her second year, going into her third year, we had our assistant superintendent, we had our league director, we had parents, we had our p.t.a., we had the alignment of all these parties trying to make this all work. and from what our principal showed us in with the data has shown, it is starting to work. so now we are seeing these

numbers. i don't know if you have heard the experience, but now the challenge. we don't want it to be closed for two years because the relationships that are starting to be built, as you can here. the way it works, you show up as a parent, and you go in with the student, and you learn about how to help your student become a better reader. you are developing a better reader, and for us, a community of readers. by breaking this for another year, which we know we have to take a year, we will have to rebuild again and add to our roles, but we want to make sure it is not two years. we hope we can help with a facility group and move this along. thank you. [applause] >> thank you, board of education for giving us the floor this evening. i am representing star king and the star king p.t.a. i want to start by saying they are an amazing school. like many schools that

investigate, we struggle. we struggle to meet the needs of all students. we struggle to recruit and retain teachers. we struggle to fill in gaps in shortfalls and resources. we also celebrate. we celebrate school leadership and staff, we celebrate supporters and support from the district, we celebrate amazing families and students, and we get stronger with every challenge. we have a long way to go and our most enduring challenge, which is closing the student growth and achievement cap. springboard and summer program -- summer programs for kids are critical. our sight uses services for the hundreds of students, that is a third of our kids. we would like to ramp up again. it might be hard for some of us to see what it difference it makes, but it is extremely apparent. our act is to complete our schoolyard resurfacing this -- this summer, which is important in and of itself. safety at school as a foundation for learning, but what is really at stake is the ability to serve

students most in need of additional support over the summer and throughout the year round programming. please help us complete our schoolyard resurfacing this summer so we can continue our hard work serving students year round. thank you very much. [applause] >> thank you. there is other public comment. [reading names]. >> good evening, i am a school teacher at carmichael, the filipino education center for 26

years. i am retiring this year. i met one of the commissioners at the retirement last week, and i asked, you know, why did you not renew a principal for five years, and he said, we only heard bad things about your principal, bad things about your principal from staff for some years, i did not want to hear the bad things. we are so traumatized knowing that you are not renewing our principal, and also, to let you know, she has a lot of integrity [indiscernible]

>> she is so dedicated, she tries so hard. i should be going to different places, going around the world. but this is hard for new staff, and they are also confused. we have two parents here, they are immigrants, and they collected 98 letters -- i mean, 98 signatures of businesses that were caught by surprise. this shouldn't have happened. thank you. >> good evening, everyone.

i am mary jane soprano. the school parent group his writing this letter in support of our principal. as a parent, i have been there for five years now, and have the good fortune of working with our principal on a daily basis. we understand that the contract was not renewed. we have been working together on a wide variety of projects. from general administration like the bsc, as part of the s.c.c., completing spatial renovation plants like getting donations and volunteers -- they managed all this effectively.

we can say with confidence that she has arisen the challenges. let us embrace it to the determination. everything our principal -- it is the intent of bettering our children, excuse -- and education experience. she brought it to -- [indiscernible] >> students and parents to school. we have a common goal as it should be. we still think she should stay as our principal and continue to work as a talented administrator to the san francisco unified school district.

thank you. [applause] >> hi, my name is carmen, i'm one of the parents of carmichael [indiscernible] >> by increasing communication that encourages parents, but has brought attention to several issues that need to be discussed she has consistently been a good listener to parents. she makes sure she hears all sides of an issue and acts on it

but when she makes a decision, she takes action and address the -- addresses the issue. our principal is a hard-working, direct, and goal oriented. she combined those characteristics with a good sense of humour and positive attitude. she truly understands her role with school leaders and raising with humility and integrity. for which we are all thankful. we are confident that she will continue to bring those qualities to the school. thank you so much. [applause] >> hello, my name is nadia.

i am a parent of the children. one of them is at the middle school, and the little one, she is the reason why i am here. we are trying to get her to school next year. [indiscernible] >> we did not register at the school. one of them is far away from our house. i am a mom that would take and pick up her children every day. i would not be able to take both of them to school. it is on the other side of the city. we want to get a better chance for her. that is when the nightmare

starts at our house. we received a letter that said there was no assignment school for my daughter for next year. so i know that my english is not that good, so i will read the letter too many times and asked my son, can you read that for me , and he said yes, there is no assignment school for my sister. i was shocked. i am lost. i don't know what to do. i can't afford public school for her, i can't do homeschooling, because i know i cannot offer her the education she needs, so i don't know what to do because i cannot imagine my daughter with no school. they asked me to go -- you need to apply for one school. the chance is 1%. please, i need your support.

thank you. [applause] >> mr. steel, if you wouldn't mind getting the parent's name and contact information, we will double check that you are getting the right advice. >> okay. >> good evening, vice president sanchez, commissioners, deputy superintendent, and student advocates. my name is jeff lucas, i am a parent of two san francisco unified school district students i'm here to make a statement regarding the math policy. i have an eighth-grader, "in the fall, want to take geometry and algebra, too. mice student recently passed at the math the validation test and

will be placed in geometry. i contracted the future -- contacted the future high school to see how much they may double up and take algebra, two, and was told it was board policy that no ninth grader may take a math class higher than geometry. i reviewed the policy on that placement and it makes no mention of prohibiting ninth graders from taking math classes higher than geometry. i scoured the board policies and i still can't find any policy that prohibits ninth graders from taking math classes higher than geometry. if there is no such policy, please provide me with documentation that they may share with my student's high school. if there is such a policy, i request that the policy be reviewed, and note the following first, that the board and district should promote math and not place artificial restrictions on access to math classes. restricting access gives those

with more resources and advantage. they can access math opportunities outside the district. two, if, in this is a big if, if there are seats available for qualified ninth graders, they should be able to fill seats of algebra, too. next, additionally, the policy provides no math opportunities and no access for any ninth grader who is ready to take a class higher than geometry. i know there won't be that many, but they have no options. thank you. [applause] >> hello, board members. i am a parent of three students from san francisco. i support a woman's right to abortion, to not carry an unwanted child. likewise, i support a woman's right to refuse to vaccinate her child. i have three young,