off, and the drivers get to know them. we don't have a mechanism for tracking who's actually on the bus on a daily basis, and we want to change that, and we're going to build that into the r.f.p. that we're dropping in april -- in august. >> just also an understanding of, you know, what stops are the most important stops and which stops do -- you know, how to manage our routes maybe a little bit better. >> commissioner moliga? >> my questions are really around process and who has the responsibility of, like, monitoring behaviors and stuff

on the bus. like, how does that work? is that with the behavior department? is that? the school? >> so that's in the school. we actually have a handbook and there's a whole series of protocols that map out expectations for student behavior and what to do in different situations, so that's available on-line, and i can send links to that if folks are interested in that, too, but it is an extension of the school? and so if there are issues, there are protocols around what to do, so if there are any safety issues around transporting students, the gus pull -- bus pulls over. if there's an issue at the end of the day when the bus goes to drop students off, and there's no one there to receive them, the bus goes back to the school so the school can receive them and try to make connections with the families. but it is an extension of the school. the school is responsible for managing the behavior of students? we do not allow the drivers to

discipline the students in any way, so when there are issues, that's why it's important that the school get notified, and then, the schoolwork with the students and the families to address behavior issues. >> i appreciate that. and then who -- who -- who's in charge of working with the schools to manage all that? i'm just curious -- i'm just trying -- the bullying stuff on the buses, especially with elementary kids, i'm, like, do we need to just put somebody on the bus to monitor that? where are those conversations happening? >> they reside with the principal, and then, the principal will work with the transport department to address issues as they come up. >> okay. thank you. >> commissioner pollock. >> so i heard about an incident

as well with a school bus, and it made me wonder. i never even considered it. is there somebody monitoring on the bus? i heard it's up to the principal. are they ever there? is it up to the school? >> the drivers, there are some cases where there are paras on the board if there are paras assigned, but that's not the case if it's the special education bus. the parais assigned for specific student needs. so each bus has a driver. >> yes. >> so for students with disabilities -- generally, those buses seem -- and this is my perception that they're not very full. whereas the buses that are bussing students -- general ed students might be fuller buses, is that correct? >> yes. they're larger buses. they have more students on them. >> okay. so on the buses for general ed

students, there's no supervision or is there any supervision on those buses? >> so there's the driver, and then -- >> but they can't supervise when they're driving, right -- i mean, you're also saying they're not supposed to be engaging with students. >> right. but their student engagement expectations, making sure all students have their safety belts on and are seated, they're ensuring that's happening. and if it's not, they pull over and have a series of protocols that they use. but there's not an additional adult on the bus, it's just the driver. >> and so what happens if a student is being -- if an incident is happening on a bus? i've heard about stuff, and i don't know how common assist, but i've heard of a student that goes on instagram, and the parent finds out about it, and the school isn't aware of it. so i'm wondering, what does a driver do in that moment, especially if they're not an

educator, experienced in working with students in a conflict. >> the driver would fill out an incident report and it gets shared with the principal. it depending on what's happening -- like, there are cases, you know, the principal's involved immediately and the bus is brought back to the school. it's very rare, but that does happen if it's getting -- if it's not safe for driving, they bring the school bus back to the school and work with the principal to address behavior issues. >> okay. thank you. and i'm also -- this is -- i guess one thing i mean, just looking at the numbers, this is just also getting back to numbers, obviously, this is a very big number? in terms of our contracts, this is one of our largest ones, and i appreciate trying to reduce costs? if we could save money here, that's money that could be used in the classroom with -- you know, providing direct services to students, all the things we

want to do for our schools, direct workers, paras. these are large numbers. so i appreciate some of the things that you're exploring, and i would love, you know, maybe in a future budget committee meeting or maybe come back to the board, i would love to see some of the specific ideas that you have and, you know, if we implemented something, what are the implications to our programs or systems or structures and what are the potential cost savings because i'd like to see -- i'm sure there are numbers that you're working with? and i'd love to dig in -- because if we're considering changes to schedules, how we run schools and things like that, it would be great to know the benefits of things here or there, what kind of cost savings we could get to put straight into schools. >> thank you. thank you, miss o'keeffe for the report. at the committee, you mentioned

how many complaint calls a day? >> well, i mentioned we get an average of 300 calls a day, and they might not all be complaint calls, but yes, it's pretty outrageous. >> the majority of them are probably -- >> where's my bus? >> yeah. >> okay. >> it says $33 million contract essentially, and for special ed, it works out to $104 per kid each day per bus ride to and from school, door-to-door service. so i'm really pleased, obviously, that we're working on that issue and trying to -- and through the student assignment process, eventually, that might help, as well. but it's just an unconscionable amount of money we're spending at the expense of services in the classroom. and for the general ed

population, you mentioned we don't really know who's on the bus, and i think it's important for whoever we do land on next year for a contract, you know, we know who's on the bus, but also, if we have people that have means, that we do a means testing so that they do actually have to pay to use the general ed bus service. and i figure since there are a lot of people that do have the means, just anecdotally from what i've seen, i am not okay with a free bus ride for folks that have the money. i think that's it. thank you again. also, the last thing i will say is do we -- have we identified the routes that have the most problems on them in terms of incident reports? >> yes, there are a couple of

schools in particular that we have more opportunity for conversation, yeah. >> can we look in -- can we look into having extra assistance on those routes? >> yes. i think it comes down to budget. >> we're spending $33 million already, and we don't have any support for the bus drivers? and we know the routes that are problem1y problematic? >> oh, we work on solutions. we don't ignore it. yeah. >> okay. thank you. roll call. >> clerk: thank you. [roll call] >> clerk: thank you. that's five ayes. >> thank you. >> thank you. >> the next item is section i,

discussion of other educational issues. there are none tonight. j, consent calendar, items removed at a previous meeting. there are none tonight. k, introduction to public assignment and committee. we have a number of public speakers for first recording items. i'm going to read off the items just to people know what they are. the first reading are board policies 131.2.1, complaints concerning district employees. 670.1, transitional kindergarten, 1312.3, uniform complaint procedures. superintendent proposal 195-2.sp 1, and board member proposal 195-28-a-1, resolution to adopt the declaration of the right to all students in

equity, access, proposed by commissioners collins and lopez. so when i read your name, come to the podium. you'll have two minutes each. okay. so we have mauricia robinson and peter gorbachin, sylvia sherman, brandy markman, alita fisher, julia roberts sung, virginia marshall, steve good, penny schwartz, liam whistler.

susan sauter, carrie gray, keith melamos, francis phillips. since we only have a few of the five keys, so why don't we have the five keys people speak first. steve? we only have three of you. >> okay. good evening, commissioners. i realize this is the first reading for our item. i'm the executive director, steve good, of five keys charter school and five keys independent high school. five key was founded by the san francisco sheriff's department in 2003 to serve inmates in the county jail and provide them with the opportunity to provide a high school diploma.

at that time, there was no other educational option in the county jail. there was approximately 2600 inmates in there, at which time, about 65% of them lacked a basic education. since five keys was founded in 2003, fast forward to today, we've had over 3,000 graduates from our program, but five keys has expanded from san francisco jail into seven other counties. the reason we've expanded into other county jails is other county jails, like san francisco, lack a county educational program. most jails have a small classroom with a computer and a g.e.d. book. so five keys came along, and the district allowed us to move into other counties. we're here tonight where marin county and sonoma county has

contacted us and said they're out of educational opportunities, and they've asked us to provide the same services that we provide in other counties, provide inmates an opportunity to graduate from school. we have a representative from the sheriff's office that will speak briefly on this item, and our founder, sonny schwartz. >> good evening, commissioners. this is maybe the third time i've spoken before you. the first time was when we founded five keys under the leadership of michael hennessy, and as was just said, we begged many people to let us come into the jail, and it was just after 9-11, and people didn't have the passion or the know-how to

provide education to people in the county jail. the second was to talk about restorative justice in the county jails, and this is the third. we're not a city of borders, thank god. we celebrate cross border collaboration, and that's exactly what this petition -- we're seeking your support in marin and sonoma. it's painful to think about in this day and age, sonoma and marin have no choice or very little to educate their adults. but we're here, and we're willing and able and more than have the capacity to share what we think are very promising

initiatives as demonstrated since 2003, particularly under the leadership of steve good. so thank you for your consideration. it's great to see some old friends as well as new ones. thank you. >> good evening. thank you for having me. my name is leanna whistler, and i'm a sergeant with the sonoma county sheriff's office. the last few years, we've struggled to provide education services to our inmates in our detention facilities. we're basically out of options. so about 1.5 years ago, we heard about five keys, and my staff and i went and visited the san bruno site, and we were very impressed with the services and instruction that they provide. with that, i went to my sergeant and the sonoma

department of education for their support. the sheriff's office's goal is to be able to provide high school diplomas to the inmates that are incarcerated there, and we have no way to do that without five keys. we're very impressed with the instructors and the educational services that they provide. we also have good community support, and we're just excited and looking forward to bring five keys to sonoma county, and we would appreciate your support with us. thank you. [applause] >> thank you so much. okay. the rest of the folks that were called, please go to the podium. [inaudible] >> i'm susan sauter.

excellence in the arts is not easy or simple, and too often, the instructor becomes an expert, and experts are silenced and worse. watching law and order doesn't make me a judge any more than watching a health show makes me want to do a few surgeries on you. please let us listen to the experts in the arts. the arts are not just like science or math, and to make such comparisons, to quote oscar wilde, who came to san francisco once, one size does not fit all. we must work together to make change. we must work together. there is no place for the waste of ageism.

it stops those of us who serve as resources and have so much to give. all the young people, all of whom are creative. i ask you to please, please wait for the arts education master plan refresh to be presented before you introduce a new document dealing with arts education in the sfusd. don't confuse things by sending out a message of disrespect to those many, many good people who spent countless hours on the refresh and were promised a process, a democratic process. please do not claim jump them because the next time we ask them to spend this time and effort, we want them to say yes, and we want them to know that the democratic process will be honored by this board. i spent years calling people to come and support us, and they

came, and th came. it's time for all of us to be heard. a lot of great things have happened around here. the long awaited a&p refresh has happened -- >> miss sauter. >> please, let's leverage what's working, and let's work together. access and equity -- [inaudible] [applause] >> i'm promoting equity of voice with the two-minute limit for everybody. >> good evening, commissioners, and everybody else who's waited this long. my name is shona mitchell, and i'm an itinerant vapa dancer.

i want to start by thanking commissioner collins for reaching out to speak with some of the elementary vapa teachers. it's really clear you are passionate about ensuring a really robust arts education for all of our kids. i am worried that the propose drastic changes to the vapa, especially in elementary schools will limit our children's exposure to arts, especially in time and discipline. i have one site that i only work with kindergarten and fourth grade one rotation 40 minutes a week. i have another rotation where i work with them half a year, and that's based on the number of classrooms at the sites, it's based on the sites, principles, priorities, and their restrictions both with the e.l.s, e.l.d.s, time

constraints, that's what's being impactful of our time with students. i know that my curriculum is being juggled with other teachers. this allows our kids to be exposed to a wide variety of arts discipline. childhood is too early to ask our kids to specialize in this way. we need to make sure that the and in visual and perform willing arts does not turn into an or. in order for -- additionally for our elementary sites to have an on-site vapa teacher, right now, we're at 31.8, we would need to hire an additional 40 vapa teachers, and i don't see how that's possible with our housing and

teacher shortages. thank you. [applause] >> hi. i'm carrie gray, president of the second district of the state of california p.t.a. i represent our 63 p.t.a. schools and about 9,000 members -- we were hoping for 10,000 this year, but we're at 9,000. so i first wanted to applaud this effort. san francisco, as you've heard before, has always been a leader in arts education, and i'm a strong advocate for different arts performances, and the p.t.a. has supported this for many years. the p.t.a. was one of the original supporters of the original arts education master plan, and also for the public education enrichment fund. so the p.t.a. has a long history of funding education for arts access.

what i do -- and i have shared these thoughts with commissioner collins, and i'd like to share it with the rest of the board. we do have a couple of concerns, one of which is we want more information about the timing, the funding, and the implementation. at the moment, we -- as other people have mentioned, we're waiting for the arts master plan refresh to be presented to the board to see what the recommendations for the community process were. we also are anticipating new state statutes for arts education curriculum. and so the state is going to mandate different curriculum expectations. there's also a state assembly bill that will mandate more data collection and reporting for elementary school arts programs. right now, only middle school and high school reporting is mandated, and if this passes, elementary schools will also report. so we're hoping that the board will pass a strong resolution

in conjunction with these current efforts. i'm going to run out of time before my next comments, but i'm looking forward to building the implementation by examining best practices at the places where things are working and encouraging ideas where we can increase access for all of our students. thank you. [applause] >> good evening, commissioners. i'm francis phillips. i'm actually last on the list, but nobody else was getting up, so i thank you for this opportunity to speak briefly. i work as a grant maker at the walter lee hodge fund in san francisco. so i wanted to raise two experiences and echo a few things that were said. one is i worked as part of an arts education funder for two

years. near the end of our time working together, we gave carte blanche grants to four sites in the district and evaluated them to see what would happen. and we did not tie any guidelines around quality or curriculum. we wanted to let the sites make their decisions. and it worked at one of the sites, john sweat, a school the school district soon after closed. but most campuses floundered because they had been deprived of the arts too long, they didn't know who they would appoint and what they would do. my second experience is i was on the peace c.a.c., so the mention of the financial

resources come up, i also ask about the resource of time and scheduling for the presence of an art teacher at every site, which is a beautiful thought. then, i have a few questions. one is can the arts teaching be multidisciplinary. i'd like it to be. can the subject of arts be worked into the teaching of other subjects? will there be professional developments at the programs where it's been art starved? and i'll go off by saying please look at the resolutions side by side, my wish. [applause] >> commissioners, deputy superintendent, yes, sir, eight keith harriman, arts teacher. you must honor the democratic

process and not restructure vapa in an effort to plant your own flag. we don't celebrate columbus day in the schools, remember? decentralizing vapa is a huge mistake. miss collins recent on-line kmusk complained that only 64% of the school district is participating in the youth arts festival. i say hooray. that's a two-thirds majority. even if it only means that a few students from a school who are honored, we just gave out scholarships who returned and honored their school. it's easy to walk into target and buy crayons. it takes vision to create eye world renouned art festival that you cannot buy at target. what does excellence look like

in the arts? i'm sorry. it's so much more than just counting how many students participating in an arts festival. come on, should we get rid of football because there's only 11 players allowed on the field? how do we measure the impact that the youth art festival has on the young neighbor who plays the violin whose neighbor comes to see her and walks home with an art form in his pocket. commissioners, i don't know if many of you have read the resolution, but i want you to know that i have, and many of my friends. don't rush to judgment. thank you. [applause] >> i had a beautiful

moment earlier this evening when a young lady came up to me and said, you don't remember me, but you made me love life. she was from star king, and she played the trumpet in fourth grade. she said i also remember when you had the students playing other instruments because they didn't have enough. when i first read miss collins and lopez' proposal, i go wow. but then, i read parents and students are going to vote for what they want and don't want, i think a lot of arts teachers have a lot of reservations about that because other subjects don't have parents and kids say i don't like that, so we're not going to offer it. but i look at it, and i go wow.

we're going to really change -- we're going to really move the needle because for a long time, we haven't had arts classes, and everyone knows it. the arts master plan is a set of voluntary guidelines that can be ignored at all sites, and i hope this resolution when passed will not be the same type of document, that it will have teeth to it. we're going to do creative expression, historical relationships, and aesthetic value. it's in all four art forms, and it needs to be spiralled up in all age groups, starting in kindergarten. the people that know how to do this are the ones that have degrees in the subject. so we're ready, willing and able to help all the children in san francisco to do this. it's going to take a lot of

work, especially tier two and three kids because they need a lot of help, especially in other subject areas. [applause] >> good evening again, commissioners. we saw earlier tonight the power of stakeholders engagement. it is important for all voices to be heard. many of our stakeholders, the c.a.c. included, appreciate the opportunity to have our voices heard in the arts education master plan feedback session. the comments that we heard include access and consistency. very often students with disabilities lose access to arts programming due to varied scheduling challenges, for many students with disabilities, consistency and routine is critically important. having arts teachers at school sites full-time and available to participate in coplanning and ideally even attend i.e.p.

meetings would ensure students have access to their free, appropriate, and equitiable public education. thank you. [applause] >> good morning, everyone. my name's marisha robinson, and i'm standing today as a representative. i wear three hats in the district, so i'm a parent of a student, i work for the district, and i also sit on the african american parent advisory board, where we do have a lot of ad -- we do a lot of advocacy for our families. thank you. apaac has not really had the -- ap -- aapac has not had the opportunity to sit down and talk about this with our leadership team, but i can say it's in alignment with what we've heard from our members

and our families, and what we will continue to fight for. we've always said we will continue to fight for more pathways in the arts for our students, our students that look like me. what we've heard time and time again from families is that what's been offered in terms of quality art exposure is not always consistent or what is needed to ensure access to specialized arts, such as ruth a.salas school of the arts. this was brought before the board. i've seen this in action where my school was chosen to be a part of the local arts showcase, where our kids had their lovely artwork displayed, but yet it was something separate from what the district already throws, but it had to be made something separate. i want that to ring in your guys's ears. like the resolution, we believe the students should have the right to arts learning that is

culturally and linguistically responsive, with focus on those populations that have traditionally been excluded. we would also like it extended to pre-k and 12 sites to ensure that every student will be on the pathway if they choose to pursue something like a ruth a. salas arts program. we do plan to bring this back to aapac, and do our best given this time of year, but in the meantime, we'd like to say thank you for continuing to ensure access and equity in the arts. >> thank you. [applause] >> there we go. it's so late. we're all tired and sleeping. hi, commissioners, again.

virginia marshall representing the board of black school educators and the naacp. we have not had a chance to fully read the new proposal, but we do know with our reading that we will believe in equity. every child in k through 12 in the sfusd should have equal access to reading, mathematics, and the arts. how do we have equity? by having a credentialed teacher who's majored in that particular field teach our students. i thought i heard just someone say well the students in coher three need a -- cohort three need a little bit more help. whether you live in cohort three in the bayview, or in the west side of town, all students deserve to have access to a high quality education. i believe that every child

should have access to a foreign language in k through 12, and i also know that the arts give our students a chance to believe in themselves, to do -- to have a good experience. a child may not have a good experience in mathematics, may not know algebra or chemistry, but may be able to draw something, may be able to sing a song, may be able to do an art piece. we are a stone's throwaway from what used to be the fillmore arts center. it is long gone, so when i come to you, i'd say think about all the students. equal access is equal access, whether you live in the bayview or on the west side of town. thank you. [applause] >> good evening, commissioners. my name is brandy markman. i'm the parent of a first grader in the richmond

district. i'm really excited about the model that is presented in the resolution to have a full-time teacher in each school. i attended a school -- small school out of state that has a visual arts teacher who is also our drama coach, and i never saw myself being in a high school play, but because i had that relationship with her -- it was a k through 12 school, i wound up participating, and i think that's really key. i know we have vapa teachers who go from schools to school. at sutro, the majority of our families are immigrant students. we are very different from peabody, six blocks away. one of the things we need to do to eliminate the quality gap is to have better teacher-student relationships. i served as a program evaluator

at sfusd and oakland and other programs in the district. it is common practice for boards to set policy and then programs to fall under that. it's not the other way around. we have a democratically elected board, and i do appreciate the oversight for the vapa program. the citywide arts festival is a wonderful jewel that our city has, but when you look at the schools that participate, it's tier one schools that get funding. none of the students from our school were able to participate. our teachers do not get the release time. we do not have a huge p.t.a. to make sure our teachers get subs so we can participate in. thank you very much, and i hope you approve this resolution. thank you.

[applause] >> my name's julie roberts-fung, and i'm also here excited about the promise of the equity access and arts resolution. we've seen over the past year at our school that we've had a language teacher on-site for the first time, and that's meant a lot more to our school than just having 30 minutes of language each day for each student. it's really changed what's possible at our school. i also really appreciate the culturally relevant comment -- component and ensuring that the arts education that students are getting is culturally relevant. sometimes we've seen that the art programming that my kids are getting is terrific and very culturally relevant to our diverse communities at our school, and other times not so much. sometimes it's, you know, broadway show tunes and old

country music, which i appreciate singing along to, but it doesn't feel very relevant to our school community, and it feels like a missed opportunity with the level of cultural gifts that we have at our school. i actually don't agree with some of the comments that tier two or tier three kids don't have much to offer in terms of arts. i think we know that many of the students that have gaps in terms of test scores actually come from communities with rich cultural histories and that we should be looking at this through a strength assessment and not looking at our students in a way that just looks at how they may not fit into sort of a mainstream white cultural mold. i think it's important to listen to all voices, and that includes the aapac, that includes all the voices in classrooms, working with our students every day. tonight, i heard a lot about

waiting, how difficult it is to coordinate with schools that have english language learners and english programs, and that sounds like our schools. i don't think our students should have to wait for art education. i look forward to this resolution passing. >> thank you. >> thank you all for coming out. i read the first reading into the record. we need a motion and a second to the board policies and to 195-28-sp-1 and 195-28-a-1. >> so moved. >> second. >> okay. thank you. referring the policies to the rules committee at 195-28-sp-1 is referred for action for the next regular meeting, and 195-28-a-1 is referred to the budget and curriculum committee, the arts resolution

budget and curriculum. the superintendent's proposal on the five key. [inaudible] >> section l, proposals for immediate action and suspension of rules, there are none tonight. section m, board member reports. we have one report from recent committee meetings, the curriculum committee. commissioner lopez. >> hello. during our curriculums meeting, we had the leadership academy come, and we again approved it, and there was just a mention of there not being a school like that in the district, so that's exactly what charter schools should be like, and i'm excited that it passed. we went over the board members' proposal for the opportunity gap, addressing public housing for students -- for students to give them an advantage,

addressing schools not being penalized if enrollment goes down, and giving them latitude to implement school's spsf. we spend time talking about how they're tracking it, how it's being implemented. we talked about suspension policies and different matrices that regard discipline in our schools, so that's it. >> thank you. number 2 is board delegates to membership organizations. all other reports by board members. any reports? and calendar of committee

meetings. so correct me if i am wrong, the next standing ad hoc and joint committee meeting of the board of education, so budget and business, is wednesday, may 29, tomorrow, 6:00 p.m. rules, policy, and legislation is monday, june 5 -- sorry, 3, at 5:00 p.m. curriculum and program is monday, june 10, at 6:00 p.m. buildings, grounds, and services, monday, june 24, 6:00 p.m. ad hoc committee on personnel matters, labor relations, and affordable, there's no meeting until september 2019. ad hoc committee on student assignment, likewise, no meeting until september 2019. joint city school district and city college select committee, friday, june 28, 10:00 a.m. and the meeting's held at city hall in the legislative chambers.

>> the parties agreed to waive the expulsion hearing of one for the remainder of the spring semester. i need a second. >> second. >> roll call. [roll call]. >> that is six aye. >> i move approval of the

stipulation where the parties agree to waive the expulsion hearing of one high school student. from the district for the duration of this spring the spring semester, 2019 and the following fall semester and was suspended during the fall assessment -- semester of 2018 with conditions. can i have a second? >> roll call. [roll call] >> i move approval of the stipulated expulsion agreement between the district and one middle school student where the parties agreed to waive the expulsion hearing of a middle school student matter 2018-2019- 21. the remainder of the spring semester 2019 and for a fall semester of 2019. can i get a second?

>> roll call. >> thank you. [roll call] >> six aye. >> number 2, report from closed session. public appointment. the board, by vote of six aye approves the resolution of the determination of rehabilitation for one classified employee. the board by a vote of six aye approved a contract for one director. they approved the contract of two supervisors. they prove the contract for one principal. they prove the contract for one principal. the board, by a vote of five aye approved the contract for one assistant principal. the board by a vote of six aye approved the contract for three

assistant principals. the board by a vote of six aye and one absent approved the contract for one interim assistant principal. public employee discipline release, a vote of six aye approved a nonreelection of 24 probationary zero certificate employees. the board, by vote of six aye approved the nominated election of 136 temporary teachers. the board, by vote of six aye approved one resignation agreement between the district and one classified special education professional. the board, by vote of six aye and one absent, approved the resignation agreement of the district and one classified special education educator. the board, by vote of six aye and one absent approved the resignation agreement between the district and one classified security aid. the board approved the resignation between the district

and one certificated teacher. anticipated litigation in one matter of anticipated litigation , the board by a vote of six aye and one absent provided direction to general counsel. that concludes the meeting.

>> we're here to raise awareness and money and fork for a good accuse. we have this incredible gift probably the widest range of restaurant and count ii destines in any district in the city right here in the mission

intricate why don't we capture that to support the mission youths going to college that's for the food for thought. we didn't have a signature font for our orientation that's a 40-year-old organization. mission graduates have helped me to develop special as an individual they've helped me figure out and provide the tools for me that i need i feel successful in life >> their core above emission and goal is in line with our values. the ferraris yes, we made 48 thousand >> they were on top of that it's a no-brainer for us. >> we're in and fifth year and be able to expand out and

tonight is your ungrammatical truck food for thought. food truck for thought is an opportunity to eat from a variety of different vendor that are supporting the mission graduates by coming and representing at the parks >> we're giving a prude of our to give people the opportunity to get an education. people come back and can you tell me and enjoy our food. all the vendor are xooment a portion of their precedes the money is going back in >> what's the best thing to do in terms of moving the needle for the folks we thought higher education is the tool to move

young people. >> i'm also a college student i go to berkley and 90 percent of our folks are staying in college that's 40 percent hire than the afternoon. >> i'm politically to clemdz and ucla. >> just knowing we're giving back to the community. >> especially the spanish speaking population it hits home. >> people get hungry why not eat and give you. >> when i first moved here people come to san francisco to be the person you want to be can be anyone you want. >> the community is so rich and

diverse that i'm learning every single day san francisco is an amazing photoy town historically been base on evolution and that applies to every single professional field including philanthropic arts today what i do is photo based art manifests traditional forest and some colonel lodge and other frames of digital forest is a meeting that has been changing like super rapid and the quality is not extended by the medium if you took forest in school or you get a job in a newspaper they'll give give you a list of how to create a philanthropic story my goal to break down that model and from a to b that is unique and allows the ability to

incorporate different types of i believey about propels someone through the rise and a fall of their own experiences one of the main things i'm trying to contribute it unconditional narrative form the narrative art of photograph the in between of photos how does a group of photos come together as how to use the space between photos to alight emotional responses from the audience and bring innovation and create bodies of work that narratively function the way that photos do san francisco as the commission came out and you visited me and one of their prerestricts was to find an art with enough work to fill a large says that a quad down the hallway downstairs and

we hung that quad to feel like a train station that constant sensation from all different directions some of the major characteristic of the landscape festivities the blur of the train their 70 miles per hour and they're not perfect as opposed to to what landscape will look like it creates a dichotomy for people insides the train not just the story of the subject it is not just the visual design the composition juxtapositioning, etc. not just all autobiography boo-hoo it creates pictures with meaning within them and then some of the portraits

feel awkward some of them feel welcoming and the person that mime making the picture is really comfortable and other ones feel awkward and weigh i didn't and tense that sensation is counter to what we feel like makes a successful portrait that sensation makes that work it is hard to be an artist in a city is 100 percent focused an business the cost of living is expensive and to value your success not scribble on financial return creates a conflict between the paramount egos in san francisco today. >> you see a lot of artists leaving for that reason because you need space to make work

my ultimate goal to make work that firms people firms this gift and just the experience of life and of their worst and of the amazement the wonderment of amazement the wonderment of

>> call this meeting to order. >> good afternoon this is meeting of the san francisco commission on the environment. it's tuesday may 28, 2019. note to the public, there's public comment on every item on the agenda as well as an op