the schools that these teachers house are more transforming lives and what we see happening over and over again is the outcomes of our district along racial lines that aren't changing. i ran for school board -- for school board to change that. and all the media attention, all the public outcry over this particular matter, you know, this is democracy, we are free to say whatever we want, but i am happy to be voting on this tonight so we can get back to the business of transforming lives the way that i was when i was coming up in the city. after we heard this issue, you know, everybody left, and people had to go. i understand. but we heard our support of the school resolution update which was super -- which was supported by supervisor haney which showed continued growth and chronic absenteeism, which we want to see minimized, and it also

showed suspensions going up at our middle school level, which is problematic and if any of you on either side are willing to also continue to engage with us around those issues, i would greatly welcome it. roll call vote. >> we are voting on the amendment. >> yes. >> moved and seconded. thank you. [roll call] >> that is six aye. >> thank you. >> thank you all. >> section c.

public comment.

>> so we have a school board meeting to continue. if you could please take your conversations to the hallway.

>> hello, everybody...

>> section c., public comment on nonagenda items. please know that public comment is an opportunity -- please note that public comment is an opportunity for the board to hear from community members.

please know that public comment is an opportunity for the board to hear from communities within the board's jurisdiction. we ask you refrain from using employee, student names. if you have a complaint about an employee, you may submit it to the employee his supervisor in accordance with district policy. as a reminder, board rules do not allow us to respond to comments or attempt to answer questions during public comment time. of appropriate, the superintendent will ask staff to follow up with speakers. for public comment on general items, it looks like i have six cards here. when you hear your name, please

make your way to the podium. you will have two minutes. [calling names] if you heard your name called, please make your way to the podium. you will have two minutes. for speaker, please -- first speaker, please. >> my name is corey. this is my wife, stephanie. we are proud parents of caitlin and skyler wong, they attend lowell high school -- lowell and josé ortega elementary school.

we have been residents with the parkside district in san francisco for more than ten years. last year, 2018, we were doing an earthquake retrofit and other renovations at our house. because of the dust hazards and temporary interruptions of water and electricity, we temporarily moved to daily city for one month and extended to about seven weeks because of extenuating circumstances. policy 5111 . ia allows for tempering provisions with no mention of a 14 day notification we never permanently changed our residency. my wife was going through a bitter inheritance battle with her brother. he was the one who fraudulently and vindictively reported as to the school district for residency fraud. he knew exactly when we were going to move to the other house he originally started the residency audit in march of 2018 and we were notified november 2018, and twice we gave

them additional information. we provided them with 92 pages of residency documentation over ten years and 142 photos on the construction. we assumed the case was closed. we had not had any correspondence for six months until may 28th, 2019 when it was rejected for insufficient documentation. fourteen months after the initial audit. the only letter we received was an acceptance letter from -- for my daughter to go to a middle school. my kids have been dropped from their school assignments and they do not have a school to attend in the fall. they did not give us the benefit of due process. >> thank you. thank you. thank you. [indiscernible]

>> the superintendent will have someone speak to you. go ahead. >> good evening. my name is joe garcia. i'm a manager at sfusd working as a director published -- publishing indirect distribution since 2002 to 2012. i'm here on behalf of my family -- my friend of 30 years, mr. cory wong and his family. they are not trying to cheat the system, they are not trying to -- they are trying to give their 122 daughters in -- there two daughters into a program of education and they have been wrongfully accused of residency violation. i can swear that they have lived in san francisco the whole time that there two daughters attended school. everyone who knows me a remembers me knows i am a man of honor and integrity and i'm telling you the truth. i have also had e-mailed the

assistant director telling her that i can verify that the family has lived in san francisco and the girls have attended sfusd schools. the family were in a second home during a construction period. i don't think that should be a fault of theirs. i have known the wong family for about 30 years and as i speak, i don't think they should be falsely accused and have not fraudulently violated school requirements. these two young ladies don't deserve to be were moved from the program for this minor error please support this family and their daughters and allow them to continue to attend their schools. thank you for your understanding

of his current situation. -- thank you for your understanding of this current situation. >> hello? hi, i am a mother. as you are all aware, i have included you, i have reached out to you via e-mail about my request, and i have included dry e-mails around my request. i have not received any response from you all, and at this time,

i am requesting that the board policy at the time of my request to be honored and that the new policy that i was modified and ratified after my initial request. i'm also asking if any of you are willing to meet with me anytime soon. >> thank you. next speaker, please. >> hello. i am the mother of two kids. i'm here tonight because i am concerned that my other son will not be allowed to complete his senior year. the school district is questioning our legitimacy in san francisco. our family dynamics have been complicated over this past year. my husband and i separated.

my husband stayed living in south city. we were moved to the city and that is when we transitioned to lincoln high school. we were not living in san francisco so i could not and roll him into that district. he has excelled on the honor roll. lincoln has been a stabilizing force for him, and it was a very rocky family time. during november 2018, the kids and i spent thanks giving week with my husband in south san francisco. this is during the time that our residency was investigated. separation was complicated. no matter what is happening with the adults, we have to know -- we have to be there to support our kids, especially during the holidays. despite all odds of him being african-american and latino, living in a household with separated parents, he has excelled at lincoln high school. his teachers and the principal have recognized them with the

big contribution he has put in at their school. i understand what the investigators concluded that we live in south san francisco based on their sight visit, but the inclusion his wrong. even so, i am happy to pay the fee, but my son lives in san francisco, and i hope you can help ensure that he can return to lincoln high school school for his senior year. i would also like for him to express himself. >> i would just like to say that -- okay. i would like to say that during these hard times, at his been a struggle going to school and one

thing i can definitely say for sure is that when i was at my old school, my previous school, i was not happy there and once i transferred to lincoln, that is one i really found my joy. i started meeting new people and that is when i can really say i really changed and i changed into a new person because i started having fun and also i wasn't having a hard time just going to school and just being present, and also learning, because when i was riordan, it was so hard, especially just going through the things i was going through at home and also, my mom said, i am a good student and i have a throughput five g.p.a. for all three years so far in high school and i play football and i think i'm a good contribution to the school onto

the football team and that is all i will say. thank you mr. morris, the superintendent will have someone speak to you. >> how are you doing? i am with the new unity music foundation and i know it has been a long start for you all, so i will be as preas brief as possible. it will be on november 18th from 10:00 a.m. until 2:00 p.m., and we are planning as a field trip for 12 craters on the focus will be about local african-american history. we do come in here to see if we can get the school board and the superintendent support in this event and that the focus of this event is to start and strengthen

the dialogue between african-american communities in the school district about teaching local african-american history. finally, we are excited but a resolution that is being introduced today. we believe that this is very exciting for us. we feel like this is deathly part -- it ties into what we are trying to do to teach local african-american history. thank you. [applause] >> i am also here to support the resolution. i am here to encourage the san francisco unified school district to have more of a relationship with us as we would like to promote african-american history that relates to the city of san francisco. we actually have already started this course. we did the first ever

commemoration in this city last year. we had to the next one coming up on the 18th of november. as well, it means we can partner with the other black history tour, february around the city, and the actual district by itself is african-american history. how many people -- in the financial district is a testament. giving us our tours, there are monuments around the city that are historical sites for african

americans and i believe this is low hanging fruit for the san francisco unified school district and it is fun. so our first project we are working on is continuing the commemoration that is coming of november 18th, and we would like you to work with us on that first, and overall, i just think it is some cool stuff that we could do together. thank you. [applause] >> my name is steve martinez. i have been a member -- i'm here to speak on the matter of our

corroboration of jones tech -- commemoration of jonestown this year. last year i assisted in the first public commemoration, and prior to this event, i knew of jim jones, but i knew nothing of the connection to the city and the large impact that it has had on the western edition can link -- communities. the community in which i was born and raised in. everyone in the city has a history, with some more troubled than others. the city of san francisco has a duty to preserve and recognize its history and all they are asking for is to have our future at the forefront of this year's commemoration. i'm confident the resolutions in present -- that are presented to include san francisco cultural

history in our student's curriculum. thank you. [applause] >> it has been 30 years since i have addressed this group of people. at one time, i did work for the san francisco unified school district in community relations and integration of schools. i would like to say that i am the president president of an cls, my name is lily, i hopefully thank you would support us with this second event for jonestown. suddenly -- so many people his here were affected by this horrendous thing. that is the only thing i can say , to call it a thing. people need to know more about the people who lived in the fillmore, and the people that lived and died that were here, to commemorate the fact that they were part of this community , we need you to stick with us to make sure that this

is the part of some of the curriculum in the school here in san francisco. the children, african-american children need to know who they are and where they came from. thank you. [applause] >> that concludes public comment i am going to move up section g. number 3, resolution number 195, our healing in our hands, the sfusd resolution creating schools and safe spaces for students, transformation and growth. this is moved and seconded on may 14th, 2019. we had a report from the curriculum committee on june 19 th. we will have some commissioners

read the resolution into the record. just as a heads up, i moved this item up because there are a number of young people that came to speak on it. i thank you offer your patients for for waiting to present. are commissioners ready to go?

>> resolution number 195-1481, in our hands sfusd resolution, rating a school space of student driven healing, authored by commissioners. were as a national climate of xena phobic rhetoric delivers, we want to -- we are decreasing feelings of safety, increasing stress levels, including low income, african-american, latin x., arab, muslim american, and asian-pacific islander students. the chinese progressive association surveyed, they found that they were feeling stress

from being fully engaged in their education. we also discovered that lgbtq students were 13 times likely as straight students to be bullied for their gender identity and sex. reports found that 36% of students failed to seek wellness services. it was a concern of -- with the concern of family and friends finding out their identity. the strategic plan and priorities with access and equity to all students, and recognize the need to create multiethnic, multiracial, multi kirsch -- cultural connections to create environments that support the full potential of all students. our response to this intervention highlight the importance of intervening, to address social and i'm emotional needs. -- address social and emotional needs. [indiscernible]

>> building upon the valley of student voice and skills as leaders and decision-makers because young people are often the first responders one fears or friends -- peers or friends are struggling. student driven solutions are imperative to address mental health needs.

ongoing building of collective responsibility for wellness and healing that further engages students, parents, guardians, and community-based organizations to support wellness staff to continue centering young people as effective educators, councilors and decision-makers, and whereas sfusd has made positive strides through the ongoing support of students' emotional and social well-being in school, and through the support of the safe and supportive schools resolution, led by advocates for youth and families that seeks to reduce punitive disciplinary practices in schools, in favor of restorative justice approaches to classroom discipline. we believe our recommendations will strengthen and supplement sfusd's existing work by centering student voice and decision-making to effectively lead mental health engagement, and whereas mental health continue to be a challenge in communities of color, wellness centres continue to be underutilized by these groups of

students whose mental health needs are difficult to detect and to support by educators and wellness staff. moreover, students do not have sufficient time and opportunities to visit the wellness centre due to interference with class time. there are ongoing disciplinary measures used against students such as being sent to the dean's office, and whereas the cba survey shows that school wellness centres need support to meet the cultural and linguistic needs of asian american and english language learner students, and families who are not accessing services, as asian-americans continue to feel under referred to wellness centres due to the model minority narrative and mental-health stigmatization, latin x. and african-american students feel they receive higher levels of referrals as a disciplinary measure. additionally, lack of awareness, outreach, low rates of referrals to services and cultural barriers serve as very barriers for students, especially for

asian-americans and students who prime -- whose primary language is not english. middle eastern students also reported additional barriers to not using mental health services therefore, be it resolved that the san francisco unified school district board of education will commit to extend the development , procedures, structures, and funding infrastructure to invest in staff, valued -- value student voices, and create relationship building spaces for parents, community members, staff and students to support wellness and mental health across the district, and further be it resolved that the school district will develop and implement plans, processes and protocols to, number 1, increase funding to support preventative wellness services for students, hire more staff, therapists, and social workers to serve the needs of students of color and immigrant students with the greatest mental health needs. individual school sites will develop processes that will

involve staff, students, and service organization stakeholders at the site level to determine the positions needed. strengthen existing preventive resources through general funds, including mindfulness, community schools, resorted practices, and peer resource programs, especially in schools with higher numbers of low income, in glitch -- english language learners, african-american, latin x., arab, middle eastern, and muslim, and asian-pacific islander american student populations. number 2, expand on the valley of student voice and skills as leaders and decision-makers. deepen student and school staff voice and decision-making power by integrating students and school staff with existing school-based and districtwide committees to support the decisions related to school site wellness programs, feedback, school sight staff hiring, committee, curriculum development and funding.

at least one other organizational representative that sits on this committee will have the following attributes, working to serve, working class, immigrant, english language learner, community rooted in grass roots youth, color, social justice organizing. >> number 3. collectively -- collective responsibility for wellness and healing. develop and implement a peer led coaching program with support from community-based organizations who work to serve working-class, immigrant, english language learner communities rooted a grassroots, the use of color, social justice organizing for the 2019, 2020 school year. district wellness staff and principals will work along with the key community-based organizations and service organizations at two pilot schools to design and integrate programs with existing services. they will be hired to coordinate

and facilitate programs. integrate culturally responsive mental health curriculum that addresses root causes of racism, xenophobia and sexism. students are core to curriculum development design and training for teachers, staff, and students. the unified school district will work with the key service organizations servicing immigrant english language communities rooted in grassroots youth of color, social justice organizing to implement training for teachers, staff, students in the 2019, 2020 school year to implement in 2020, 2021, it be it further resolved that the board of education will request a superintendent to give biannual reports to -- on the progress. it will include needed partners focusing immigrant english language learner communities rooted in grassroots, youth of color social justice organizing as a part of this evaluation process and implementation of

this resolution. >> thank you. we have speakers signed up for this item. when you hear your name called, please make your way to the mic. i have a number of speakers here i don't know if everyone is still here, but you have two minutes. [calling names]

go ahead. >> my name is carolyn and i am may use organizer with c.p.a. i am here to honor the leadership of our youth throughout our campaign. it is the youth you saw that cultivate student wellness and it was far too great to lie solely in the hands of staff and teachers and they have demanded that we was work together. youth have led the way through every step of this campaign. and they also wrote a large chunk of the resolution, and we must continue to trust leadership if we want to see our schools transformed for the

better. youth know what youth needs. [cheering] to quote our leader, when youth say they need something, we must listen. i am urging you all at the board of education to listen and i also want to spend time thanking you all for being in solidarity with the black and native peoples today by voting to take down the life of washington mural. thank you. [cheers and applause] >> good evening. my name is elizabeth and i am a graduate of george washington high school. i have been part of cba c.p.a. and youth for two to three years , in the first campaign i have ever worked on is our healing in our hands. this campaign deeply resonates with me because it is a collective youth power fighting for what we believe in, which is breaking the system stigma around mental health by expanding wellness centre resources for mental health in schools. personally, i grew up struggling

a lot with my own mental health. as academics got more hard and intensive, i was lost and unable to fight for my well-being. i was caught up in a toxic cycle of striving for perfection and maintaining that perfection. i began to value my academics more than my mental health and physical health. my mindset was instilled with a constant belief that i was worthless. to summarize, i couldn't and did not love myself. in the meantime, i had many friends who struggled with their own mental health and through the process of supporting them, i realized that the importance of dismantling the individualistic success that our society and school systems uplift is to promote peer to peer wellness coaching and listen to student voices in order to allow healing and growth within our youth and our future. thank you, board of education for understanding the importance and supporting our healing in our hands, and i wish you all

can support by voting yes on it today. thank you. [cheers and applause] hello. i will be interpreting today. thank you for taking this seriously but i will be translating for angela today. port-mac -- [speaking foreign language]

>> voice of translator: my name is angela. hello to everyone on the board of education. i'm here representing the tenant worker centre at c.p.a. i am a parent, i have been on the parent advisory committee on the school district as well. i'm happy today to be speaking again in support of our healing in our hands. i very much admire this group of ambitious and energetic young people. they have not only been working hard in school, but also actively trying to change it. [speaking foreign language]

>> voice of translator: a few weeks ago i got to sit down with one of the core leaders and got to meet her, and my impression of her is that, actually when she went to c.p.a., she met lots of friends and mentors and she is happier and also more ambitious. i really think that the contributions that she can make our limitless. through discussions, i know young people like emily have realized that schools are lacking a mental health resources, and so the role of c.p.a. has been to cohere to this thinking and observations. [speaking foreign language]

>> voice of translator: right now, the report that has been on your table is the fruit of all of this discussion and liberation, and they are very knowledgeable about what can be done to improve their lives, so i really hope everyone will listen to them, trust them, and also to consult with them and c.p.a. for future collaborations thank you. [cheers and applause]. >> thank you. >> okay can you all hear me okay i just wanted to check. i melissa.

i have been -- i am alyssa. i have been with cba for quite a while. i want to talk briefly about how much it means to me. i personally have been struggling with depression for many, many years of my life. for a long time, i was too uncomfortable speaking out about it to get help because of the stigma and i thought people would think of me differently, and there was one time at school and i was sobbing at school, and my friend said, melissa, you need to get some help. he physically dragged me to the wellness center. i can't overstate how important that was to start me on the journey of healing and talking to my family and getting a psychiatrist, and it was really helpful, but the truth is, that most students who go through that don't have that experience, and although i -- i really appreciate the wellness centre, but they aren't doing all that they can to help students. when you think about the fact that lesbian and gay students

are more likely to be bullied, students of color, and undocumented students are more likely to have more stress, and when you think about the fact that a lot of therapy is very expensive. it really comes across that, you know, to be equitable to students and fair is to provide them with the resources that they need. [laughter] thank you. what was i going to say? i think that was about it. i think it's just very important to listen to youth about what exactly we can do to help everyone that we can instead of just the select few. all right. thank you. [cheers and applause] >> hello, again. i am one of the youth leaders at an organization that is a grassroots organization of the

arab resource in organizing center. i'm here in call -- consolidation with c.p.a. for school wellness centres. during my time in middle and high school, i didn't know the resources that the wellness centres that our school had to offer. i didn't even know wellness centres existed, but when i did find out, i started therapy, and it has helped me a lot with my mental health. i just want to say, please support student demands and student mental health on campuses. thank you. [cheers and applause]. [please stand by]

>> but i know that a lot of youth, including my friends, did not have access to these wellness centers. so it is so, so important to make these wellness centered opcentered -- centers open and well funded so that every student can have the best education experience. thank you. [applause] >> hello, everybody. my name is maj. i'm from galileo. mental health to me is important because it's such a delicate thing in our lives at teenagers. it affects us in our everyday lives, our hobbies, our work,

our simple everyday chores. every day, i go to school, i'm afraid of maybe my school is going to get shot up, maybe one of my friends is going to attempt suicide. it happens every day in our nation, and i believe taking one step in preventing that is a great thing that we can do. i want these wellness centers in our schools, and i believe they need attention for the events that they do prevent, and they deserve more intention because they will prevent these things in the future, and i thank you for your time. [applause] >> hello. i actually grew up in the sfusd -- i graduated from

walmberg high school in 2016. we had a wellness center, and you could say hey, i have to go to the wellness center. but also, if there was too many students in there, they would send you back to class. when i went there, they didn't say hey -- or they'd be, like, no, everyone is busy. when i went to college, our friends is our support system, and it's hard, because you don't know what to say. especially when i was in high school. like, i didn't know what to tell my friends when i was, like, i am cutting. for me, i've been experiencing anxiety a lot of my life. maybe -- like, the first time i can remember is when i was 11. i didn't know i was asking anxiety. when i was 12, i remember having panic attacks, but i

didn't know they were panic attacks until i was 19. we need to give ways for students to heal. if you're putting youth in these circumstances, i need to help my friends, but i don't know what to do or i need to help myself but i don't know what to do. these are super important as you all probably already now. so thank you. and i'm here on an internship and in solidarity with c.p.a. thank you. [applause] >> i'm also short. hello. my name is michelle dow, and i go to s.f. state. and i graduated balboa high school in 2016, and i'm very grateful to go to a high school

that had a clinic. me and many people have dealt with anxiety, stress, and depression, and to be able to go to the center to talk with a professional with stress in school, family, and work is amazing. i wouldn't be able to do the work that i'm doing right now in my community without going to that clinics, and i hope that many schools are able to have professional clinics and professional help in their schools, and yeah, i'm done. thank you so much. [applause] >> good evening, commissioners. the community advisory committee is very excited to see this resolution, so thank you very much, all of you, for putting it forward.

we -- and i'm excited to hear the voices of students, and thank you for officially creating this in your advocacy to move this forward. thank you. the committee fully supports adding your hands. and we particularly support the resolution. particularly, we would love to see you add in clause one, the disability community, and in two and three, community l studen students with disabilities. anxiety and depression are very comorbid, and our students with disabilities have many, many

things that affect their differences, and we would love for this to be more ex-presit n supporting students with disabilities, as well. [applause] >> on behalf of the uesf, i'm speaking enthusiastically to support this resolution. it's exciting to see youth-led research and organizing reveal this type of results. there's so many good things in this resolution, i keep going back to the first item. we're looking at children at the border in concentration

camps, and an administration of our country that we need these young people. we need these young people, and we need to support them. it's been a pleasure that the chinese progressive association is now part of close the gap and we're all working together on increasing our capacity for community schools. this resolution, as i said, did many things. there's two things in particular that i think are significant. it has more students providing help for students, and it provides a way to promote active healing and growth. so i was going to say how important it is that we're putting the students at the center, but tonight, it's a little different. students are taking the center, and we are going to stand with them because it is so exciting and necessary. thank you. [applause] >> my name's julie

roberts-fung, and i just want to say how exciting tonight is about listening to youth of color. we listened. we believe that black and native youth, and we're taking during that mural. thank you, board members. [applause] >> i want to thank c.p.a. youth for our solidarity on behalf of many organizers who support paint it down. your voice has been powerful. tonight's is also about believing asian youth when they say our healing is in our hands, and tonight is their opportunity for putting this into action. today's youth have been so vulnerable and so honest, and work to chip away at the stigma that surrounds mental health

treatment, as well. just to end on this theme of we believe that we will win, we believe that we will win, we believe that we will win. thank you. [applause] >> good evening. my name's kevin. i work with coleman advocates for children youth and we're out here in support of our healing, our hands resolution. we do a lot of work in schools working with african american youth, latino youth, working in the southwest area of the city. i've been a part of the school district since probably the mid80's when i started at