the exploratory courses are going to work. how students are going to -- what a typical year would look like with these courses. it's great that we're offering world language in medical school and that's a huge step forward. i question the one trimester if that's going to get them ready for a class in a deeper study in high school. if you could talk a little bit about that too. >> so the exploratory in terms of the structure, they obviously -- because they rotate through on a trimester system. in sixth grade it will look

different than seventh and eighth. in terms of the world language, we are in an exploratory phase with our exploratory wheel. so what we really are thinking about is how do we ensure that we are basing the world courses, so that what we are doing in those courses is getting students ready for the next level. we think it is a step in the right direction. it will be offered in cases where students want to take an elective. i think it is for students who entered, but for the sake of approximating redundant, students who entered in pathways in kinder and first grade then were able to take it through the eighth grade. and parents or students who

didn't make that choice for their children didn't make that until high school. it's the first step to change that, but the first step to make that more equitable for all students. >> i want to underscore that i see this as a positive development. thank you, staff, for making this possible. so how long is a trimester and how is that going to work? >> every 12 weeks. so one of the things that i also want to -- if you look at the exploratory courses as a sampler, that's for students just to take a taste, but they

also have electives where they go deeper into the language. we're not saying the exploratory course will take the place of a full-on exploratory language class. if you see in those two big buckets. the exploratory courses are your appear tideser and your elective is a main dish as well. >> finally, can you talk a little bit more about the exploratory course and how is that looking like. >> for literacy we're using an accelerated literacy course that we're using. and in math they're using a course to help students. i think that the acceleration

courses are also places that students designated as students that need help can get help. >> does that mean that every student is enrolled in an acceleration course that's tailored to whatever their need or passion is. if i'm an english language learner i would get the right course. i assume if i'm -- we've talked about math so i'm going to ask. if i'm passionate about learning about math, i can enroll in a math acceleration course? >> absolutely. that's a course in progress. we've hired someone to work exclusively on that math course.

if you're at grade level in math you can take a math acceleration course approxima course? >> we hired someone this year to do it next year. >> so right now there are for students who are behind grade level in eld or mathematics -- >> or reading. >> thank you. >> thank you for the presentation. it's been really exciting to be a parent at roosevelt and going through the redesign. thank you. i had a couple of questions around the social and emotional integration. i wanted to learn around what was happening in supports and

how you look to scale. >> it's actually happening at francisco and presidio. we are working with an organization looking at student connectiveness and building community and building resilience of the teacher. we piloted it at ap a year ago and the sixth grade students is phenomenal because that is a large school and they felt more connected to their teachers and students. because the teaches had time to reflect on their own practice but also reflecting on themselves as a teacher and the identity of a teacher and how

hard that is. because we saw that support, we wanted to branch that out to the other schools. >> and the other question i had is what does scaling look like for the district. i know you pretend that in the spring, but maybe you can move forward with the assessment and the growth year. >> sure, i can answer that. we're exploring what scale hools looks like. in terms of how many schools and at what pace, we're still learning. we're still learning how are all of our middle schools able to explore or pilot or address some of the principles of deeper learning and what does it look like in terms of all of the changes that need to have structurally and

capacity-building, professional development, for a whole school to adapt and take on that change. so through our evaluation through our p.a. we're going to be looking at that and looking at all the factors. we don't have a definitive answer at this point, but we will know more and look at what are the next set of schools. i will say the good thing or what we're working forwards, the schools are in a good way. other schools are working on specific principles or have their own aspects of deeper learning and the middle redesign. so we're gearing up schools to be in that pipeline.

>> i think that is going to be really critical communicating that out to the community. even parents in elementary, they're thinking about what middle school experience is going to be. it's going to be important for us as a district to be orienting rising sixth grade families, how are we communicating that this is a long-term impact for the district. this is what we want to get through the class of 2025. just to recommend that we proactively engage with our parent pacts it's a continuous feedback cycle and encouraging that at the school sites as well

that i know that will be occur lg at. thank you. >> so i wanted to get clarity. i think part of what i'm hearing from other commissioners is what i'm experiencing. we're exploring things, and at the same time i want to know what does it actually look like. in terms of the planning even. so i want to know -- so i have a lot of questions. what types of electives are being offered. i'm hearing we could offer world language classes as an elective. we could be offering band or those things. as a parent and a board member, electives sounds vague and there's some crossover things.

so for kids getting a sampling or doing a year-long class. we want knto understand where w are going. what is an elective -- these acceleration courses are electives but also elective. >> the different schools have different -- similar electives and different. some schools have robotics and some have dramas. the reason we don't have a set of electives is each community has what they want to offer. is that what you're asking? >> i know it would be -- we're

looking at how we do art in the district. that may form some of the electives offered in the future. when you say english, math, social studies, that makes sense to me. i heard from commissioner norton, what kinds of classes fit in. what kinds of classes fit in -- for what types of classes. it could be math circle. give me specific examples. i would like to know on the m u menu, is it an appetiser or main menu item.

as far as how they lay out, it looks like every year every kid would get one visual or performing art. they would get a computer since and two years they would get health. in sixth grade they would get a world taster. maybe the exposure would lead them to say they would want something in seventh or eighth grades. you're working with concrete pieces and it would be helpful for families and pieces to see that. also, social and emotional content, you say you're working with my -- milennium forum.

>> i would have to look at it. >> it's also part of the health curriculum at the different grades swlt. i can speak to the cyberbullying piece as well. >> i don't know if you've been using second step and i don't know if this is a part of this. so problematic the second step is because i think there's one lesson on sexual harassment and bullying. it doesn't talk about race and power dynamics. those kinds of things lead to

certain kids getting bullying. so it's not random kids getting bullied. kid bring them in. so i would like to do a thorough review of all the click alumini aluminium -- i mean, i have done as an educator, is it comprehensive throughout or is it one lesson, that's the kind of thing i'd like to make sure -- and i love when we develop our own curriculum. our health ed is incredible. so we're going to buy pieces as much as we need. but our educators are doing an amazing job and we should be

patenting it and selling it because the stuff we do is more comprehensive. and then, i guess -- have we conducted any resource mapping. because i don't know who's doing what. i'd like to know what are the components of the redesign. i'm hearing many different things. do we have a list of all the schools and who has what? i know all schools have computer science to varying degrees. i'd like to know if we're moving from there to here and do you have a master list from all the schools? >> we can follow up and get that to you. >> we're all going to homefulpe

have all of it. and scoping-wise, how are we going to get there? it's not going to be we planned this and we're doing this. but five years and we got a lot of schools and a lot of components, so i'd like to sigh what's our -- even if it's a -- we're going to go for this. and then stakeholder outreach, i'd like to see family focus group, the actual raw data if you have family focus groups, and i'd like to know what negative feedback or pushback are we hearing from families and surveys. if you could tell us all what are some of the challenges or things you're hearing from the community redesign.

i'm interested in hearing it now if you have some input. >> i heard hiring for computer science was a big challenge. and other challenges i'm thinking about -- >> so the time that this takes for our educators -- and we heard from some of our teachers and the comments that they shared, to share the lessons they're hearing, not only in terms of the content but also the time. shifting to a block schedule is different than the number of minutes that teaches have. having the early release time so that teachers have more time together. having teacher-led pds.

and then in terms of when we've done from our parent focus groups, you know, a lot of excitement definitely about it. and i know we were talking about our elementary school families. we often get a very large representation from elementary parents because they want to know what's going on and available for my kid in middle school. the questions about what's going to work. what will the children have in terms of shifts, will the children be prepared. it's also that excitement but also anxiety. >> wanting to have the nuts and

bolts. >> the shift, can we give an example. so we had a working group last year that looked at examples and sample lessons. how do you go deeper instead of new staff. i imagine that will continue to come up and how are we supporting educators in the way we are teaching. >> thank you. i love group work and project-based learning. it's more facilitating learning than direct instruction. but my question is i've seen that in some cases people associate group work with putting students in a group.

in those cases i heard the high-pchling take over for low-performing students get bulldozed or hang back or not supporting. i think we need to be supportive in how we support teachers in that work. i want to know how are we supporting educators in those structures. there are structures that you can implement with group work. so i'd like to know what we're going to be providing to teachers. i'm assuming that support can happen through this collaborative time, but i think we should have structures for how we can scaffold students

together. >> actually, we've been thinking and doing a lot of that work in our status. in our math departments in when we go into clam classrooms, we've been trained to look at that. >> thanks for the presentation. i just want to quickly shout out again to all the teachers. thank you for coming out -- >> and ms. allen who is an amazing science teacher. >> all of you, thank you for coming. i see your principal is back there. what's up, y'all. you got to teach tomorrow.

you're going to stick around? you're welcome to stay. hope to have you back at future meetings. it's tons of fun as you can see. i had a couple of questions about -- i only have a couple about the redesign work. and i'm sure you all thought about this already, but it's not included in the presentation. but it's really around what's happening around summer school and in the summer for students. what is our -- do we have summer learning loss and how it affects middle school students? >> i don't think we have the kind of data we need to inform what we would need in the

summer. there are very few options for the middle grade students. there is a geometry class that we would offer. >> i hear a lot of conversations around elementary school students and around efforts towards literacy and our high school conversation is around credit recovery. there may be some college prep stuff, but we have this wide gap around middle school. and given the fact that we're having this redesign conversation, we're talking

about what we need to do for middle school. i'm hoping we can start to seriously look at that and see what it will take to enhance our students' learning experience over the summer. have those conversations started? >> no. but i think we can start them. i think these are great conversations to have. there are a number of cbos in the summer we can work with. a lot of them do serve our middle school students and are academically focused. but figuring out if those are sufficient or if we need to do something different can be a topic going forward in the steering community. >> i love a lot of the work that's coming out of the project-based learning. i'm wondering how can we share

it because a lot of it is seeing it. it's great work you are doing and i want to see more of it. >> the other thing i was going to speak to was the health curriculum and how critical that is for middle school students. what i see when i visits schools around the type of behavior we see in the hallways. conversations that students are having that are very common in schools, so common that you let it go. so our health classes are a great place to start that.

how we take it from class to the outside is a great opportunity for our schools, do you see the health classes play a role in that or what else needs to happen? >> most definitely. the health class is a way to systematise a way of what students are doing and how are the ways they are speaking to each other. the other part is every single middle school has a culture teammate. in our middle school priorities we look at the sense of belonging and assess how are school, staff, and students feelings. because middle schools are important, we hone in on the culture climate. so that lift is the culture team

and the health classes support the lessons students are learning to interact with each other. >> just because i feel so strongly and excited about adolescent development, one thing i would like to see as we work around this redesign is around language, helping parent community discover what an important this is in adolescent development and why i think this redesign matches not only where they're at finding their voice or identity, and how the middle grade schools are so important and we find out this is going to be part of setting them up for their journey ahead. thank you so much.

>> the last thing i wanted to mention is how many more schools we have to reach is for myself and the public. so with the number of the sites here, how many sites are part of the pilot, six or seven? >> this is two, but we also have two other who are latching onto it as well. but i want to share back this slide with you. so if you look at technology and integration, some of these schools have been part of this for a while. the only difference here is the structural pieces that we're looking into, like the exploratory wheel, the electives, the acceleration pm and the aligned early release.

those structural pieces are changing. but if you look at all these pieces here, most of our middle schools are already in the redesign process. >> i was counting the schools as nine schools on this list. how many do we have total? >> 13. >> so there are four more that haven't seen anything. >> so these nine schools them strait the schools that have taken on some of the core designs. the other schools have been exploring and piloting smaller components of it. they have been part of professional learning communities. if all 13 schools are on a

contin continuum, they are on a novice phase, if we think of the others to be the first two to pilot. >> okay. that's helpful. >> okay. i want to add something about go slow to go fast. if we make these shifts in the deeper learning principles and the types of peed -- peed gynaecology and structure. so this idea that we're going to implement fully and pieces are going to be picked up across the board, help us learn what things are going well. what things in the shift in practice and teaching practices are going well.

how do we restructure the office to support these. we don't want to practice opposite everyone all at once. it will allow us to say one piece worked in one way and not another, and we will be able to course correct if we're adding two or four more schools. >> okay. when is our next update about middle scooss redesign in the spring or next school? between now and january, is that enough time to start about what the summer would look like? so we'll see an update about that in january? okay. cool. thank you. good night.

svermgts r. >> section k. number 1 comment on proposals. we have none. so these are going to first reading. number 2 board policy 5132. and board boil 3. board policy 4. no. 5. may i hear a motion to second on the four policies? >> seconded. >> if i don't hear anything else from legal, i'm going to refer

these to the rules committee. >> yes, will go to rules committee. sexual healthed and hiv aids prevention as well as hiv aids requirement should also go. >> section l, proposal for immediate action and suspension of the rules. section m, board members' reports. we also got an update from curriculum. >> can i say something? >> yes. >> we had so many committee members at this meeting, i think it was telling. we had five board members, so i just wanted to put it out there. >> [ indiscernible ] --

[ laughter ]. >> we had an action item report proposal 19625 and we go an update on that. no. #, report from board delegations to membership organizations. any other reports by board members? >> i'm just so excited, we passed this equity resolution. it's going up everywhere. we have a student declaration of rights to access the arts. we've purchased instruments.

it will have an immediate impact this fall for students and i appreciate the unanimous support that we all got from the board in making that happen this year. thank you. >> i would also just like to appreciate the sites that welcomed me for the first week of school. i got to visit the premiere high school in san francisco. we got to talk to the principal about the number of priorities that they have for this year and the recommendation for the best burritos in the city. i would also like to welcome our new intern. and our board delegates, i would like to give you a welcome. this is the first time since

i've been on the board that we've had a member from mission high school. congratulatio congratulati congratulations. [ applause ]. >> you make us proud, both of you. we have a calendar of business meetings. the rules, policy, and legislation is meeting october 7 at 5:00 p.m. curriculum and program is meeting monday, september 9, at 6:00 p.m. the ad hoc committee on personnel members and affordability, the meeting is

being scheduled on monday, september 6, 6 p.m. section n, other informational items. new brunswick -- no. 1 sfusd's true transition guidelines. at this time, we will take public comment for those who have submitted speaker cards for public session. we have no comments. thus, i'm going to call a

>> we are back in open session. in the matter of sfusd, the board gave direction to general council. section r., adjournment. that concludes tonight's board meeting. good night.

>> hello, everybody. i am london breed, mayor of the city and county of san francisco , and i'm really excited to join you here today, but i tell you that no one is more excited than the parents of the kids who will be returning to school on monday. and today is an opportunity to us to really get the word out to people all over san francisco that we have thousands of kids who are returning to school on monday. we will see kids walking, we will see them by king, we will see them on buses and yes, some of them will get dropped off by

parents in their car. but ultimately, we want everyone will get around this city safely because there will be more people out on the streets now than ever before as a school began on monday. so a part of today is really about highlighting the awareness that we need people to slow down we need people to be aware. we need people to do better. we have had sadly a number of tragedies that have occurred on our city streets and we know, unfortunately, that has a lot to do sometimes with speed. we need to slow down. yes, i have asked the chief to increase citations, and to be aware in this high injury corridors, the need to make sure that there are consequences for people who are speeding, which

sadly can cause tragedy. if a pedestrian is hit by a driver at 20 miles per hour, their risk of fatality is 5%, but if that is 30 miles per hour , their risk jumps to 45%. what we don't want to continue is sadly what we see happening on our streets where we are losing far too many lives, and our most precious assets are our children, so we want to make sure that when they are moving around san francisco, going back to school, that they are safe. when i was a kid, i went to school across the street from where i lived. it used to be called -- but the name is now rosa parks elementary school. what was so cool about that is we would all just walk to school someone would walk up to my window, yell my name, there would already be three or four kids. we would get to the corner on

eddie and buchanan, and then there was a crossing guard right there to make sure that all cars stopped so we could safely get across the streets and move on our way to get to school. i never realized how valuable that was until i became an adult and i see so many kids that are out there trying to get to school. we were also taught to look both ways before crossing the street. we also have to get back to some basics. this year we have hired more crossing guards and we want to thank the folks who are joining us here today for your service and for your commitment to making sure that people get around our streets safely. we also, as i said, we have the chief here. we will be placing additional enforcement in certain areas, and so i just want to also ask drivers to do better to stop texting, to stop making phone calls, to stop making -- looking at your phones when you're driving on our streets, to slow down, and to look both ways and

to be very careful when you are navigating the streets of san francisco to follow the laws. the stop signs, the crosswalks, and all of those things are there for a reason. it is to keep all of us safe. the protected bike lanes are there to make sure that by his -- bicyclists are safe, the people walking across the streets are safe, that people are moving. this is all about safety. this is all about highlighting the need for us as a safety to do much more than we have in the past so that we can truly realize the goals of vision zero , and that is no fatalities of any kind in this city because of traffic or cars or what have you. at this time, i would like to introduce the supervisor that represents this district, represents marine at middle

school where there will be a lot of kids here first thing monday. supervisor catherine stefani. >> thank you. i love the middle school. it is so beautiful. i want to thank everyone, especially mayor breed and the students, parents, and city leadership who were able to make it out today as well as crossing guards. the most important people in the morning when we're dropping our kids off at school who really did the important work of making sure our students are safe in our communities. my son just started high school on wednesday and my daughter is starting fifth-grade next week and i dropped dominic off at high school on his first day. i insisted i did it. and besides saying to me, mom, don't say anything weird when you dropped me off, this people around, i said to him, look both ways. it is on a busy street. he is still 14 years old and still telling my child, be careful when his crossing the street considering how dangerous

our streets can be. as we kick off the new school year, as we all know, hit and runs and collisions between pedestrians and bicyclists and be at -- vehicles are way too common in san francisco. nearly every community meeting i have been to recently, neighbors have voiced support force crating safer streets and sidewalks and i definitely share this goal. it is our collective responsibility to make sure our streets and sidewalks are safe and secure for families who are walking, for those who are driving, and for those who are riding their bikes to school. we know we all have work to do when it comes to making sure our kids are safe. i know i can always do better out there when you get to a stop sign, count to three, don't open a door before looking before -- for a bicycle and always be aware, don't take calls when you were driving, just like mayor breed said. we can all do much better. i am so proud to join chief scott and his department who

performed a traffic safety enforcement list earlier this month. i am grat -- glad i didn't get a ticket. interim director mcguire who continues to work with their communities and crating safe and sustainable transportation options, and marine, who has been an advocate for students and pedestrians across our city. and of course, again, mayor breed was continue to shine a light on transit safety and has worked towards creating a safer san francisco for all of our students. as we begin our school year, let's all recommit ourselves to making our commute to and from school safer. i look forward to working with mayor breed and my colleagues on the board of supervisors, our department heads, and families and all of our school communities to further our shared vision for a safer san francisco. thank you so much. [applause]. >> thank you, supervisor. at this time, i would like to introduce our police chief, bill scott. [applause]. >> thank you, mayor. thank you.

good morning, everyone. first of all, let me say thank you to the mayor and supervisor stefani for their leadership on traffic and pedestrian safety. back-to-school is an exciting time. it is exciting, it is a lot of work and we want to start with this. slow down a little bit. slow down. the mayor mentioned it earlier. speed kills. in terms of the focus of the violations that we concentrate on the most, we are trying to get people to slow down. as the mayor stated and supervisor stefani stated, we are going to be out doing enforcement. i want to also think the mayor and the supervisor because what allows us to get better at this is the generous support of our budget this year. last year the mayor signed a budget, and this year she signed a budget that included continuing our hiring plan. what that has allowed us to do is increase the size of our traffic company and our motorcycle officers. we have at least ten more motorcycle officers then we do this time last year thanks to the mayor's leadership on the

budget and the supervisor stefani's leadership on the budget. what that means is we are able to do more enforcement and get people to slow down and save lives. what that looks like in the first six months of 2019, we have had 19 light armed forces operations, we have head sting and decoy operations, pedestrian sting and decoy operations, we have had a bike lane enforcement operation, we have initiated over 2301 vehicle traffic stops through the office of traffic safety grant operations, we have issued almost 100 citations just for holding a cell phone in your hand. i mentioned this at last year's press conference, that is a big issue for us. people driving in our city while they're talking on the cell phone or texting or distracted otherwise, and that is a big issue. will be focusing on that as well we sighted almost 75 of these operations just for citations for texting while driving, which

is very dangerous. the bottom line on this is enforcement is only one part of the puzzle. we have tom maguire up here with this -- with us, we have crossing guards, this is really a community effort and a community event. we really need the community's support and your support to get the message out. slow down, pay attention, be careful because our kids mean so much to us. save lives. thank you very much, mayor and supervisor stefani for your leadership, and thank you all for being here. [applause] >> thank you, chief. another important part of making our streets safer is improving our infrastructure. now i know that sometimes this can be a bit of a tug-of-war because we have protected bike lanes that we need to install, and sometimes that would require the removal of parking, and we have changes to the way that we need to develop our city moving forward to because because when

you think about it, you know, 20 years ago, you didn't see as many people cycling, and now you have people using that as a primary mode of transportation. that is not only protecting our environment, but it is also keeping people healthy and it is also making sure that the buses are less crowded and less people are driving. so as we make these improvements to our infrastructure, the goal is safety. it is about making sure that everyone knows where they should be when they're on the road in order to keep people safe. so the m.t.a. is charged with the responsibility of helping us to reconfigure san francisco as a place that used to focus mostly on developing our streets for cars, and now it is time to develop the streets for the future and that includes cars, walking, busing, and biking in all of those things in between, his the person who is leading the m.t.a. at this time is the

acting director, tom mcguire. [applause] >> thank you for drawing the connection between the changes we see on our streets and the choices that all of us make every day about how we get around san francisco. our goal is to make everyone feel like it is safe for kids to be able to walk to school or bike to school or get to school on the bus. the 190 crossing guards will be out on the street this week. they are here with one thing in mind, that is the safety of the children of san francisco. we have been doing a lot of work this summer to prepare the city for a safe start to the school year. we read striped 90 of the crosswalks around schools around the city. we've got troopers, we got transit assistance staff who ride the bus with her high school and medicals -- middle school students to make sure they are safe as they navigate the city, and we are ready for a

safe start to the school year however you get around. the m.t.a. has got something for you to keep you safe. we are grateful for the support of the mayor and supervisor stefani. all the city's elected officials for the goal of vision zero to end traffic fatalities in the city. thank you. [applause]. >> thank you. we have a very special guest. the ladies of the westside waves are here today and speaking on behalf of the team is maureen. [applause] >> hi. my name is maureen and i am here today because five months ago on march 15th, my friend was struck by a car and died ten

days later, so i have normal memories of eighth grade. i remember my eighth grade play, spending iron -- hours on my science fair project and studding from a big math test, but i also remember coming in late to my homeroom when i saw my teacher crying. i remember my team and i knew madeline was in the hospital because she was 14 and of course, she was going to wake up i clearly remember spending my eighth grade graduation holding in my tears after her memorial because i didn't want to ruin my mascara. when someone dies, especially such a bright light like mandelman, a community suffers. and knowing she died in a way that is utterly human and utterly preventable makes it so much more heartbreaking. our city has a problem and it is killing people. with all the statistics and initiatives going around, this is easily the site of the real impact madelyn's parents, or siblings, your parents and her

teammates were left behind, trying and failing to move on. i am so grateful we have the support of so many of our city leaders. we got some of the change we asked for, but it is not enough. it will not be enough until this stops happening. we cannot lose sight of what happens -- of what matters. we have to remember what we as a city lose. we can end this. we will end this. thank you. [applause] >> thank you for really putting it into perspective of why we need to do better. so thank you to everyone who is here today. please keep in mind this is a changing city, it is a growing city. we have a lot more people who are out there on the streets, on the roads walking, so please be careful. so we also will be out there and

enforcing the rules of the road, and just keep in mind that there are a lot of people out there on the streets and your kids are out there, your mother is out there, your family members are out there, so just think about that when you are out there driving around and you get distracted by a phone call. that phone call can wait. what is so -- what is so pressing that you have to reach for your phone, which could risk the possibility of an accident, and the importance of today is really to shine a light on our need to be back here in san francisco, to make sure that not one more tragedy happens on the streets of our city. thank you all for getting the word out, thank you for being here, let's do better so that kids that are going to school on monday can have a great day and they can enjoy themselves and laugh, and play, and smile, and make it home safely to tell their parents about what an amazing first day of school they

had. thank you so much for being here [applause]

>> san francisco and oakland are challenging each other in a battle for the bay. >> two cities. >> one bay. >> san francisco versus oakland. are you ready to get in on the action? >> i'm london breed. >> and i am oakland mayor libby schaff. >> who will have the cleanest city? >> we will protect our bay by making our neighborhoods shine. >> join us on september 21st as a battle for the bay. >> which city has more volunteer

spirit? which city can clean more neighborhoods? the city with the most volunteers wins. sign-up to be a bay protector and a neighborhood cleaner. go to battle fo >> we will start the meeting with the pledge of allegiance. [pledge of allegiance] >> roll call. [roll call] we have a quorum neck general public comment shall be followed we will go into closed session and not start the regular public