i have watched and listened as students took the six competencies of deeper learning and created academic goals for themselves that reflect not only the graduate profile, but in openness to explore a mindset and participate in productive struggle. many for the first time. ella wrote, i will master essential academic content in english by asking for help when i don't understand something like figurative language. oscar's goal is to solve complex problems in math by trial and error. isaac said that he can now collaborate with more with friends and class in class because he has deeper learning sentence frames to work with. other surety is a better understanding of how to go beyond the surface of characters and settings in his reading. page wants to learn how to learn different things in diverse ways , and mattie stated she knows that developing a growth mindset means she must step outside of her comfort zone of shyness to work with others for the first time.

middle school redesign didn't just initiate wonder in one teacher learner, by thousands of middle school students for whom an education where their voices rise above all of the noise around them and it has never been this bright, this beautiful , and is accessible. thank you. >> hello. my name is jesse walker and i'm a teacher at roosevelt middle school. knowing last year that we would be one of the pilot schools for the middle school redesign, we had the opportunity to go to pdl works conference and learn more about them and how to implement it into our classrooms. that was a huge advantage for us as teachers. we are now able to come back to our school with our early release one days and we are doing teacher led meetings for staff. they hear from us teachers how we are implementing it in our classroom instead of some to come in that has not taught for a while. i think all of our staff is

really loving these early release one date -- wednesdays. we now have more than three hours of common planning time as teachers, to work together. last year we only had an hour a week to work together. we couldn't always be more aligned. this year, we have three hours to work together. we are able to plan project -based unionist -- units that allow students to have voice and choice and work well with our students. it has definitely been a positive experience so far this year and i'm really excited. thank you. [please stand by]

>> and also as a parent of a fifth grader at one of our elementary schools, i can't tell you about the chatter about middle school and how freaked

out some families are. i've forwarded out to our elementary school already. i would encourage, though, maybe a potential workshop with the enrolment fair might be a great way to reach the families. you let us know where to show up. we'll be there. thanks. >> thank you. any comments or questions from commissioners? commissioner lopez. >> hi. thank you for presenting and thank you to the teachers to shared their experiences. that is valuable. i was telling my colleagues that planning time is like gold. i know you are piloting this at

certain schools and this will be built out. but i'm wondering about the k through 8 schools and whether they will be involved in this process. >> that's something that we're discussing. the one thing with the k-8 schools, it's a smaller structure. but i'm in conversation with the superintendent. they were part of our pd and retreat, so we are in conversation. >> thank you for the presentation. i had the opportunity to visit roosevelt yesterday and visit it firsthand and that was illuminating. and i was thankful to see this take shape and lift-off.

michael mentioned one of the challenges and i was wondering if you could address it here around students who are low performing and not able to access the exploratory courses. we talked about it, where health and computer sciences have been on the books for and while and you have not mentioned it. for the electives, can you talk a bit about the challenges there and what that might look like going into the future. >> in the model that we created it was an eight-period model.

at roosevelt it is a seven-period model. we are constrained by that. so we had to make some adjustments with the seventh-period day. we wanted to focus on the exploratory courses that everyone has access to computer sciences and health and the other courses. this is a learning year. we are going to work towards this model which is where all students will have access to electives. >> can you elaborate on that, how will that happen if you're constrained by the amount of periods you can have in a day.

>> what i'm going to say is it -- we are constrained by the contract. it's the five-period day. it's in the language. so we're learning to see how -- this is why we're really constrained by that. >> one thing that we've been thinking about is with the black scheduling and with that the black scheduling can be alternated. so with that what our future potential of the changing of the contact can be. so in the future how the students might take an elective even if it's not daily. >> i would just like to know who these students are. moving into the school year, who

are the students who will not be able to avail themselves of elective courses. >> that's why we're also working with our research planning and accountability office to measure towards access and achievement as well. >> i was just curious if you can talk a little bit more about how 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.

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

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valley school since i was a little girl. i'm having a lot of fun with it (clapping) the biggest thing we really want the kids to have fun. a lot of times parents say that valley schools have a lot of problems but we want them to follow directions but we want them to have a wonderful time and be an affordable time so the kids will go to school here. we hold the classes to no longer 12 and there's 23 teachers. i go around and i watch each

class and there's certain children i watched from babies and it's exciting to see them after today. the children learn how to follow directions and it ends up helping them in their regular schooling. they get self-confidents and today, we had a residual and a lot of time go on stage and i hope they get the bug and want to dance for the rest of their