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.

>> i'm rebecca and i'm a violinist and violin teacher.

i was born here in san francisco to a family of cellists, professional cellists, so i grew up surrounded by a bunch of musical rehearsals an lessons. all types of activities happened in my house. i began playing piano when i was 4. i really enjoyed musical activities in general. so when i was 10, i began studying violin in san francisco. and from there, i pretty much never stopped and went on to study in college as well. that's the only thing i've ever known is to have music playing all the time, whether it is someone actually playing next to you or someone listening to a recording. i think that i actually originally wanted to play flute and we didn't have a flute. it's always been a way of life. i didn't know that it could be any other way.

>> could you give me an e over here. great. when you teach and you're seeing a student who has a problem, you have to think on your feet to solve that problem. and that same kind of of thinking that you do to fix it applies to your own practice as well. so if i'm teaching a student and they are having a hard time getting a certain note, they can't find the right note. and i have to think of a digestible way to explain it to them. ee, d, d, e. >> yes. then, when i go on to do my own practice for a performance, those words are echoing back in my head. okay. why am i missing this? i just told somebody that they needed to do this. maybe i should try the same thing. i feel a lot of pressure when i'm teaching young kids. you

might think that there is less pressure if they are going on to study music or in college that it is more relaxing. i actually find that the opposite is true. if i know i'm sending a high school student to some great music program, they're going to get so much more instruction. what i have told them is only the beginning. if i am teaching a student who i know is going to completely change gears when they go to college and they never will pick up a violin again there is so much that i need to tell them. in plain violin, it is so difficult. there is so much more information to give. every day i think, oh, my gosh. i haven't gotten to this technique or we haven't studies they meese and they have so much more to do. we only have 45 minutes a week. i have taught a few students in some capacity who has gone on to study music. that feels anaysing. >> it is incredible to watch how

they grow. somebody can make amazing project from you know, age 15 to 17 if they put their mind to it. >> i think i have 18 students now. these more than i've had in the past. i'm hoping to build up more of a studio. there will be a pee ono, lots of bookshelves and lots of great music. the students will come to my house and take their lessons there. my schedule changes a lot on a day-to-day basis and that kind of keeps it exciting. think that music is just my favorite thing that there is, whether it's listening to it or playing it or teaching it. all that really matters to me is that i'm surrounded by the sounds, so i'm going top keep doing what i'm doing to keep my life in that direction.

>> growing up in san francisco has been way safer than growing up other places we we have that bubble, and it's still that bubble that it's okay to be whatever you want to. you can let your free flag fry he -- fly here. as an adult with autism, i'm here to challenge people's idea of what autism is. my journey is not everyone's

journey because every autistic child is different, but there's hope. my background has heavy roots in the bay area. i was born in san diego and adopted out to san francisco when i was about 17 years old. i bounced around a little bit here in high school, but i've always been here in the bay. we are an inclusive preschool, which means that we cater to emp. we don't turn anyone away. we take every child regardless of race, creed, religious or ability. the most common thing i hear in my adult life is oh, you don't seem like you have autism. you seem so normal. yeah. that's 26 years of really, really, really hard work and i think thises that i still do.

i was one of the first open adoptions for an lgbt couple. they split up when i was about four. one of them is partnered, and one of them is not, and then my biological mother, who is also a lesbian. very queer family. growing up in the 90's with a queer family was odd, i had the bubble to protect me, and here, i felt safe. i was bullied relatively infrequently. but i never really felt isolated or alone. i have known for virtually my entire life i was not suspended, but kindly asked to not ever bring it up again in first grade, my desire to have a sex change. the school that i went to really had no idea how to handle one. one of my parents is a little bit gender nonconforming, so they know what it's about, but

my parents wanted my life to be safe. when i have all the neurological issues to manage, that was just one more to add to it. i was a weird kid. i had my core group of, like, very tight, like, three friends. when we look at autism, we characterize it by, like, lack of eye contact, what i do now is when i'm looking away from the camera, it's for my own comfort. faces are confusing. it's a lack of mirror neurons in your brain working properly to allow you to experience empathy, to realize where somebody is coming from, or to realize that body language means that. at its core, autism is a social disorder, it's a neurological disorder that people are born with, and it's a big, big spectrum. it wasn't until i was a teenager that i heard autism in

relation to myself, and i rejected it. i was very loud, i took up a lot of space, and it was because mostly taking up space let everybody else know where i existed in the world. i didn't like to talk to people really, and then, when i did, i overshared. i was very difficult to be around. but the friends that i have are very close. i click with our atypical kiddos than other people do. in experience, i remember when i was five years old and not wanting people to touch me because it hurt. i remember throwing chairs because i could not regulate my own emotions, and it did not mean that i was a bad kid, it meant that i couldn't cope. i grew up in a family of behavioral psychologists, and i got development cal --

developmental psychology from all sides. i recognize that my experience is just a very small picture of that, and not everybody's in a position to have a family that's as supportive, but there's also a community that's incredible helpful and wonderful and open and there for you in your moments of need. it was like two or three years of conversations before i was like you know what? i'm just going to do this, and i went out and got my prescription for hormones and started transitioning medically, even though i had already been living as a male. i have a two-year-old. the person who i'm now married to is my husband for about two years, and then started gaining weight and wasn't sure, so i we went and talked with the doctor at my clinic, and he said well, testosterone is basically birth control, so there's no way you can be pregnant.

i found out i was pregnant at 6.5 months. my whole mission is to kind of normalize adults like me. i think i've finally found my calling in early intervention, which is here, kind of what we do. i think the access to irrelevant care for parents is intentionally confusing. when i did the procespective search for autism for my own child, it was confusing. we have a place where children can be children, but it's very confusing. i always out myself as an adult with autism. i think it's helpful when you know where can your child go. how i'm choosing to help is to give children that would normally not be allowed to have children in the same respect, kids that have three times as much work to do as their peers or kids who do odd things,

like, beach therapy. how do -- speech therapy. how do you explain that to the rest of their class? i want that to be a normal experience. i was working on a certificate and kind of getting think early childhood credits brefore i started working here, and we did a section on transgender inclusion, inclusion, which is a big issue here in san francisco because we attract lots of queer families, and the teacher approached me and said i don't really feel comfortable or qualified to talk about this from, like, a cisgendered straight person's perspective, would you mind talking a little bit with your own experience, and i'm like absolutely. so i'm now one of the guest speakers in that particular class at city college. i love growing up here. i love what san francisco represents. the idea of leaving has never occurred to me. but it's a place that i need to

fight for to bring it back to what it used to be, to allow all of those little kids that come from really unsafe environments to move somewhere safe. what i've done with my life is work to make all of those situations better, to bring a little bit of light to all those kind of issues that we're still having, hoping to expand into a little bit more of a resource center, and this resource center would be more those new parents who have gotten that diagnosis, and we want to be this one centralized place that allows parents to breathe for a second. i would love to empower from the bottom up, from the kid level, and from the top down, from the teacher level. so many things that i would love to do that are all about changing people's minds about certain chunts, like the transgender community or the autistic community. i would like my daughter to know there's no wrong way to go through life. everybody experiences pain and grief and sadness, and that all of those things are temporary.

2, 1 you innovation on or was on over 200 years they went through extensive innovations to the existing green new metal gates were installed our the perimeter 9 project is funded inform there are no 9 community opportunity and our capital improvement plan to the 2008 clean and safe neighborhood it allows the residents and park advocates like san franciscans to make the matching of the few minutes through the philanthropic

dungeons and finished and finally able to pull on play on the number one green a celebration on october 7, 1901, a skoovlt for the st. anthony's formed a club and john then the superintendent the golden gate park laid out the bowling green are here sharing meditates a permanent green now and then was opened in 1902 during the course the 1906 san francisco earthquake that citywide much the city the greens were left that with an ellen surface and not readers necessarily 1911 it had the blowing e bowling that was formed in 1912 the parks commission paid laying down down

green number 2 the san francisco lawn club was the first opened in the united states and the oldest on the west their registered as san francisco lark one 101 and ti it is not all fierce competition food and good ole friend of mine drive it members les lecturely challenge the stories some may be true some not memories of past winners is reversed presbyterian on the wall of champions. >> make sure you see the one in to the corner that's me and. >> no? not bingo or scrabble but the pare of today's competition two doreen and christen and beginninger against robert and

others easing our opponents for the stair down is a pregame strategy even in lawn bowling. >> play ball. >> yes. >> almost. >> (clapping). >> the size of tennis ball the object of the game our control to so when the players on both sides are bold at any rate the complete ends you do do scoring it is you'll get within point lead for this bonus first of all, a jack can be moved and a

or picked up to some other point or move the jack with i have a goal behind the just a second a lot of elements to the game. >> we're about a yard long. >> aim a were not player i'll play any weighed see on the inside in the goal is a minimum the latter side will make that arc in i'm right-hand side i play my for hand and to my left if i wanted to acre my respect i extend so it is arced to the right have to be able to pray both hands. >> (clapping.) who one. >> nice try and hi, i'm been play lawn bowling affair 10 years after he retired i needed something to do so i picked up

this paper and in this paper i see in there play lawn bowling in san francisco golden gate park ever since then i've been trying to bowl i enjoy bowling a very good support and good experience most of you have of of all love the people's and have a lot of have a lot of few minutes in mr. mayor the san francisco play lawn bowling is in golden gate park we're sharing meadow for more information about the club including free lessons log

>> the commission on aging and adult services september meeting , we have a standing room audience and i feel like make jogger and the rolling stones. will the secretary please call the role? [roll call] please note executive director mcfadden is present. at this time we ask you silence all cell phones and sound producing devices. >> before asking for a motion to approve the agenda, there will be several changes in the agenda we did not post the agenda with its 72 hours requirement. as a result,