where there is decision makings participation by the parents along with teachers and staff. we create cultural events. we have events to engage with families. there are meetings with leaders through special back to school nights and parent conferences. that is what is happening at bayview academy on one side. if you flip to the other side. similarly, we have a similar structure of engagement at our different schools. you will see similar items. meeting with school leaders and cultural events.

>> thank you. i want to recognize that a lot of folks came out for kipp. i want to recognize that the board when the board originally passed the kipp petitions back in -- what was the first year? 2003. i was on the board and i did approve the charters. i probably wouldn't approve it now as a new school. i people not you guys particularly but kipp is a predator reinstitution that feeds on vulnerable districts in the state. we just were over ruled by the state board of education to allow another kipp school in this district.

as a body that decides policies. we were ignored. kipp went above us and went to the state and authorized the petition over our heads. that is a sad statement of affairs. i hope that changes soon in the state. i am not prepared to vote against kipp. i am not for disrupting schools in our communities. i vote for it reluctantly. i do want to ask a couple questions. if somebody from the community can come up and answer about the special education resources, offering autistic classes, that is for students with emotional disturbances.

i brought information on our special education program. let me share that. >> can you specifically answer that question? >> is there a program for autistic and a emotionally disturbed students. >> at one school we have one. given the size we don't have pay special teaching program for autism. i should share with you amount schools we have a large number of students on the autistic spectrum such as the high school. we center created special programs. we are now serving 16% of the

students with ieps. that has really grown over time. we are working to respond to that population. we have five students. each one has a plan that is appropriate. should the number of autistic children increase so we could have a best practice model to extend from our other bay area schools. >> second question for emotionally disturbed students. >> we have a student in that category. this is on the sfusd kipp middle

school fifth and sixth grade. it shows the bayview academy 2015-2016 cohort was 44. she followed to the eighth grade that is going from 44 to 28. in other words, about 35% of the original co-heart were no longer at the school in eighth grade. for the academy it was 83-65, that is a 78% of students stayed. i am commissioner collins have spoken about this in the past. we suspect there is a lot of push outs other the years.

commissioner collins mentioned something she experienced herself. we have heard the reason why the numbers are the way they are. students have been pushed out annual these have a special relation ship regarding the law. they are pushed out to go to our schools and we are happy to take them. as a former principal in my part i couldn't have that student go to kipp because the law does not allow it. that is the issue. can you speak of the attrition rate from 44 to 28 at the bayview academy? >> sure. i want to clarify many davis he

had shared statistics and really looked at the kipp percentage. >> i am talking about bayview academy pat 63%. it went from 44 to 28 students. only 28 made it to eighth grade. >> if you coul could excuse me r one second. thank you so much. i know you communicated with me your concern around this issue.

while we average out 73%. the bayview academy retention rate we have room to improve there. retaining our students as a could heard from fifth to eighth is one of our biggest priorities. >> i don't expect you to say you are pushing out students. what accounts going from 44 to 28 students add bayview academy? i am happy to seek help and guidance. one of the challenges we face is we start at fifth grade. when kids come to us and at sixth grade there is open enrollment through sfusd. they do come to kipp and realize when they have a lot of open

choices at sixth grade they choose to exercise that choice. we do see a higheratric rate. when we look at 6 to 8, we are able to retain them at a higher rate. >> the last thing you brought up and you can't really answer this necessarily, but maybe mr. davis can. the fact you enroll at fifth grade. our schools are k-5. students that enter at the fifth grade that naturally that would have an impact on our schools. how many end up leaving to enter kipp ate fifth grade?

>> yes, we have numbers. i don't have those tonight but in looking at the overall enrollment projections we can show the effect of students from fourth grade to fifth grade as continuing at fifth grade in the district schools. >> do you know any schools that have been harmed by the reduction in students at their sites? >> i don't know any to name at this point without looking at the data. >> thank you. >> commissioner lamb. >> a couple questions. first the governance of the kip area board of directors and how

the school sight councils i understand that is at the site level i am particularly curious about understanding how do the school councils inform or development policies for the organization. the second question is around at temperature dance an-- attendant retention, knowing that is very important within the student handbook and policies and procedures for attendance. >> i apologize would you repeat the last question. >> understanding about retention. you talked about retention of students. that is closely linked with attendance and retention.

to overtime with your students how many are retained because of at temperature dancattendance oe attending school. >> school side counsel we meet four times each year and submit minutes to the regional office. to your question what happens to them from there? i can't answer but we document everything that happens in the meeting. >> perhaps you can take the goff verb nance ttake -- togovern. >> we get the information at the

board meetings to share as part of the packets to see what is on the minds of the parents, what is happening at the school councils. if there are items to be did -- to be addressed. >> is there an opportunity or when you have taken recommendations from a school side counsel to inform the organization how it develops the overall vision moving forward as an organization. >> take is a great question. i might need to phone a friend. in my mind i am trying to distinguish what is from the school sid side side.

>> i would say many of the concerns that are raised from our parents come through our principals. we have a monthly principal meeting where those issues are brought to us and we address them. when we shifted to the restorative practices, i think that wasn't a topic we addressed and decided that was a move we wanted to mike -- make pass a region. >> there is deep community investment in kipp and there is a lot of work done in the 10 plu10years working in the commu. that is an opportunity where the local school side or proactive impact amount the regional

level. that will be an opportunity for the organization to take that into account. >> they are an attempt. you make a good sofa how that depends. >> your second time was do we remove kids for being absent? >> no that is our biggest growth as a school. we have a structure but we don't retain because they were tardy or absent from school. >> i want to thank all of the parents and students here advocating for the youth education. also, as a proud bayview

resident i thank you for the work you are doing for the students that live in this area. that is all i have to say. [applause] >> i just want to read from the 2019-2020 bayview academy team and family handbook available online. unlike minutes and recordings for board minutes. this is available online. anybody can look it up. under at attendance it states since missing class reflects the student's grades and could lead to retension in the current grade level. i am confused. it is in your handbook. you are saying you don't do it. that is a disconnect for me.

>> there i is an acknowledgment that it impacts a student's ability to learn. the principal has motel retained a student because they -- has not retained a student because they are absent. >> this is a leverage point this could be a reason to not be a good fit. that is something not specific to kipp, it is specific to the charter model. when i was a charter founding teacher we talked about the college going culture. we were saying that for families that needed more support or had behavioral problems to apply. for me i am going to be straight

with you. retension is not something that is considered. i am a academic. i was an educator over 20 years. i have never heard every tension as a means of dealing with attendance. do we have anything in our documents that says about retention? are there any educators that are aware it is listed for a strategy in supporting students. >> as an educator as well, i don't see that as a strategy that is effective. >> this is an e-mail that i receivedna talks about how students are recruit the. this is the families.

i have heard directly from two parents who left the public school after fourth braid. they were told it is easier if you apply in fourth or fifth braid. kinds are skipping the fourth braid to go into -- forth grade. they don't be have to take a test if they start early. this parent says there should be no tests. there are more spots open if you apply early. they were told their kids should be fine. if they didn't do well they could always repeat the grade. >> we don't have a test for an entrance requirement and we enroll more sixth than fifth

gray student. our percent age of students has increased every year for the last three to five years. >> you don't have a specific class. my daughter attended a middle school with a specific classroom with 600 kids to support students with autism. another class with emotional disturbance. >> we provide public education for all students. >> do you have one of those classes in your school? >> we provide the services. >> because you don't provide a class i am suggesting. >> we provide comparable services. >> what i am suggesting --

(applause). >> she dressed the question earlier. we can move on from this question. i am going to make final comments then we are going to vote on the item. >> i just want to make the point you can serve without a self-contained classroom. i am not speaking to the program. i just don't want the impression that is the best way to serve students with disabilities. >> may i respond quickly? >> there are a lot of people here tonight. i want you all to get home. i want to go home. i may not say yes because i am

deeply concerned about the tactics that kids use to push out students. it is long stated and not effectively addressed. what kipp has done effectively and i give them so much credit for. it ask that your child's future is based on test results and outcomes. that is powerful to families, especially when it comes to the achievement of lated continue american students. congratulations for the great marketing. i know you have a lot of incredible families committed to the school.

i am not going to base my vote on my own family situation. my cousin did go to the kitt middle school and was pushed out because of behavior issues. it is one story. it is a narrative associated with your organization that you haven't been able to come pat, turnaround. we have discussions around renewal. i don't really see you otherwise. the only reason we have this dialogue is you are funded by public money but not accountable to the public. that is an issue we can't resume. resolve. i am putting it for those in

public option with a great option for kids. i will base it on them, not on the institutions that is highly problematic and it should be reformed. i want to take these folks separately so commissioners can vote yes or no on each school. so on sp-1. bayview academy. roll call vote. (roll call).

>> how many yes? four yes, sirs. >> no. that is four eyes. now we are jumping to sp-2. san francisco bay academy. >> we didn't get the student delegates, i'm sorry. (roll call). >> still four questions. >> sp2. san francisco bay academy. (roll call).

>> that is five eyes. ayes. >> thank you. good night.

>> section g. action on three board policies. we are going to take them altogether. board policy 1100, 1312.3.

board policy 6153 school-sponsored trips. they were heard at the rules committee. >> yes, the rules committee. was that last week? 15 minute long. best meeting ever. all three of those items were moved with positive recommendation to the full board. >> commissioner collins. >> i want to know based on the there is anything that stands out other than maintaining the current laws. >> it is just housekeeping. >> thank you. >> student delegates. good night. you are dismissed. never mind. i will dismiss you later. thank you for the report out.

do you have a recommendation? >> the recommended action on all three items is that the board adopt the policies as posted. >> i don't think we have speakers on this item. any comments from the superintendent? roll call vote. (roll call). >> that is six eyes. may i hear a motion to second this item? >> so moved. >> any discussion?

>> good evening. the recommended action is that the board approve the attached agreement between the san francisco unified school district and united educators of san francisco certificate of classified paraeducators regarding the mayor's stipends at the potential schools and related public disclosure document. >> thank you. i think we have one speaker signed up. >> good evening. i am the president of did you night educators of san francisco -- united educators of san

francisco. we did negotiate this agreement and the executive board did approve it. we had a very -- i thought i had musical there like a show on tv. we had a really interesting long engaged discussion about this item. one of the things that i felt was important to point out, and i told our executive board i would do this. the issues about providing the services and education to students at historically underserved communities is complex and we have a lot of ideas how to make it better. the $10 million from the mayor's office for which we thanker is just one piece of what we need

to do. one thing we would really want to see and you have heard our members say this before is not just more money for people working in the schools but more people working in the schools. thank you very much for your consideration. >> thank you. any comments from the board? roll call vote. (roll call). six ayes. >> section h number one. second amended amendment to be

contract for doctor vincent matthews. may i hear a second on this item. >> i will read this that they approve the second amendment to employment contract for soup superintendent matthews any comments from the board? okay. roll call vote. (roll call). that is seven ayes.

>> congratulations. >> thank you. >> section i discussion of other educational issues. doctor matthews. >> tonight we have the memorandum of understanding between the san francisco unified school district and police department presenting is the community support department and captain williams in the community engagement division with the sfpd. chief true wit and captain - con

kaepernick continue williams. >> this is my last board presentation. i expected more people. it is my last chance to get my emmy on television. i am kevin truitt. good evening, i am here tonight and joined by our new director of crisis response and emergency preparedness who will take over this as the liaison and extremely happy to be joined by. >> yolanda williams, captain of school resources program. i am honored to be here tonight. i enjoyed my commander.

>> okay. so tonight this presentation will share an update of the m.o.u. including the following. i will share the opportunities for community members to participate. some of you have seen these if you are on the joint select committee these may look familiar. i will share the opportunities for community members to participate in the process of providing feedback and give you a sense of who attended and share resources to the community members. some of the most mentioned topics we will share a snapshot of the arrest data and provide the examples of draft language in key areas where we proposed new language in specific sections of the m.o.u.

we held four community forums facilitates by sfusd leadership. two were in december and january, last year. we had over 50. then two additional meetings were requested at schools. those two meetings were facilitated by our cb o partners. let me take that back. one at mission was facilitated bby ali and at the high school was by the sac. they had 23 and 41 participants. additional meetings were convened with alliance for girls and the youth commission and were facilitated by the organizations themselves. in other words, we allowed

participants their own meetings without staff. we provided with a facilitator's guide and existing m.o.u. and blew up the top sections and provided feedback forms and sign up sheets and they provided it to us and we recorded thousands of comments. i want to point out there was diverse representations from the organizations and groups. i don't mean to go through by name, but you can see that we did have quite a bit of representation. captain williams. >> the feedback obtained we received suggestions throughout the process and we transcribed and scanned all of the comments and suggestions. we shared it with anyone who provided e-mails.

some of the most discussed sections were in reference to the term innology for all to understand. for example e exigent circumstances came up a lot. we have make sure that regulations are included in the m.o.u. some of the sections previously were not part of an amendment or appendition. -- appendix. we are willing to protect the identity of juveniles with any incident of police involvement. schools are to add here to the language that clearly states the police department officers should not be commonned to school to deal with disciplinary

issues with students. >> before we go into the language we are changing in the m.o.u. we want to look at what is happening? what does the data look like? i would like to share this data the last three years and go further back. not all of these are officially arrests. sometimes students are detained and released to parents. this shows any incident where a student was removed and became in the custody of the police. two years ago there were 9 9 arrest -- 79 and last year was 38. in 2018-2019 there were 28 arrests. if you go to 2010-11 there were 195 arrests. following year 167. then 133, then 94, then 90, then

what you see here. i mention this because i cannot proof a causal relationship. one would make the assumption providing clarity and direction may have a direct impact on reducing the arrest at school. let's look at the language. what i have done here is anything you see in white is current language. highlighted is new language. in this section formally section 11 which is now section 9 it discusses requesting police assistance. there were three situations when a school can request school assistance. these three situations it is necessary to protect the physical safety of students and staff. the community here asked for specific example goes to fall

under these categories. that is what we provide. instead of saying necessary to protect physical safety of students, which could mean a lot of things. we offered examples. distribution of child pornography, violence causing serious body injury. we provided examples what that actually means. >> slide nine is revised proposed language. on the procedure for school staff to request police assistance. in the previous m.o.u. it was fine for sros to be called or text for immediate assistance. that is a problem because it takes and places the

responsibility of documenting the call for service in our system on the sro who has to lead and it can lead at this point to underreporting of incidents. by calling for the police dispatch number this will ensure every call is properly records, monitored and prioritized. we found it is problem attic they might be called when they were off work on holidays or regular off days or taking a vacation day. this last two call and not being answered in a timely matter. >> some sros in some high incident schools are texted by one principal and another principal texted another one at the end of the school day it is

better to call dispatch. >> section 10 which is now section 15 refers to officers' entry on campus. in the current m.o.u. officers entry on campuses begins with absent exigent circumstances. this raised concern for community members unclear about the definition of exigent circumstances. here we provide the definition of ex get circumstances as circumstances that would cause a reasonable person to believe caution -- that caution was necessary to prevent physical harm to the public or officers, prevent escape of a violent

suspect or destruction of critical evidence. on slide 11 we refer to arrests on school campuses the community feedback requested examples of consideration officers should make in determining whether the arrest should take place on school grounds. for example, consider whether the arrest in response to a school-related offense. if the arrest is for conduct that occurred outside of the school, this would weigh in favor of making an arrest away from the school grounds. there are other examples listed such as if the law did not require an immediate arrest. it can take place away from the school grounds. in the officer can make the arrest at another location the arrest should take place away

from the school grounds. >> policing on campus. i don't expect you to read that. that is a lot of new language. i highlighted the main four points police interviews on campus will cover. we have added the new board policy requiring a one court order parent guardian consent to allow an interview by police. the new law requiresault students 17 and under in san francisco must be provided with consultation with the public defender prior to the interview and miranda. we added language to permit the student to contact their parent with their own cell phone.

parents will pick up the phone if the caller id if it is their child. this states specifically that students and families will be provided with interpretation and provided copies of the know your rights brochure. >> slide 13 regarding location of arrest. once police determined the reasonableness of the arrest as defined by section 16, the current m.o.u. states to the extent practicable all at a private location out on of sight and sound shall be arranged for arrest. the new language states they shall take into consideration the student's right to privacy when escorted off-campus. officers who arrest a student

should make reasonable attempts to conceal the student identity sand keep the student out of public view when escorting a student off-campus. >> those are some major sections. what happens next? we want to receive some feedback from anyone in the public and from the commissioners, at which time we will submit if final draft for approval, signatures, then it will come back to the board under the m.o.u. section not for another presentation necessarily but under the m.o.u. agenda and you will vote on it. we will promote and publicize it rejamulpel modes -- via multiple

modes. that is what i have. >> there is public comment. >> good evening, commissioners, delegates. all of the great people in the audience, i am kevin bogus. i work at children youth as

political director. during this m.o.u. as well as past versions of it, coleman has been involved in the creation of the m.o.u.s. i think we feel the process has run its course. it is not helps address the issues in the district around safety, around things that promote restorative practices in schools. one of the big challenges in the past with the police department is there is no one to hold the school district or police department accountable when it is broken. there is no commitment to bring the police officers to the community. i think a good example of this is an incident last year at balboa high school a gun was discharged at the school and the swat team came in and shut down the school for part of the day.

the police weren't present in the process to take part in that. i think we need other ways to promote safety at school. what other all auternatives do we have -- alternatives do we have. this is better than ma'am programs -- programs across the nation. we think the document worked on is better than what we see in a lot of cities across the nation. we don't think it addresses the primary issues in the school and isn't reflective of the direction the school district is trying to take as part of promoting restorative practices, community accountability and not criminalizing students. african american and latino students rving the majority of police contracts. if it is not addressing that,

what purpose is it serving? thank you. >> good evening. i am a budget advocate for the student advisory council and i assist that department. my role last semester was facilitation organization on a public forum. a great deal of community members from the youth commission and parents, commissioner lopez came to join the public forum. i want to speak on the weight of the student voice and exposure to the drafting of the m.o.u. there is a great deal of them. there is value in having this memorandum and having a set understandings but i feel there

is a great deal of weight between the students exposed and it in language which the students could understand and get feedback on, and, you know, it is an incredibly contentious issue. there is a lot of divided temperature about the revised m.o.u. i would like to speak how important it was to have so many students see it, provide their feedback and really see those changes manifested in the m.o.u. proposed to you today. thank you so much. >> good evening. i wanted to go last when this

was mr. truit's past presentation. i appreciate you provided this to some of the partners early to review. i am here on the committee for special education. one of the things that standing out to me is that when you do a search you find the words disability, iep,504 plan, manifest determination. zero times in the entire 15 pages of this m.o.u. in the presentation none of the data included students with disabilities. i will give you statistics. there is a data collection project. the last data publicly available is from 2015. at that time specific to fu they

accounted 32.1% of inschool suspension. 39.9% of out of school and half of expulsions. this m.o.u. contains zero information about the special protections our students eaching special education are entitled to in the discipline andy escalation is not included. students like my son are not obvious with disabilities. when he is frustrated he loses disability to hear and respond. he is an african-american boy who at age 14 is now taller than

me. for him and for every other african-american student with disabilities we need to update this m.o.u. to be more specific and supportive. thank you. >> that concludes public comment. any questions from commissione commissioners? >> i will come back to you. >> i am doing my book club every time we meet. i am reading dance the blues. it is written by doctor morris specific to the experience of criminalization of black girls. it has a whole chapter on removing police from schools. the problem reliant on the presence of law enforcement it

is a fabricated construct of safety in the first place. i appreciate kevin bogus' comments. this is not just about an m.o.u. we should talk about student safety. what she discusses is the idea there is souch discretion in school policing work across the country. the idea that officers. we had some wonderful community-based sros in the school. most of the policing relies on police to make decisions on their own discretion. that was called out by fisher. how do we support students with disabilities? how do we make sure that the folk are aware how to de-escalate and they are informed and trained how to make

decisions not based on common sense. it says police officers are particularly ill equipped because they tend to respond with the same tools used for impression. these methods don't facilitate safety in schools. police may need to remove a dangerous person. the continuous presence is not to prevent violence nor do they prevent safety from girls of color or other students. >> i am having trouble with the whole m.o.u. process. i think there is a robust community process, and i believe as a district we do a better job of thinking about these things. if we don't have safe schools, if students are not welcome and if we are not building community

and we don't have restorative practices in schools, these are the schools where we see children acting out or bringing weapons to school to protect themselves from bullying. this process is disconnected. from the larger conversation which we have. how do we support a safe schools pracand then the question would be how does policing fit into that? there are community members involved in kind of keeping the peace. i think of united players and organizations working in communities to help heal communities. it is interesting that we are looking at an m.o.u. with the police but not with