mural vote. we also heard that the board asked for recommendations for teachers to approach native-american history month and holidays that may end up being traumatizing for students including thanksgiving and halloween. we reached out to make sure they were getting out to teachers. we weren't able to get a response. i was excited to hear a cultural intelligence training that is something many schools would be interested in. we are not aware how to access. on the positive this year some of our parents who are native-american put together resources and supported our own school to lift up and celebrate indigenous voices. it helped connect families that wouldn't know they were represented at the school and to

educate students. we shouldn't expect marginalized families to do the work. we will ask the district to step up to meet the needs of the american indian pac. thank you. >> any comments or questions from commissioners? >> thank you for presenting and for sharing information with us. i was wondering about the jusd curriculum. how long you have been asking for that to be implemented? i see here that it is intended for next school year to be implemented at all grade levels. i assume you have been asking for some time. i wonder the length of years it has been. >> the curriculum was purchased the previous school year to be

piloted school year 2018-19. k through 8 for the joint unified school district centers the voice of hoopa, the california indian tribes around land management. we would be the first urban district to bring it into our schooling system. it was cre created by the hoopa community and teachers they work with at the reservation school. >> i would love to include that in the next curriculum committee meeting. if you can follow up with me or the commissioners on that committee to get that started. >> commissioner collins. >> thank you so much for your presentation. i am very happy to see you and also very sad. i was here last year when you made a presentation, and i heard very similar presentation.

that is why i made the request. i wanted to see. it feels like and i have been on the apac with similar presentations last year. i requested to see the last five years of presentations. what is upsetting to me we have families really giving up personal time, that is emotional labor and giving up time with family to participate to help the district do better. what i am see is over and over the same requests are being made. i am not sure what the actions are. if i am not sure as a board member, that is not good. i put this together and shared with the folks in the community. i have shared with the commissioners. i cut and pasted all of the recommendations of the american indian pac made year by year and put them in a table.

a lot were similar. i coded with categories asking for curriculum, professional development or epc identification helping families know when they are going through the process. those are the three that pop-up. i guess what i am wondering is it seems like some of them have been implemented. there was a request for changing columbus day to indigenous people's day. that is a very good one. there have been discussions around changing names of schools like the new school. in general, but it doesn't seem like there is any comprehensive work done to address the concerns of the indigenous and native american communities around textbooks or teacher development. i wanted to hear from parents if you are seeing any movement, some movement or what are your -- is it just, you know, i am

glad teachers were trained at sanchez. that is one school. i want to know your thoughts on that. >> i couldn't comment on that because my son is not getting any of that training. >> i would say as the parent, it seems like every year, every year. as you noticed they are the same recommendations. we put a timestamp on it to hold ourselves accountable to move forward with it. with that timestamp it gives us something to look forward to, you know, if we accomplish it or if we do not. that is personally as the parent, it is going to drive us

to hold people accountable. it is frustrating. grandma marry talks about it. here we are again. here is the list again. what do we do? we keep moving forward, keep pushing, keep pushing. our pac member, our sender alive living and breathing. that is our passion. this is our future. again, it is work. we are still ready to work with the district. (applause). >> i think i might have forgotten the question. >> are you seeing any curriculum

changes or professional development for teachers at other than sanchez, which was mentioned. >> i have not seen professional development, especially through the cimcc provided anywhere else other than sanchez. it was something that i requested in a very small way at the school where i was at for the last couple years as a classroom teacher, and it was just told to me there wasn't funding for that and that they already had the professional development plans pretty much lined up. i am not seeing that particularly, but as the parent inside sfusd i have heard more in the area of excuses and opinions related to what our asks are rather than ideas of how to actually put anything in

action to address anything that we have as our asks. >> supervisor how do we track requests over the time? some things are quicker to implement and some things maybe we can't implement. how do we know other than waiting a whole year? how do we track these things? >> so we in the executive leadership team we have a tracking mechanism to track the resolutions as well as -- i can speak for the last couple of years. we can track the resolutions. what is required as well as requests that are made from the pacs. you heard that the curriculum that was purchased last year, and i guess it is implemented in the coming year so that is one

example. i can only speak to the last couple years that is what we are doing now. i can't speak to how it was tracked previously. >> i just want to read this. >> if i may, generally, when the pac puttings forth the recommendations we take whatever questions are asked from the board as three to six month follow-up and that is how we internally track the process what is met and what do we continuously need to bring back and prioritize. >> you are bringing it back because you are not seeing a lot of movement? i want to read this in the eighth grade textbook that states while scouting for food smith was captured by the indians and brought to the house. he saw the chief. he greeted him with a loud shout. when the meal ended the mood

changed. he was about to be clubbed to death when a young girl took my head in her arms to save me from death. smith's savior was pocahontas. she would think of smith as her brother from that moment on. this makes me gag to read this. i am telling you this was brought to me by my children. they recognize this is not true. the fact that there is a curriculum in the schools that is perpetuating stereotypes and harm. i am concerned about repairing previous harm and the harm that is currently happening in our schools right now. i am working with commissioner sanchez to write a resolution to

handouts. tell us what i is it indigenous people say. what to wear for halloween? also thanksgiving. thoughtful discussion of what it is and how not to perpetuate harm wearing headdresses or acting out a happy feast, those were not realized. i know people are listening. i just don't see action. i appreciate the time. thank you.

(applause). >> vice president sanchez. >> thank you for the presentation. commissioner collins covered my concerns. >> commissioner lamb. >> thank you to the american impact members for your work and your presentation and recommendations. i am particularly talking from commissioner collins. i am interested in the epc aspect because they date back four years ago. especially as we are embarking on this assignment system and the last committee as a whole we talked about not only the policy this board will be making decisions about the student assignment but around the community engagement and how this is an opportunity as we go out into the field and meet with families and students that we have to think about how is epc

really serving students and families? when i see there is a gap, i would like to understand from super-intentdend or the team what those plans are for ensuring that we address the recommendations and what has not been realized, particularly from 2015 through the late 2018 recommendations. >> sorry. one more time. >> i was saying i want to ensure as before we embark on the community engagement around student assignment that we be prepared as a staff to report back the status of the epc categories that commissioner collins forwarded that has been ongoing since 2015 and how that

is going to be because i would hope and encourage that families and stakeholders come to those community engagement sessions as we embark on the student assignment process around how critical it is to ensure that as the education placement center is able to serve as that outreach for our indian education services and programs. >> we will get back to you. >> thank you. >> i want to thank all the elders and family members here tonight to share their concerns about what has been going on in the school district. i just want to say from my personal experience at mission high school about how i am

thankful for the teachers who never touched a textbook because it doesn't show accurate history in indigenous people. they don't believe in textbooks because it is a white narrative and doesn't show the true history. when i got to my soft more year i -- sophomore year i was told about the -- i for got how to pronounce it. i was not told about the boarding schools until high school. how come i was never taught this until high school? in my heart i had to wait until high school to learn this information. a lot of the things mentioned in the native-american history i am thankful my teachers at mission taught me this. it has been centered around this and i am grateful for that. i can't say a lot of students in

sfusd have done this. i am thankful that they teach this accurate information where they quote the books and show us documentary the. i am thankful for that. my resources teacher read a book 500 pages over thanksgiving break. i was thankful my teacher was able to teach me that. i wish that other teachers in the school district would take the time to educate the students about accurate information. i am grateful for that. i just want you to know that mission is doing their part to teach this. i want you to know that. [applause] >> one more thing. as a person who doesn't like to celebrate, my family and i like to to go alca taz every year.

i wasn't able to go this year. my sister did. i am not going to celebrate a holiday meant to kill indigenous people. the fact people don't want to consider that this is your land. it breaks my heart the fact that george washington mural is still up. it breaks my heart. (applause). >> thank you for your presentation. vice president sanchez has been on my case all year about doing something around the ceremony. we will make that happen in the coming year. i will talk to you more about that. good night.

>> section e. consent calendar number one. motion and sencoocked. >> so moved. >> second. >> any items by the supervisor. >> none. >> any items by the board? there are none. >> any items for the superintendent and vote? seeing none. roll call, please. (roll call). >> seven ayes. >> section f. discussion and vote on the resolution for separate consideration. there is none tonight.

section g. proposals for action. if i hear no objection. one second. i did forget something. i would like to announce i appointed jennifer fong for the free city oversight. she will be appointed to see the employer officer to be appointed by the board. congratulations and thank you for your service. any other appointments to advisory committees? >> i would like to appoint michelle to the peace pac. >> . >> back to section g. if i hear no objections we will vote on the board policy for action.

one vote we have number one, bp06 -- 0460 local control accountability plan. bp0520 under performing schools. bp0520.1 comprehensive support and improvement. 2. bp1431, waivers. bp6142.1 sexual health instruction. the board policies were heard. [please stand by]

lot of community report. >> president cook: and now vice president sanchez will read the report into the record. >> there's also a report from the budget committee, as well. were you going to have her read that? >> president cook: i don't have that here, but go ahead. >> so we moved this forward

with a positive recommendation in the november meeting. the last budget meeting, we -- it was not on the agenda, but we saw a presentation about budget, and there were concerns about shortfalls in this year's budget, and so we didn't want to hold up approval of this resolution, but we wanted to make it clear that we felt like we wanted to support this resolution with the understanding that it was the implementation this year was to be met internally because a lot of resolution language deals with things that we should be doing in terms of our normal practices where there is additional expenses, that those be prioritized but also be considered with the other budgetary issues that are before, which are looking at

ways to do the student formula, as well as new ways of looking at budget shortfalls this year. we already voted on it, but we just wanted to make that statement to the board with that understanding. >> president cook: okay. thank you. >> i will now read the resolution in the in order. resolution in support of the achievement and success of all latinx student in the san francisco unified school district. therefore be it resolved that the san francisco board of education prioritize latinx student achievement and opportunity of the core commitment of the san francisco unified school district and set annual goals across the range of pk through 12 indicators will narrow the gap between

standardized test scores, school attendance and advanced placement enrollment among other potential indicators. and be it further achieved, latinx and further opportunities will serve as key guiding criteria in all decisions supportive education makes involving the allocation of physical, financial, and human capital. and further be it resolved in order to help reduce disparities in academic outcomes for the latinx community, the school will commit to using a whole family, whole student approach in moving toward student success and wellness in moving families out of poverties including providing families with wraparound services in close collaboration with community organizations and family

resource centers. > and be can further resolved, the san francisco unified school district will charge the city of san francisco for family services and enhance the environment in which they learn including one, including developing needs based on best practices of effective strategies, and two, utilizing a data dashboard of measure for pk through 12 achievement of students as measured by attendance rates, academic achievement and socio measures and discipline and targeted services based on the needs of those students.

a a >> and three, regular tracking of the progress of groups of students throughout the school year and reporting on the progress of those students to the board of education. four, deploying targeted supports to latinx students to ex-sure post secondary pathways in successive college and career which are borne by a close monitoring of student progress at post secondary

institutions. seven, developing new programs and/or academic themes at historically underserved schools serving latinx students in order to enhance the quality of education for latinx students. such themes may include a new language program, summer and extended learning program, steam, arts, latinx culture and history focuses at schools, and programs that diversefy students' programs especially in places where latinx students with underrepresented. eight, improving the visibility of latinx students across the environment, coordinating cultural celebration using more books written by latinx authors or that profile latinx characters and content so that students can see themselves represented in the curriculum

and instituting an annual latinx honor roll celebration and supporting the engagement and leadership development of latinx parents to participate in school site and district governance issues. nine, investing in new hiring and retention strategies that help recruit more latinx educators and school site staff to help more accurately reflect the students at schools with more latinx students, specifically providing more opportunities for latinx educators and educators with spanish and other language abilities. ten, create a pool of highly qualified substitute teachers since latinx students have attended schools with high turnover rates and attend schools with high substitute

rates as a result. eleven, examining all parts of the process and appeal to a diverse set of family in enhancing the cultural competency of staff at racially isolated schools. 12, reducing the kinder gap in latinx communities because of the fact that latinx students are the least likely to be ready for kindergarten. these strategies should address the different factors that can contribute to school readiness. this would include high quality early care and education programming, stronger:00 with nonsfusd community preschools, including centers and family child care providers to facilitate transitions and culturally appropriate family engagement and support. >> 13, enhancing support for spanish speaking english language learners by holding

schools responsible for designating the daily e.l.d. for students, providing additional training and coaching for teachers implement successful strategies for integrating e.l.d. in the classrooms, to better facilitate the classification of e.l. students with i.e.p.s once they become english fluent, inform parents on the importance of monitoring reclassification, their child's progress towards achieving english fluency. and exploring the possibility of developing an individualized reclassification plan system modelled after the individualized education plan i.e.p. program which would define personalized objectives for english language learners who are on a path to become

reclassified, set a timeline around expectations around becoming reclassified, order updates on a timeline surrounding student's reclassification, and identify any accommodations, resources, supports or curricular opportunities intended to help each student reach their individual goals. and 15, promoting the community school model mirroring those in the mission district at schools with high concentration of low-income latinx student populations and in close partnerships with community-based organizations. these models follow a two generation approach that follow parents with capacity building and support services and they can be implemented by data driven teams, family coaches, and mental health consultants. and 16, make available culturally competent support by encouraging students to pursue partnerships with

community-based organizations that can provide education guidance and financial opportunities for students. further be it resolved that the board of education will enhance accountability for the opportunities being delivered to all latinx students by establishing a community advisory board. the sfusd latinx community council comprised of latinx parents, students, and service community members as well as internal body, the latinx internal oversight committee comprised of leadership from the superintendent's cabinet and other leaders from sfusd to effectively target invention programs and opportunities for latinx students. and be it further resolved that the committee will be charged with identifying and implementing the afore mentioned ideas and strategies,

and it will inform the board on opportunities and situations impacting latinx students and parents. the council will advise the board of education and the superintendent on these various issues and priorities in order to guide sfusd's actions over the course of each school year as well as the strategic actions of the internal oversight committee. and be it further resolved that the latinx community council will receive a data report from the district starting in the fall of each school year that tracks indicators on latinx students such as enrollment, transitship and student demographics, met and unmet student needs, percentage of students placed in special education, students identified and placed in gate, percentage

of homeless students, percentage who leave the students, percentage of students ready for kindergarten, percentage of students ready for high school, f.m.p. scores, e.l.a., science and math and c.l.a. score is, uccsu eligibility, for hour cohort graduation rates, percentage of graduates in two-year and four-year colleges, average instructional time, suspension rates, early warning indicators, percentage receiving free and reduced lunch, recruitment of latinx educators, percentage of latinx educators in the district. >> we're almost done. and then, we're going to read it in spanish -- no, just kidding. >> i was going to make that joke. >> and it is in spanish, so it's on-line. be it further resolved annually

the superintendent with the support of the latinx community council and the latinx internal oversight committee will prepare and present with the used a stude sfusd a report and consistent with the data provided to the latinx community council will include statistics relevant to the pk-16 academic and socioeconomic performance of the latinx population at school sites across the district. the retention and recruitment of latinx educators, and student participation rate in programs, outcomes of students in these specialized programs compared to their peers, dedicated staffing around latinx student achievement, an opportunity for professional development, instructional materials to support latinx students and other school quality indicators, including

hard-to-staff classifications, student mobility and teacher turnover. the report will also feature an equity overview of how district funding streams like local control dollars and peef formulas are reaching students, a summary of students, teachers, and community based organizations that are accelerating outcomes for latinx students and an outcome of all existing interventions targeting latinx students with accompany details, e.g. information on staffing budget quantity, the number of students served and student outcomes. further be it resolved annually, the superintendent will take into consideration the ideas when preparing the sfusd annual budget and each year, sfusd will quantify the level of funding devoted to targeting interventions for latinx students in the prior fiscal year and compare that to funding decisions for the

coming fiscal year in order to retain effective programs and services. be it further resolved that sfusd will work collaboratively with san francisco latinx community, the mayor, and the city and county of san francisco, the united educators of s.f., seiu 1421, faith base institutions, higher education, the business community and latinx owned businesses and parent and student groups in order to align efforts and amplify effective work across all sectors. lastly, sfusd will commit to maintaining senior staff tasked in their scope of work to provide targeted support to latinx students until the racial opportunity and achievement gap on academic and

behavioral measures has been eliminated. co >> president cook: i'm just waiting to make sure. thank you for reading it into the record. we do have several people that have signed up for public comment. when you hear your name called, you can make your way to the podium. tiada scholl, theresa molina, cynthia sigueira, maria nunez, luis rodriguez, kari rodriguez, efrain barreira. eric -- that's it -- what?

quintos. >> we have to announce that the group of persons you read, they need interpreters. they're going to be reading the text, and somebody is going to be reading it for them afterwards. [speaking spanish language]

>> hi. good afternoon. my name is poneida. i have a son in high school. i am here to ask for your support with the latinx for solutions. we are a -- here, along with other organizations in our community, asking for your help. our resolution is different because it won't create just initiatives like the resolution a.o.i. please support us. we want to no longer be ignored. we need your support, please. thank you. [applause] [speaking spanish language]

>> hi. my name's teresa. i'm a leader of the community and also a leader in innovative public schools. [speaking spanish language] >> so she's mentioned that she's noticing the test scores of our latino students are quite low compared to other groups, and so much so that our students are not being fully prepared for college. [speaking spanish language]

>> so she's mentioning although specifically she doesn't have any kids that go to sfusd, she does have grand kids that go to missi mission, a granddaughter, and she's seeing her struggling compared to other kids, as well. [speaking spanish language] >> and then last comment, so she's mentioning that this resolution is highly important to her to give attention to latinx students so that they can be fully prepared for college.

>> yeah. gracias. [applause] [speaking spanish language] >> my name is jessica, and i am a volunteer with innovative public schools. my daughter attends san francisco public schools. [speaking spanish language] >> thank you, gabriella, for your leadership and for listening to our community. we really appreciate you coming to meet with us and listen to your concerns. we are really excited to collaborate with you. [speaking spanish language]

>> i also have two other daughters who struggle because they were labelled as e.l.s and later became long-term e.l.s because they never got the support to get reclassified. [speaking spanish language] >> this resolution will commit san francisco unified school district to monitor outcomes for latino students, close the achievement gap and commit teachers, community leaders,

and students in the oversight process. [applause] [speaking spanish language] >> hi. my name is maria nunez. i have two sons, ben one in bu vista-horace mann. >> president cook: just leave a little bit of space between the mic. [speaking spanish language] [applause] >> i just want to highlight that not all parents are going to be able to speak, so i'm asking them to stand so that you know we're represented.

[speaking spanish language] >> i would like to speak to you about the two committees that we're calling to be formed in this resolution. these committees need to be

given the information and support necessary for them to carry out data monitoring, and oversight functioning to enhance accountability for the services and programs of latinx students. the latinx community council, a community advisory body comprised of latinx parents, student, educators, students, and service providers to encourage opportunities for latinx students. we encourage that these are the two biggest priorities as we move this resolution forward. thank you. [applaus [applause] [speaking spanish language]

>> we are urge the district to provide clear guidelines and transparent process for the selection of members to the latinx community council, ensuring that the membership is truly representative of the

different stakeholders that are mostly directly impacted by the district's effort to support latinx students. we want this latinx community council to look like the students that are in our schools. [applause] [speaking spanish language] >> my name is carmen rodriguez, and i'm representing bylen elementary. [speaking spanish language]

>> to continue building on what my comrades have already said, to fully engage in the material and participate meaningfully in meeting, we urge the district to hire one latinx achievement oversight coordinator. this person would also be able to serve as the liaison between the community council and the oversight committee. thank you. >> both of my daughters are spanish-english bilingual, from

my perspective, but from the district's perspective, she is an english learner. i am here to speak on behalf of the resolution. there are many community-based organizations clearly partnering with sfusd and i actually work for one of them and i'm proud to say it. and to support the latinx students and the families, reduce achievement gap, reduce barriers to achievement such as health and wellness and poverty and provide comprehensive college and career readiness support. this resolution commits the district to pursue more and deeper collaborations with these organizations. the community school's models are exemplified in the models that we might achieve. as a parent, i see the gaps that my kids experience in their schools. i am fortunate to be involved

in their conversations and know what my child needs and how can i advocate, but i'm only, only one parent that's doing it, and there's a lot of parents that don't have the same capacitor understanding that we do have rights here, and we need to fight for them, and this is why i'm here in front of all of them so you can hear me and also hear all of the other parents, but also remember why you're there, is for our children which is the future for this country. just every day you wake up, just remember that and keep that up front of everything you guys do in order to continue supporting our children and our community. thank you. [applause] >> good evening, president cook, commissioners, and superintendent matthews. my name is efrain barreira. i'm a proud sfusd graduate. i'm speaking as a latinx parent

of two district students and a member of the mission neighborhood. as a former school coordinator i have worked closely with sight educators, staffers, and parent leaders to see what needs to be done to meet the needs of our students. i've also seen the many ways in which our district is not meeting the needs of our latinx students. what's powerful about the latinx resolution is that it creates a direct link and accountability between the sfusd and the community and its stakeholders. the resolution passed the superintendent and the district to take into account the priorities of both the latinx community council and latinx oversight committee when

preparing the sfusd annual budget and quantify the level of funding committed to these priorities. thank you for your support. >> vice president sanchez: before you begin, i'm going to read off some more names. geraldine anderson, julia summers, julie roberts-fung, maria villa luna, miranda martin. >> thank you. so thank you for allowing us to be here speaking to you today. my name is eric quintos, and i am a latinx parent of two in the district as well as someone who works for one of the c.b.o.s that was named in the resolution and that was working with commissioner lopez to help develop it, mission graduates. i wanted to actually take my time here today to specifically

call out one of the elements in here, which was around -- which is the -- the annual report that the district would be providing to the -- to the latinx community council, that student achievement report. we really think that this is going to be an important tool for this council to then be able to use some data driven -- to look at the data and come up with some data driven strategies that the district might be able to take into consideration in the following year. so i heard earlier that the budget for this current fiscal year might be affected, but that hopefully we can present through a data driven process that the -- and achievement report would facilitate a set of strategies that could be funded in the future years. and this is a really committed group of parents and i'm really excited to see what kinds of strategies they can come up with, including working to reduce the kinder readiness gap

by pursuing more early learning opportunities and family transitions to kindergarten and also possibly studying that really interesting idea of the individualized reclassification plans. who knows if that can be something we can implement, but those are two examples of the kinds of things that would be strengthened by the report that the district would be presenting. thank you. [applause] [speaking spanish language] >> hello. my name is julia miranda and i have three children at brian elementary. i'm a parent leader with innovate public schools. i am very happy to be representing hundreds of

parents from brian elementary here tonight. [speaking spanish language] >> i'm here to support the -- the resolution for latino students. thank you, commissioners lopez and sanchez for your leadership and being champions to fight for our children. it was about time that people notice us. we finally feel value and we will not stop until these resolutions become a reality. [applause] [speaking spanish language]

>> this resolution will provide guidance for committees for elac in schools to form ideas that will better support english learners. [speaking spanish language] >> as elac parents, we will continue to increase our leadership in schools and uphold the latinx resolution to ensure that parents are represented in this process. thank you. [applause]

>> good evening. my name is debra summers. my -- i'm a parent and a p.t.a. board member at harvey milk civil rights academy. my kids are in third grade and kindergarten, and i'm also an innovate public school leader. i'm excited to see that the board has created this resolution. latino students represent the third largest population at our school, and as an ally, i'm happy that the district is committed to making sure all students have access to a high quality education. thank you. [applause] >> good evening, commissioners, superintendent. my name's miranda martin. i'm the policy director for parents for public schools of san francisco. i'm here on behalf tonight