is now called to order. roll call please. >> thank you. [roll call] thank you. >> all right. thank you. thank you all for being here tonight. section a, general information, there's accessibility information for the public and teleconference information. there's none tonight. we have section b, approval of board minutes. we need a motion and a second. >> so moved >> second. >> any corrections? okay. seeing none, roll call. >> the board meeting minutes of

january 14. speaker cards are necessary if you wish to address the board of education. an individual can complete a speaker card prior to the item being called and present it to our executive assistant, to my right. members of the public have two minutes to address the board and or the time set by myself. importantly, according to board rules and procedures, speaker cards will not be accepted for an item already before the board. item number 2, superintendent's report. >> thank you, president cook. good evening, everyone. great to see you all out tonight. tomorrow is the seventh annual san francisco unified school

district career pathways showcase. families, staff and students are invited to come out and celebrate the students of our district's career pathways. gives you the opportunity to check out student projects and learn how career pathways is preparing young talent to thrive in san francisco's workforce. career pathways addresses barriers so students have access to career exploration, practice and mastery of technical skills and early college course work. in partnership with over 500 community and industry partners, we serve over 3700 students each year. from culinary to biotech, all 43 pathway programs cultivate critical thinking, technical literacy, public speaking and leadership skills. the showcase is from 5 to 7 at the palace hotel at 2 new montgomery street. all are welcome. the san francisco unified school district is developing a new student assignment system for elementary schools, and we want to hear from you.

thank you to everyone who attended our first community workshop on january 16 at willie brown middle school. there are still 11 community workshops over the next month for you to give input that will help our district develop a new policy that better meets the needs of san francisco unified school district children and their families. food, childcare and interpretation is provided. the next community workshop is tomorrow from 5:30 to 8:00 at support for families of children with disabilities, 1663 mission street, suite 700. go to our website, sfusd.edu/student assignment, and there you will be able to rsvp and get a full list of dates and locations for our community workshops. the superintendent's 21st cenchrea century -- century awards. we are now accepting applications. i encourage seniors to apply. it will be granted to six

seniors who exemplify a strength in a characterrist of our profile. they will be honored at an event this spring. the scholarship is available to all students who, regardless of citizenship status, the deadline to apply is friday, february 28. go to san francisco -- sorry, go to sfusd.edu to learn more and apply. and talk to your school counselor or principal if you have questions. this friday is thank a mentor day. and i want to express my gratitude each and every school district staff member and community member who takes the time to serve as mentors for our students. here in san francisco there are several great community organizations that recruit, train and support mentors who support our city's youth. we even have a mentoring program run by our district that is comprised mostly though not exclusively of san francisco

unified school district employees who commit to mentoring a student. right now, around 700 district students are matched are mentors through our mentoring for success program. last week we honored ten outstanding mentors in an event sponsored by linked in. students say having a mentor helps them do better in school, makes them feel safe, makes them feel like they have someone they can depend on. thank you to every adult who goes above and beyond in service of our students. although san francisco unified celebrates black history 365 days a year, 366 in a leap year, february is officially the month dedicated to honoring the contributions of african-americans in this country. from assemblies and schoolwide celebrations to classroom lessons and activities, films and videos, there are many ways to celebrate and learn about the contributions of african-americans. i'll be joining a read-in at

carver elementary school this monday. we are gathering resources that will be made available to schools. i encourage staff and families to work with your school sites to ensure plan celebrations are planned and visible in the school. finally, on behalf of the san francisco unified school district, i want to wish everyone a healthy and prosperous year of the rat. [speaking chinese] and that concludes my announcements. >> thank you for that. all right. we go to student delegate report. >> thank you. last night, the city received a presentation from parents for public schools. we provide student feedback providing last year's school climate survey and other input regarding support, climate and culture. our goal is to work on these issues, exploring new possibilities for resolutions and projects. we would like to thank miranda

and teresa for their presentation and providing our student leaders the engagement opportunity to provide some focus group feedback. superintendents 21st century award provides a scholarship providing students for funding support for college. our goal is to circulate this opportunity with the district student bodies to apply for this opportunity to highlight the superintendent's graduate profile area. we would like to thank superintendent matthews for continuing to make this opportunity available for sfusd students. and lara for once again bringing this award to their attention. lastly, our annual youth summit is approaching. this event hosted by the sac will bring our school sites together. we will have workshops,

speakers, food and entertainment. our youth will be held on march 20 at the fort mason center. our goal is to inspire students to become student leaders, not just in their schools but in their communities. we would like to thank everyone who reached out to us regarding their support and student voice and offering to host a workshop at our summit. our next meeting will be held on february 10 at 5:00 p.m. in room 11 in the i lab. the scc is a public council, and anyone is welcome to attend. if you would like to attend, make a presentation or would like a copy of our agenda, contact our supervisor mr. salvador. thank you. >> thank you. next item is a recognitions and resolutions of commendation. superintendent matthews. >> thank you, president sanchez. tonight, we have three recognitions. the first is a recognition of the lowell high school

volleyball team. that will be followed by two rave award, araphia wards are when we recognize all of our valuable employees. beginning with the lowell high school volleyball team. tonight we are recognizing the lowell high school girls volleyball team. on november 23, 2019, the lowell cardinals became the first academic athletic association program to win a state volleyball championship. [applause] the cardinals defeated number two seeded south pass de in a high school in four closely contested set. the cardinals have previously been tested in semi finals where they fell behind two sets to one to the number one seeded sacred heart prep, and it looked like their season might be coming to a close but the cardinals found the strength and the courage and wisdom and focus to rally for an amazing comeback and win and go

to the state championship. and that helped them bring home the title to san francisco. we are also proud of their accomplishments. congratulations to coach kelly, assistant coach josh and the entire lowell squad for its fantastic championship season. congratulations, ladies. [applause] so what we would like to do is bring forward coach kelly sung to say a few words. and then what we will do is have the team come forward into the well, and we'll take a picture with the team. coach sung. [off mic] >> hi, everyone.

i was not prepared to speak tonight. didn't know that was going to happen. so just wanted to thank the lowell girl volleyball team for all the hard work you put in this season. i know that halfway through season, it gets really tough, having practice two hours a day, every day or five days a week. but i'm glad that you guys stuck through it and trusted the process. and i hope you guys enjoy it. it's not every day you get to win a state title. i don't know if you recognize how special this is. so take it in, joy it and hopefully next season you guys can do it again. [laughter] [applause] >> commissioner lam? >> i just wanted to extend my congratulations to the entire team. i've known some of the players since you were all probably five years old. and it is such a joy to see your

accomplishmens and your hard work and your grit and resilience that i know i've been following the team all season. and again, you are a model and example to girls' sports programming in general not only in the district but really an opportunity to really shine, the importance of girls' sports and sportsmanship for -- not throughout the state only but also the country. so congratulations. i'm very proud of you. [applause] >> i'm going to ask the team to come forward now and come into the well with the coaches and board members. and we would like to get a picture of our championship team. [applause]

[applause]

i want to also congratulate the girls team from lowell and recognize your hard work this past season in volleyball. and also i would like to say to the general public that i've said this at the last -- we've been winning a lot of championships in this district over the last three or four years. before that it was contradicts, we were not winning anything. and it's not because of the work of this board or -- [laughter] -- or it didn't come about just because we were up here. it's because of all the hard work you did and the support of your teachers and coaches ask your families. but also there's a little thing called the public education enrichment fund that passed in 2004, which finally got the district to invest in its sports. slam which is sports libraries arts and music had been subtracted from schools because

of prop 13. and with slam, we were able to reinvest in our sports. and now those funds, those resources and your hard work is paying off. and i've proposed that we actually attempt to make replicas of the trophies our teams are winning and put them in our lobby, because we are so proud of the work you are doing. and we want to brag. so, again, thank you very much. you probably don't want to stay for the whole meeting. if you want to leave now or after the rave awards, we'll let you go. but, again, congratulations. superintendent matthews, next item. >> thank you, president sanchez. thank you. [applause] homework time.

valuable employees rave awards. once a month we have the opportunity to recognize, we take the opportunity to recognize some of our valuable employees. we have two tonight. the first rave distinguished service award will be awarded to julia smith who was a teacher at rooftop, and this will be presented by her principal. we ask her to come forward. >> it is with great pleasure and an honor as the principal of this school to announce this month's rave distinguished service award recipient, ms. julia smith. ms. smith wears so many hats at our school. she is a dedicated teacher of 12 years and is also a parent at our school for ten years. in addition to teaching, ms. smith is a dedicated member of our school site council, the instructional leadership team

and african-american parent group. she was nominated by a colleague who had the following to say: ," ms. smith is someone who works hardenedlessly without saying much about it. i've never seen a person so genuinely dedicated to the success of each of her kids in the classroom. she connects with her students in her classroom, hands out handwritten notes to every kid with a quick pick me up. one parent even said it goes right above my child's bed and stays with them every single day. i can attest they all share this sentiment. she floods the room with loving demeanor, excellence, and she's a really good singer. ms. smith is an inspiration to me. every student in sfusd deserves to have a teacher like ms. smith

who is outstanding. every principal deserves a teacher and community member like julia smith. thank you for gifting us with your many talents and for your enduring belief that each and every child deserves a quality education. i love you, i'm so proud of you, and i think this day couldn't have come any earlier. and please don't leave our school. stay ten more years. [applause] >> okay. for the at all person. thank you thank you for the kind words and recognition. it means a lot after 23 years with the school district. hard to believe that when i was 22 i was trustedd with my own classroom and 20 children to

teach to read. so anyway, after all this time, it's really an honor to be recognized, and it's been, well, it was a lifelong dream to be a teacher. and so every day i feel lucky to get to work with amazing colleagues and teach amazing children who oftentimes teach me more than i'm teaching them. so anyway. thank you very much. [applause] thank you. thank you. [applause]

>> our next rave award winner is day, she is a librarian. and this will be presented to her from principal maurice harvard. [applause] >> good evening. it is truly a pleasure to present this distinguished faculty member and mover and shaker in the civic center community. kay had been part of the district for a number of years. and so i know better than to try to -- she'll say that if she wants to say that. [laughter] but every day, she brings life

to our community. every day she brings hopes and dreams to students and families. she is the core of what happens at civic center and has been the core of every school she has been at. she is truly a person that steps forward. and as i say, makes dreams come true. makes dreams come true for teachers, makes possibilities really real for students. and there are no boundaries that she will not undertake to do for students and community. i'm just going to mention one. and i don't know if this one is legal. so i'm going to put this out. [laughter] all right. so there you go. we have a chicken coop already.

but soon we will have chickens. and they are not to consume. but they are comfort animals and science possibilities. the eggs, we will eat. but the chickens we won't. but kay helped to reach the dream that that could be possible, and that that could be possible in the city. and trusted students who aren't necessarily trusted sometimes to be responsible and to do the right thing, because she has faith in young people. and faith in teachers. so i am proud to bring this distinguished faculty member, because she touches every

student at our school to the podium and recognize her for her distinguished service at civic center and many other sites throughout san francisco. [applause] >> two minutes, huh? first, i want to say thank you to mr. harper. every day he comes up with new ways to positively impact the students that we work with. we already have a lot of great ideas, and then every day he's coming up by example and by sharing with us different things that we can do to work with the students that we have that are really delightful. so i'm a librarian, so you know i had to bring books. yesterday was the y.m.a. awards. 20 different awards for k-12 books. this is the very first year they

had american indian titles getting awards as a separate group. [applause] so they had honor books and then award winner for picture book, elementary and high school. this is the middle schoolbook. it's a story, in 1957, of the termination of tribes, done by the federal government. the tribes no longer existed. when they announced the ward, they not only announced the title and author, but each author in parentheses it included the nation they came from, which was really a wonderful touch. the other book, and if you have librarians, you already know, kwame alexander and nelson. this book is the caldecott winner this year, which is the highest award for a picture book. but you know alexander and nelson can't stop there.

it's a newberry honor book. and it's the coretta scott king winer for illustrator. so he started a poem when his daughter was born. and it's a poem and then illustrations about many things, about the history and the culture of undefeated people. okay. that's enough. i could have brought more but i'm not going to bring more. i wanted to say a couple things, and i'm glad he brought this up. i'm a librarian, so i have never seen the value of testing. i've never seen how it makes kids smarter or more interesting or clever or creative. and i also work with young teachers that have to pass -- have to pass some tests in order to be qualified to teach. and i'm like, who is making money on this? i would like to see the money

that goes into all the testing first of all, there's wonderful scholarships. why have six? why not have 60 or more? and the other thing is i would like to see they have art and lie prayers at every school. why not? full time music, theater drama, and visual arts at every school. [applause] at least one full time librarian at every school. [applause] because if they bring a full-time librarian at the school, you probably would have heard about these. i want to say one last thing. a book is a gift you can open again and again. thank you. [cheering] [applause]

thank you. >> i took everything she said to heart. [laughter] i'm with her 100 percent. kay is a hero of mine. okay. section c, public comment on nonagendized items. this is the protocol for public comment. please note public comment is an opportunity for the board to hear from the community on matters within the board's

jurisdiction. we ask that you refrain from using employees and students names. if you have a complaint about a district employee, you may submit it to the employee supervisor in accordance with district policy. as a reminder, board rules and california law don't allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with the speakers. section d is advisory committee reports and appointments. we have a report from the migrant education program. [off mic] oh, sorry. i'm sorry. there's something missing from the agenda. that's why. so there are before you do this, we will do that, which is the three comments or public

comments. so if i call your name, you have two minutes each. dr. gordon. megan calusa and pete. you have two minutes each, those three people, and then we will go to the migrant ed program. so the three people that i just called. >> my name is dr. gordon. i'm a board certified family medicine physician who has worked in california for 40 years. it's no secret the navy contaminated treasure island with nuclear radiation for

decades. based on the extent of the radiation contamination already discovered, the entire island must be assumed to be contaminated. the world has long known about the dangers of radiation. some examples are death and cancer from nuclear bombs exploding in hiroshima, growth defects born to babies who were given x-rays when pregnant, the high rate of cancer in nuclear plant workers, the death from the nuclear explosion in cher nobodily. radiation causes genetic mutations, defects and cancers. radiation is dangerous to life, especially to children and pregnant women who are much more sensitive to radiation damage. since 1980, the incidence of cancer in children has been increasing at 3 percent every year in the united states. the center for disease control, cdc, documents a steady rise in

childhood leukemia and brain cancer from 1999 through 2010. our children do not need more radiation in their environments. the bulletin of the atomic scientist reported that in 2014, ronald, chief of the state public health department's emergency restoration of waste management section, has escalated his agency's campaign to make the navy come clean about its radioactive past. quote, there has been no credible effort made to gather evidence to determine whether those radioactive materials were present or not. a precautionary approach to our children's health and wellbeing must be as follows. we must absolutely be certain that the entire island, every square foot, is free of all contamination, that testing must be done by an independent and reputable organization with transparent public results,

until then, no schools for children should be built on treasure island. thank you. [applause] >> i would prefer to speak on h which i put on my card. my name was called for open public comment but i would prefer to speak on h. thank you. >> steve. >> my name is steve. i'm with united public workers for action. i think everyone here may have seen in the san francisco chronicle it had a story last week about a lawsuit of families and parents and others who at treasure island, they were contaminated. treasure island used to be a u.s. navy testing area.

a lot of radioactive material was shred throughout the island, it's still there. and there's a charter school that is trying to get established at the old treasure island elementary school. and they are applying to treasure island development authority. we believe that we should not put the children in harm at that elementary school. the children were getting sick because of the contaminants. i think that children deserve a safe place to be in the school. and unfortunately, children have been already contaminated by being at treasure island. so we are asking the school board to reject any additional charter. there is another charter already at treasure island. and one of the problems is under prop 39, charter schools are deregular nateed as far as the

field -- deregulated, which requires they be compliant. that means charter school kids have less protection as to where schools are going to be. and we believe that that area has to be investigated. families and children have been there have suffered. and most of them are african-american, latino, have suffered for decades. and they were told that there was aid yo active material there. so they were put there, a lot of poor people and poor working-class people were put there without being told it was a danger. additionally, workers who are working there in the program, the youth corps program have been contaminated. and they were not informed it was a dump site. so we think you need to take this seriously, and you should reject any charter on treasure island. thank you. [applause] >> thank you for public comment. sorry about that delay. please introduce yourself for the record.

>> [speaking spanish] >> [speaking spanish]

[applause] >> good evening or i should say yes, good evening my name is teresa and i'm here with my colleague, my name is lisa garcia, i'm a mother of two. and i'm here along with her representing the migrant student program. and we have some families that just stood up that are also part of this program. >> good evening. my name is brenda. i work with the migrant education program. i am the high school mentor. but a jack-of-all-trades. we are awe small team but very powerful. we want to support the student, the families and every day is very different, but we are

excited to share our program with each and every one of you. >> [speaking spanish] >> so basically, we are here to talk about the migrant education program. and this started back in the time of cesar shaves, during the late '60s when there was research done to look at the needs of migrant students. and they realized there was a

huge need. so they needed to provide resources to support these students and their families. >> [speaking spanish] >> the mission and purpose of the program is advocacy and outreach, including health and wellness, academic support and enrichment during the school year and summer, family development, support in the transition for high school students to post-secondary

education and employment as well as professional development for the migrant education program staff. >> [speaking spanish] >> in order to qualify, a child has to be between the ages of three, up to 22 that has not graduated high school or they are the child of either a parent or a legal guardian who is a migrant worker who works either

in the fields, on farms or in the fishing industry. >> [speaking spanish] >> that child and their family must have either moved in the last 36 months to obtain either seasonal, temporary or temporary employment in agriculture or fishing, and they've moved from one school district to another. >> [speaking spanish]

>> basically, this is the application that parents have to fill out and then staff determines whether they qualify or not. sometimes they don't necessarily qualify if they don't meet all the requirements. >> [speaking spanish] >> [speaking spanish]

>> the services we provide for families, one is early education, and that includes workshops for parents, pre-k instruction at home and summer school. >> [speaking spanish]

>> the next service that they provide is for k through eighth grade, and that includes academic intervention, enrichment, opportunities, they are provided with summer school, and there's monitoring on how they are doing with their classes and their grades. >> [speaking spanish]

>> and then services for fourth through 12th grade include counseling, monitoring their academic progress and behavior, there's also field trips, educational field trips, help with taking classes to help students gain confidence and become school leaders, there's workshop on workshops on college and career readiness, but also motivating them. and there are workshops for

professional development and financial aid, and depending if students need additional services, those are also evaluated. >> [speaking spanish] >> and the program also provides services for students between the ages of 14 and 22, depending on their specific situation,

they are provided with information and connected to agencies that can help with their specific needs, whether those be community or educational agencies. >> [speaking spanish] >> and this next slide shows some additional services that are really important, including social services and physical and

mental health services. and these are really important for the wellbeing of a student so that they can learn and develop. and these are typically provided along with another organization. >> the other service that's provided is parent support. they are provided with facilitating advisory committees. we also try to motivate their continued participation in the program, they are provided with

leadership workshops and support in academic skills. >> [speaking spanish] >> the other service that's provided is identifying students that are having difficulties and helping them with what's required for them to remain in school and with social services.

>> [speaking spanish] >> this next slide shows two pictures of some parent workshops that were done. and these discuss the process and the steps that students need to take in order to be able to apply for college and scholarships. and as you can see, there's parents and several students at these. >> [speaking spanish]

- - >> so these next two on the left-hand side is a summer school program that is students participate in each year. and that's at mission science. on the right-hand side is a workshop for parents. it's one of several classes offered to parents.

>> [speaking spanish] - >> some of the successes we've had at the migrant education program have been that our students receive regular academic intervention during the regular school year and summer, and they also receive mentoring or counseling. >> [speaking spanish] -

[please stand b

pleases [speaking spanish] . [speaking spanish] >> translator: and we've also received other good news which is that the program has received more money, so that they are able to help out more families and students and be able to have

a great staff to continue doing that. [speaking spanish] >> translator: there is also more counseling for parents. [speaking spanish] >> translator: and also there has been continued programs, home-based programs for small children and we've continued

collaborating with access and equity teams. [speaking spanish] .

>> translator: and among the challenges and priorities for our programs, one of the main challenges is language, a lot of our families don't speak english or the school staff may not be spanish-speaking and that's a huge barrier because they're unable to communicate important situations to the school. some of our families go to the school and may not feel very comfortable. they don't understand the culture, especially because they're newcomers, some of them, and sometimes the schools don't necessarily understand their culture as well. [speaking spanish]

>> translator: another challenge that we have is that some of our -- especially newcomer families might be homeless either because they're newcomers or they're trying to get out of a dangerous living situation and they may end up staying in shelters or find somewhere they can be with their children. some of them have lost their jobs or aren't working, so they need help in being able to pay rent and feed their children and find a safe place to live. and it's complicated because sometimes some of our families don't speak spanish or they may not even write, and so it becomes complicated for them to ask for services because they

often their languages are not understood. [speaking spanish]

>> translator: and another really important thing that really worries us is making sure that the program has enough money, enough funds to continue supporting families, especially in the emotional aspects. a lot of times this keeps students from being able to learn and to advance. and their families also won't feel comfortable. so the emotional support is really important so that we continue supporting them and also to continue helping parents learn english and care for their children. [speaking spanish] >> thank you for the presentation. there is no public speakers on

this item, so i'll open it up to commissioners. >> thank you for the presentation. i wanted to ask, how students qualify for -- >> if you see in the packet, there is a breakdown of students. >> 165. -- 155. >> oh, there it is. thank you. and i'm going to study this. thank you. [laughter] >> i'm curious if we've seen any trends with our migrant student population over the last couple of years?

>> it's harder to qualify families, so it's harder to find the families among the school district, but they do exist, they are there and we work diligently with our parent liaisons in order to identify the families. the secretaries are also a really good source because they know the families from the get-go, so we try to make those relationships at the beginning and throughout the whole year in order to find the families. our families usually travel during the summer to do the migratory work. the children do not do the work, but the families do. >> i'd like this add. hello, everybody. i'm supporting this team and the parents. one trend that really is obvious to us, more so now than ever

before, is the trauma that students and families have incurred over crossing the border, being separated at times, reunited, moving, coming back. so that is probably one of the most egregious ones that we see, that is really difficult for our team to support. and so for that, we're seeking additional funds. we did write a grant recently for another project but we're looking to write an additional grant to bring on an m.f.t. to help us with the students and the families. >> very good. yes. thank you. my son is mexican. and italian. but um -- we can talk about it later. [laughter] but thank you.

i was curious, so i'm a social worker and i do crisis work and i did just see a client who was part of this population. and the issues around trauma and, you know, the transition coming from -- where folks are coming from is very brutal. and you know, i just think it doesn't really get the attention it needs, right? so like some of these kids are like, you know, they're very young. we're talking about elementary school kids. i'm saying this because we do need more social, emotional, mental health services in this area. so one of my questions that i have to look at the sheet first, was what does the community liaison do for the program? i know there is 2.5 full-time

staff. what is their hand in -- >> we connect with the families. we connect the families to cbos, we try to connect them to social workers, try to put a face to the person. have them really communicate and get involved in the schools. it takes hand-holding in the beginning because they're very intimidated. they're walking into a brand new country, don't know the language, don't know the system, don't know how it works. what we do is really connect them to cbos, these ladies back here are really connected in the community. tav been part of this -- they've been part of the program for over 20 years. it's amazing to work with them because they're really connected. we try to at least hand-hold in the beginning and motivate them to can for help and where to go to ask for help. we bring them downtown, to the schools, to the social workers, to the parent liaisons to meet the principal to put a face to

the person. >> thank you. and then what has been your experience with linking families with services? is it a struggle? are we actually able to connect families and students to social workers, services? >> we are successful. we are very successful in connecting them. if it does not happen at the school site, we connect them outsourced cbos. often times it's the language barrier because maybe the social worker does not speak spanish so we need to find a translator on campus. initially, it's first getting over the fear, the barrier. once they realize that, they get going. >> i'm happy. you sound confident about it. that's a good thing. >> i also work -- i'm the part-time, but i work full-time at general hospital. so i connect my families to the services at general.

and i make sure they're being served. >> thank you, i appreciate that. then my last follow-up. can we talk about -- it's like we're trying to get a m.f.t. on board? >> right. >> is that an m.f.t. contracted? internal? can you talk about what that position is going to do? >> we're excited about this because we had a former liaison who worked for us and she got her events degree and became an m.f.t. and now she has a private practice. before she was like brenda and grew up and became an m.f.t. we're excited to contract with her, because she knows the families and it's her specialty to work with families and children in the school district. >> thank you, appreciate the

work. >> ms. lam: sorry, one additional follow-up around the reunification of families. i feel it's important as a district we understand the experiences that our students and families are facing and the deep trauma and healing that has to occur. and i understand about the importance of keeping our families safe and confidential, and at the same time, i think it's critical that we shed more light in that visibility around the reunification of our families and really beyond this district as a city and county. like what is the work that is needed to ensure that we are providing the best supports for our students and families. so i'd like to hear either as a follow-up, or any initial thoughts around how we ensure that we, again, have more visibility to the experience of reunification. >> listening to the families. i mean, they walk in through

these doors. we want them to feel welcome. we want them to feel heard. so it's important to find someone at the front of the door that welcomes them and they feel welcome initially. our job is really to do that. to really reassure them that the system they're walking into is a system that is supportive, accepting and a system that is attempting to understand even a slight sliver of what they've been through, because we're all very fortunate to be sitting here and have the positions we all have. and the opportunities that we have. these families come from nothing. they're coming from nothing and they're coming into a country with nothing. so really understanding and taking our position with stride and really trying to understand them is really, really important. we take our job, every day is different. every day we walk into the office not knowing what kind of situation we'll be facing. what type of family will be --

we'll be helping be fed or clothed. so it's really something we strive to do and bring light to. when we present to the board and you all and go into a school district or a school, we try to bring these stories forward. >> vice president sanchez: [speaking spanish] i think what i really want to share -- i have a few questions, but really just you exude how important it is to build relationships with your families and the success of your program is in part because of that, i'm sure. so i just feel like we can replicate this and use it as a model and guide to ensure that we continue to put people first.

and keep those relationships intact. so you know, a question that i had is how are families made aware of this program so they have access to the services? i know you mentioned earlier a lot of it has to do with trust. so do you have a set way of sharing that information? or is it through the different circles that you have? >> well, it's -- so in order to create that trust, we really let them know they're welcome into the safe space. our office is basically a little house, with a little kitchen for the little babies to play in. they're fully welcomed. and i'm also going to have my worker speak about this. >> hello. i'm the recruiter. i'm here for 22 years. it's hard.

i have to visit every school, every store, to provide all the brochures. i talk with the principals. mark knows me well. and secretaries and parent liaisons. i try to give the flyer everywhere, everywhere. i've tried to go different schools, charters, private, public, to find families but now it's hard because the federal program is closing. it's closing. i can do the recruitment. before everything family qualified, now the families have to work right here in the united states. but the immigration laws is very rude with the families. and that's the story. yes, every day is different.

>> vice president sanchez: thank you. did you find there is capacity in your program that all the spaces aren't filled for that reason? >> we have space for whomever can qualify. we welcome every single family. unfortunately, because of the lack of migratory mom movement because of the fear of getting ice in these places, they're not traveling. and that means they're losing extra money they could be getting. right? but we welcome each and every student that can qualify. our doors will never be closed. our program will never have a cap. >> vice president sanchez: i would love to know how to share this with the families i'm close to and even my organization that i believe is one of the cbos you work with to spread that. >> we love to present.

we're not afraid for presentation. we show up with flyers and enthusiasm. we'll be there. >> vice president sanchez: do you have a list of the cbos that you work with? >> yes. >> vice president sanchez: if you can share that. >> thank you again for the presentation. one question. how does your organization or m.e.p. intersects with e.p.c.? >> that's great question. e.p.c. is the first center that our families visit. and so we host training for e.p.c. employees to help them understand their program, help them understand the qualifications. we give out the flyer. every year they have -- e.p.c. has tons of flyers for the families. sometimes there are families that qualify that come out of e.p.c. because we have a good connection with them and we try to train them in the program. our program has been going through changes because of the

federal law, so every time we come in, we may come in with a twist, but we always try to hold trainings for them to be the most up to date for the program so our families are aware we exist. >> out of the 165 students in the program, how many are coming through the screening process would you say? >> very little. very few. most of them are coming from the leg work of the team. of the lists of the newcomer list, we call all the newcomer families. on the phone, one on one. bianca does a great job getting the lists. if you look for the families, they're there. >> if you had to hazard a guess, how many more students would you say are out there? >> i would say -- >> that would qualify if they

knew of the process? >> a lot of them. they have friends that are part of the school district, but they're afraid. they don't even want the secretary to know they work in the field, let alone, their children's friends to know. so it's become really difficult because it's the stigma they're afraid of. >> thank you. >> thank you very much for your time. [applause] oh, i'm sorry. my bad. >> [speaking spanish]

[speaking spanish] . >> we're in mission high school, 101. >> i had a feeling, yeah. >> you probably have seen a lot of students come in through the doors. >> our office is on the first floor. >> there you go, teas where they are. -- that's where they are. we're a very attractive location to all the students. we ask you to come visit our home. it's more than an office. thank you. [applause]

i'm sorry. i'm out of it today. consent calendar. it's on my mind. before we go to that, are there any appointments to the advisory committee by the board? seeing none, we'll move on. consent calendar, we need a motion and a second. >> so moved. >> second. >> president cook: i don't see any public comment. any comments withdrawn by the superintendent. >> superintendent matthews: yes, item e18, we're withdrawing that item. >> president cook: any items removed for first reading by the board. seeing none. any items severed by the board for the vote tonight? roll call. >> thank you.

[roll call [ seven ayes. >> section f, discussion and vote on consent calendar resolution severed for separate consideration. there is none tonight. section g, proposals for action. superintendent's proposal 1912, grant the renewal petition for gateway middle school. [applause] >> i'll read into the record it was moved and seconded on december 10, 2019, the proposal was heard at both curriculum and budget committees with reports given. superintendent, please introduce the designated and read the recommendation into the record. >> we have mike davis here to

read the recommendation into the record and to answer any questions from commissioners. >> thank you, dr. matthews. superintendent's recommendation regarding gateway middle charter school renewal petition. 1912-10 authorization to grant or deny the renewal petition for gateway middle school. whereas, pursuant to code 4607, gateway public schools submitted a petition for renewal of charter school to the san francisco unified school district and pursuant to california education code section 47605, and title 5 of the california code of regulations, the board of education and the district received the renewal petition on december 10, 2019. whereas the district complied with the time lines for review

and action on the petition as required by law. and the board of education has considered the level of public support for the charter school and reviewed the petition and all information received with respect to the petition including supporting documentation, and whereas the district superintendent and district staff have completed review of the petition and issued a report and recommendation to the board of education regarding that review, therefore, be it resolved that the board shall grant the petition subject to the requirements set forth by law. >> president cook: thank you. we have a number of speakers. when i call your name, approach the podium. you each have two minutes. aaron, lucy, francisco, ken, diana, devan, anna and marcy davis.

>> good evening, i'm the principal at gateway middle school. it's been a pleasure to share about our school during committee meetings and on visits. i've appreciated being able to share what we're proud of and what we continue to work on. my hope is we've been able communicate equitable outcomes for all students, partnering with families, community organizations and districts. the hardest schools are the ones that make them up -- the heart of the schools are the ones that make them up. before i do that, can i ask you to stand, wave, say hello, if you're here from gateway. thank you, all, for coming. and thank you for listening and for your continued support of

our school. we really appreciate it. >> good evening. my name is lucy. i'm one of the founding 8th grade teachers. for six years i taught humanity and i'm transitioning into interim assistant principal for the remainder of the year. i would like to thank you for the opportunity to speak. tonight i want to share one of the most important aspects of the gateway community and that is student voice and leadership. it is evident that student voices matter. since 2013, i've been a proud advisor of our gay-straight alliance, that works to make the school a more inclusive community and provide a safe space for vulnerable youth. the students have done presentations about using inclusive language, how a day of silence to share solidarity with the lgbtq members of the community and created an award to recognize peers going out of

their way to stick up for others. our school partnered with the human rights commission to create a black student union that meets weekly. at gateway, we believe that students can take civic action to improve our community. over the years, our students have stepped up in many ways like starting be a the change club, to build student belonging and projects on mass incarceration, climate change and more through our capstone exhibition project. our students have been recognized for their outstanding work, winning awards with student change maker. gateway is part of the facing history and ourselves partner network which helps teach with an equity lens and create opportunities for students to develop democratic leadership skills. last year, some of our students even got to meet delores. i've learned that middle school

students can do amazing things when they have the support and opportunity to step up. this is part of the fabric of the gateway community i'm proud of. thank you. >> [speaking spanish] >> translator: good evening, my name is anna. i have three children, two of them attending getaway high school, the -- gateway high school, the youngest is in the 7th grade. [speaking spanish]

>> translator: my oldest daughter transferred in the 8th grade to gateway and she received a lot of help, she has advanced academically compared to before. [speaking spanish] >> translator: she also started participating in classes, which was one of her weak points. [speaking spanish] >> translator: what i most admire about gateway is the communication between teachers and parents and the recommendations they make to help our children grow academically and strengthen them. [speaking spanish]

>> translator: also, the diversity in their community and their classes are small so they can focus on helping students more. [speaking spanish] >> translator: they also have a lot of activities and extracurricular to help students get ready for college. [speaking spanish] >> translator: my middle son, alberto, took the coding classes that were extracurricular activity and he participated. thank you so much for your attention.

>> hello, commissioners, my name is francisco. thank you for the opportunity to share a little about myself and gateway middle school. i've had the privilege to work at -- i've had the privilege of working in public schools in san francisco for all of six years of my career as educator. first as a math and science teacher and now in special education. i'm now well into my fourth year at gateway middle school as a resource specialist. the students and families that i have the pleasure of working with at gateway middle school create a diverse and vibrant community reflected in each classroom where all types of learners can be found. as a teacher i would like to

work closely with specialist and staff to support all learners. we met regularly to discuss progress and barriers for our students to meet needs. i worked closely with the special education teachers and paras to design engaging learning experiences and build relationships with our families. i value how we work together to teach all students about how people learn and how everyone deserves to have the support they need to be successful. this collaboration was partially responsible for inspiring my switch to special education. thank you for your time we hope you'll continue to support our school.

>> hello, everyone. i'm a 7th grader at gateway middle school. since the first day, i knew this was going to be an interesting experience. i learned so much about the world. things i had never thought about, from history and humanities to how an ecosystem works in science. even this is tiring, which find what is helpful and it prepares us for what is to come later in life. i each student participates in a fun activity for the whole semester, for example, podcast, sports, griffin gazette, and student council for which i am a member of. it seems to me this brings the gateway community closer. kids meet in the clubs and actually become friends. teachers are amazing. they're always open to questions when you need help and try to

help everyone succeed. gateway has also opened me to great programs that can help me go to college. some of the fun events include exhibition night where students present what they have learned in the semester. and both students and parents get to play fun games that are part of the student presentation. well, this is an interesting experience. thank you. >> tough act to follow. good evening. thank you for having me. my name is ken and i've been the mental health counselor at gateway for six years. i came from a private practice where i served as a contract counselor in a number of schools. several things struck me different at gateway.

one was the dedication to inclusive practices, another was diversity of the student body. the one that really sold me was the school's commitment to supporting students. gateway does commit to supporting the whole child. as committed as teachers are to academics, i've never had a teacher refuse to send a student to my office just because they didn't want the student to miss class time. even though it means teachers having to do double duty reteaching, they understand until students's basic emotional needs are met, they won't be effective leaders. our student service office functions like a wellness center, being a first triage stop. they partner with a variety of mental health, rams, edgewood and black to the future. in addition, they bring interns from ucsf and services to meet

student needs. this commitment to supporting the whole child has seen the dedication with partnership with community groups, providers and art organizations. whether it's internship, summer camp or special interest, gateway maintains rich networks to support students in finding and maintaining activities that inspire the intellect, fire the heart and feed students' souls. to girls to code, to dance classes, gateway is always finding new ways for them to express themselves. it provides an excellent academic experience to set students up for success, but what i'm most proud about is what getaway does to foster the whole human within every student. thank you. >> good evening.

my name is marcy davis. i'm a single mother raising two african-american children here in san francisco. a city that i adore almost as much as i adore gateway public school. my children attended gateway middle school for three years each and they're now a freshman and junior at gateway high school. as a single mother, you cannot do it all, but choosing the right schools was key. my children, my two children are very different and to benefit from sibling preference, i had to find a middle school that would equally meet both of their needs. my older son needed to be challenged and learn to organize himself. in k through 5 he was typically the only black child in class, so he also needed to be surrounded by more diversity. my younger son needed a place

where he could feel safe and accepted. he experienced trauma in elementary school and needed to focus on his social and emotional skills before being ready to learn. when gateway says it embraces the unique needs of middle school students, they are not just spouting a great tagline. my children's unique needs were met by excellent teachers who love what they're doing and have been provided the time, tools and training to be exemplary. their unique needs were met by amazing support staff who are an extension of our family and are always there, and were always there to help out. their unique needs were met by a partnership that gateway fosters, including gender spectrum that came in and the garden project which provided hi oldest -- my oldest son his first paying job. and needs were met by clubs like

the gay-straight alliance where a child can hang out at lunchtime and feel safe. it takes a village to raise a family and gateway is our village. i thank the board for supporting this incredible charter school. >> hi, i'm an 8th grader at gateway. one thing i like most about the school, the teachers are really engaged with the students and they make sure they have -- make sure that the students have resources that they need for high school. for example, my teachers were willing to stay after school to help me prepare for finals. [speaking spanish] enhanced language.

[laughter] i've also had opportunities to participate in leadership roles at gateway. i'm on student council, and the black sitting union. student council is a student-led group and it's where students have the ability to speak their mind about the changes they want to see throughout the school in positive ways. for example, we have the opportunity to plan dances and spirit days. for bsu, right now we're working on educational video for black history month and it's about the african-american differences and experiences with the justice system. thank you for supporting our school. >> hello. i have a few hats in the gateway community. the first hat that i'm proud to

have is being an alumni of gateway high's class of 2013. i have always thought in the classrooms and offices of staff, no matter where i was, or what i was doing in the school, there was a teacher or staff close by with a listening ear and helping hand. now almost seven years later and for the past three years,ive been blessed to run the ymca after school program at gateway as coordinator, while helping during the school day in the classrooms and hallways and any way that i can. doing this, i have been able to see another side of gateway, but with the same comfort i felt seven years ago. i wouldn't have the connections without gateway and they've helped me make more impact in my neighborhoods. i'm so thankful for the relationships i've built through the gateway community. the staff has always gone above

and beyond for the school and students. their passion for the community makes you want to be a part of the process. all of the staff that i have gotten to interact with has helped my growth and impacted youth by allowing me to have these many hats. i appreciate everything gateway has done for the youth and myself as well. thank you. >> that concludes public comment on this item. commissioners? any comments, questions? this is already reported out. all right. then i will just say a couple of words. i had an opportunity to visit the gateway middle school charter a couple of weeks ago. you can tell a lot about a middle school when you walk in during passing period. having been a middle school principal myself. i understand it is fraught. or it can be. so that was one indicator it's a

school that is pretty together. and i also got to visit a number of classrooms and saw a lot of engagement with teachers and students. but the most impressive thing, i relayed this at curriculum as well, it's something that we strive to do in our schools and we haven't done it in too many schools, but you have done it, to have real diversity in every classroom. when you walk in the classroom, you'll see latino students, african-american, white students, asian students, so congratulations for achieving that. that's a model we want to look at and try to do ourselves for all of our schools. both -- i don't know budget, but curriculum committee you got a positive recommendation from the committee. i don't know budget, was that the same? budget as well, just so the public knows. with that, roll call. [roll call] thank you.

six ayes. >> thank you. i expect you're going to stay for the rest of meeting, right? we're only halfway through. [laughter] section h, special order of business. we have action for six initial proposals. they are, one, initial proposal from san francisco unified school district to common crafts and electrical engineers. local 6. number 2, initial proposal from san francisco unified school district to united educators of

san francisco. three, initial proposal from san francisco local 1021. initial proposal from international federation of technical engineers. five, initial proposal from san francisco unified school district to international union of operating engineers, local 39. six, initial proposal from san francisco school district to administrators of san francisco. we'll be calling one vote for all of these initial proposals. i need a motion and second for all six? >> so moved. >> second. >> thank you. superintendent, please have a dezzing designee read into the record. >> we have our chief to read into the record. >> good evening, board,

superintendent, student delegates. we'd like to read into the record that the board approved the initial proposals from the district to bargaining units 1-6 identified in section h, special order of business. >> thank you for not reading them all over again. we have public comment. from susan and meagan. i'm a behavioral analyst in the school district and former special education teacher and i've been through many rounds of the negotiations coming up for the united educators of san francisco in the district. i don't think the word is excited, but every time this comes around, there is a lot of -- something in the air. and i think what i'm feeling right now is hopeful, because i

think we -- both sides at the table have shared values. we're student-centred and we want to see success. it will be hard work. we're taking pennies and trying to make million dollar programs out of them. i know that's not easy. i know both sides are trying to figure it out. and i appreciate the support of the board of education every time we come around to this. we feel nothing but support. and i appreciate that. and i am looking forward to seeing how we can make it work this round for our students, because we provide the services that we try to get to our students and we love providing the services and we want to see those services continue on at the quality that they've been happening and more. so thank you, and we look forward to working with you.

>> good evening, student delegates, members of the board of education and superintendent matthews. i'm susan solomon, president of united educators of san francisco and before that a longtime kindergarten teacher. although i cannot say these things better than meagan just did, i'm going to talk anyway. and you'll be hearing the initial proposal later on tonight. i want to make sure that we're starting out on the right foot. when the first reading of sfusd's initial proposal came before the board, it was followed two days later by a front page article in "the chronicle" about how the district had unexpected expenditures of $32 million for special education. i have to let you know that a

number of members contacted me directly, because what they saw was a threat, i would say, to what might happen in negotiations. so when we hear what the district's proposals are, and then we hear there is going to be no money, it says something to our members. the other point that members said quite passionately to me and i wish they were able to stand with me tonight, this was about special education. and we want to make sure that everybody understands that our students, no matter what their needs, are not a burden to us. they're not a burden to the district. they're not a burden to the educators who work very hard with them. we need resources for them. we need resources for the educators who stand by them. and we are not going to -- we're not going to enable any kind of message from anybody that somehow the students are the problem.

we all know we need more resources that go beyond the district and i hope we can work for getting resources. when i say resources, i mean money, right? that's often what it is. education is linked to money. we need more of it. we need it from the state, we need it from the federal government. and even if negotiations sometimes get complicated, i hope we can all pull in the same direction and demand the money from the federal government that our students deserve. thank you. >> all right. comments or questions from the board or superintendent? all right. roll call. >> thank you. yes. ms. collins yes. lam yes. lopez yes. norton yet. sanchez yes. cook yes. seven ayes.

>> president cook: thank you. next item is another special order of business, ratification of members on renaming schools. need a motion and a second for the ratification. >> so moved. >> second. >> thank you. superintendent matthews. >> superintendent matthews: thank you, president sanchez, deputy, superintendent lee will be reading this item into the record. >> thank you, dr. matthews. the requested action, commissioners, is that you ratify the membership of a blue ribbon panel established by the superintendent that will offer findings and recommendations regarding the potential renaming of sfusd schools. >> any comments or questions? >> i do have a question about the meeting schedule, if that is set or when we can share with the public when they're meeting. >> thank you, vice president lopez. so there has been one meeting that has been scheduled so far.

that is the initial meeting and that will take place on thursday here in the brier boardroom for 5:30 to 7:30, two hours. and one of the objectives for that initial meeting will be to plan a working calendar of future meetings, so we'll keep the commissioners -- we'll keep all of you posted about that schedule as it develops, but so far, it's just the one meeting so far. i'm exciting the first meeting is happening. who is staffing the meeting? >> it's myself and chris at least for the time being. i've enlisted him to help with support for the panel and if there are changes, we'll take it

as it comes, but right now, it's the two of us. and just want to mention that another question for the task force, or the panel to consider, with our support is to consider identifying co-chairs or chairs among their ranks to take on duties of facilitation and helping plan agendas or takinged the lead. we'll have to figure out the nuances of what staff's role will be, but my hope is that the members of the task force will play sort of a front and center roll in planning their own meetings with support as needed from staff. >> do we have an expectation or idea of the window of time we

want to give the panel to delegate? >> so one of other items that will be discussed is proposed draft working time line. so that will be on the agenda for thursday's meeting. going into that discussion, just preliminarily, i'm imagining that it will take the bulk of the calendar year, bulk of 2020 to arrive at recommendations, just based on the -- doing a thorough job of research and the frequency of meetings. so that is something we'll have a better sense of after the meeting is finished on thursday. but i will say that this is late. it's a late start to the timeline that was articulated in the resolution. and we'll acknowledge that for the members of the panel, too.

but that's what we're thinking so far. >> all right. thank you. roll call. yes. collins yes. lam yes. lopez yes. moliga yes. norton yes. sanchez yes. cook yes. that's seven ayes. >> section i, discussion of other educational issues. superintendent matthews? >> superintendent matthews: thank you. this evening we have a teen presenting led by deputy superintendent of instruction,

deputy superintendent and our chief of curriculum and instruction nicole priestley. >> good evening, superintendent matthews, board president sanchez and all commissioners. today, i have with me jen steiner, the executive director of professional learning. and deputy superintendent of

instruction. we are here to provide an update on the equity studies resolution which was adopted by the board on september 10, 2019. the resolution was brought forward by commissioners holland, lam, sanchez and student delegates herrera and sandoval. it was to humanize learning experiences for all students, pre-k through 12 in sfusd. >> may i -- is this going to be protected or no? oh, i'm sorry. i was looking forward. sorry, thank you. >> as we journey in this work, we have looked to define the differences between ethnic

studies and equity studies. ethnic studies draw from sociology, anthropology, history, political science, economy, critical race theory and studies. sfusd, as you look at the second bullet, there is a reference to historically racialized groups, it identifies these groups as native american, african-american, latinx, arab american, pacific islander american. ethnic studies informs the works of equity studies that crosses over various continent areas. in addition, there is a focus on three principles which serve as a primary learning objective of equity study framework. those principles you see in front of you. it's important that we clearly

define humanization in our district and in the course of this work. and we define humanization as a recognition of the dignity, rights and overall human qualities of a person. it is when power offers opportunity to people who are marginalized, dispossessed, objectified or exploited. drawing principally on the work of schools being too often places of dehumanization, dr. patrick at the university of san francisco school of education developed a framework for rethinking social emotional learns outcomes through which outcomes can be achieved.

humanizing approach is one that identifies and analyzes, dehumanizing living and learning conditions toward the development of staff and students. in looking at the three principles, and just to give you a little more explanation, knowledge and love of self is viewed as students being involved in examining, explaining, and interpreting the world not as objects, but as subject of their humanity. the solidarity between communities and with the most marginalized is viewed at the understanding and uniting with one another based on our students common and diverging experiences and individual and collective needs. and lastly, self-determination is defined as the claiming of an intellectual identity that active participation in the transformation of material condition. what is the connection between

humanizing pedagogy and ethnic study? the ethnic study program looked at ways to bring approaches to all social study teaching. and last year when asked by teachers to scaffold ethnic study concepts, coordinators of usfsd initiated equity study framework to serve as a working draft how we might think about ethnic studies pedagogy. and the program came to center on these three principles. however, knowledge, love of self and self-determination are not specific to ethnic studies. as the board of education's resolution references, the district is exploring ways to bring this to all subjects and sites with community

involvement. when we did a close read ongoing of the resolution, there were four categories of action that the resolution called for. they're shift in the curriculum and instruction, professional development, school site culture and climate and structure for implementation and accountability. and now we'll dive into each one of those items. >> commissioners, superintendent matthews, deputy superintendent, thank you for inviting us here. i'm super excited because i get to talk about the fun stuff, what we've done so far and what we're planning to do next. i'm going to invite my colleague to jump in if i miss anything. because this is new. sometimes we forget what we want to say in the moment, but i'm excited to talk about. when we first saw the board

resolution we were excited because it gives us permission to do the work we've been wanting to do for a long time. and allows us to say that not only are we passionate, but our board of education is also. we thank you for doing this with us and for us. in terms of the instruction, so we're going to talk about shift in material and shift in pedagogy. we want to look at the content and how the content is changing and how we're helping the content to change and asking instruction to change. so far, to date, we have started to purchase spanish language materials for the spanish pathways, we're doing a pilot in the schools to see if the materials better represent the students in those programs, whether they're more culturally diverse and if we can roll out those materials to all of the spanish population.

we're working with five schools this year. we're in the midst of revisions and those revisions firmly represent the kind of curriculum we want to see in classrooms. they're more culturally relevant. they represent what we want to see. finally, our english language arts rollout of responsive libraries is happening. we've rolled out in 6th and 7th this year and we're excited to see them rolling out alongside professional development, so that teachers know how to use those books better. in terms of pedagogy, we're starting. there is a lot of work in mathematics already around discretionary spaces. you heard the doctor mention that the history of social sciences is a place we've started and the vision we've come up with the history, social studies as a draft, in centering the complexities in student's lived experience, students

develop an understanding of where they come from and who they are. what we want is for each of the areas to come up with visions that allow this type of humanization to come alive. we know that ethnic studies is the place to start because there is a natural entry point, but we hope to get to each and every one of the areas over time. i'll talk about that. >> in terms of where we again started work already is in the spring of 2019, we took a look at what was called the nyu culturally competent score card. and we brought together a group

of educators to look and say is this something we would want to use to look at our curriculum? we started with what was obvious to us -- i don't know if i love the word lowest hanging fruit, but the most accessible fruit where we could begin. we started with english language arts teacher in 9th and 10th grade and we decided that we weren't going to just adopt the core card, but revise it. so we started to look at that we're looking at character and authors, diversity of character. accurately portraying groups of people. we want to look at the social justice lens. how are we looking to see that the curriculum in front of us, the books and materials, actually look at power and privilege, decolonization, multiple perspectives and really connect learning to real life and to action and to how students are seeing themselves in those curriculums. we're excited about that work and suzi is leading that charge

with passionate leaders along with the members of the english language arts team. and then our third area of shifting, curriculum and instruction, is around actual curriculum in the classrooms. so we have lessons study teams that are revising units with culturally responsive lenses, as we shift to this type of pedagogy, teachers need examples, models. where we can find the right spots that exist? and identify student work examples, identify teachers lessons and resources to help, and then figure out how to make sure our professional development and coaching is supportive of this. we're sharing that work with our equity studies community task force tomorrow night. the next area that we talked about in terms of a shift that was called out in the resolution was around professional development.

i'd love to refer to professional development as professional learning. professional development implies we're sitting and receiving workshop, where professional learning looks at learning communities, coaching spaces and collaborative spaces. we're doing that already. this year for the first time ever, all administrators engaged in equity consciousness work in the pre-service days when we first came back to work. we'll be returning to that work this month in our -- next month, february when we come back together because as we know, you get a professional development and now you're equity conscious, you're done. right, good job people. this is life work. depending on the skin you're in, how you examine who you are in those spaces, we want to continue to open that up for administrators, educators in the classrooms, classified staff across every position we want people to be able to do that.

we started to try this with all of the administrators and a bold attempt this year. we're excited we are learning lessons on doing that. we allowed people to choose where we felt they could get in, right, because not everyone started to start at scratch. but some needed to start with implicit bias. and others had been looking at implicit bias long enough. so meeting people where they are. every single new coach, every single tsa participates in the new coach network. that network also has equity conscious sessions that includes skin we're in and how do you interrupt when you see the microaggressions playing out. this year, we expanded the equity plcs. one was the skin i'm in and looking at identity.

and one was around culturally responsive practices. this year, we added additional sessions on humanizing pedagogy, de decolonizing the classroom. in the pathway to teaching, which is 60 to 80 new teachers a year. we ask teachers to read the teaching of the brain before they start with us and participate in the series of identity work sessions both before they start in the summer and throughout the school year. in the course of the next year, we'll have reached hopefully 100 new educators and we provide opportunities through the orientation that reaches about 500 educators a year.

the last piece we'll talk about in terms of professional development and the third shift around school site and climate and culture is around restorative practices. that work is in student family support division. and they are colleagues, right. because this is not a resolution that can live only in cni, it has to live in every single division across the district for it to work. when we spoke with our partners, they have expanded their restorative practice training. they're doing a trainer of the trainers to further reach out their restorative practices and to ensure that every teacher can be trained. the first day focuses really on community building so that really gets at how we're changing school sites and school site culture. and day 2 focuses on repairing harm. there are commitments after of coming back to the site and

providing training for the school if you agreed to participate. this is going to continue to expand. this is place we're just beginning. because what we know about professional learning, it takes time, money, investment and human resources to make it powerful. i'm going to pass it over it my colleague, nickie. >> the resolution calls forward two key groups to inform, monitor and operationalize the actions called out in the resolution. those two groups are the equity studies team and the equity studies community task force. the equity studies team is made up up of usfsd staff and they're developing and further developing the responsive score card and reporting on progress and implementation. that's the nutshell to say it. there is a whole lot more in there. that team is directed to convene

biweekly. we had our first meeting in january. last week. we were excited because of the english language, biweekly means twice in a week or every other week and we decided to go every other week and try to figure out how realistic that is. but we convened the team and the team is meeting. it calls out the requirement for there to be tsas on this team and we appreciated that because of the directors and chiefs are in the school and interacting with the work. the tsas are there more so and can give a lot of feedback on how to operationalize the work. we're excited because the folks in the room, after we all exhaled from all that we have to do in the next year and a half, there was a lot of excitement. we actually ended with words as to what we're thinking and feeling and words like hopeful came up. words like action came up.

one person said david. as in david and goliath, because we're exciting to slay the beast that is inequity and that is the ways in which school dehumanizes students inherently and often times unintentionally, but we recognize it as a beast. we're excited to be a mighty team that is going to slay the giant. the other team that the resolution calls out is the equity studies task force. that team also has staff on board, but mostly made up of various community members and cbos representing various groups, student groups, family groups and folks in the community. that team meets four times a year. our first meeting is going to be tomorrow, january 29. 5 p.m. and the purpose of that team is to inform the work of the equity studies team as well as to define metrics and measures of success, monitor and assess the

work as we're doing it, to make budgetary recommendation. he's not looking at me. and resource and thought partners as we actualize the resolution. the stakeholders for this group again includes a diverse group of folks, but the lead on this is mr. davis and the human rights commission, so we're excited to partner with them to bring this to fruition. what we want to say and notice, this is a collaborative effort and one of a few that we can think of, where there are so many stakeholders coming to the table to operationlize something so important. so in terms of next steps. as you heard earlier, there is a lot that is already happening in the district that this resolution actually propels and builds on. what we identified as a necessary next step is the need to think about and figure out how to address school site culture and climate, but also

just the culture and climate of the district. we mean not around the belonging and welcoming, even though that's important, too, i think jen said the word, how do we make this life work and sustained? one of the things we're thinking about, how do we move this beyond professional development and learning, or move it beyond calendar or score card to have folks engage our students and make them feel welcome? that is a challenge we've seen across various initiatives and resolutions and that's something we're saying we have to figure out. that mindset work is that beast. thinking about david and goliath again. so that is work we're committed to doing and looking forward to getting feedback and partnership with the folks on the equity study task force to do that. we don't want to do it and just check a box. we want to do it, without a directive and mandate, but because we understand how important it is. we recognize that we could give folks curriculum. we can have a calendar. we can even give you a script of

how to do it and you can still do it in a way that makes a student feel not seen, not human. so we're trying to make it real enough, and with love. the other thing is looking forward to collaborating with the task force, the equity studies task force meets tomorrow. so we're excited. we're facilitating with the human rights commission as well as the commissioners and we're looking forward to hearing their ideas, their hopes and dreams and what they want to see of the resolution to inform what we're going to do as we come back together. finally, the next step is to identify the time line. it's a lot in there. when the team saw it last week, there was much excitement and like, whoa, there is a lot in there. we want to think about not just when we meet, but what we're doing when we meet. what is the thing that is accessible that we can do quickly. and what are the things we have to think and have more time to

address? because we know that part of the requirement of the team is to report out to this board. this is one of the meetings, but also to have biannual reports to the board around the progress. so we're being thoughtful around the time line of not just a meeting, but what we're going to do. with that, questions? >> thank you. i don't see any public comment on this item. thank you for the presentation. commissioners? >> mr. moliga: thank you for doing the work. i appreciate it and i do appreciate the knowledge of it, how long this is going take for us to get to the core root. my question was around pacific islanders. i know we talked about it, right. and i just really want make sure that pacific islanders, the skills and the experience needed to be able to provide the expertise we are trying to

embark on is at the table rierkt right? and that work already exists in san francisco. so we have a pacific islander aa program that was created from ground up at city college of san francisco. and they're also getting ready to launch the b.a. program at san francisco state. this curriculum is -- was created strictly around the oceanic culture. so i'm just going to continue to say it, that i would to see us continue to make an effort at reaching out to the folks that are doing this work. so the program with dr. politesa and those guys. it's a very well known program throughout the country. i definitely recommend we reach out to them. and i was just talking to him, wondering if folks did reach out and he said not yet. but i think it's a loss on our

end if we don't. thank you. and i appreciate you guys. >> commission cook? >> i appreciate the presentation and getting the ball rolling. i know this is the conversation we've had even before i got on the board, how do we make this real in schools? and how do we create spaces where students of color feel welcome and that they're thriving? and being around and seeing this conversation happen, you also hear the phrase, you can't legislate hearts and minds. so when you hear something like that given what's in front of you, how do you reconcile that? >> that was the one i put on there. that was the culture, trying to figure it out. i would say, i don't know the

answer to that yet. that is work again across a number of initiatives and resolutions we're trying to do. one thing we're going to do as the equity studies team is figure out what our hearts and minds are and ground ourselves in the work. we came together at the directive of the resolution, but we haven't had hard conversations amongst ourselves around what we think and believe. our understanding of humanization, pedagogy, and so it really is going to be first us grounding ourselves and learning from folks who have been successful this area. taking feedback. that's something we struggle with, so that's why i put it as the next step. >> i would say that when you go to change something, when you think about it, you can say, we need to change these systems or need to changes actions. i would say actually you always

approach those by changing both systems and actions. some educators need to change actions to change their le-- belief system. we have to figure out how to say, try this. then what they might find they're connecting better to students and that might change their hearts and mind. you may not be able to legislate it, but that may change who they are. that's what i've seen over the years in the professional learning. sometimes it takes a push over the edge to see how students can do something different. >> i was going to say one other word that came up when the team got together was permission. they felt like the resolution gave permission. i think what they were saying was that resolution allows folks trying to have hard

conversations, say this is what we're doing. it's the belief system or the actions, which comes first, chicken or the egg. and this is the feeling that this is what usfsd is all about. and i think that is going to move the work faster than previously. >> i was wondering, if there was a way to create assessment in when we hire people, to say this is a qualification to work in our schools. given your experience at the district, what would that hiring process look like? because we have -- we have sort of this period where people would be elected or not re-elected. but assessing the performance of administrators or teachers around this competency before

they actually get hired. what would that look like? >> can i write that down and come back to you? i think one thing we've been exploring just in partnership with h.r., sorry if i speak out of turn, even before this resoluti resolution, think being how we hire and who we hire. integrating the self into our hiring processes, integrating questions about equity, questions about how to make students feel loved and engaged. but it's not just a question, it's the how of the interview itself. so thinking about scenarios, thinking about role playing, it's the what, but also rethinking how we engage our folks in interviews. in terms of the -- [laughter] >> did you want to say something? >> i did.

>> good evening. chief h.r. officer. so some of this we do already, so on everything from our teacher application process to even when we do in-person events for hiring substitutes, one of the first questions we ask is anything from tell us about how your identity is going to influence your practice in the classroom to your equity stance. so we do a lot of that assessing up front. [please stand by] [please stand by]

>> i'll mention the same, what plays out as a result of these collaborative discussions, because obviously going to school sites, you see how different schools are that grapple with this conversation. you saw the hammond book that was floating around every school campus at sites that we know have a lot of issues around how to support or don't support the students of color and administrators at those sites that are having a hard time.

it's typically as far as our west side schools that have teachers that have been around for a very long time, and they have high test stores. so doing things new is always a problem for people to shift practice. or it's -- i remember talking to the administrator at everett, and them having very clear ideas about how to implement different equity practices and the back and forth of people not picking up the tools or having to have conversations about it again. and so, which is to say i know that people are trying to implement this. >> so i just wanted to make a comment on that. and i think that's one of the reasons why we included a task force with parent, because i'm also wanting to throw out there that there's principals that

want to initiate the work, and there's sometimes push-back from educators, but sometimes it's parents that canles be problematic when it comes to pushing this work. so i don't know what the answer is, but i do think that in some communities, we know we need to engage with families and students as well and community-based agencies. so i guess i'm hoping the task force will be a resource for us to learn how do we -- we can administer something top down in a sense, and we can provide resources, but we also need to have a community-based approach. and in some schools that are dealing with challenges, we wanted to create kind of a support system of folks that could also one to one, like parents can talk to other parents in ways that central office folks are just the messenger is important. so i'm hoping they can be a

resource in helping us overcome some of those barriers. >> yeah. well, and highlighting the dynamics that happen in school is one of the things i was trying to get to is how do we elevate the champions we have at sites that are moving this forward or at least trying hard to move this forward. i meet them as i go throughout schools, but seeing a report that talks about -- like we did at john muir, that was a specific example of an improvement in a very specific way. so getting an idea of who those people are would not only be helpful to us as policy makers, but if we highlight them districtwide, i think the credibility that they have to be a resource at their sites is also elevated. but you know, this is something we all care about. and i think that any effort that

we can add to ensure that it's actualized is important. so thank you to the authors and to all of you. >> president, would you like to step to the podium? >> thank you. i wanted to particularly lift up the slide 8. so three educators sitting in -- there we go. the equity pp.l.c. those three educators are paraeducators who are participating in the paraeducator leadership network that's diana, daniel and patricia, who are sitting right in in the back here. that's her photo. and beside being -- i was excited to see her picture up there. but in addition to that, it's so important to include paraeducators, because the great majority of our paraeducators

come from the communities in which our students live and are majority come from communities of color. so making sure that they are every part, in every part of this effort, is very worthwhile. thank you. >> thank you. commissioner collins? >> thank you so much for this presentation. and i want to acknowledge what commissioner cook said, which is we know this work isn't new, right? i've been in the district for a long time, and there's always been educators who have been doing this work. i think what's new about this is there's a vision of trying to make this a part of the work of sfusd as a whole and not individual principals or individual teachers kind of pioneering or piloting things. but i do think that it's important to build on the success of folks that are in the

district. and i would love, you know, i think so much those folks are the ones that have kind of taken this -- they said this is what we are going to do and there's principals in the district -- i said this is an antiracist school and teachers are on board or teachers lead the work. but to be able to have the support of value office and the sport of a board in staying we stand behind you is something that i don't think they've had in the past, that's, like, publicly named. and so i appreciate the work that you are embarking on. and it is kind of overwhelming. and at the same time it's the reason that i became an educator. and it the reason so many of us have come to sfusd. and it's an ongoing process. my daughters are constantly -- i think something is great, and then they are educating me on how i didn't know something, and

i'm realizing every new generation also evolves, we learn more about how we can be more equitable. so that said, i just had some quick questions about the presentation. you listed materials, and i'm excited about all of these materials. one question i had is kind of what about social studies. i know that's like, i keep bringing it up. and i know it's on our mind, we have a textbook now that's awful in eighth grade, i don't know what we have in the high school level. i know textbooks in general are kind of troubling, you know? i saw a new york times article which i don't know if you have seen it, it's so interesting. texas has totally different textbooks than the rest of the country, by the way. so that said, what are we doing about social studies? what's the approach on that? and if you can just answer -- and maybe it's not the answer that i want this fall, but what are we thinking about books?

>> i ask that question once a week to myself. we have convened a committee of 6-12 educators to begin the process of revising the history social studies core curriculum. our team is small. and we have expertise in secondary and not in elementary. so we decided for this first design year, we would go narrow in focus. we are partnered with stanford who is helping us to sample an appetizer platter of professional development that we want to consider recommending go to scale. tomorrow, in fact, we are doing a professional development with that committee on a prop called opening up the textbook where every teacher is bringing a

textbook from the adopted curriculum bookshelf, and we'll be learning a process for examining historical bias that's present in these adopted curriculum and then what do we do what b it? how do students encounter it, and how do we equip them to use critical thinking skills to understand the messages that are being displayed or not being displayed. so one way we are leaning into that work is through this small committee that's going to experience some of the professional development opportunities we want to pitch to go to scale. and i think that we are hopeful that we will receive an expansion of resources so that the team can more deliberately and more efficiently reimagine history social studies. we have a problem with the textbooks in that there's not much better out there.

they are bad. what's happening right now is problematic and damaging. and we need to have a short term solution for those problems. right now we have 911 the fourth grade curricula that we are partnering with our parent group in indian ed to work on reclaiming the missions project and redesigning that unit, that instruction. simultaneously, we need to build a framework for k-12 core curricula for history social studies that puts the humanizing pedagogy at the center and examines the problematic california standards. and we look at what the invin tore of. and duothirds of the published materials don't meet our philosophical values. so it's a tension. we need adopted materials.

but what is out there isn't great. and so together this team, this committee probably even equity studies internal team is going to need to grapple with how do you step into a curriculum redesign when the curricula that's out there that's sponsored by the state endorsed by the state isn't good enough for our kids. so we are there with you. and we are holding our breath, wondering when we can bring the work to scale. there isn't an easy answer. i wish we could say we are going to have a committee and make an adoption. but the adoption is not going to solve the problem we have. >> another one that i just want to highlight is discretionary spaces in math is really

exciting, and i think i'd love to talk about that more in depth at like a curriculum committee meeting. but i think it's very exciting work. and i think it gets into how teacher practice, it's not just about curriculum, it's about actual practice and engaging with young people and how you notice power dynamics in the classroom and things like that. so i really appreciate that work. i wanted to know with the culturally-responsive curriculum scorecard, sounds like that's happening at the high school level. is there -- i know it's easier to do something like that, because you've got department heads, but i'm wondering -- i would like to see how we might be doing that work at the middle school level, because teachers choose book lists. and so that's something that we can kind of be directive about and intentional about and then elementary, i have no idea, you know. i know individual schools may do that work on their libraries. but ensuring those libraries are

diverse and representative is -- i don't know how that is -- i don't have a sense of what that's like across the district. >> we do have recommended book lists that are from the elementary e.l.a. team. we are putting out those elementary booklets as well now. i think commissioner sanchez, you asked for that. i don't know if i sent it to you, but we have those now that i can share with you if i didn't do it the last time we were here. so that is something that while we don't have, we are recommending lists of books for classroom libraries and purchase in addition to the purchases that were already made and in terms of the discretionary spaces in math, we would love to come talk to you. this has been going on for a couple years now across k-12 math and education and how status shows up and what status means. there's really exciting work

about it. >> one question in terms of science, i'm excited about the core curriculum, i know it's been really great work. one of the things that pops up all the time as an activity people do at the beginning of the year when they say what does a scientist look like, i'm amazed at how many asian women there are represented and there's no analysis of what kids are drawing in terms of what does a scientist look like. and some of that might be the schools that i've visited are predominantly asian so maybe kids are drawing pictures that look like themselves, so that would be great. but they don't -- like black kids are never represented, and black kids will draw people that don't look like them. and so the fact that if i was a teacher, i might say what does a scientist look like and have kids draw them, and then i would have a discussion about why don't they look like the people in this classroom? why didn't we choose to draw different races? so that's the kind of work that

i'm hoping even on a basic level these kind of -- i know we don't want to be too directive but dos and don'ts. there are things you tell people like if you do this activity then you also need to deconstruct who is represented and just i think there's common practices that we see and where we can start to identify some of those and maybe provide guidance so that ahead of time, i think that would be great. and thanks for the work you are doing on p.l.c.s. and i would love to get numbers. i know we are starting out. so but it would be great to be able to see how many schools out of how many and then we can start to see growth over time as we reach more and more educators with the work that we are doing. and thank you. >> commissioner lam? >> thank you to the team for not only the presentation but the work. i know that it's one of the coauthors of the resolution acknowledged this work has been

happening before the resolution, and just so thrilled to be on this journey with you all and for all of our educators that are going to be embarking on this. so a couple of follow-ups. one, i want to support what commissioners raised earlier about how do we ensure we are highlighting the adoption and good work that is happening at school sites? and on the flip side, i want to learn about what are those hard conversations that we are having? and i want to be able to present them in public. because i think it's really important and hard conversations meaning that how do we learn. right? and this is all about our own individual learning, but as a system, how are we learning? and progressing together. so that's something i wanted to highlight. another piece of this is around the community building aspect, and i'm glad to see -- i know that as a board, we are going to keep pushing about the restorative practices and safe and supportive schools and

really ensuring how we are fully realizing. we'll tackle that next. but the piece for me is around -- beyond two days of training and the trainers or the trainer model which is solid, foundation. as someone who worked in after-school programs and working with families on a daily basis, i do also think that there's a critical aspect of how we are billing those community-building practices that is coming back into the home, into the family. and really that we do around family literacy and exposure to literacy, we should also be practicing how do we have these conversations at home. i know many of my parents peers have asked me, you know, how do i have this conversation about race or how do -- if we are attending a homogenous language immersion school, how are we ensuring we are supporting students who are feeling

isolated and ensuring their families are supported. so i wanted to name that aspect. and i know that will be some of the work the task force will tackle because that's why we have such a broad base of task force members. and i also -- a little bit outside of the scope of the presentation of within it but i want to learn more as we go down this path around the hiring practices and working with hr, what those strategies are to ensure we are recruiting a more diverse, and again, not just racial ethnic, but really those values in representing. so i'm excited to dig deeper there as we enter into a new recruiting season. i think that's all of my comments. thank you. >> student delegate herrera? >> hi. i had a quick question. is it mandatory for teachers to

use textbooks provided by the school district in their classrooms when it comes to teaching social studies? >> it is mandatory for every student to be able to access a textbook. so we have to ensure that every classroom has textbooks sufficient that are adopted by the state and that the teachers have them in an accessible place. and then the teachers are encouraged to teach to the standards using the curriculum that's provided or other curriculum that would meet the standards. so they are not required to have the kids take the textbook out, but we are required to provide state-adopted materials. >> okay. because i've never touched a textbook. so i was just curious. because my teachers don't believe in textbooks. but, yeah, we've used different resources provided. also before i forget, on behalf

of us, we appointed two students to give student input for the task force. one of them is selinda. i don't know how to pronounce her last name. she is like my best friend. [laughter] i didn't want to say it wrong. she's like my best friend. she's really amaze. she's the best. i love her. and the other is katia. she is also from jordan. >> thank you. echo all the praise from my colleagues. i'm really excited about that little library. i've been happening at this, right? so this gets into the budget question. but when you are alluding to budget issues, can you just --

is there any quantifycation around that? --? >> one of the things we are excited about is when you think about mandatory p.d. in three areas and the quantity of time and resources that might take when you think about making sure that every single curricula material in the classroom is reflective of what we want it to be reflective of and replacing that quantity of materials. like, it is going to be a cost. and i think what we need to do next is figure out what is that cost and what would the timeline with be? how would we roll that out given the lottery money that we have, given the team sizes we have, and given any asks we would be making and how the teams would come together to make the decisions and we would have to come back to give you an update to say it says it should be completed by this time but logically maybe we need this

time to do this and this time to do that. and now that we have what the ask is, we can better assess what the timeline would be. we don't have it all figured out, but we are working on it. >> thank you. and yeah, so it's a work in progress. in terms of prioritizing schools, the schools that are engaged are going to be engaged first, how are we prioritizing them? are they pick schools? are they a subset? are they high-potential schools? are they schools that want to be early adopters? what are we thinking? >> i'll just share where we started with the culturally culturally-responsive classrooms. we had many for pitch schools and for sixth and seventh grade, so that's where we spent the money. and this year more money was found for this so it's expanded to the sixth and seventh grade

classrooms. so that was a strategy to fund schools, the pitch schools first, and then to go broader. i don't know that we've, as an internal team, strategized, because there are so many different components of the resolution. the question i would ask you would be what part are you talking about? are you talking about the professional development? or the piloting of a new history curriculum? are we talking about the -- all right, the school site calendar, cultural heritage and holidays, are we talking about making sure everyone feels welcome and that every culture is visibly present at the school site? >> yes >> certainly we have some prioritization to do in terms of bandwidth, what can we do right now and then what is most necessary.

so we've been listening to parents and community members about the history work especially, where we are hearing that fourth grade is 911. and we are responding to that as we can. we are also hearing that eighth grade has major problems as well. we need to respond to that as well. we have two t.s.a.s for history. we are unable to actually do it all at once. the team, and i think the task force is going to help us strategize. and then potentially advocate for more bandwidth. i would say our next communication with you all will have better information around the timeline that was put down too, because we are excited, but there's so much, so many parts. and even though it's likely we will follow suit as to how other things were rolled out, we haven't even had that conversation yet as a team, and i think to be fair, we have our first task force meeting tomorrow.

we want to hear from the community as to what they think we should prioritize as well. >> with that, thank you very much. all of you. great team. i look forward to it tomorrow. section j, discussion and vote on consent calendar items removed at previous meeting. there are none tonight. k, introduction of proposals and assignment to committee. one, public and board comment. public and board comment on proposals. board policy 6161.11, supplementary instructional materials and board policy 5131.2, bullying. we need a motion and a second. >> moved >> second. >> thank you. i don't think we have any public comment on these items. any board comment on these? no. okay. both policies will be referred

to the illustrious rules committee. am i missing something? >> [off mic] >> you had to sit through this, yeah. hold on one second. and 6161.11 will also go to the curriculum committee. delegate herrera, you are dismissed. thank you very much. second l, proposals for immediate action and suspension of rules. there's none tonight. m, board members' reports. report from recent committee meetings. the committee mettings held since the last regular board meeting were the following, the committee chair will report to the committee of the whole which was tuesday, january 21, 2020 last week. vice president lopez. >> there's one informational item, which is an update on county programs and schools, and

the responsibilities that they have and resources they provide. they also shared about those individual resources at eight of the sites. >> thank you. and ad hoc committee on personnel matters, labor relations and affordability which is january 22. commissioner lam? >> you are going to ask me a question to provide that. >> we can go to the next one >> yes. >> buildings and grounds committee, january 27, commissioner moliga >> we had our buildings and grounds meeting last night, actually. and director was able to give us a presentation on crisis response and emergency preparedness and sfusd. we had a couple of feedbacks from board members in terms of possible trainings.

so how equipped are our schools in terms of supplies that they need to be able to go through a crisis or an emergency. and also we had a conversation around our crisis response in regards to shootings in neighborhoods and how we could be more proactive as a school district in terms of providing safety in neighborhoods. >> thank you. commissioner lam. >> two information sharing items in the personnel committee, labor committee. it was around the language pathway recruitment and staffing and how critical it is for earlier recruitment timelines but also we are continuing to see increase in need in being able to recruit, for example, spanish-speaking staff and really thinking through how we look at those recruitment pathways as well as vietnamese and arabic and ensuring how we are looking at the long-term

sustainability and success for staffing for our language pathways. and our second information item was related to early education staffing. and we learned about just, again, the hiring timeline of our early ed positions. we also talked a bit about the really not only shortage but hiring crisis that not only we are faced with at the district but as a city and county in early education. we learned a bit more about, again, some of the educator pathways that are available in early education and highlighted the opportunities of deepening those partnerships with higher ed institutions like san francisco state and community college and deepening those collaborations. >> thank you. number two under section m is report from board delegates to membership organizations. any reports? >> thank you, president sanchez.

i just wanted to remind everybody that we are now in the phase of community engagement for the student assignment redesign project. so there are a number of community meetings coming up that i wanted to make sure the public is aware of. tomorrow night, we will be at support for families at 1663 mission street from 5:30 to 8:00 p.m. on saturday at roosevelt middle school from 9:00 a.m. to 11:30 a.m. and this coming wednesday -- a week from tomorrow, february 5, at 100 whitney young circle from 4:00 p.m. to 6:00 p.m. there are a number of other upcoming dates beyond those that i just mentioned, and i'll continue to announce them at our meetings, but i hope that anybody that is interested in following along and sharing their thoughts about

this process will come out to one of the community meetings. thank you. >> calendar of committee meetings is items -- this is item 3. budget and business services is wednesday, february 5 at 6:00 p.m., buildings grounds and services february 24 at 6:00 p.m.; curriculum and program, monday, february 10 at, rules policy and legislation, februarc committee on personnel matters is wednesday, february 12, at 6:00 p.m. committee on student assignment, monday, march 16 at 6:00 p.m. in the joint city school district and city college select committee is friday, january 31 at 10:00 a.m. and that meeting is held at at city hall in the legislative chamber. section n, other informational items.

number one is the staff report on the acceptance of cash donations for the month of december 2019 in $323,061 and 26 cents and acceptance of supply and equipment identities donated. number two, also posted for information is the proposal from the united educators of san francisco, certificated and classified units to san francisco unifyied school district. did you want to do this one? okay. thank you. >> good evening once again. president of the united educators of san francisco. i'll be joined by early education teacher and committee leader, betty robinson harris. the united educators of san francisco is the union of certified and classified educators that champion fairness, democracy, economic opportunity and high-quality public education for our

students, in partnership with their families and our communities. we are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism and especially through the work members do at our san francisco schools. our vision is a great public school for every student. our mission is to advocate for educators and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. we believe every student, regardless of family income, race, ethnicity, gender identity, place of residence or place of birth, deserves a quality education. it is our goal to improve the quality of teaching and learning, increasing student achievement and making schools safer, better places to learn. we believe partnerships with parents, families, communities and other stakeholders are essential to quality public education and student success. we believe individuals are

strengthened when they work together for the common good. as education professionals, we improve both the quality of public education and our work lives when we unite and advocate collectively. we are organizing at our schools and work sites, actively engaging members of the negotiations process and organizing and actively engaging with community partners and families. and you will also see which articles we are opening on in our initial proposal. and we look forward to a successful round of bargaining. thank you very much. >> thank you. section o, memorial adjournment, there's none tonight. do we have any items for lowed session? seeing none, we will go into closed session. thus i call a re >> all right. section q, recon seen open section.

item 1, vote on employment contract for a represented chief executive employee. we need a motion and second. >> so moved. >> second >> roll call. >> thank you. [roll call vote] >> report from closed session in one matter of existing litigation, m.k. versus sfusd, the board approved a settlement and authorized a general council to pay up to the stipulated a. section r, adjournment. this meeting is adjourned. [please stand by]