>> miss collins can you hear me?

mr. cook? [ roll call ]. >> these are extremely trying times. we don't know how long this crisis will stretch out for. we do know we all have -- as [ indiscernible ]. >> especially doing incredible work as well as my colleagues on the board of education.

proposed change items two of the agenda. and that is why essentially furtherer direct approval to allow supervisor to change as we practice social distancing other than household members. the board of education agenda will focus on information and presentations and boards [ indiscernible ] information pursuant to order 2520 executed by governor newsom on march 12, 2020, code section 549-e7 has

been extended according to the executive order with the commissioners of the board of education. section d regular meeting of march 10th. >> so moved. >> any corrections? [ roll call ] and modified, members of the public have provided individual prior to gather and present it and

members of the public are permitted to address the public as in section c of public comment. number of comments. >> thank you. >> thank you. as has been stated, commissione commissioners i'm a parent and thank you for your leadership during this challenging time. a lot of our city and state leadership promises to slow the spread of the virus. having made those first steps now is the time to take leadership to as someone who follows public education across

the country i know you can move faster in transition and this is ready. other transitional excuse me, traditional systems are up and running. this is true in new suburban and your honoran communities and networks. students are engaged in formal learning and creating community and advancing their knowledges. in some school systems teachers covering the same subjects are banded together with one teacher sharing classrooms and conference with them individually. there is work to be done, but get as many students as possible back to formal learning as quickly as possible. and before it is too late. thank you.

>> next statement will be everyone is taking questions. the fact they've not put in place two learning methods with students at an extreme disadvantage compared to private school. these inequities are not having a system in place for students to continue learning is just that, an excuse. whether resources for the kids, i don't have the numbers and hope that all have access to a cell phone and wie eye so not is to stop educating the masses. there has to be a better way. my tax dollars are paying you all to figure this out in a timely manner, i am sure you can look at other districts and learn from them. i understand that this can take time, but i am sure it should be done for the children of one of the richest cities in the

richest states of the richest country on the planet. bureaucracy may be, began, just get it done. shove aside extra time dealing with meetings and excuses. the kids of san francisco demand it and thank you, and for being safe. >> school board i am writing to ask the school to replace one of the greatest achievements of human civilization, handwriting and cursive. i see the detrimentation, it makes it difficult to take notes and jot things down and scribble notes. to make a list, and i am reading that college professors have had

it as a constant keeping of lap tops in class. curvive, i am learning we learn things better when writing with our own hand. curvive. and we come to know ourselves and claim our knowledge when we see it is on the page and so any teachers that been in elementary school, work on penmanship and curvive return because the u.s. has taught curvive without letters, translates in that to a letter. please hear that as an emergency. sincerely, mayrion sheri. >> this coronavirus it is important to use our resources for education matters. it's to help create community for parents and children topics and see more programming there. this is a comment for the board

of education meetings. and a mom of a 5-year-old resident of san francisco for 27 years. this time, so many platforms opened up for kids to use free. example, zoom. all need an sfusd address. anyway you can give addresses to the kids? i'm frustrated when they're trying to use these platforms for free to kids. julia klein. next it is a question from a certained and involved parent. when is the short, medium and longer term plan for students for involved in learning at home because right now, for my own

child is that students are devoted to their phones and playing video games. and as an example, why are there no assignments like reading a book? making a book report and doing class with the teacher? thank you. dave watson. and tonight's sfusd news letter that public comments should be mailed so they can be read aloud into record for march 24th meeting. not sure if public comments will be limited due to the agenda and i will try any waive. i'm writing to include a resolution by early education department to ask professionals to offer additional kinder garden for district classrooms. tk students enter the classroom through age four years old and to reflect practices of learning and importantly the safety. and general recommendations from

early childhood experts say two train adults should always be present in a fuel group of 12-0 preschoolers between ages of 3 to 5 years old. and also arcs topting a revision model with regards to special education with students with special education needs. these are the minimum learning standards and this is also a justification for providing educator support and examples. whether transitional kindergarten and working upwards with each grade level. achieve early education to make a priority in setting a budget for next year that supports our tk classroom teacher was the right level of learning that we owe to our children. thank you. a parent of an early education student. i am writing to you with regards to my experience with family and special needs kids.

many people in the city who are health care workers as well as disaster service workers have kids that have special needs. they have special -- they have difficulties balancing because there are no program and services pen fitting kids at this time. they are to stay home to cake for their kids and use whatever sick leave they v not knowing how long this pandemic will last, without paid leave. who might be out into the summer as well as stay at home mandate. there are emergency day care service for regular kids but not for special needs. please advice, thank you, david. i am submitting for public comment and i understand the most-important issue is supporting families and staying safe and healthy. it is my concern that we are able to return to on site education before the end of the year. the arupt cessation for students

and we work to create a classroom community that is note going to be the same until a low learning environment. i believe the possibility of the public health crisis it could be emotionally healthy to resume and afford the classrooms if just for a week, i'm hopeful we'll be able to at least use school sites to provide more care for familys who need it. especially families who are struggling to find care. thank you for all you do for the community at this time. sincerely, jennifer nguyen. tk teacher. >> dear board members during this uncertain time with our state, country and world, and those in charge have not answered the call. the station in our district have

been virtually quiet in keeping our education community informed. this week, while other outlets are having shows about school closures and keeping kids on track and educating at home while care workers juggle work is ready to rerun and [ audio indiscernible ]. at the very least there should be reminders of which facilities are open for free breakfast, lunch and dinner and which should be open or not. if they have libraries open for extended mrams last week due to low enrollment numbers. maybe if people didn't -- might be this might not have occurred. a little more, the program five days a week, monday to friday and 10:00 a.m. respectively.

a slot could be used to have a show devoted to our students in education. what a novel concept to have care givers chime in on what they're doing while the district is shut down to stay motivated. we should be doing better, we can do better. this is from kevin robinson. and the last is hello. i am the parent of two sfusd students, one elementary, one in middle. writing to express my disappointment how funds are being utilized by sfusd particularly in light of our present health crisis. sfusd could and should use a minimum provide updates to parents about school closures, and child care opportunities for working parents, and online learning opportunities. the ability to reach our

community by radio is a capability that sfusd under utilizes in even the best of times. i urge sfusd under utilizing that even in the best of times. and i go to parents, including regular shows. thank you. >> that is it. >> all right. >> advisory committee reports? consent calendar? we need a motion. >> second. any items withdrawn?

>> there are none. >> items by commissioner? >> thank you. [ roll call ]. >> section f, resolution calendar separate for resolution. section g. section h, special order of business. so first item is regard to amendment of city adopt a board

of education meeting calendar for school year 2019, 2020. add that general counsel. >> asking to include a regular meeting this friday at 11:00 a.m. >> we need a motion and second. >> all right. comments? discussion? >> any other comments? >> yes. yes. [ roll call ].

>> thank you for the and just wanted to give the board an update and answer questions the board has in regards to the district's response to the board around conversations around exposure. currently, the bulletins by the school district are posted every monday, wednesday, and friday at 6:00 p.m. on our website as well as sent out to families. these are regarding child care

resources around the board of education meetings, around meals for families and we're beginning to update around several comments in during the updates as well as the commitment so next week to the updates

as well as the commitment so next week to give updates is around our website and there are comments about a reminder to the public and the board the district's public owned station of the programming is through public donation. so it is not a district-owned

state. we do not have goals over broadcasting that we have on kalw so just wanted to remind the folks of that. so right now, we're extremely proud of how they're working with staff and volunteers to be out when our students have come in for people to have a opportunity and i want to tell you how proud i am of the quick turn around that our sns department is able to do in terms of getting food sites up and those meals are continuing to increase and continues to be wrapped up this week. and so also, thankful for the

food banks that are with us. in those regards. so i continue to give updates to answer questions. and then as requesting up ate daiting our students on what we've done and give you an update on the projected dates. >> thank you. i'd like to agree with how grateful i am with all of the work that has been done and related to the digest. i'm excited about this information getting out because it's really helpful when you read through. i ask this question and i'm hoping that the website has ability to translate it. but is it available in different languages on our website, as well? >> so the site, are you on?

i'm here, can you hear me? >> yes. >> okay, great. the website has built in translation and we have built in translation through school messenger which is how it gets sent via e-mail. it uses google translate which has been found to be increasingly accurate according to many of our people who work with our english learners, students and families. so, when it comes to urgent messages we're getting custom translation and working with our translation unit as well as out side contractor so any kind of breaking news updates such as the meal, our first announcement about meal service, and any announcements about school closures or anything like that we do get custom translation. but for monday, wednesday, friday updates we're relying on

built in translation through the website and school messenger. okay. thank you. just to clarify if a family has a preferred language, any message they get from the district will be in that language. >> if a family has a preferred message, excuse me, preferred language for urgent translation we do custom. that means we'll send to the families in the six primary languages that we get translation in. and then, we know which language they've identified and we sent a message to that in that for urgent matters. for the regular bui bulletin, j because of the frequency and turn around time, it gets sent to families through e-mail or website and they check a box for the language they want to read it in. there are several languages they can check to view it in. does that make sense? >> yeah. thank you. >> sure.

>> any other comments or questions from the board? >> i have a question about whether they prioritize getting devices for students? and explain a little bit about how it's going to work? how people are going to get them to the families or -- >> there is more information on the next digest, but to be able to look at that head of technology here. >> how it's going to be

distributed. and for families that are, and may be out of school that aren't in the prioritized list but we know are priorities, how they're going to get support and speak to what we're doing currently around if there is a way to make a donation to the school. >> so if morning, good afternoon. so, we have started in earnest tomorrow with the distribution. we're going to do them in grade 3-12 and prioritization is looking at our high schoolers first, middle schoolers and students in four. distribution is taking a multi

pronged approach because we want to get out our revises as quickly as we can. this week, most schools are doing appointments so we have volunteers, we have volunteers for them that will go on site and help them prep the devices and where he have systems in terms of tracking the devices and have a master data base of that. if schools are not able to do that, we'll centralized them through our distribution centralization and we'll do it that way. we recognize that a third option, so already schools doing delivery and they're looking at building that for next week during spring break. we recognize that some schools

under different places in terms of deployment and bring them together in a centralized approach while recognizing the contact of the schools and what works for their communities. so we have about 24 schools that are currently scheduled for the week but that is increasing daily. it's not to say schools and cohorts 1, 2, and 5. they're in the process of assessing need. we have a standard in online forms that rotates into the family that comes into a central data base for us. then, we have a way, some schools are called in with the best way to reach them. we have a way for them to provide that data for us. >> i just wanted to add, melissa called out high school, and cohorts 4 and 3.

we're doing muir and tenderloin. >> so, innet -- internet access is a challenge for us in sfusd. we have a limited number of hot spots. so these devices we have, we have identified, prioritized and population for example we have a number, we have several, about 200 students, hot necessarily all needing internet access but who are taking rules which moved on line only. so we're able to get to a needed hot spot in that co hoert --

cohort hot spot and looking at students in foster care and so also, we're working with the city on other options and opportunities as well. a number of the providers are offering service that are either free or low cost. but each of those, they're teach a unit set up and system. so those are hot spots throughout the city so options are limited in specific neighborhoods and communities so. working yesterday with the city department of technology or how we're approaching this from a citywide level approach as

well. now, emphasis obviously is to assess the need for hot spots. >> so our standard that we're deploying you are chrome book. chrome books are easy as well as for us centrally. we're able to manage chrome books centrally. so not asking for donations of other types of lap taps. we're asking to bring in financial resources to help us replace technology in our schools. part of our strategy is deploying devices in our schools today. that is where our largest inrenatory is. so donations can come in to then

replace that technology so that we have technology in school as well. if there are donations for others for chrome books that would be a definite yes. and other options would be financial support. >> okay. and such as we need to make sure that if we're asking for donations that we make sure we get specifications out for donations will be meeting our needs. to dropping off appropriate sites. >> right. we can get that information out. >> and make sure that is available publicly. okay. and so, we're accepting that for donations. what about my sort of hands on deck we need in terms of

delivery? is that something we're also coordinating? >> we're coordinating that as well. we have a central coordination with 18 and we're working with the -- through our circle to schools program as well, bringing in resources as well. so volunteers that can help clean and prep devices and deploy devices at locations so they can come to our networks and i think we have a centralized volunteer form we can get that listed as well. >> so last question about continuing to get what they plan to do for the public so there is in confusion about, you know -- bras audio i i don't have the n

my head. i can remember that certain days of the week and certain areas so i'll reach out and send an e-mail. that describes it and so far, that they just do it as soon as we can. >> so you believe we have five sites that are currently piloting food banks? is that correct? >> so, five last week. additional five that they're building this week. >> okay. by the end of the week you're saying we will have ten food banks operational via our site? >> and -- i don't want to mislead here. we're not offering the food banks. we're partnering with the food banks within our sites so distribution of food. and i think i don't -- i don't

know all of the sites but afterwards, i can e-mail the locations and the times they're going to be there. >> just to give you a little bit of information because some of these food banks are that are at our sites are going around, depending on the neighbor. so rosa parks is one and they're from 9:00 to 1:00. >> i appreciate that. i really need details, and families are desperate and i'm worried about having milk for the week and that is just me. i'm not food insecure so it's very, very important for us to be very help wfl families in communicating this specific information. and it felt a little disjointed with the food bank. is it they're deciding what they're going to do and we're

waiting with them to offer. >> it's upsetting that it is very vague. and i like how we're communicating around that and but the important piece for families to have their needs met. >> as a point, you know people are turning around information as quickly as we can. as soon as we get the details, we're posting them. our goal is not to be vague. if we don't have details, or we felt it's not accurate or can't say this is for sure, we don't post it unless we know absolutely. our goal is not to be vague. it's to give details as soon as we get them. as soon as we get them and know

where it's going to be, we say in this situation we see from day-to-day, it continues to evolve. some of the food banks have said they plan to be in one place and then, overnight, they're shifting and we understand that. that is why we haven't posted it. we know the shift. until we know for sure, we're not trying to be vague but we don't want to mislead the public saying it's going to be here for sure when we're not sure. >> so i ask with that kind of dynamic situation, the situation is kind of evolving and we're relying on another partner to help meet this need, listing it on a website is very helpful so we can share and reshare, how are we making sure that that information gets out to community members? i know orla's team, they don't have the capacity to do

community outreach. so how are we making sure families in the neighborhoods that don't have technology aren't going online goring to know? when they become available?

>> okay. because i didn't know about the bayview opera house, and i want to make sure we're sharing out information. you know, like i said, there's a lot of information, and it's constantly evolving, but i want to make sure that we're

supporting families and food, and that's number one. so please continue to share, and i'm interested in knowing we have a plan. and like i said, i don't expect s&s workers to be doing that. and then, as far as technology goes, similarly, it sounds like what was happening was individual schools were kind of doing some surveying, and now, we have a centralized system. and i want to know when the deadline is, chief dodd, when you expect to know who does or doesn't have computers and/or

internet access. >> greetings, commissioner collins. thanks for the question. so we have put a deadline of this friday to assess technology both in terms of access and connectivity? and students had another way of collecting data but for our centralized forms? they're feeding that data into us, and we're putting it into our master database, so we can have that data for the district. >> and how are they gathering that data? how are you collecting it? >> really, whatever format they have it in. i know they can submit it via an on-line form or by phone call, and then, we put it into

a master sheet. we have it divided into devices going out, devices coming in -- hello? >> i think we lost the board room. >> i think i hear them, though. >> can you hear me. >> hello? >> hi. can you hear me? >> now i can.

>> okay. great. sorry. not sure where you lost me. >> well, just specifically, i'd like to know how we're monitoring collecting that data because some schools do it better than others, i'll just be straight, and some schools, they've got staff that does it, maybe reach out to families, and others send out a link, maybe in an e-mail. so i want to make sure that we have our staff at home that acts essentially in collecting that data. >> so we're partnering closely with our state superintendents and directors. we're also setting up a cohort

that each director can work with with each team? and we're making sure we have the data and collection measures in place. >> okay. thank you, and so i would like to see data that once you get it all on friday, i'd love to see that and have that be shared. and then high level, i think it would also be helpful for the public to see what percentage of our students have access to technology, and then how much are we providing currently, what are our plans for providing that? i think that's important for the public to understand because i think it will relate to our ability to, you know, fund raise for needs that we're

going to -- for ongoing needs that we're going to have. i think the gap in equity that we have -- we have a lot of teachers who, you know, before that, who were assigning work on-line, and schools were kind of making up the difference by allowing kids to stay after school, but really, we were not guaranteeing all kids access? and the positive side of this crisis is it's really making it visible who has and who has not, and we need to figure out how we're going to both increase access and also both acknowledge the gaps and develop instruction around that. and one, i guess, other question i'm having is -- just putting this out there -- is printers. my daughters are printing out work that they're getting from teachers, and that is also an access issue, and i don't expect we'll have the money to buy every single student a printer or printer paper.

so, you know, how are we making sure that those things are included? and then, outside of technology, how are we making sure they have crayons or markers or things like that, and how are we designing learning for our younger students where maybe it's not appropriate for us to be doing web-based instruction. so i'm looking forward to getting really specific plans on this technology rollout and seeing those things that they develop. thank you. >> thank you. commissioner lam? >> let me confirm that i'm on. okay. thanks. i had a follow up to the epcm letters. just wanted to ask if that's going to be part of the report back or there's going to be answers now related to families

who don't have access to on-line or how do they respond to letters or be able to log into parent view? i know some letters went out regarding parent view, but just curious as to the language access piece. [inaudible] >> so the technology team has done a great job of providing different opportunities. but for those who don't have access to e-mail or don't use internet or the phone system, and they set up teams in e.t.c., they'll automatically go to a voice mail box, and then, they've got teams in

e.t.c. who are checking voice mails on a regular basis and getting back to families. i don't know if that captures all of your questions. [inaudible] >> with that letter came a -- [inaudible] >> in addition to being able to accept offers on-line. >> thank you. and we did discuss having a drop box in the lobby. in the event that's a call that comes through, we'll try to

strategize with the family to try to get information. >> commissioner lam, do you have any follow up questions? >> just if we could find information around those access points, it would be super he helpful just to report back out to the public or text messages or e-mails, just your letters are do in so many days. i think it's just so helpful. we can't overcommunicate. >> okay. commissioner -- >> oh, sorry. related to commutputer access internet access, did you relate any telephone number that students or families are going to be able to call in or what's the information vehicle right

now? >> we are currently strategizing and putting plans in place -- i'd say longer term, but it's shorter term. immediate is today, short-term is wednesday. we're building out a team where families or students can leave a message, and then, we are setting up a team to be able to respond remotely to those -- to families with their technology questions. we're trying to figure out, you know, how much support and how far can we go and what's going to be actually needed to provide that support. there's a lot of open questions, so we're going to sort of need to iterate and evolve that as we go. and we'll have some on-line options, as well, to be able to submit a request to us, but

this is a model that we've been staffing for parent questions. we have a portal for that in multiple languages. we have a team behind the scenes that is responding in 24 hours to providing information, so we'll have a similar structure in place for technology support, but that is a huge outstanding question. our help desk is currently here on-site still. we're also trying to figure out how we might get them remotely, as well. we're still figuring out how to deploy devices to staff? so we've got multiple strains going into place as we're trying to move everyone as best we can on-line. in the coming days, i'll have more information on our support plans, to be honest. like i said, we're putting in place immediate measures, but

as more equipment starts going out, we have to have a broader and stronger support structure in place for the families. >> thank you. i think this is a question that i would have for the board and dr. matthews. we're really right now in emergency crisis disaster mode, and long-term, how are we thinking about sfgov operations, and this is one of the things that we need to get the system ready, address system equity, but clearly, there needs to be greater capacity, too? so i welcome the discussion as a district we're going to be pivoting to cover the needs of a particular division. >> thank you.

so i'm really curious to note if we have members affected by the spread of covid-19. i want to know if we're going to go virtual 100% or if we have a plan in place where we want to go in person, as well. it seems to me there's going to be some complications if we have to have some in-person instruction sessions. does that make sense? [inaudible] >> -- before i get start oed o

that, i just wanted to say there are a lot of things that go -- that are going on at the board -- [inaudible] >> -- strategies around covid-19. and will then, on the 19th, the rest of the day on the 19 or the 20th, other districts followed the lead of this board. so a big thank you on that stance. in regards to the closure, there was a shelter in place order. as long as we shelter in place, it makes it difficult, as you said, for face-to-face, so that

supersedes either desires or thoughts about because the shelter in place is in place. so that's one piece. the second piece that i wanted to get to is when the mayor's piece came out, it was six -- the six counties around the bay, so it was a meeting how we handle this epidemic. [inaudible] >> and then, it was the six d.p.h. heads that came together around whether the closure should be extended or not, the school closures. it was felt instead of doing it

district by district, it would be much better as a regional approach. the discussions are still going. it is expected that by tomorrow, there will be an announcement, but there's none currently. the expectation with the discussion and the data is that next week will be worse than this week, and we got that in

long-term, we have to look at --

[inaudible] >> is what they recognize is where the dangers are, where the cases are occurring. so if we have closures until the 3rd, ending the closure on the 3rd would be best, we would be over the hump, and i can tell you that at this point right now, just with the conversation, it does not appear that way in any way, shape, or form. the expectation is of the 6th, when we were expecting it to go down, it will still be going up.

the biggest consideration is will ending the closure lessen -- if ending the closure, would that help decrease the spread, and in order for that to be analyzed, will that come back to be voted on? >> yeah. we could -- as we had that --

>> -- f [inaudible] >> -- for families and teachers? >> sorry. i can hear, kind of, but i can't see anyone, and for me, since i can't understand what they're saying, can you ask the question again, commissioner cook? >> i want just asking about any feedback or resources, what you're hearing about from teachers that are also parents? they're home schooling and also teaching? >> we haven't heard much feedback around that. what we also know with educators that also have kids

at home, it also takes an additional toll on folks, which is where we decided to do the distance modelling. when we said that, i think people thought we were only talking about students and families, and that was definite definitely our primary focus, but i think we needed to give our teachers some time, if you will, to push out lesson plans while they're figuring out how to take care of their own children. so that was probably the biggest adjustment, so that's why we're taking a break before asking teachers to devise lesson plans and forward them

to the students. [inaudible] >> i just want to also ask that another constraint that we were all aware of is this term of tech and wifi for teachers and staff. melissa talked about collecting data, and we're also trying to make sure that during this time, before we go full teacher-led distance learning, that we're trying to understand the home situations and make sure that teachers have the devices as well as the wifi access. and just in general, what we've been saying to folks, because we know that people's situations are different, is that we're asking folks to engage in professional development and "go to work" as their resources and circumstances allow. as you get those specific questions, we can definitely answer them, but we're certainly trying to push out this message of grace and

compassion and trying to be as flexible as possible under these circumstances. so if teachers are home with their babies and can't participate in that, we are understanding of that, and so are their supervisors. >> commissioner lopez? >> hi. thank you for sharing that. i also want to note that we don't have a lot of questions about the future right now, obviously, but it feels like all of the measures that we're putting in place are not going to waste? so i know that under the circumstances, it's tricky, but we're going to be looking to these in the future, and it's helping us really think about

being equitable during this. thank you, melissa. i just want to make sure when this technology is in place and it's being used by the families, the services, they know how to use it, and it's in place, via hotline or chat feature. and then, along those lines, with resources, nicky, maybe you can help us with this -- sorry, dr. ford. are these resources that we're sharing with families, at this point, are they available in spanish? >> that's a great question. and so space two is being launched tomorrow, and it's activities for young students

at home. it's going to be shared in more and more languages. one of the things that we recognize as we try to do what other districts do, a lot of this is focused on our prioritizing communities that don't speak english, the websites that they're directed to are only in english. we want to make sure that the things that we're putting on our sites for families to access definitely takes into consideration the diversity of the communities that we serve. if the content of the website is in other languages itself, as well as are the various activities also focused on the needs of -- or serving the babies who speak multiple languages. so we tend to have a lot more resources that are addressing the needs of english learners,

as well as an e.s.l. or e.d.l. component, and then tapping into spanish, japanese, mandarin, and other languages, as well. >> okay. thank you. i have more questions, but i think, jennie, you wanted to jump in about this issue. >> thank you. i just wanted to ask for consideration around this issue that for families that might not have, you know, even with the translation on the website and activities, you know, how can we involve community-based organizations to do this support virtually, too? so i know that, for example, several many community-based organizations are kind of waiting, too, on how they can support with the supplemental piece. because phase two is still considered, you know, optional rollout, getting comfortable,

you know, it's important to express how we can get help and capacity within the team, how we can get those providers connected. >> i keep smiling because my mom keeps asking me, when am i going to go back and get my doctorate, and i just say, i don't have to because my board made me an honorary doctor. even as we think about how to hold both digital distance learning as well as print-based, so thinking how do

we leverage our community partners, hope sf. i think commissioner collins was the one who said a lot of things on websites are pdf, and that assumes that families at home actually have printers to print those out. [inaudible] >> we're trying to make sure of one, how our c.d.o.s have access to materials that they need. >> thank you, deputy superintendent board. but going along with working along the lines of c.d.o.s,

this question is for you regarding something you mentioned earlier about a call with c.b.o.s. is that confirmed? is that happening today, because some people had some questions. is laura available? >> i'm here. >> thank you. >> yes, i'm going on a call at 2:00 with some c.b.o.s. >> so how can people that are willing to partner with us and willing to continue to build our relationships be on that call? >> i can inquire. i was just invited to join the call this morning when i was out. i'll follow up. >> i've gotten a lot of families that reached out that said that sfpd are stopping

them from collecting and going to the food distributions, and i know that food is an essential need. are we partnering, or what can we do in this process to facilitate this to keep the police department from harassing them and how can we partner with sfpd during this time? [inaudible] >> -- that's part of why we're looking for some other sites that we can open up in different ways to serve communities during this time. >> wait. can you explain that a little more? i'm not sure i understand.

>> i understand it was either early this week or last week that there were families that were going to pick up food at a school, and the police stopped them. i heard about this. >> right. >> i think you might have share it h -- shared it with me, commissioner lopez. but i know there was a concern about sfpd stopping families going to school, and the concern was could we open up some more sites in the tenderloin, meaning that families wouldn't have to travel at far, or students wouldn't have to travel as far and have proximity to food to help them alleviate that problem. we, just starting last night -- [inaudible] >> we're recognizing that

that's a barrier, and it's not just a barrier in san francisco. we're getting it back through feedback and we're working on getting waivers at the state level, too. but we changed our messaging to say that it's possible and for families to come without their students. >> so yes to opening more sites, more food distributions, especially in the tenderloin, but i also think it shouldn't be put upon families how to find food in this city. and if there's something we can do to talk to the police department, then it's essential at this moment to talk to them about who's on the streets and why so that that doesn't become yet another thing that families have to navigate during this

time. >> do we have somebody who's in contact with the police department so that they can relay this message? >> we're in contact with the police department, so we can relay that message. >> thank you. >> are you done? >> i have one more thing. it's questions about the sick leave and the sick leave bank. how can people who have a number of sick leave share with others who have little during this time? >> so commissioner, i know that uesf and sefu both have

catastrophic sick leave banks. >> yeah. we have the open period for uesf just closed, so i've been in discussions with susan and carolyn, and actually -- so we're trying to look at how and what is the need of reopening that on an emergency basis. we're a little stretched out right now, in terms of actually being stretched out, but i am in communication with the union on that. there have been a number of developments on covid-19 related to legislation, so we're reviewing that, as well. in terms of sefu, we have a rolling donation. it's sort of a form.

they don't have a bank per se, but they can generate donations to this plan as is needed, so they're a little different in terms of their implementation. >> one thing i want to add that i think is important for folks to know, typically, when you run out of sick leave, you can use your extended sick leave. but while students and work sites are closed, folks that go into their extended sick leave get their full rate of pay, and that should also potentially alleviate the need to dip into the catastrophic sick leave

back.2:00.

it may mean putting a video on-line, kids can watch it when they can watch it, and then, they can respond via e-mail. that can be distance e-mail. distance learning can be getting an e-mail from your teacher, and you can respond via chat. so there's a lot of ways that it can look, and it does rchlt ha -- doesn't have to be in real-time? i know that this is a conversation that's happening centrally. i want us to be a part of that, and i'm hoping that we can all participate. we have several educators on

the board as well as folks who are communicating with constituents that are monolingual speakers, low-income folks. we want to make sure that we're doing this with compassion as well as equity. so i want to ask president sanchez, can we have a curriculum committee meeting in this format where we can dive in and get, you know, hear about some of the plans, some of the conversations that are going on between both department of technology and limited instruction, and we can weigh-in and do some of this problem solving and thinking in a more public way so that community members can also be a part of this conversation? >> yeah. so we aren't having in person

meetings because of the ongoing pandemic. >> i know that some of us are here today, and the reason we can't go in person, the governor has suspended the brown act, we still have to have a way for the public, in real-time, to participate in comment, and that has been a technology challenge. so if you want to have committee meetings, they would have to look similar to this where some staff show up to make the meetings happen. >> okay. we'll have to schedule that. >> okay. i would love to do that. and also, this is kind of beyond that, but we need to have virtual town hauls using youtube, and i know we rely on

sfgovtv to make visible, like, to video record our meetings in general, but i would like for all of us to explore ways that we can be meeting with constituents and community-based organizations via on-line platforms? you know, i think we should be thinking a little more creatively -- like, we're thinking creatively about distance learning? we will versus think creatively about how we make these conversations public and inviting the public to participate. and then, additionally, i just also wanted to say, you know, i appreciate your comments that you're working collaboratively? we know that, you know, italy is a whole country that's shutdown, and if we had actual leadership, i'm just going to name it, we would be shutting down the whole country, but we're seeing it state by state because we don't have a

national leader. we as a region are trying to operate. as a nation, we're getting worse. the good thing about twitter is you get this real-time feed of how things are happening, and things are going to get really ugly. with that, we need to get compassionate about distance learning, but our families and our educators are going to be impacted by this crisis, and people are going to lose family members or they're going to be sick, and i also want us to hold space that what we're going into, we're going to require that we have space for people to grieve or to take care of loved ones, you know, and be supportive and, you know, think along the lines of schedules that have to be met, and we're going to have to have a lot of flexibility.

and then, in addition, i want to echo commissioner lam's comments. i think especially as a district and as a system, you know, there's a lot of kind of ingrained behaviors that people are used to doing, and this is a challenging time, but we're going to have to shift. so i'm glad as a district, we're thinking about who are social workers doing at this time? a lot of them spend their time coordinating i.e.p.s, kind of doing coordinating work in schools. how can they support our teachers and educators right now? maybe they check in with parents where they have on-line groups with their kids. and then, nurses, you know, how are nurses -- what's their role? can they shift?

can they help parents or, like, families understand symptoms of kids? we have a lot of folks that are not in a -- you know, a brick and mortar school anymore, but we're all -- we want to be activated and we want to help where we can, and that even goes to kind of getting out information. maybe we need to shift some staff into communication so we can be better and more nimble in communicating with folks. like, i'm feeling, like, there's an overload right now in terms of capacity to answer all of those questions one by one. as commissioner lam has suggested, maybe we can get

some staff members -- we need -- the chief dodd was saying increasing capacity and bringing in more capacity, but maybe we need more capacity for folks to just answer phone calls about enrollment and even just getting resources, so i'm looking forward to having those conversations and seeing who's not being utilized right now and maybe span capacities into things that have been underresourced, and as commissioner lam said, how are we connecting with the city. i want to understand how we're leveraging city resources and working in partnership with

them. [inaudible] >> as you know, we're under the umbrella of -- [inaudible] >> i'm talking about on-line. that's what i'm talking about. on the phone. >> so as i mentioned, when commissioner lee asked the same questions, social workers, counselors, and nurses are going to be starting next week. they're working on protocols, and they're going to be working

around communications with students and on the phone, and they've already begun that shift. >> could we see the actual plans -- i'd love to see the actual plans or communications that you're giving out, or the nurses, as well, are we giving information what they should be shifting their work towards? >> yes. and we're going to have them working the whole company. it's included social workers, counselors, and nurses, so there will be information going out. i want to say there will be information going out to staff, and that includes social workers and staff, what they're being asked to shift to, and there's also information going out to families. >> okay. one question, i haven't seen any of these, and i think there may be commissioners who would like to see some of these

plans. i mean, i'd love to form with central office leaders in your plans. can you share those with us based on the policies that we're connected with? >> sure. there's a lot of plans, but she and i can go through the material that we can share. >> and i just want to clarify, we can provide some draft guidance around what teachers and site administrators are doing as they prepare to facilitate teacher-led distance learning. as i said, more guidance for nurses and some of the other roles that you just called out is forthcoming, so i just wanted to make sure i make that correction. in the meantime, we'll be

ramping up the various distance learning models in the various forms, but -- [inaudible] >> -- with you all for some feedback, and we're also providing drafts to our latest partners to get some feedback, as well. >> yes. why is everybody laughing? i can't see anything. it's not okay. [inaudible] >> oh, you heard her? i'm sorry. see, this is the new normal.

[inaudible] >> we're actually finding that there's a lot more requests coming to the school district for support, and there are requests going out for support, and they're not being met. i think the department of public health is probably going to be looking for some of our nurses to come into play. we're being asked to provide masks and gloves and cleaning supplies, so all of us are sort of making the same requests to be enforced. we are partnering, but i think everyone is stretched, and we're all looking to each other for resources that we may or

may not have. [inaudible] >> -- and i'd also like to get an account on how many nurses and p.d.s are -- >> i'll let the chief comment on that. [inaudible] >> we are obligated to adhere to the requests from the mayor if we are not using our staff, to deploy our staff as needed. so we're in close contact with them. obviously, we, at this point,

being our janitorial and custodial staff, we have not responded to that by sending people, but obviously, anticipating this goes on longer, we're going to get more and more requests. [inaudible] >> or i just feel like -- i'm trying to figure out what's happening on friday. so anything -- [inaudible] >> can we communicate that, you know -- let's look at creating an sfusd plan for our kids. so i would like to see folks really ramp up on that, trying to figure out what that would

look like -- [inaudible] >> i will get that for you. [inaudible] >> and do you have a --

[inaudible] >> the nurses, i want to say we have -- i want to say we have a little over 100, but again, i can figure that out while we're sitting here and come back and give you that number when it's available. and also, when it's happening, i know we have -- when we do get a request, we do have a little bit to go back and forth and say this is the amount of time that we can provide and things like that. and once that person is deployed, they have a completely different supervisor, and that person is telling them, so we absolutely have the ability to say, we can't do eight hours, we can do six hours, and things like that, and we get a pretty good idea of what is being asked at that person. >> i just want to ask a quick follow up.

what i'm understanding and what i'm receiving from folks, it seems like there's an opportunity for us to clamp down a little bit tighter in terms of this transition process. and if we could really be vigilant in terms of what our processes are moving forward, folks would understand here, how does that look like? [inaudible] >> i would hate for us to be in a situation where i want to transfer information, and we can't, and folks are being placed here, and --

[inaudible] >> any other questions or comments? commissioner make sure we have

capability to meet grades 3 through 12 --

[inaudible] >> -- and they have that access. okay. so we're good on that? okay. section k, introduction of proposals and assignment of - section l, proposals for immediate action and suspension of the rules, there's none today. section m, board members

>> good morning, i am san francisco's director of transportation. we're here today to have a conversation about our budget. even though that you have a lot of other things on your minds. these are unprecedented times. many of you are having to deal with children unexpectedly being at home and you are having to deal with worrying about how you will pay your rent or how to keep your families safe. we really appreciate that you've joined us here to talk about something that should be seemingly minor which is a government bureaucracy budget. but for us, nothing is more important than our budget. because it is the only relevant statement of our agency's values and it determines how we use our very, very limited resources in order to uphold the public good. public transportation plays a critical role in the