they can help to cover the immediate needs, but it's important to restore those reserves as quickly as possible. there thank you for clarification, that request for draw-down a for a local rainy day reserve? >> that's correct. >> any other, commissioners? >> ithank you, chief wallace. can you talk about the local rainy day reserve and how that works? you mentioned earlier we have a balance in there and can you talk about how to replenish that reserve? >> so the reserve is actually restored by the general fund revenues and that's why it's an important partnership with the city didn't county as the city generates revenues, 5% what has

been budgeted, we receive a portion of that absces and acced we have had a healthy reserve as our economy has been performing very well and additionally, as eraf dollars came back into the city and county, web were able o see restoration of funds. and when i mentioned the appropriatation or budgets of funds at the local level, they actually -- those funds were budgeted to us directly through the department of chattahoochee and their families and the city hasn't been necessarily -- the funds that we're using this year aren't deposits to the rainy day reserve but through dcyf and so that's why we don't need to draw down the entire amount from the rainy day reserve and 20 million

is from dcyf and 20 from the rayy day. rainy day. >> my follow-up was, could you then talk about how the reserve is impacted based on the pandemic because my from understanding, right, like, our reserve is based on a surplus and so if the surplus won't be activated, what does that do for us in terms of the reserve? >> it typically means we want a call but if there's a significant decline, facing major deficits, we and the city, for that matter, might look to the rainy day reserve to help cover the shortfalls. so when we're doing well, a little bit ever year is dropped into that reserve and when we're not, it's there to help cover us.

>> can you go more in depth of where this 20 million would go to? >> i would think of this as more after program that we included for about $40 million of expend tourexpenditures and originally intended to make additional investments in technology. however, because we're covering these costs with a rainy day reserve as opposed to the parcel tax, there were areas where we're controlling costs and we're not making this technology

investment this year. so technically speaking, we budgeted for about $40 million of expenditures because the parcel tax isn't coming in. we're not seeing that cash and we were able to receive 20 million from the city and county and now we need to steek $20 million frosee20 million ovf the fiscal year. if you want to be clear that is for fiscal year '19-'0, but in t because the lawsuit hasn't moved forward in our favour just yet, we've been incurring these costs, hoping that we would generate the parcel tax, but now without those funds coming in, we need to turn to the rainy day reserve bee.

>> this will go to state court of appeals. so any other comments or questions? role call. (role call). >> seven ayes. >> discussion of other educational issues? superintendent matthews. >> thank you, president sanchez. the next item comes directly

from the resolution on the superintendent's resolution. it's actually a combination of two resolutions. mr. steel, are you able to put that up? thank you so this is a combination of two of our resolutions. it's the superintendent's resolution and it's also the resolution on checking on the wellness of our students. and before we go into resolution, i want to say, i've been thinking about this time and thinking about where we have been currently and one of the things i thought about is back in 1970, apollo 13 was going to be the third apollo mission that was slated to land a man on the moon. but as many of you know, if not all of you know, upon its

take-off and entering into space, there was a blow-up -- >> wait a second -- (inaudible). >> there was a blow-up of one of the engines and the mission actually changed and the mission changed from landing on the moon to how do we get astronauts back home. and the reason that i bring that up is because i think about how we started this year and how in the middle of this year our mission changed as a district. one of the things that i said at the beginning is that what we want to do -- and i put this video out to the entire san francisco community -- what we want to do now is to make sure that your children have meals. we want to make sure that your children are well, checking on that wellness and the third

piece is that we want to make sure that we are teaching your children. your children are receiving education and they're learning. as we have moved forward, just as that mission changed, our mission changed and there's a part in apollo 13 where one of the people in mission control say that this is going to be worst thing that ever happened to nassau, this tragedy or chaos or crisis. his response was -- he said, no, i don't believe that at all. as i think about what the staff have gone through -- because in many cases, the pandemic so often, we think about the pandemic to the families and it also hit the families of the staff members, but even with

that in place, staff still rose to the occasion. you're going to have the opportunity to hear the how. so this, in many ways, i believe is a part of our finest moments, or the thanks we've learned, absolutely. i'm so proud of how staff members, we saw early about the classified staff members stepping forward and classified members stepping forward and they came through. they made sure devices were deployed and meals were delivered in a safe manner and we watched teachers who were struggling at home, teachers and paraprofessionals struggle at home with their own children, trying to make sure they learn and taken care of but rose to the occasion that other people's children were taken care of. we watched our staff as part of our distance learning, not only teach students but put on a tv show that's not only watched by

san francisco unified students but i have heard had students have the pleasure of living in san francisco. in so many ways, this is one of our finest moments, to watch staff struggle with the pandemic, but still realize we have a mission and a job to do to make sure other people's children are our children, they receive meals, to make sure that they are well and we're checking on that wellness and to make sure wee providing education for them. could you go to the next slide? so in this presentation, you will see in the resolution,

we'll talk about meal distribution and distance learned progress and student wellness that's call for in the resolution and i want to say two progress reports together because the previous resolution around one that's called for presentation, so we said we wanted to make sure -- and the superintendent's resolution called for it, so both of those are in this progress report and you're going to see here about our distance learn progress, our device distribution progress, our meal distribution progress and student wellness and they'll be in that order, that activities are rolled out in the district. one more slide. so here in the resolution, it says that no later than may 27th, so under that deadline, we're reporting on meal distribution, device

distribution and student wellness. well will move to chief o'keefe and the device distribution will be chief dodd and distance learning progress will be deputy superintendant orthall and unit wellness will be presented by chief m ellee. right now, we will begin with our meal distribution progress from chief ort harrisburh arcal. >> it's my privilege to support nutrition services. i want to say thank you to the

director of the nutrition service's team. i'm filled with awe and gratitude to their deep commitment to make sure no child goes hungry during these times. they're constantly strengthening services for our san francisco community. the team has four different strategies and they have served over 1.2 million meals since march 16th. the vast majority of meals are distributed by over 85 hard-working cafetaria staff and 118 grab-and go sites and the list of sites can be found at search warransfdu/food. there is home delivery for students with special dietary needs. they've delivered over 16,000 meals and serving about 170 students didn't and i want to k you to the culinary staff and

all of the voluntary drivers making that possible. student nutrition services recognised some families may experience challenges in picking up at the 18 meal sites and many teachers have sites and expressed and interest in delivering to students. so we recently launched a process where any employee can now sign up to pick up meals for students identified as needing delivery. we ask staff manage all communication with the families and anyone who wants to participate in that, to learn more, can email school launch at sfusd.edu. we're providing meals to people throughout the city, chinatown, ymca, the much community center, ship-shape community center, and the tenderloin corporation and the village.

this updates at the end of every week and the first tab shows meal services at a glance and the second tab grab and go dash board has-day-old information indicating each site and each day the number of meals distributed. there are usda waivers to augus. we will need donations to cover meals unless the waiver is available and adult meals. for june, all logistics remain the same and we'll be announcing

any changes in place for july or august in the next week or so. in closing, i want to thank all of the cafetaria staff under jennifer's leadership doing this phenomenal work. thank you commissioners and superintendent. >> good evening, again, commissioners and superintendents and thank you for the opportunity to share a bit more about device distribution and bridging the digital equity gap. you heard that i wanted to highlight some additional points for you. and you know, the pandemic, the digital equity gap and digital divide is not something new. it has existed for decades and the pandemic has shown a light on that. and so, as you heard earlier, across the district, we've been

working to get technology into the hands of students and families. there are over 3500 hot spots serving 4,000 families, 4900 families plus because a hot spot can connect multiple devices at the same time. we're at a fulfillment rate of 99% based on the request that came into us and they came in through all forms and fashion. there's ten text messages, g-ch, information from schools to be able to provide that access and

there's been that question in terms of what was our need and i get asked that question a lot and i'll talk about that as one of the challenges and lessons learned. at this rate, we ended up with 30% of the student population in grades 3-12 received a district issue device. i'll have a little caveat in that there were devices deployed by schools that we don't have the numbers for that. in this grade span of 3-12, 60% of the african-american students received a device from us. and i've shared like or friends in nutrition services, we have a mullitudmultitude to distributel pick-ups and students, hope deliveries and home service and we created new functions and new

services here very rapidly to meet the demand. we are building out a dashboard that can be public, as well as for schools and that came up as a request in the parent advisory group to see who has access and who doesn't within a school. and then, just to highlight in n terms of the engagement and we're seeing students logging in. now i would preface this by saying it doesn't get us the quality of the engagement or the full scope of that what is, but to demonstrate that students are finding ways to connect. next slide, please. so, we mobilizeddized quickly and you're in a process now of being able to reflect and build

out strengthing systems and structures that are needed because, you know, we don't necessarily know what august fall will look like but we're planning for the different variables. and a couple of the lessons and challenges we've been experiencing earlier this evening. you know, the technology supply chain, the availability of the devices and hot spots won't be,t matter, if we had devices in our hands a lot sooner, that would have been the ideal but every district was going throughout therout there andbuying all tha. the complexity of internet access, you know, at a town hall a school leader said this issue is real and i couldn't articulate that any clearer. this is a national crisis that we have i in terms of internet

access and we're experiencing this exp exponentially. every abscess has its own challenges and nuance and even with a hot spot, it depends on cell service and different radio channelings causing interference and so every experience is different and we're trying to find ways to cater to the differences. in terms of defining need and identifying locations, so by defining need, what we used to define as need has changed dramatically. everything from, you know, what could have been sufficient for a couple of weeks changes when that is additional months of needing technology abscess. we have families with children in the same households and if they had one household computer,

getting three children online so their needs expanded. if there was a lap top and needing to borrow one from the district and so it's a very broad sense of need and then, we also recognise that our families are sheltering in place in other locations and elsewhere. and so, identifying, we knew that not all families could come to our central pick-up and so identifying families where they were and getting the technology to them. and we've heard a lot about just the support that is needed for families and both in terms of just technology literacy and understanding technology and else for parents of our elementary kids and younger children who might not have been using it on a more regular basis in school and so the support needed to help families help their children and that support

needing to be in multi linqual support and getting resources out as quickly as possible. talking about the multiple distribution methods and dr. matthews methods that in the framing, we, too have limited human capacity and team members for a host of reasons were not anglable to show up or be on sir engage with the public or didn't feel comfortable in doing so and they were impacted by the pandemic and the risks that entails as well. and so, in terms of what's coming next, sort of where we are, we're rolling right into summer and supporting our summer programs. we have estimating around 5,000 families who are eligible for our summer school programming and ensuring they have

technology access to support that program. we know that technology access for the pk2 grades is a need and for a number of reasons, we did not rule that out at the onset but we are planning now both for access, as well as the capacity building and support needed for teachers and particularly for families and so, with our younger kids, the device matters and it's so much more than that we're planning for and that comes into building out family supports in preparation for august, for the return to learning. and expanding wi-fi access is another focus of our ours and we're working closely with the city technology department on this, particularly to expand fiber wi-fi, to find the most

sustainable access to wi-fi for our families and then with all of this introduction of technology, having an intentional focus on the responsible use and digital zip for our students and families and for our staff, as well. i would close out by saying building out new distribution systems to both minimize exposure for staff and for team members, but to increase the efficiencies, so how can we leverage technology to be more efficient and to maximize the reach that we're able to have but to keep our team members safe during to time of pandemic. >> i have updates on distance

learning. this sounds strange because as dr. matthews referenced, as we move into school closure, we prioritize food and wellness and device employment before talking about instruction and/or engagement. the previous slides are a part of the distance learning strategy as a system and our combined work to operationallize the each and every, even in remote times and the shelter-in-place. we want to name that what was previously shared and what i will share in the next couple of slides is evidence of a collaborative efforts, across school sites, in classified and it's been all hands-on-deck strategy. i was reflecting with folks today and realized it was on march 16th that the first day we closed schools, the first of the week. so it's been ten weeks since we've moved into the remote aura

and tried reorganize a virtual system and it's. ten weeks with little staffing as melissa dodds just said and we would shelter in place of what a model of what it looks like. what we'll share with you is evidence of our learning stance as a an organization and we're recognising in that ten weeks, we did a lot of things wrong and a lot of things we do better going forward over the summer and in the fall. but i'm also, like dr. matthews referenced proud of the thins we were ablthingswe were able to de circumstances we're in.

>> thinking about the work created, we hel held dear of the mindfulness and enrichment and

that's what we've put at the center of all of work. as a result of that, we were able to be creative and focus on the aspects of project-paced prd learning and inquiry and students that had activities that were robust and engaging.

we worked closely with lead and the department of technology to identify 3-12 who were not showing up in our digital classrooms, whose schools identified as students who might need additional support. and we were able to send out almost every mailing.

this was an always hands-on deck effort. the chief was and excellent partner with cni and cni has been 500 backpacks that we are going to share with our cbo's. early ed have 500 backpacks to share with cbo's and they'll be picking those up this week.

they may not have easy access to materials and families who may be hom homebound or have other limitations that is delivered to their door steps in the coming weeks. we also have text messages going out to almost 5,000 families and pre-k and they're layered. and then following week there's a growth. a fax might be that letters are the building blocks of written language.

very specifically identified skills that they needed to build on and work in.

>> we did this in fays and one of the thingphases and went will instruction start. there's a diverse group of stakeholders and that's families and students themselves with diverse access and resources, with diverse levels of comfort, if you will, with technology and even learning repeatly, as well as instruction during to time. that's an average of four hours was something we had, and that average of four hours was not just math and reading, if you

will, a lot of opportunities for students engaging in creativity and the arts and physical education. and i think it was melissa dobbs who said we know a device is not having a device. that actually, realizing remote learning or distance learning is so much more than that. so we quickly recognise to think about teaching and learning, we have to lift up about authentic teaching and learning and the people who facilitate that. we started to build the capacity of our educators. so in the ten weeks, we put a lot of focus and energy on building their capacity and educators are teachers, the folks who do intervention and site leaders. we wanted to make sure they will do content and resources to rely on. and so we wanted to make sure there were enough resources to

access didn't enhanc and enhance the people who would be in the school building. for us, it was about implementing and learning. as we implemented over the ten weeks, we never gave up the urge to learn and reiterated and pivoted a lot of times.

>> for which educators is this working and we knew that would happen. we started transferring our lessons into student lessons, creating lesson templates and working to say if this is a schedule, this is how it might look at this school and this school and working directly with principals and trying to figure out what to do. we were providing a baseline of

what we could know is that the schools were different and once size fits all wouldn't work. we knew that we had to it.

they said there's a activity way to reach students and we hadn't realized we did, but what we realize now is that we had an opportunity to reach students to be previously un-engauged. we see there are ways. kids are not only showing up in a digital classroom but showing up two and three times in a science class because they wanted to connect with their friends and because they were there, threat were able to actually do work. so there are lots of things we learned in this first ten weeks that we want to stay no matter how we come back to school next year, we must do things differently and support students emotionally and be thinking about what is it that we're learning to pivot toward them.

they were using small break-out groups to connect with the content and we created crowd libraries so teachers could learn from one another and there were places we still need to learn and that's the phase we're in right now. what do we need to learn to do this differentfully regardless ? the next slide, please. we provided -- mickey jump in. we provided a variety of schedules and so what we knew, like i mentioned before, these are different elementary school schedules and not one looks the same and as we heard from the myriad comments, not all did them the same.

we looked at what does it require a student to be there and what does it mean for students and why didn't they

show up? because they didn't know about it or because their sibling was using the computer or because their internet didn't work or because they felt embarrassed. as we looked at the daily engagement of schedules, we pivoted and we mov we pivoted we mou because it was seven hours of instruction and what we learned is that most of the schools took some of the schedules and then iterated again for themselves.

>> this was intended to a phone call, how are you and did you struggle with this lesson didn't let'andlet's help out. >> one more thing, sometimes we didn't know which educator in a building connected to students until we gave so many student devices. i have a story about one of the students who all of a sudden as soon as they got a device started g-chatting me and while it was strange he thought i was the person. the g-chat function allowed children to connect with whatever educator they wanted to connect to on a regular basis.

>> one of the things we know, is that teachers got creative is ways to demonstrate work.

so they were excited to share with his peers what they accomplished and to stay connected and for a way to stay engaged in the learning. if you look toward the middle, you see, like, an aunt ant and s one of our teachers, and the record lessons obviou on youtubr strategies to make sure students were still engaged even though that teacher said all at the same time, he was sending out like many educators did, a lot of content, lessons, et cetera to engage in with their own time. also, if you look at the middle right-hand side, you see a screen with a zoom call with a teacher at brett heart who was a biliberal teacher and engaging

in a zoom call and his first zoom call. on that first zoom call, the students were excited. there arjen has a couple others. >> don't worry, when you want advice, i'm ready to join whenever you have and they're ready to jump in. another example are two students that are using mathematics to make flexalina and there's the result of the play-doh in the red bag and they're writing about it in science and both a math and science project and so, teachers are thinking about how to make math come alive.

to the left, you'll see your world and that lesson is a lesson that asks students to go through their kitchen to find any can or bag of food and figure out what does it mean to find decimals mean and how does that work. one of the learning management systems we learned in addition to google classroom and what we found is that they decided to dive in to sea-saw an see-saw ry visible. i was invited to a classroom and many of the staff joined their induction candidates, teachers, principals invited them to other candidates or teacher's classrooms to see what was happening and what they did was to look at each of the strategies they had been doing

previously and distance learning and how to figure out how to deeply engage students in in school ischoolin this way and he opportunities to show what they're learning in different ways and engaging what they've learned and voices. >> we know that the pictures on the slide have not represented the experiences of every student or family or what every teacher did. we're sharing this to show what's happening and so our job as essential team as site teams and partners is to figure out what were the conditions and context that made this happen. if you look at the screen, you'll see that there are different types of learners and we know what school they're from to tell you for a fact that different types of learners and different age ranges and we know it's possible and can happen.

our job is to figure out how to happen for every student. shall we continue in distant learning or brick and mortar. another group we knew we would have to engage as we facilitated remole learning is our students and families. threat leveraged instagram to check in on students, as well as oral face-times where students would face-time with students or counselors and present their work orally. students would get one-to-one calls from councillors and other staff members from their school sites, asking our their doing. teachers and paraeducators, what the paraeducators got devices, were able to do small group or one-on-one struggles during this time. we had a number of technology supports for our students and

miss dodd will speak to those. >> thank you, yes. so on the left-han side, we have a small but mighty digital learning team that was really core and crate ca critical to bg our capacity for staff and educators and colleagues in other departments, as well as building out the resources for our students and for our families, as well. so they were working overtime at the beginning here and so what you're seeing on left is a student resource's page and so when students do log in with their sfusd account into chrome, whether on a district issue device or another device that they're using chrome on, they were able to get a splash page, a landing page that would link them directly into the core platforms that we were promoting and supporting. we do know that some schools were using other platforms and we really focused in to try to

provide a suite of tools, zoom, see-saw and digital learning tools through what we call our digital backpack. this is just an online portal into the resources. and we also built out the sfusd website as well as for families and worked to tailor information, depending on the audience and while we know not all families could access the website, that was sort of that one place that we could allow for faster translation than a hand-out. but we did also work hard as we got resources out and/or videos to provide them in multiple languages to the best of our ability. and we did launch a youtube playlist, a digital learning playlist from the website and that has short video clips and

how-to's for staff, for students and for families and you'll see an example of that picture and that's one of our team members, lindsay, from the learning team, giving a screen cap to navigate users through it. in terms of family supports, as i mentioned, having the resources built out to the website, increasing the use of parent view, so that through there, we could collect more updated cell phone numbers and emails that we used for all of our school messenger, district communications, as well. >> again, in the iteration, i cawetried to communicate to our families and we started the monday, wednesday, friday guide desk to make sure that families were getting information in addition to the literacy text option that was spoken about. we also created an sfusd family

resource line and i think commissioner collins asked about feedback and getting infrom our families and students around their experience and we are preparing to do a survey to get that information of what worked and didn't work. we've gotten a lot of real-time feedback from our families a and they communicate with our principals and school staff and then, i went to a number of impact meetings to get information and feedback and we know we need to be more robust. we called up ways to support our families during this process and realized and recognised that even though families, parents and guardians are the first teachers, they're not used to be the everyday teachers. i'm not used to my babies as an everyday teacher. we need to get or families ready to engage their babies in that way and become a teacher in different way. that's something we're working on with cni lees and

partnershipleads to get moreroby participate in business learning. next slide. and so the last one we wanted to speak to is this one, and families is on this list, as well, initially was a challenge and a bright spot in the forever next step. not because it's done and finished, but because we've learned a lot and established some really thoughtful and authentic partnerships p on. one is the community-based orses organizations. we have two so far with another one with over 200 on the call and in partnership identified nine areas of focus and that really thinks about how to support students and families during this time. some of the groups are focusing on supporting students and family's social emotional

health, supporting family's capacity to balance all of the demands and maintain positive parents, economic stability support, including housing and supporting undocumented families and establishing connection regardless of the situation with all sfusd families and the big one, supporting families and students during this summer. this was started if response to this situation and this will continue going forward. we had two equity two town-hall meetings where ceos represented families and students who were able to give them updates and do break-out groups around not just distance learning but how to make sure that this experience is humanizing for our students and our families and that is a continuation of the work that the equity task force was doing before the school closure. our family, so many of our staff members and administrators said,

we asked the question what would you like to keep from distance learning? the main thing is the connection with families. we know that there's a number of educators connected with families in regular communication and a lot more who started to do it and do it much more regularly as a result of this school closure. and so we wanted to call out and celebrate the families and get better including feedback and involving them early on. and i want us to have -- we talked about new and enhanced partnership and leveraging the one on the rights. right. >> this is an area of gross recognition and we learned a lot from support members and ceos, but what was humorous thing that happened, when we first started doing the round one packet, we were attempting to social distance ac actively and tryingo

get them to distribution sites so families could pick them and and then all of a sudden, i got a text on my phone, saying, hi, i'm vanessa from mercy house. i don't know what mercy house is. i got your number, not sure, maybe from mickey and that we could pick up the packets from the students in mercy house. i said, sure. she said, do you mind if i share your phone number. in the next hour, i got numbers from all over the city, can we come pick up, can we pick up and i believe commissioner collins shared my number and we realized this was happe happenstance andy had regular partnerships.

we know that our cbo's, our community-based organizes know our students than even our schools and this is one of the things we learned around the packets expect learning kits and we're leveraging them in the spring and summer to get them materials. >> the other appointment w partr ktvu. the last show is this friday and that show airs monday through friday with a number of different topics, reading, music, rap and sfu educators and the superintendent who does that dance at the end and it's just been amazing. we've gotten great feedback. i wanted to share data around that. >> just one second. so people don't miss anything.

the last show is next tuesday. south. >> thank you. next tuesday. on average, we have 1100 house hold has tune in and as we break that down by race and ethnicity, 40being creative and that is one of the opportunities. next slide. so we start off by saying that this whole thing has just been about continuous improvement and learning and we'll share a couple more challenges and lessons learned and what's next. the first one is the shelter-in-place was challenging. from brick and mortar to distance learning to grab materials and making copies and do all of those thing we would typically be able to do was a

challenge fors as a system. the limited human capacity was problematic. we wanted to prevail and dr. preacher will share a couple for challenges before we share next steps. >> i want to reiterate many of the chief's speak to on this call, this has been a learning process and we're educators and reflective and we know we got some things right and know some things we need to do better. some the things in the midst of the work that we realize, that we ahead to make a change. just like jen stiner said we need to be more intentional about working with cbo partners. as things emerge, we're learning quickly and trying to take those

learnings and apply those to our work as we move forward. so we knew that we needed to provide materials and content for our students. the differentiation was a big part of that and we really had to think about, could we provide individualized and that has been asked of us, could we provide individualized instructions for all of the of students we were servicing. in somen instances yes but in some instances, that may not have been possible because of the number of students that we needed to reach. we know teachers are more invested when they have a hand in creating the materials, whether that's in the learning kits or google classroom and

those are things we have had to think and how to engage teachers in the process. and we also found that there was a need around the resources we were providing, academic resources, as well as supplies. and there were many requests that came in. we received several emails from families and liv i've got reques that say, hey, i want the packet with the supply and we want our families to have those materials for that enhanced learning to make their learning visible through writing, making sure they have pencils and notebooks and all materials to engage them. we know that we have many families who speak a wide range of languages and multi-linqual

materials. how can we think about reaching those families who speak a language other than english at home or who may participate in a biliteralcy program or dual language or emersion program during the schoolday. often those families would like the content in english, as well as the language that students are learning. so one of the things that we want to think about is how we can be more robust in the languages in which we provide materials. we also realize that for our pre-k-2 students receiving a non-digital -- were working in a non-digital environment, they didn't have the same opportunities to connect and interact with friends. we heard all of the students who

chimed in on the board and we know that students crave the engagement and love seeing their friends and loved connecting with their teacher and when they're not a part of a digital classroom, they don't necessary have that experience. but hopefully, as we move forward in providing our k through students with a digital device, we will be able to provide that connection and interaction for them. we realize that it takes time and support and students need assistance, especially our younger students. they're not able to go in their room didn't work independently . they need guideline guidance and someone to help them decipher help them. we are realizing our families are having to spend time engaging with students in away they haven't before and some

parents need guidance on how to do that. our families need support and some of tou our families need support understanding the academic content and how can we provide support in that way was something illuminated for us. and again, the family partnerships, the voice in engagement, i think that surfaced in our conversation about cbo's and how we continue to engage them. but also in families, we talked about going back to the presentation earlier tonight from the pact and we know hour r families are our partners and if we don't have their voice at the table, we're not thoughtful didn't proactive and engaginthod proactive. we need to bring our families to

the able to hear about their experience, to hear what their needs are and how we can be more respondive to that. communication in new modes, and how do we reach our families. sometimes families are not able to access the website and making sure it's easy to massive gate, making sure that when messages go out, that are they receiving those, weather it's a text message or ro robocall and varis languages and calls and making sure that wea we're reaching a e swath of families as much as possible and in timely a fashion. >> in this case, i was sending out regular letters with content

and strategies, et cetera and one of the things to do better, especially as we think about what next year in the fall will look like is building our capacity to facilitate and engage families, in a remote setting. it was one of the positio pacta, but are the sites having their pacst. we need to make sure they're essential and important. a couple of pieces on what's next is that we are now planning for summer programmin programmir city and planning with our cbo's to do that and more supports for

august of 2020 for summer and beyond and rethink teaching and learning and so again, we don't know what the fall will look like. but we want to be ready by having some scenario for the brick and mortar but the skills, will and capacity for distant learning in we were required to. we'll be piloting and districting pk-2 technology and we'll do a lot of capacity building of those leaders and those families, thinking about what is the unique list? and i'll pass this over about wellness. one more thing. one of the questions that was asked throughout this is what would success look like. >> on that, i'm going to ask you

to do a couple of points -- and the same thing from miss smith, which slide could be shortened to ask questions. >> what we called out is access, connection, engagement and quality of learning. you just heard a presentation around how we reflected on access and engagement and we proceed into the summer and fall, we want more robust data but also had evidence of learning and quality of the interaction. thank you. >> my turn? [ laughter ] >> good evening, commissioners and if you for the opportunity. you have the slide deck before you and i want spend a lot of time explaining things. i'll try to highlight different areas in my presentation to allow you to ask questions at the end of it.

the resolution was passed on april 14th and we had a short amount of time. the next slide, sorry. we had a short amount of time to put together a plan of what was asked the district needs assessment. in that short amount of time, i think it impacted the quality of what we were able to do, as well as our ability to engage stakeholders and i'll talk about that at the end. and next slide, justin. however, this that short amount of time, i am grateful for the many people who dropped everything to be on google hangouts to share thoughts and insights. i'm indifferente indebted to tho went time refining the tools and support that was needed. they did a fantastic job on the data collection tools. next slide, please. one of the things that we were

able to connect was with the partnership with heels sf is one of the five pillars and we were able to quiet with them to be able to provide school staff supports throughout the wellness check and so the board had asked for a coordinated care for both staff and our families and we were able to do that and we are continuing to explore this relation ship and collaboration through the summer and next year. next slide, please. we really wanted to focus on not a need's assessment. we didn't want to go into the whole concept from a deficit model. we wanted to spend time asking families how are you, how is distance learning going and what support do you need? we designed this from the family

partnership model of creating the human connection and giving people time to create partnership. the way it worked and this is the steps we followed to get to the wellness steps and go ahead. and we asked folks to prioritize the families to coordinate so families didn't get multiple calls from the school and then to have a team and work with their cbo parteners for follow-up. this is a flow chart and again, when you read through it, we were connecting with the human connection, how families were doing and providing support if they asked for it, promoting the family resource link line and asking families if they wanted follow-up. next slide.

we provided resources with them and we just shared links to the resources and you can go to the next slide so i can get to the data. one of the areas that was not a lesson learned but it was a challenge is the board wanted district-wide data to look at it as ways to identify potential needs and maybe work with our city partners and cbo partners to address needs. they worked hard to create a pretty amazing tracker system to pre-populate a lot of information for school to focus on the wellness check and just getting the information into the tracker. we didn't want to do a questionnaire or need's assessment, but we did want to be able to document the information that folks heard in their calls. so we set up a documentation

system so once people had the phone call and had the conversations, then we would fill out this form. this is where we were able to collect all of the information for the district-wide data. and i think the next slide will talk about the preliminary results. so as you know, as of friday, may 22nd, we have had over 16,000 forms submitted. when we look at that, that is an account of 16,000 and i peterboroughepeekedat the tally, we're up to 20,000 forms submitted. so if we look at the number of households in sfusb, it's about 40,000 and we reached about a third of attempt families or har today. the schools interest been doing their work to be calling families as soon as they could. things happened at a school site, someone mentioned, schools

were doing parent/teacher conferences. the script wasn't hello, i'm doing a wellness check, but hello, how is your family doing. a family may have received a wellness check and not known that's what we call it. this is the proportionate in the number we received back and if you look by ethnicity and gender, it's proportionate. and it's exciting because we're reaching families at a decent pace. and again, what we did was we just asked the families, how are

you doing at this time. and i think this speaks to the resilience and and strength to their families, that most of the families, about 75% said they were great or pretty good and then, there were others that weren't and those were the families that we would have polled up with. next slide. on the question on what do you need to support learning at home? most people said nothing. they have what they need. if you dive into the next two questions around device or logging or navigating virtual applications, most of the families who responded that they needed support with that were pre-k through second grade and that was just a quick back of the envelope and we'll be able to dive in this more and we know that's an area and chief dodds spoke about ha, we'r about thato

address the families. right now, the information indicates the families are doing well and food, which we have been sharing and that information and then all of these things, when a family indicated they need more resources or wanted a follow-up call, we set that into a system and a social worker or nurse would follow up and we were coordinating the cbo partners to do the follow-up. you can go to the next slide. thank you. and we were able to have a town hall last friday to hear from leadership, a school site leadership about what were the

bright spots and the frustrations and i think that overall, and i been a common thing that people were really with families and across different cities and we were able to reach families we were not able to reach. in the short window to create a system, we weren't able to reach out to as many as of our stakeholders as we wanted to and created a centralized data tool and couldn't take the many tools created in the information. we didn't have the time and i think that while we developed resources for school site staff, to help support them, we didn't have time for them to go deep

and some would have been comfortable with the phone call and may have been a new learning experience. it was fair to this entire presentation, there's a lot of continuous quality improvement, lessons learned in this and i'm going to close there and ask board if they have any questions. >> if yothank you to all of you. a lot of information absorbed and so why don't we take it in two parts in terms of public comment. so the first part on the technical support, food, and distance learning and then the second part is on the willness s aspect. jetson, we'll look for public comment on everything but wellness.

>> this iwe've had a couple of s who had to drop off because we're five and a half hours into this board meeting. and so, i just wanted to thank everything and, you know, lessons lended. i kneemy comments, i hope they'e taken in the spirit of appreciative that we're here to the point i can nitpick and some families might have one family with dietary needs and they

still have to go wait in line to pick up food for other family members who can eat the more traditional meals by the district. some families reported they filled out the form for technology online and went to a site to pick up a laptop, a chrome book and the next day had chrome books appear in the mail at their house and worried about getting dinged for the duplication in technology. a lot of families are worried about whether to access some of the district. -sponsored platforms that are free to them now, will they be ail to acces able to acr the summer. getting up to speed didn't getting passed the hurdle that

is different, can i do this over the summer. and so, director dodd, i feel like you were speaking to me talking about the multiple devices with families. our personal experience, we had a kid set up on our personal macbook and in a moment of frustration, he broke it and what we found is how important digital zip is. we had only a few websites he could access. yet the district chrome book, when we did a browser history, we found a lot of youtube videos and, unfortunately, it wasn't mr. sid's ant's videos i'm won terring how we can work onsome e students wh, how do we lock them out of youtube, for example.

>> thank you. >> i would like to comment on the progression in terms of remote learning. let me back up, the early education and advisory council. and what they're experiencing is that they're not getting any wellness calls at all or maybe they don't know after looking at that presentation, i think maybe some didn't know they got a call, but a few of them for sure in the meeting did not get the call at all. there's inconsis inconsistency. it would help if there was some

level of accountability with the people doing these wellness calls because their families are not being reached. >> let's hold off on the wellness comments for now, ok? we're just going to deal with the distance learning and the food, technology devices. >> that was the last comment. >> michelle managus, go ahead. >> sorry, for some reason, my digital han thing wasn't popping up. i'll be quick. i just wanted to express my appreciation for everyone who presented and for all of the work that the people in different departments have been doing to support students and families. they talked about nutrition and thank you to those coordinating volunteers to help and lois

dodd, thank you for addressing family's concerns and supports to get families connected and to keep them online and to support them and support their students. jennifer snyder, i appreciated your comment about some of our students are thriving with this distancelerring and helpindista. maybe they had blocks in the traditional setting and that would have been my kid if it had been several years back. how do we figure out what our learning and education model looks like going forward? and thank you for the work we've been doing i in terms of family partnership and for your presentation, melanie, as well. >> justin, this is julia. i had comments that ha from a mr

that had to jump off. the member saying she did not receive a packet for her special education students and so she is wanting to make sure a middle school and high school students receive packets, as though students have a hard time, sometimes, engaging in distance learning and not able to participate. in her case, she is able to work from home during shelter-in-place and acts as a a parent for her student and doing make-up work to stay on top of her actual workload. the other question i've gotten from a parent to pass on for tonight is looking at options for our medically fragile students so that they can stay

home. next fall, what are their options, if they're concerned about their child's health in coming back to school because they wanted to make sure that was something to consider. unfortunately, we're not able to provide mail delivery in the same family and the homebound families are stuck in the same place to get back in line. (please stand by)

-- having shared other resources and i wanted to understand the process of that. and then my second question is, i know that teachers and volunteers can help pick up and drop off food for families.

but i was also just -- i wanted to see if we could consider having pick-up times that are later on in the day. i had a lot of students come to me and tell me that sometimes it's really hard for them to have pick-ups when they're going to classes or going to pick up their food and waiting in line. so i was just curious if you were considering having later times for students that do not want to miss out on school and did not have somebody that they could talk to about with having drop-offs or pick-ups for them or having parents who had access to go pick up food for them? >> you want to -- >> yes, i'm happy to do that. so the question about if it's a family of more than four, and that, you know, there's -- we encourage that having more than one family member come to help

to pick up the bags. so it's not that each family is limited to four bags. it's that each person in line has a four bag maximum. and then for the home delivery -- and i'm looking for confirmation on this -- but we can follow-up. and i believe that -- yeah, so -- i know that we were talking about how could we get meals to the families, you know, the siblings of families at home and what we're doing right now is sharing other resources and helping families to understand how -- how they might otherwise be able to access. we've maxed out at our capacity to prepare meals. we have 178 students that we're doing it for. and that's in part why we opened up that others who want to pick up, like if they're teachers or other sfusd employees that want to do dropoff, there's a process for that as well that they can tap into. and then the other thing about the time for pick-up -- we -- as

i understand it, and my colleagues on the line can jump in if i misunderstood this -- but i don't believe that there's any time bound home instructions. and we were doing pickup earlier in the day and discovered that didn't work for families either which is why we went to 11:00 and 12:00 and as i understand it there's no requirements that you have to actually do something from 11:00 to 12:00 so i'm hoping that there's not a conflict there for students in terms of deciding between an activity or picking up food. >> thank you. >> commissioner lam? >> commissioner lam: i will try to be brief and concise, but you know how passionately i feel about this. and thank you to the staff and the presentation. i just know just the mountain that folks have been moving and including our educators as well

since we made the tough decisions around school closures. so, first, just wanted to acknowledge the team of being very early on in building that infrastructure. i just want to recognize also the importance of engaging with our city partners and i think that we're seeing those fruits, right, to be able to quickly to be able to respond and collaborate and the advocacy that continues to happen with our waiver approvals at the federal and the state level. we would not be able to continue to do this work, you know, if it's not the advocacy of how important it is for that flexibility for the district so that we can continue feeding all students and families in this city. so looking forward to that continued engagement from the team, and thank you for your leadership with our city agencies. because we know that need is growing and we are seeing that community wide. the second around the technology piece, melissa, you know,

digital equity is top of mind for me. something that i am interested in learning more about is around the -- i think that the staff has -- i mean, my colleagues have requested this a couple times about understanding the aggregation by -- even if it's age group. (indiscernible) and in the middle schools and in the high schools and i'm really glad to see that there's a foundation. but we know that is our initial touchpoint, right. and if we're going to move forward and really getting to a little bit more richer around what that engagement online looks like and by age. because, you know, having a middle schooler and a high schooler, i definitely see very different experiences that they're having right now and it could be led by, you know, what is happening at their school site. and, like i said, it really speaks to how it varies from site-to-site completely. the other piece that i'm

interested in learning about is, you know, the district is investing a tremendous amount of resources to addressing the wifi gap because it's so complex. i know that we invested in the partnership with the cable modems and i'd like to get an update -- it doesn't have to be right now but as a follow-up, what has that program looked like. and because we are providing those supports for up to six months for our families. and that's also one of the most dependable because it's a wired solution, similar to the fiber-to-housing program with the city. so, again, thank you for that partnership with our city partners and our communities and organizations. and then wanting to also lift up -- and i shared this earlier and it goes across all of the topics that we're talking about. so really the budget analysis around these improved covid

responses. and the district has invested a tremendous amount right at the beginning because we knew what we needed to do in order to serve our students and families. so i think that is going to be really important to lift up for our state legislators and our federal legislators so that as we move this work that we absolutely cannot do this. if we're going to be truly be responsive this is the investment that has to go into it. and the fact is that the costs for wifi we know the greatest expense is not in the hotspot hardware but it's the plans. so how do we lift that up about those true costs of working with our service providers and what that really means in the fiscal impact that it has on public education systems like ours. the other piece is around summer supports. and now switching into distance learning. again, we have set up our initial infrastructure and i'm curious to understand more about

what those summer supports look like the we'll talk more about -- i'll leave my comments on the wellness piece but it's also about, you know, what is our plan to support families. and i know that we're officially not, you know, in academic calendar year, at the same time, when you have over 900 -- i call it -- the superintendent has over 900 fans that logged on last week, right, that are so hungry for, like, how do i support my child. how do i support my community and making sure that this -- these supports continue. either distance learning or remote learning or overall health and wellness. so that's the piece around the -- the distance learning. and i still -- in the last piece and i'm sure that my colleagues will have more comments is they want to understand how we're building a infrastructure where we are having built out engagement of our young people, our students, and about expressing what is working and what is not working when it

comes to remote learning. you know, how to do that kind of on an informal way, right, when we're rolling it out and just understanding from our high school students like what does your day look like. because we have to decide what was best for them. and i think that it's really important that we have a formal infrastructure. either it be as our young people are plugging in and really want to hear from our student goal ghats los angeles what that looks like. but i see this, again, as built in, and it must continue and it's not a one-off and how we're engaging our students in that feedback and continuous learning. because that's one piece that i would say that i haven't heard as much. and there's just really amazing leadership and also students who might not be in traditional leadership roles to be able to provide that feedback of what is going well and what's not really working. so i'll close there with those comments and then welcome the

discussion. >> president sanchez: so continuing to hear from our student delegates as well. anybody else? go ahead. vice president lópez. >> thank you, president sanchez. i do have a couple of quick questions, thank you for the presentation, folks. that was great. i know that you guys are all doing a lot of work and i just, you know, i want to commend everybody and the effort that the folks are putting into this. and i know that nobody of the stuff is perfect and folks are just kind of like trying to do the best we can to move things forward. so i wanted to say thank you. i definitely wanted to give a lot of props to the team. i just get so many, you know, feedback from folks in the community, you know, everywhere that i go that people are just super happy about that, right?

like unemployment rates is going up and the impacts of that is starting to trickle through the communities and, you know, food distribution right now is going to be important and it's going to be even more important as we roll along. so thank you to the team. i'm really happy to know that we're going to roll this thing out in the summer as well. i had just a couple quick questions. also i have questions for the wellness side. and so chief dodd, i was just curious about the wifi and the public housing. you said that you were trying to work around some fiber issues -- sorry -- some fiber issues in the public housing. can you speak to that a little bit more? >> sure, yes, thank you. so the city has what's called a fiber-to-housing program that provides city-run fiber into about -- currently about 24 of

our public housing communities throughout this city. and that -- that fiber is currently either wifi accessible so you don't need to plug into it, or it's -- the fiber and then the city offers reuters, wireless routers to families or any families in the public housing community at no cost to be able to access that wifi. as we started and sort of embarking on this effort, we wanted to, one, to make sure that students that we had -- or knew of living in those public housing communities were aware they had access to wifi. so we did a lot of -- we did phone calls and text messages and outreach to inform them about this. and then in those public housing communities, the property managers did a lot of work and outreach as well. and then what we've been doing with the city is identifying rotations where we can expand

the city fiber-to-housing program at a rapid pace. so we have worked with them this spring and we looked at identifying, you know, which were areas they could more quickly get online and then we're building out a plan throughout the summer for some of the housing communities that are more challenging. and a lot of that deals with sort of the underlifing, like, under the ground infrastructure that is needed and then as well the wifi and the access points and everything that is needed to deliver the wifi. so we have been working with them in about five locations. so alice griffith, for example is one of the communities that has come online for wifi. hunter's point as well. and then in the works we have -- i forget -- i wrote them on a slide earlier but north beach place, 111 jones, 201 turk.

and these are also housing communities where we know that we have sfusd students. so that's been a great partnership and that will continue throughout this summer and into the fall. >> okay, thank you. i also wanted to give you guys a shoutout also. the department has been phenomenal. and not just president sanchez, everyone is talking about this tv show that everyone wants to get on. >> president sanchez: thank you, commissioner moliga. vice president lópez. >> vice-president lópez: yeah, again, i just wanted to start with appreciation. i have three questions and i'll be brief. but i do want to say that, you know, we're all exploring and we're all figuring this out because none of us have ever experienced this. and there have been mistakes -- there have been issues and there were things that were being

responsive, that i also appreciate. so i think that we need to keep that at the forefront when we're talking about how we're building and growing and everything that we're developing. and that we keep having all of these things in mind. i know that when the mistakes happen there's a lot of apologies, which is something that i also appreciate from your team. so thank you for that and thank you for your work. some of you have individually gotten in your cars and taken packets to people's homes when they requested it and that's the kind of thing that we won't make systemic but these are the people in these roles that are making these things happen so that we can build and develop them together. so pointing that out and i'm seeing all of you. my questions are -- for individual students and their needs, how are we helping teachers to track how they're doing, specifically for students who are doing well during

distance learning. is there a mechanism in place that shows the measurement of how students are doing now? >> at this point, commissioner, because we engage as resource allow and though we moved from phase two to phase three which was -- not required -- but more required work, we haven't come up yet with a system to assess, if you will, or even to figure out, you know, which students are engagin engaging and how the engaging and then evaluating. right now we've just been focused on feedback and teachers giving feedback to students and trying to go away from these points. so because it's variable we don't have a system yet to give that feedback or to assess learning. that's the quality of learning that we're talking about that we want to move into, move into in the fall. >> vice-president lópez: it leads into my next question

because i'm wondering what the standard of the measurement is. and not to say that i'm, like, trying to find the data or the points that we're tracking, but what are those stories? like, what teacher is noticing that their student is doing so much better in this situation? and how are we keeping that in mind when we move forward? so things of that sort. and so, well, then my last question is for dr. priestley. if you could share with me what the response was for families who are in 3 through 12 grade who did not participate digitally, and had non-digital resources, what was the engagement with them and the response? >> so i just want to reiterate that we worked with d.o.t. and lee to identify those students who had not shown up in classrooms and who may not have -- or their teachers made a recommendation that they might need that kind of support.

so once we identified those students, we worked with the assessment team. we had to look at -- we had to look at their schedule. so when you get into high school, because students are taking different math courses and if they have an e.l.d. course, that we needed to differentiate in that way. and also some in middle school. so we looked at the -- their courses and we have made the packets around that. so for each individual student, like if they were e.l.d. and their level was specialized just for them. and also their math course was specialized for them. so if you are taking geometry it doesn't help to you get an algebra packet and so we had to look at those things to make sure they were getting the correct content. so we had those -- they have gone out, and we continue to receive requests and we're going

to meet those and send out around those next week. >> and that's the kind of individual live learning that i'd love for all of our students to have so i'm happy that requests are being made and hoping to build on that. thank you. >> president sanchez: commissioner colins? >> commissioner collins: thank you. i just wanted to reiterate what other commissioners have said. i really, really appreciate all of the work from all of the departments across functionally as well as the responsiveness to commissioners, community members. you know, c.b.o.s and parents. there's a lot of responsiveness and just looking at the number of food sites. we have gone from eight to 18, right. and then we started partnering and found ways to deliver meals and partnering with c.b.o.s and that's happening with the digital delivery of resources and that also is happening with,

you know, getting curriculum out. so i just really, really want to say thank you and i appreciate the staff. and also just the humility of folks saying, you know, like this is what wep been doing and this is what we're trying to do and sometimes it doesn't work out. and, you know, but that it really does feel like a collaborative effort. and specifically around c.n.i. and also partnering with the h.r.c., the human rights commission. and just, like, doing the community forums. and working more collaboratively. i feel with parent leadership groups. i think that it's really, really helpful. i think that it leads to improvements. so i'm just going to take it -- so food is great, and the reports on that and just keep it up. i would love to see an info graphic of what we're doing and i know that it's rapidly continuous, but if we could get end of the year graphics, because we need to shoutout what

we're doing and we're going above and beyond and doing more than just educating, right. we're meeting the needs of community and stepping up and that's something that i'd love to be able to share. when we ask for resources, that folks know that we're going above and beyond and we're not just teaching and we need -- if folks expect a lot of us, we'll continue to step up. and that would include how much money we're spending on things out of our own budgets. because i know that we're also resourcing things out of our own budgets and not just from donations. and also this is a way to thank the community also for stepping up to support. so i'm asking specifically if we can get an info-graphic that shows food and also tech delivery on just a basic level because that's above and beyond just the classroom instruction which is what we had been doing. i also as an ask would like to know and will follow up at the curriculum meeting this thursday, what are some of the learning platforms that we can

continue to provide students throughout the summer. i know that my kids have done i.s.l. before. you know, whatever it is, i would love to hear, you know, but we need to keep kids' brains active. and there's not necessarily new content but there's specific things that we should be working on which is reading and vocabulary and background knowledge and math facts. there's some things that parents can reinforce very simply and we should be keeping it going over the summer. because i'm concerned about summer learning loss. and i also as a parent want recommendations for to getting kids connected but we also need them to disconnect. especially our teenagers. but, you know, fourth and fifth graders they can log a whole bunch of hours on and if you don't know as a parent how to check screentime, i was shocked even myself. my kids are like we're doing our work and it's like, yeah, not for notfor 12 hours.

so parents need clear guidance from staff. this is how many hours that your kids should be on a computer and this is when they should get off of the computer. and that includes television as well. you know, we need to be physical and all of that stuff. so i'm looking forward on thursday to get some ideas around how we could provide developmental and the appropriate guidance around tw o families on what to support in terms of the students being well balanced. i wanted to -- one thing that is consistently come up is this idea of getting feedback. and i really appreciate commissioner lam's comments about creating infrastructure and that it's formal. and i really also -- we need informal. you know, i'm getting informal feedback and i'm calling people that i reached out to for resource, but those are individuals. and i would love to see as a

follow-up, what are some of the formal structures that we can put in place to get feedback from the staff at various levels and the students from various levels and the families. and also c.b.o.s. but specifically those groups. and i do think that there's a need to call out k-5 as a very different demographic than middle and high. and the needs there are around both being independent, you know, independent learning as well as tech issues. and i got the gift of being able to visit with a teacher's classroom, mr. roseburg's classroom, it was a third grade class. as a high school teacher it was really eye-opening what it was like to do a zoom class with third graders. and sometimes you're talking to their forehead and they're not on the screen and sometimes they pop off, i pushed the wrong button and then they come back. but texting them while he's teaching and that's a very different experience than teaching high school where the

kids can do their own -- you know, my children have issues sometimes logging on but they did their own tech support and also teachers tend to be more already online so a lot of the teachers were already on google classrooms so i would really love to have a study of what is working and not working and what are the specific challenges to the k-5 environment as well as, you know, for families that have multiple kids. that's what i'm hearing a lot of stuff. and i haven't really heard that demographic called out. but parents of multiple-aged kids have so much going on. and so i think that i would like for us to explore. one of the comments that families made was that there was inconsistencies in expectations and that is, like, i have twins, right. so i'm lucky. they get maybe different teachers but they're at the same school. when you have kids in different schools or kids in different

grade levels, it gets really confusing when they have different schedules too. what am i supposed to do. and i think that c.b.o.s are also saying this too. they're saying that they're trying to support, you know, with tutoring and stuff but they've got kids, like, so -- my open question is -- how are we going to help -- i would like -- i don't want to mandate that we do everything cooker cutter because i think that there's a need. we have given everybody a chance to try it. now that we have tried it though, i think that it's time to maybe pull back and to work with labor. and talk with the families and students. and figure out, like, is there some kind of a common ground where we can get some common things and expectations, because then it's much easier for us to message across the district. if you're a fifth grade parent whicthis iswhat you should expe. and if parents aren't getting it they can let us know. but, you know, it's just -- it feels very confusing when it's not working and it's really hard

for me to say what they should expect because i don't know. i think that is probably -- even at a site level, a principal may not know what is going on in various classrooms, right. so i think would be helpful. and as far as the resource link, i really appreciate it and i want to say thank you, thank you, thank you. we have been asking for this for like 20 years or more. i really -- like, now we have it and it was like, oh, yeah, because there's other issues. but i want to say, thank you, thank you, thank you and i'd love to hear a report on how it's going and what are we learning. it's a great way of getting informal feedback and what categories are we able to log, likelike, the needs that people have. and i'd love to see a report on that. and thank you, thank you, to the staff who are staffing that right now so just my appreciation. i would love to see a specific forum that is in a specific language group, because i think

that we have two groups that are really high needs. we have, like chinese speakers and spanish speaking and arabic speaking. if we could get -- like, we were doing all of these forums with parents and we're getting feedback, but i think that they're only english and we might hear different things if we did it with chinese speakers and spanish speakers and hearing what their challenges are with technology and access and access to our instruction. as well as parents with little kids. that's a very specific demographic and just if we could maybe set up either groups or forums so they could just share, i think they may speak up in ways that they might not if they're not in a community. and i really appreciated the p.a.c. coming back to this in terms of their tedeback and i want to just call out some of those things that they listed

were on the staff slide around challenges and some of the things they listed were not. and it would be great if we could put both lists together because, like, both people said language access isn't the issue, but parents consistently say that inconsistency and unclear expectations and the idea of building their capacity as parents so they can help to support learning is something that i consistently hear. it's like partnering -- i know that we want to partner, but when we talk about challenges, we also didn't mention in our challenges, like, that sometimes packets went to the wrong place or we didn't know where to go. and we're learning, but i would love to see a comp -- not like their version of challenges and ours, it would be great if we could have, like, this is our list of challenges and, like, maybe even labor, they have a list, you know, they have generated. and if we could put those lists

together then we'd be working with one list and then we can start to problem solve as we try to figure out blended learning. which i believe that is going to continue in the fall in some form or another. and i will -- and i just, finally, i would love to have a formal structure for students, specifically high school students, to give us feedback on learning. they're old enough to give us a lot of feedback and i get a lot of feedback from my teenagers. i think they would love to give us feedback. and i encourage anyone watching right now to give me feedback, email and do we have any reporting, are we just off the radar? this is a follow-up, but who are they? are they foster youth, transitional youth? probably populations that are already struggling, but who are those students and i would just like to know more about them and how many are there. how many students are just kind

of -- those families and those students we don't know where they are. thank you. and i'll follow up in writing with these questions. >> president sanchez: speaking of students it's past your curfew, delegates, but we'll have keep you on because our resolution is coming up after this item. any comments on this item? >> i think that is when i think about my experience at mission and our virtual learning and we also do have some members that are listening in and waiting for the resolution. so i'm definitely encouraging all of them to raise their hand and speak on their personal experience, but at least from my experience and the mission, i think that my school is a very unique school and they do a lot of making sure that we are looking at the most vulnerable youth during this time. and always making sure. so something that i have been really grateful for is that in the first few weeks of distance

learning my teachers -- instead of doing actual class work, they spent the time and checked in with all of us and we went around the classroom and everybody said how we've been coping with this time and what we've been doing and kind of hopes, you know, and talking about oh, i've been learning this or doing that. i thought that it was really good to hear what my peers were up to because i hadn't seen them i think in three weeks since the shelter-in-place, so it was really good to hear that everyone was doing good. and it was good to see that a lot of my friends were able to have access to the zoom classes and had access to computers. but i think my story is very different because we're all seniors, so we have access to that type of technology. but when i was talking to other teachers at mission, specifically teachers that are teaching lower classmen and undocumented youth, they told me that the numbers of students

that were attending their classes were really low. and one teacher even informed me that she only had two students show up in all of hadder classes and she -- all of her classes and she teaches four or five classes. and she was telling me that her students are mostly newcomer students. so that's when i was like, okay, what is going on with our newcomer students. and i heard a lot of stories about many students who right now it's a really difficult time for them, not just because of their citizenship status, but because many of them are facing court dates and they're kind of more concerned about being deported than being in a classroom setting. so that was just some of the feedback that i heard from a lot of teachers, not just in mission but at other school sites. but i can definitely say that mission has -- definitely been teaching us a lot of stuff and the teachers are still making sure that we follow the curriculum. like my a.p. classes, we made

sure to get ready for the a.p. class and thanks to mr. anders i was really well prepared for my a.p. test. so i was really grateful for that. but they're also just making sure that we were all safe and healthy and taking time out of the classroom to just check in on us and having regular check-ins to make sure that everyone was doing well. >> president sanchez: great, thank you. can i -- yeah -- >> i'd like to say that attendance is a really big issue that i see. and you have also with undocumented students and other groups, but i say that generally a lot of the students just don't show up to class. and i'm not going to rat out my teachers but most of them now their check-ins are mostly how is your day and we don't even have class. it can also be that i'm a senior and, you know, there's not much left time left too. but, like she said underclassmen

don't also show up to class. and it's a hard situation. commissioner lam's question too, regarding -- actually, regarding the feedback for students. and glad that you brought it up but i would say that the best ways to connect with us and, you know, surveys are probably the worst way because there's no point in doing a survey unless i'm forced to. and so i say that the best way to connect with us would be to find a way to get input, kind of like what she said with classrooms and zoom meetings. instead of, like, oh, you know, let's do this assignment, it could be a formal, like, how is your day. and do you have any issues, please let us know sort of thi thing. but i would say that talking to students is a big way to get student feedback. >> president sanchez: thank

you. all right. if there's no other commissioner comments or questions we'll move to the wellness aspect of the report. if there's any public comment after that, raise your hand. >> clerk: hello, julie? >> hi, my name is julie roberts-fung and i wanted to start by thanking all of the staff who just presented and all of the folks that were a big part of that work who weren't actually presenting but a big part of their team. and i'm just deeply thankful about how hard folks are working without exception. with the extra hours and extra creative and putting all of this online for our families. we deeply appreciate that. i think that one thing that

really -- and it was an ah-ha moment for me in the assessment, for years we have been talking about how the district has great policies and we have great folks but we struggle to implement them or scale to best practices. so i feel i had an ah-ha in watching the rollout in that we had this best practice come out from one of our community schools, and had voluntary training of social workers, you know, that was really in-depth on the approach. and then we ended up rolling it out through school sites and through principals. and some of the calls that i have heard with feedback were terrific and some were literally asking the three questions and then following up with staff and it felt they had the concerns that we had anticipated at the front end of not having resources and being worried about cooking and getting into people's business without

feeling they could help with the needs they were asking about. and i think that what that highlighted for me is that when we connect people that are doing this work on the front lines to each other and they have, you know, a chance to sort of work things out in teams of folks that are doing that work, we're able to roll it out with a lot of expertise. but when we create a disconnect by rolling out through our principal teams we go from specialists to generalists and to get back to the specialists who are doing frontline work. that breaks a link that makes it really hard for us to implement or to create some of the impacts that we'd like to have. so, again, thank you all for that work. i look forward to continuing to partner in the future. >> julie? >> hi again. you know, you can't just demote

me from presenter to mere mortal and think that you can get rid of me. so, anyway, i'm really grateful to see all of the work being done around wellness. it's well documented that many students have learning disabilities and i saw a study that about half of people with adhd have at least one second condition, like anxiety or depression. so when we're reaching out to learn about the health of all students, you know, with it's particularly impactful for our students with special needs. i really wanted to elevate what latoya said earlier about the aces score. this experience right now, i mean, it is almost like adding another point to the aces -- what some of our families are experiencing. a lot of our learning differences run in families like dyslexia.

so when a parent is at home with their kid with dyslexia and having to watch how much they're struggling to learn, it can be very triggering for those parents. i talked to a therapist a couple weeks ago and she told me that the kids on my caseload where they have the parents who are healthy and in a good mental space, they're doing great. it's the kids with the families or the parents who have been traumatized. that's where the kids are having a hard time focusing on their own needs because there's so many greater needs within the family. so the fact that we're doing these check-ins, are just so impact beyond our students. we don't know if we often acknowledge the role that the schools play in just the social safety net and the fabric of our society. but i think that this is one of the great area areas that our it goes well beyond our students. so thank you all for doing the work. as far as who's engaging differently, i think that it is very much impactful for our students with anxiety.

for some kids, you know, taking those social pressures away from the classroom and being able to get their work done on their own in a quiet and safe space is impactful. and with kids with adhd too, to take and listen and stop it and go back to listen to the part that you missed so you have time to fully engage with the material at your own pace, it can really make the material so much more enriching. so i'm glad to hear that commissioner lópez speak about wanting to dive deeper into what is working here. and thank you all for the work. >> thank you. president sanchez, that concludes public comment. >> president sanchez: commissioners, student delegates and wellness -- commissioner moliga?

>> commissioner moliga: thank you, president sanchez. and i appreciate the -- i know this is a huge list, right. and i saw the numbers and i saw the data and, you know, so far i mean 20,000 people get a response, that's pretty good. and i know that this assessment thing is like a work in progress, right? and we're literally in a crisis and the main thing with the assessment for me is that it's ongoing, right. and it's ongoing and that we're able to have -- we're able to -- what is it -- to have our finger on the pulse, right. we need to be able as a school district to gauge what the social, emotional health is of our students and families and our educators. so i appreciate the work that you are all doing with kim coates and everyone and the health programs. i had a couple questions and a

couple things the that i wantedo hear more about. one of the key things for me also was the linkage piece, right. once that we were able to understand some of the needs, what is our vision of what the linkages look like and what have the linkages been. and then in addition, i know that we've been having a lot of, you know, meetings and organizing around the community partners. i wanted to know if we have a good understanding of what our community partners are offering, right. everyone from c.b.o.s and agencies and our city/county agencies. and so i wanted to know those two things. and then i was wondering if you could also talk a little bit more about the assess. i know that you mentioned it and i think that it's something to collaborate more about. what if you are telling me the other day i think that it is

something good to highlight. and then the last thing for me was, i'm not sure who is responsible for the pebt program that rolled out, but whoever is responsible for that in our end in the school district, i take my hat off to you. that's a great program. i get calls so from many pacific islander families who are in situations like on welfare who this is going to benefit a lot. and so i'll leave it like that and see if we could parse out a couple of those questions. >> sorry, mute challenges. sure. so, thank you commissioner moliga, for the opportunity and thank you for all of your support and your good ideas in this process. so you had asked about what does it look like with the linkages

and then the partners. we have been working with our c.b.o. partners and developing resources. i think that is still an area that we have to grow in. we started with the relatively robust resource list and then as we have been having the partnership forums and our c.b.o. partners have continued to share information with us, we continue to add that into the resource. what we haven't been able to do as well is to connect, like, at a school site level what exactly is the support that you're getting from, you know, that your partners are providing. and in that we'd have to sit down and to think through how do we collect that information without creating, you know, more work at the school site. what does it look like to collect that information. and so that definitely is a work in progress. on the heel s.f., it is -- so our children and council have five different pillars and it is

one of them. and it's specifically to provide mental health support and counselling for residents or employees in san francisco. we were able to have them to set up a dedicated -- dedicated support for sfusd staff and if you look on the link that's on the slide, there's three different types of support that if you're an sfusd support person that you can access if you feel that you need it around either one-to-one counselling and group support and things like that. in addition, we also worked with our h.r. department and really mapped out for all of our staff what benefits and supports they can also access through their health insurance. since most of them are covered through different health care providers. so on those two things. and then on the pevt, i wish that i could claim credit for it, it's not me and it's actually a state-wide program. i know that deputy

superintendent brieght did a lot of work in pushing it out and it's great to hear that folks are accessing and it was a fairly -- one of the things that was exciting about it is that if you were already enrolled in certain programs you would automatically be enrolled and the process was fairly simple. so a got example of how government policies could actually be less bureaucratic than others. did i get all of your questions and was there a follow-up? >> commissioner moliga: i'll have one more question for you. and so for me, like, this is going to be like a straight turnaround because we'll go right into summer, right. and then another turnaround because we'll go right into the fall. so could you talk a little bit -- because one of the things that i want to make sure is that, you know, that the kids that need aling befor a link ber are all linked and have partners in the city. and i wanted to make sure that is happening.

and then the last piece around that and i'm sorry if i'm all over the place -- i know that there's a family wellness or a wellness check and that is connected by c.b.o.s as well and are we partnering with that effort in addition to what we're doing currently with the school this year? >> okay, great. thank you for asking the question about the summer. so there's a couple of things that is happening. we are trying to deepen and continue our connection with the heel s.f. on the family side of things and we're also trying to work on the resource link that has been developed and we're trying to work on models where there is support over the summer for connecting families with resources. that -- that is something that is in the works. i don't know exactly what it looks like. but as we get more details of that, we'll send reports to the board to update you. i am aware of the wellness check-ins that have been that

some c.b.o.s are doing and they have shared that information with us and we'll meet -- i'm trying to set up a meeting with them to sort of look at all of the data and what story it tells us and what to do with that. and, again, i think that is really our big area of growth is how do we develop the resources to get all of this information that must pell people are doing and oftentimes we're all collecting it in different ways. so that creates a lot of effort just to take something from 50 different c.b.o.s who collected it in different ways and ask different questions and trying to mash it up. it's the same challenge that we had with the district-wide check-in to have a district-wide form. so those are conversations that we're trying to think about. and we have the pivot into the summer and we're following the same thing with the wellness check-ins and working closely with the school and health. and what we would normally do in the summer of trying to connect people to resources before, you know, before the summer

transition, we're trying to do that as quickly as possible and trying to set up systems like the resourceling line and other things where if we miss a connection between now and, say, june 2nd that there's somebody can call, either the heel s.f. or the resource link line. so we're working closely with dyyf who as you know that just on friday the department of public health just released guidelines for what in-person summer programming can look like. so now we have to wait for the c.b.o.s to certify that they're meeting the guidelines and that will take a couple weeks. so as quickly as this information is coming we try to get it to platforms that are available to families but it's definitely a challenge as things, you know, on friday that something gets announced and then it will take a few weeks for everybody to figure out how to implement it. >> commissioner moliga: thank you again. >> commissioner collins.

>> commissioner collins: thank you. i appreciate the work that's going on around this and, again, this is a work in progress. and, you know, we're doing this for the first time as a district and i think it kind of shows that we're doing -- we are approaching things in a new way and it says things about the board. our board is very committed to social, emotional well-being. and so with, you know, i really appreciate all of the work that's been going on and i want to acknowledge the individual schools are doing a great job but the issue has been that every school does different things. so even if different schools are doing great they might be doing things differently. so we're never as a district able to learn from that, because everybody has their own thing going on. and also and by doing something consistently and systemically as an institution we can develop capacities institutionally.

and so with that said, i guess that i just want -- i was -- so i wanted to know how other commissioners feel. my understanding is that we'd get this report like a few weeks ago to help to inform maybe the future role. like the second half of the rollout on distance learning. the original resolution was adopted on april 14th. and we're getting a report and we haven't even completely surveyed families. and it really concerns me because, i mean, i'm a parent and i haven't gotten a call and talking to other parents who haven't gotten a call. so it is concerning to me when staff says, well, you know, maybe they didn't know that they were getting a wellness check. i don't want people to feel like we're getting in their business and if they're fine and they don't want to talk, that's fine. but i also don't want our calls to be so vague that people don't know that we want to know how they're doing. so that's where it gets

really -- because, you know, i can ask my kid how was your day and they can go fine and then leave, right? but maybe -- it wasn't. maybe there's a lot of stuff going on. and in order to get that kind of information we have to have relationship, which has been mentioned. and it may require specific staff who don't have those kind of skillsets to build those muscles. and as a previous commenter stated, i think that it's rolling out very differently across the district. so if it's a social worker calling me and asking me as a parent how i'm doing, that's going to be very different than if it's a school clerk or if it's a teacher. and all of those folks may be great and caring, but the way that they go about that work is going to be very different, especially when we're only asking three questions. and i want to be clear with the public that the three questions that we're asking and i do appreciate this information is -- how is your family doing during this time? is there anything that you need

to support learning at home? and is there anything that your family needs? and if i'm getting a call from a social worker, i might be more willing to say, you know, like, i'm just getting into it with my teenagers and they're not getting online and i'm feeling frustrated and we're getting into a lot of conflicts and i feel that i need support as a parent. i might share that information with a social worker and i might not share that information with a teacher who i think of as just a content expert. i might think -- this has nothing to do even with our relationships. it might be the person who is calling me i think oh, that's the type of information that they're looking for. so, melee, i'm just wondering, how are we ensuring that, you know -- because i'll tell you that i have a lot of expertise in kind of working with students and families. and sometimes it's being general that is helpful because you create space for people to tell

you stuff that you didn't think of. and sometimes you have to be really be explicit. and if we're explicitly looking for information -- like, do you have food? you know, do you need support, do you need counselling resources? yoyou know, if we're not giving folks the kind of array of things that we might be able to provide, we might not find out what they need. so i guess that is my biggest question. >> okay, thank you for that, commissioner collins. yes, that's always the intention, and the asset versus deficit approach to a wellness check or however you want to call it. the questions that we model after the needs assessment or the wellness check that was done successfully at martin luther king middle school. and so in meeting with that and in our august 14th -- i'm sorry, april 14th board meeting, those were the questions that the board did

say. you know, we wanted model it after what m.l.k. did and they were simple questions, how are you doing and how are things going. so we went that route with that. and i agree with you that there are challenges when you're trying to turn something around so quickly that things get diluted or things get lost. so did we have the time. and we would not have been able to give you the information that we gave you today two weeks ago because we had no data collection system in place. we had no way to get the data, to track it by students, to have it connected to student i.d.s so we would know the race and ethnicity and grade and everything that comes with it. so while we created the concept was created on the board schedule and it was asked to report to the board on the 17th what the plan was, and then it took us a number of weeks to refine the data tracking tool and everything so that we could give you the data today. so that's definitely, like, one

of those things to try to think about how we scale on a district level and what does that mean and what do we lose from what happened on a small scale to a big scale. and your point is well taken and the speaker also is during the public comments is the same thing that i said in my presentation is that we -- we lose something when we have to do things quickly because we couldn't go deep with some of our staff. like, we couldn't have a point in which all staff that could participate in the wellness checks which is what happened at martin luther king. one social worker can't call the entire school. so how do we support each other and build each other's capacity so in our iterations of thinking if this will continue, how do we continue to build the capacity of staff which is great. from a family partnership and a human way, that's what we want to do. we want to have all of our staff to have a connection with their families. but all of your points are very well taken.

>> commissioner collins: so, i guess, how do we know -- like, this week is kind of the end of school. i mean, even though technically we're going until tuesday. i mean, even when we have school in session, this is like the last week. and so how are we -- this is a question they think that commissioner moliga and i have been consistently asking. we know that families are in crisis and there's going to be more families in crisis as this continues, right? and i'm really concerned. and i'm going to be really, really, really honest here. i have a family member in my extended family who shot his wife and himself. this is information that i received this weekend, okay? this could have happened anytime. but we know that these things are increasing right now. and we know that there's concerns around abuse. and, frankly, you know, parents are losing it just because everybody is losing it, we're stuck in the house. you know, just generally. and that's without financial

concerns. or triggers around fear, you know, of your well-being. so i'm just wondering how do we know -- this is the question -- how do we know who needs help right now? because we may be the only contact that they have to help. even if i'm a teacher and i'm not a therapist, but if i can connect with a family and connect them with, you know, a resource, this is -- i'm just like holding on and this is the last week that we can maybe get them t the help that they need. how are we, number one, identifying those folks? and, number two, maybe they're not going to ask us for help because they are just in crisis. but how are we pushing out if you need a counsellor, and if you are feeling suicidal, if you're feeling like your parents parenting, you're going to do something that you don't want to do. and how are we getting that information out to families?

>> so in wellness check, there is a way that if the family says they need urgent help that we do an immediate connection of the calls that we have made so far. and there were i think 805 folks who said i need immediate need and we elevated that to the system, with the sfusd. and i don't know if it's the family at this point. that was part of the thing is that we didn't want to do a survey where you don't act on the information that you hear immediately, right, you wait for it. so there's a system in which the expectation is that they were also sort of tracking it and if we noticed that something came up urgent in the district-wide thing that we'd follow up and make sure that this school has connected. so we have as many checks and balances as we can have. and your other question about how are we communicating beyond this wellness check about

that -- we haven't really thought that through and that's another area as we enter into summer thinking about that's why we're working on how to make sure that the resource plan is connected with the social workers and connected to it and the nurses connected to it so that's a number that folks can call. but that is something that we're starting to tackle. and i know that today is tuesday and the last day of school is next week and we continue to focus on that and sort of try to figure out how we get that information out. and to be able to meet the need, right? it's both -- both. and we want to tell people that we can support them but we don't always have the supports so we're trying to get things coordinated with the city partners so that there's somebody that we can send folks to if they need the support. >> commissioner collins: at a minimum can we at least push out information on suicide hotlines and lines for families struggling. we can do that this week and i hope that we do. >> yeah, we have -- tomorrow is -- and we've also -- again,

deputy superintendent moise and i were talking about what it looks like if going into the summer with communication with families and there's ways that we continue to communicate through the summer. so continuing to digest on a weekly basis and pushing out information through that. and so those are all good suggestions. >> i mean, you breezed through this during the presentation because i tha know that we haven talking about this for a few hours now. but on slide 26 there's a number of resources that you have provided and there seems to be a system where if a family does have a need in the areas that commissioner collins is talking about, they can go through their school stat team. so it look like something is in place. >> what's problematic is that there's two different lines of communication it feels like. there's communication or resources that are provided to

staff. but there's different lines of communication for parents. and to the students and to the staff. >> no, but but i mean, are we sg that we need the people who are doing these calls to have this coulding so that when there is a need from a family that we can share it with them. >> no, what i'm saying is that some schools i guess that they're getting these resources, like, they're getting listed resources. but for some reason we don't have a systemic way of just telling people, like, here's -- i know that there's -- i could probably find one and maybe it's not the best, but is there a suicide hotline in the city. just basic stuff. and if there are some things where people can go, you know, or even just knowing, like, you know -- i don't know, we're

providing information to staff on how they can get supports for counselling. and i'm just wondering why we're not even letting them know that there might be things available even if we're not providing them. we've been all asking for this for a while, i think. i don't know if commissioner moliga have been consistently saying that we are concerned about mental health. and so i'm just wondering why we're not pushing out, like, if you need help, call -- call a social worker at your school. maybe she can connect you with resources. >> yeah, and that is part of it when a person -- and, again, i agree, you know. it's hard to push these things out and it's going to look different at every school and if we have more time this is something that we would definitely want to have. like, if we're going to do this going into the beginning of the school year and we plan to do it the last week of august. and i would think about things very differently so that we could roll it out in a different

fashion. and that -- the expectation is, yes, that you can give people samples or say that we can provide these resources. and, again, it's a work in progress. and we can go back and rethink based on our data what we're finding. i think that you bring up a good point. we have shared a lot of the resources butte we have to remember that if you don't step in the same river twice. so even if you have done it once it doesn't mean that you shouldn't do it again. so it's a reminder that we have to continually remember that this is an ongoing process and people's needs change as time changes, right. i could be fine today and next week something happens and then i'm not fine. and that resource that you gave me last week that i looked over and i was like i don't need it. and i actually need. so i appreciate that. so it's just helping us to think through how do we think about our comiewngtz through the summer with our families and even that connection, even if we're on a smaller scale. so i appreciate the comments.

>> president sanchez: any other comments or questions? all right. we are halfway through our meeting. thank you, staff, and thank you so much, a lot of rock stars out there. i really do appreciate the work. and i appreciate that when we make mistakes that we own up to them, we learn from them and we grow. now section j is a discussion and vote on consent calendar items moved from a previous meeting and there's none tonight. and k is a proposal l we have three items and we're going to need a motion and a second for suspension of the rules to 205-26a1. correcting the misappropriation of educational revenue augmentation funds for all students, pk-12. and commissioner sanchez, lópez

and student delegates, we need a motion and a second. >> so moved. >> seconded. >> thank you. any discussion on this? okay, seeing none, roll call. >> president sanchez: i think that you're muted. can you unmute her. >> yes. >> i can't unmute her because she's a co-host. >> clerk: roll call -- >> i got it. >> clerk: commissioner collins. yes. cook? yes. commissioner lam, yes.

commissioner lópez. yes. commissioner moliga. yes. commissioner norton? commissioner norton? commissioner sanchez. yes. six ayes. >> president sanchez: thank you. we'll figure it out. we got it. thank you. may i hear a motion and a second for the formal introduction of the resolution? >> so moved. >> second. >> commissioner cohen: all right, thank you. and so can you read it into the record. >> sure. so reading into the record, reading for the record resolution 205-26a1. correcting the misappropriation of educational revenue augmentation funds, eraf, for all students pk-12 in sfusd. whereas the educational revenue fund is a mechanism enacted by the state legislator to shift

from cities and counties and special districts to educational revenue augmenttation fund, that the direction and the purpose that is specified amowns of city, county and local -- and other local agency property taxes to be deposited into these funds to support schools. and whereas the current eraf funds allocated to the city and county of san francisco for fiscal years 2019-2020, and 2020-2021, $417.7 million. and whereas the city and county of san francisco satisfies the minimum allotment, that the eraf funds, the excess funds pays $75 million as a baseline contribution and 156 and reserves as dictated by the city charter and there still remains of $181 million of general funds held by the city and county of san francisco as excess. and whereas significant growth in pension obligations, slow growth in state lcff revenues

and chronic underfunding of other crucial student services have led to a structural budget deficit of $57.2 million for the 2020-2021 fiscal year. and -- >> where the eraf funds are allocating only $35 million of the $414.7 million to sfusd and whereas the current intention of the use of these funds are for programs separate from sfusd and including but not limited to the san francisco public utilities commission, the mayor's office of housing and community development for affordable housing projects, and the department of homeless and supportive housing. and whereas sfusd conquer concue the support for the unhoused population is a top priority, that these programs should not come at the cost of depriving

students and families of san francisco of an adequate education and support and should be funded by non-eraf revenues from the over $12 billion budget of the city and county of san francisco. and whereas the covid-19 pandemic has resulted in a dramatic shift of instructing to online and distance learning across the entirety of sfusd. and whereas due to the potential public measures and the shelter in place and social distancing there's a loss from the loss of the city tracts and to reduce the funds and the voter approved public education enrichment fund and from the department of children, youth and their families. and -- >> whereas identifying a cost resulting from the covid-19 pandemic, including the need to provide technology and interneglect connection to students. increased pay for frontline workers.

meal distribution and distance learning during the covid-19 school closures. which stand to further exacerbate the present budget deficit. and whereas the current deficit faced by sfusd has resulted in program cuts of 6% across most administrative programs and without intervention, is resulting in district-wide layoffs and the loss of school district programs. and whereas, sfusd currently identifies students residing in public housing, students with incarcerated parents/guardians and students in foster care as focal populations included in the student formula. at least $5,000 per student resueding in public housing and where funding cuts to special school district services such as wellness centers would have substantial negative impact on students' ability to access critical mental health and traditional health resources is that they otherwise wouldn't have access to. resources that are in higher demand because of the pandemic

and ensuing shelter-in-place order. >> and whereas a reduction in the funding to extracurricular activities results in a seriou seriously negative school experience. and whereas the district budget could put a risk of student leadership and community advocate bodies such as school sites and student governments and advisory boards like the student advisory council and the queer and trans advisory council and would hurt the students' ability to collaborate with and to advocate on behalf of these bodies and resulting in a chilling effect on students' voices as a whole. and whereas the sufficient eraf funds were to be granted to sfusd they would be of critical value with the staff layoffs and meaning that sfusd could maintain its efforts towards the

reduction of class sizes, adequate staffing of special education, professionals, and the imperative additions to the professionals and whereas sfusd local control accountability plan highlights the priorities and the measures necessary to identify the opportunity gaps present among the san francisco student population. including but not limited to the erab curriculum and the social and emotional health staffing and the increase by purchasing power all which can be made possible through the eraf moneys, for their intended purpose or for funding public education. >> therefore, be it resolved that the sfusd board of education implores the city and county and the board of supervisors to consider the needs of students. education and community, and rightfully apportioned to the

school district to alleviate the current budget deficit. and to resolve that the record of this support to be communicated to the mayor and the board of supervisors of the city and county of san francisco. and to state-wide organizations of which the san francisco board of education maintains an affiliation. and that the board of education encourages the mayor and the board of supervisors that the city and county of san francisco meet and collaborate with the relevant sfusd partners to ensure allocations to address the needs of san francisco's 57,000 students. >> president sanchez: thank you, student delegates. we'll look for public comments on this item. if you have comments, please raise your hand. >> hello, julie? >> hi. i think that we have nothing to add to the long meeting but

thank you for this resolution and thank you for the leadership of you folks. >> hello, caller, are you there? >> yes. >> you have two minutes. >> okay. good afternoon, or evening, commissioners and other members of the sfusd community. my name is hannan tu and i'm the secretary of the group who passed this before you today. as a representative for myself and students and the school district, i ask the board to pass this resolution so that councils like the sac can still advocate for students, especially during this critical time when it's hard for students to speak out and harder for their voices to be heard. as the a.s.p. president of gal galileo as well, i speak for them for this resolution to be

passed by the board. this fund will be absolutely essential for us to keep our staff that support our work and our individual compasses. thank you. >> thank you. hello, ethan. >> good evening. as you can just heard i'm ethan awft row and i'm with the student advisory council i'm the senior class president for lowell. i know that you have been here for hours upon hours, but i wanted to provide a little perspective. we wrote this resolution because we have seen and heard firsthand how sfusd impending funding cuts will hurt students in really every way. commissioners, you know better than anyone how much our district needs this money. we have been talking about it all meeting. please send a strong message to

city hall. i know that you guys care about us. i have heard it all meeting and i can tell how much you want to us succeed. please do not let city hall forget about us. thank you. >> thank you. >> hello, susan? >> yes, thank you. i just want to say thank you to the student delegates and the s.a.c. we appreciate you. thank you so much. >> thank you. hello, are you there? >> hi. >> hi. >> good evening. my name is chioban and i'm the 2021-2022 delegate. i'm here to speak in support of the eraf resolution. the deficit will have a huge impact on student access to leadership opportunities, programs like a.s.b., peer

resources and s.a.c., are those that should be protected. programs and organizations like these have given students a platform to speak about issues amid changes in their communities. sfusd prides itself on being student centered so let's protect the programs and the resources that center our students. the passing the eraf resolution will help us to do so much more. to protect our education system, the resources that we offer, and those that we serve. especially the most vulnerable students who are economically disadvantaged, and e.l.l. or have special needs. thank you. >> thank you. hello, megan? >> hi. like you said before, my name is megan law and i'm the current treasurer and the upcoming interim president for the

student advisory council. i'm also an upcoming senior class vice president at my high school. i would like to express my support for the eraf resolution and how important it is for the thousands of students in the sfusd. many students depend on the school environments including clubs and after-school programs and wellness centers and art programs to just feel comfortable at school sites. coming from burton, programs ae super important to me and are the highlight of my sfusd experience. and this resolution is extremely crucial for protecting programs that shape the students to become who they are. and i would like to say thank you because there's many students who waited until now to talk from the beginning of this board meeting. thank you. >> i apologize. >> thank you. hello, kevin?

>> hello. good evening. my name is kevin dow and i'm the current student advisory council president as well as a ambassador from the marshall high school and leadership representative. so without taking too much time, because i know that it has been a really long meeting, i would like to just reiterate that and emphasize the importance of the eraf resolution, not just for maintaining funding within sfusd but also to keep the student voices at the forefront of the district goals. the eraf resolution will give a strong foothold for sfusd and stop many drastic cuts that would be implemented and i urge the board to vote yes on the passing of this resolution. hopefully the city will be able to give us funds so that we can eventually get out of our current deficit and, yeah, thank you very much. >> thank you. katiana? >> hi, hello.

my name is katia, and i'm the summer interim delegate. i'd like to advocate for the passing the eraf resolution. with the coming cuts, it's to assume that the most vulnerable students would be impacted the most. we are encouraging to you pass this resolution so that we have a better chance at getting those $90 million that are currently being held away from our students and district. these $90 million have been designated just for our district. and it would be unjust to not be able to access this money. and with the upcoming cuts it's likely that our special education students and parents will be drastically impacted in the past, because in the past they have been the first to be affected. not only that, but our wellness centers could be affected as well. and the therapists and the nurses in our high school hold such an amazing space for the students of this district and it's crucial that we keep this

space available for our students, especially in a time of a pandemic. we ask that you please do not ignore vul nirrabl vulnerable sd please to be on our side. thank you so much for your time. >> thank you. hello, are you there? >> hello. >> yes, go ahead. you have two minutes. >> howdy. i am kenny, and the historian and a junior at marshall and i'm here to speak in favor of eraf because it will have an enormous impact on students. there are a lot of students, especially those who are economically disadvantaged who rely on the school meals to get them through the day. i know that a lot of students who took meals home to share with their family and are taking advantage of the meals and i cannot stress enough that this is essential in making sure that students and their families get the food they need to eat. thank you. >> thank you. president sanchez, that concludes public comment for

this item. >> president sanchez: thank you so much. i really want to thank the students who waited so long to be able to speak. it means a lot to us. so, commissioners, vice president lópez? >> commissioner collins: i wanlow. >> vice-president lópez: i want to point out the opposite that this is an education fund that we, unfortunately, are at stake of because of the internal politics that is the city of san francisco. so i will continue to support and advocate and it is not lost on me that now our students are asking for money that is rightfully theirs. so we'll keep advocating and i know that all of the commissioners on the board are supportive of this. >> president sanchez: before we go on, betzabe, can you go into the process?

>> sure. so i'd say that the first time that we heard about the eraf came from you, actually, president sanchez. but from then on we brought it to our various committees and through long hours of brainstorming and working with the youth commission and ethan here is not here to speak on it, but working with them and working on surveys to talk to our constituents, we -- yeah, we just spent a lot of time writing, and it was a lot of grind work and research. but, yeah -- >> (indiscernible). >> president sanchez: thank you. i don't know if you want to add anything, betzabe. >> maybe if ethan was here to talk he could talk about the

youth commission more too. hand is probably raised, maybe not. >> president sanchez: thank you, justin. >> yeah, so just to go into the process a little bit here. like jett pretty much covered it, we have been taking surveys in the past couple of months over a number of issues as this whole environment has been so crazy. but we have reached taught on peer resources and the youth commission and people that we generally partner with on a regular basis and they have all expressed support for this resolution. the youth commission said that they'd include this resolution itself in a different call they have to the board of supervisors at city hall for more funding for youth programs at large. so i would say that it's absolutely fair to say that this is from many of the youth in this city and pretty much everyone that we talk to. and with such unanonimity that

we ask that you unanimously pass this resolution so that the city supervisors can give it the attention that it deserves. >> president sanchez: thank you. any other comments by commissioners? commissioner colins and then commissioner moliga. >> i'm sorry, betzabe wanted to speak and didn't get an opportunity to. >> thank you, vice president lópez. i wanted to highlight again how important it is that the eraf resolution is. and personally being part of peer resources has taught me a lot of valuable things that i carry with me every day. and i know that it's taught many great things to a lot of other peer resource students and knowing that this would have a huge impact on peer resources. it has me sad because i know that, like, a lot of people love to be part of peers. and i know how much sfusd has respect for peer resources and all that it does for our students. so knowing that this eraf

resolution could help to fix a problem that is going on with the budget and making sure that we're not having cuts in programs like peer resources and like our art program, it makes me really happy that we're not just saying that we want to fix problems, but we're actually trying to fix those problems. >> president sanchez: thank you. commissioner collins? >> commissioner collins: i want to share my deep appreciation for president sanchez and lópez and specifically for the students who put this forward. i really, really appreciate it. and i would love to champion this at both the city level and at the state level. we need to get more funding. so thank you for your work. >> president sanchez: thank you. commissioner moliga. >> commissioner moliga:, same thing, i want to echo commissioner collins and great work, to the president and vice president. we're behind you 100%. and for joining us in this fight for this budget deficit and

we'll definitely need everyone. so thank you again. >> president sanchez: commissioner lam. >> commissioner lam: just wanted to express my appreciation to our youth leaders and student delegates. i know how much work it requires and really building up a coalition and putting a policy together and the resolution. and just want to say how important it is for our city leaders to hear from our young people because ultimately it is you who are feeling this impact. particularly growing up during a pandemic and having what you are all experiencing, you know, i just want to express that you are inspirational and i ask you to also join us around the movement that is going to be required in addition to our city, but also our state, and our federal government about how important it is that we invest in our public education system, not only here in san francisco, and in the state of california but the entire country and across our nation. >> president sanchez: thank

you. so i had the opportunity late in the day though to pass this by staff and deputy superintendent lee went over it and he had some possible edits. would you be able to highlight some of those? just to make it a more accurate representation of some of our numbers. >> certainly. thank you president sanchez, and thank you students. i echo all of the appreciation. this is a subject that is so important and it is i fantasticn your part to have spent so much time advocating and studying this issue. so just in a nutshell, some of the comments that i offered are not so much different numbers or different amounts, i think that in general they have more to do with the draft that you have developed. i think that it was focused on the original $415 million

winfall that was two fiscal years that came to light about a year and a half ago. and there have been other fiscal years of eraf that have come to surface since then and there's another fiscal year that the city is going to be appropriating coming up. so one thing they wanted to just do in some of my edits was to just expand the timeframe a little bit so it's not only focused on the original $415 million winfall. and sort of a related note, some of the actions related to that original $415 million, the city and county has taken a number of actions to already appropriate some of those funds. so just in terms of changing the language here and there to reflect that i think that the

focus is more on what happens next rather than what happened with the original $450 million. so with that i -- unless commissioners or student delegates, you can see a reason to proceed differently, i might suggest that the board and the student delegates just approve or consider approving and allowing those corrections to be made outside of the -- or after the approval of the vote. just to clean up some of those technical references. >> president sanchez: is that okay? >> yes. >> we're looking at it. >> president sanchez: okay, we'll go with that. >> actually i did have one last comment. i huge shoutout to ethan for putting a lot of the heavy lifting in this resolution. i feel that we couldn't have done it without him and all of his hard work.

and also to give a huge shoutout to the students that are listening in because i know that many of them have been here since 3:00 and we have told them that this meeting wasn't going to run as long as we wanted it to. so i'm really grateful for everyone and for knowing kind of what we have gone through, and knowing that it's worth it at the end. so a shoutout to alla of you for being here -- all of you for being here because it's 10:00. so thank you so much for being here. >> president sanchez: yes, super difficult to estimate when items will be heard. and our last school board meeting lasted for one hour and this one is over seven hours. you can never say. thank you. >> can i say one last thing too? >> president sanchez: go ahead. >> i would like to thank you, president sanchez and vice president lópez and mr. sall and mr. cyrus for your guidance. we appreciate it.

and just like what betzabe said, thank you for the time and effort into this resolution. >> president sanchez: thank you. i have been impressed with your work this whole year, all of the student delegates and the cabinet. and likewise, impressed with everybody there. again, thank you, students, for staying up late to chime in with your comments. and we really do hope that this is a leveraging point as we move forward. i know that jenny and i are meeting with the p.t.a. tomorrow evening and this will be one of the highlights of our presentation, i think. and we want to really galvanize support around the basic issue that this is an educational fund and our students deserve it, particularly during a pandemic. and the extenuating costs that whecosts thatcome with that.

roll call. >> and mr. sando val? yes. miss colins? >> enthusiastically yes. >> mr. cook. yes. miss lam. yes. miss lópez? yes. mr. moliga. yes. miss norton. yes. mr. sanchez. yes. that's quite unanimous. thank you. >> president sanchez: bravo, bravo. okay, so student delegates, this is your time and now past your time but you may be dismissed. >> thank you. goodnight, everybody. >> thank you. goodnight, everybody. >> goodnight, thank you. >> thank you. >> goodnight. >> president sanchez: all right. so we have a couple more and the motion and a second for suspension of the rules to 305

305-220 census, commissioner lam. >> so moved. >> second. >> president sanchez: all right. any comments? great, roll call. >> thank you. student delegates are gone, right? miss tyler, yes. mr. cook. yes. miss lam. yes. miss lópez. yes. mr. moliga. yes. miss norton. mr. sanchez? yes. you have six ayes. >> president sanchez: i need a motion and a second for the formal introduction of the resolution. >> sorry, that was yes for me. i didn't get to you in time. >> okay, thank you. >> so moved. >> second. >> president sanchez: all right. can you read it into the record. >> commissioner lam: yes.

in support or resolution 205-26ab in support of federal stimulus funding for schools including the heroes act, whereas the covid-19 pandemic is an unprecedented challenge, emerging quickly in overhall of the strategies of school systems across country. and whereas the nation's public schools remain committed to delivering high quality instruction while ensuring the health and safety of our students and staff, and whereas the challenge will persist and likely grow as covid-19 affects our economy and destabilizes the funding for public schools. and wherwhereas economists have predicted a recession that may be deep and long lasting. and whereas any nationwide recession is likely to affect urban areas and the poor

citizens most severely. and whereas the numbers of the claims in the big cities are the highest rates that we have ever seen since the great depression and they only grow. they only grow. and whereas public urban school systems across the country are having unexpected costs to provide meal services and to purchase and deploy digital instruction devices and whereas the urban public school systems are facing difficult decisions about how to allocate dwindling financial resources to sustain high quality instruction and other essential services for families over the next several years. and where isas revenue shortfalls will result in budget cuts and personnel reductions in urban school systems and whereas these budget cuts will be happening at the same time that the urban public school systems will be working to address the immense instructional challenge of unfinished learning that many

students will face coming out of this school year and wherwhereae american recovery and reenvelopement act of 2009 2009 provided $100 billion in education funding with investments in the education stabilization fund and various federal programs for public schools such as title 1 in the individuals with disabilities act. and whereas congress followed in 2010 with $10 billion in additional funding for the education jobs fund to help the school districts to retain existing employees and recall former employees and hire new ones and where a comparison the receipt coronavirus act provides only $13 billion for education stabilization funding which is less than half of 1% of the

total $2.2 frillion relief in the cares act and it's far below the investment that the federal government provided in 2009 and 2010 in the education jobs fund. and whereas the public education is one of the largest employees -- employers of any organization, public or private, in the nation. and whereas published economic research has demonstrated a strong connection between a country's g.d.p. growth and its investment in elementary and secondary education and whereas research has found a strong casual relationship between levels of schooling and wages that individuals earn over a lifetime. and whereas the public schools to thrive and for our students to realize a bright and productive future, the federal government needs to make a substantial new investment in our well-being and whereas the council of the schools, and the

national education association and the american federation of teachers and the national school boards association and the american association of school administrators and the national parent teachers association and others have called for some $200 billion in relief for the nation's public schools. and whereas this level of funding is a minimum needed by the nation's urban public schools to sustain and accelerate their academic achievement trends over the past decade, including gains in reading and math achievement that outpace the national average. and whereas the united states congress is debating a bill proposed by speaker nancy pelosi called the "health and economic recovery omnibus emergency solution heroes act" that includes $58 billion for k-12 school district and $3 billion for child nutrition programs, and $1.5 billion for erat for

internet and for schools. and $42 billion for higher education. and $500 billion for states and $375 billion for citys and counties. therefore, be it resolved that the san francisco unified school district board of education urges the members of its congressional delegation to continue to advocate for and to approve additional educational funding for our nation's public schools which is critical to protect safety and allow student learning to continue during the ongoing pandemic. >> president sanchez: did anybody catch -- we moved the census resolution so can i get a motion and a second to suspend the rules for this resolution on heroes? >> so moved. >> second. >> commissioner cohen>> presidel

call. >> miss collins? yes. mr. cook? yes. miss lam. yes. miss lópez. yes. mr. moliga. yes. miss norton? yes. and mr. sanchez? yes. seven ayes. >> president sanchez: formal motion and second for this resolution. >> so moved. >> second. >> president sanchez: read into the record. any public comment on this resolution? for the heroes act? >> not seeing any at this time. >> president sanchez: thank you. commissioners, any comments or questions? commissioner collins. >> commissioner collins: thank you very much for this resolution. it's amazing. i appreciate it. thank you. >> president sanchez: and thanks for -- after this bill

for putting us on record as supporting the heroes act as the board of education. if there's no other comments or questions roll call. >> thank you. miss collins? yes. mr. cook? yes. miss lam. yes. miss lópez? yes. mr. moliga. yes. miss norton? yes. mr. sanchez? yes. seven ayes. >> president sanchez: so we have moved the other resolution which is -- your other resolution, jenny, on the census so weed need reaweedsensewe neee record. >> president sanchez: you're still on mute though, jenny. >> commissioner lam: resolution number 205-26a about, the 2020 census san francisco counts whereas the bureau is required by article one of the u.s. constitution to conduct an

accurate count of the population every 10 years to enumerate every person residing in the united states and it's fundamental to ensure that all residents have fair representation, essential services and economic development. and whereas an accurate count of persons living in the city and county of san francisco in the 2020 census is vital to determine the representation of individuals, families and communities in our local, state and federal governments. and whereas the 2020 census count of children living in sfusd will be the basis of federal education funding allocated to our schools over the next 10 years, specifically the federal program serving our students living in poverty and students with disabilities. and whereas the population data derived in the 2020 senseus wi l be used to determine which communities in the city of san francisco can receive libraries

and grocerys and retail stores. and whereas the populations that are prevalent in the urban areas, including the city and county of san francisco, are at higher risk of being not crow cd and plus lgbtq plus communities and language minority families and undocumented residents and tenants that are foreign born, and those with limited internet access. and whereas children are more likely to be missed in the census count if they reside in the complex household and it's also common in urban areas. such as multigenerational households and extended families and multifamily households and whereas during the 2020 census there's a risk of an undercount due to the digital divide and language access issues and local community mistrust in the federal government. and whereas, local and state governments as well as community-based organizations

can play a critical role in counteracting the undercount risk and reaching hard-to-count populations and ensuring that their communities get counted in 2020. and whereas the san francisco current self-response rate is 57.9%. which is below the national state responses. and the self-response phase is scheduled to end on october 31, 2020. and where is didas it's pair moe principals and educators and parent organizations and all local leaders and sfusd to community the importance of census 2020 to families and community members to ensure that everyone is counted. therefore, be it resolved that sfusd will develop and adopt a plan of action around ensuring a complete count of all students and their families within the school district on the 2020 census by august 31st. and be it further resolved that sfusd is committed to working in

partnership with other local, civic, business and community leaders, the state of california and others to engage and educate and count every resident in the 2020 census. >> president sanchez: thank you so much, commissioner lam. any public comment on this item? >> yes. >> hi, thank you so much for this and i just want to thank commissioner lam for the work on this and the other one as well. that's a lot of work. i wanted to have a shoutout to the student delegates for that other resolution. thank you, thank you, thank you. these are not meaningless. they really matter. so i appreciate your efforts in doing this, commissioner lam.

thank you. >> that was it for public comment president sanchez. >> president sanchez: thank you. commissioners? okay, commissioner lam. >> commissioner lam: i just wanted to note on record that our executive director of san francisco's office of civic engagement adrian pond back in february in a public hearing acknowledged and recognized that a quarter of the city's population is vulnerable to the undercount. which can translate and result to more than $4 billion lost in federal funding over the next decade. so given that, coupled with what we're seeing as the underresponse rate now at 57.9%, and how that gets magnified around the lawsuits for federal funding coming back to the city and county of san francisco.

>> president sanchez: upwards of $100 million a year. and so the council might have a template model for us to look at in terms of how we can come up with a plan ourselves. so i don't want us to have to totally invent it on our own but asking commissioner lam, could the staff have something by august 31st that can be rolled out, is that correct? so just wanted to put it out there so that the staff can utilize the council's efforts. no other comments or questions, roll call. >> thank you. miss collins, yes. mr. cook? yes. miss lam. yes. miss lópez. yes. mr. moliga. yes. miss norton? yes. mr. sanchez. yes. seven ayes. >> president sanchez: section m, the board members' reports

and the following meetings, virtual meetings that take place through the last regular board meeting. and monday may 18th, 2020, 5:00 p.m., commissioner norto norton. >> commissioner norton: sorry. yes, we -- the committee heard the results of all of the input from the community meetings on the redesign. there was some great input and we heard some of it earlier tonight from the parents. and there is definitely concern about equity and about making sure that we have a plan to ensure that we're -- that all schools are providing an excellent education and