[roll call] >> welcome, everybody. it's really good to see everybody. we have approaching 300 folks in our audience. it's going to be a short -- it's going to be a long meeting, i think. dr. matthews, you have something to tell us? >> yes. we're going to withdraw from the agenda item number 2,

20623f02. it's being forwarded to the july 2 board meeting, so that's the item being withdrawn. >> what's the item, though? >> yeah. it is -- if you can hold on one second, in the special order of business. it is adopt the fiscal year 2020-2021 budget for the san francisco unified school district and the san francisco county office of education in the standardized adult code, the official form prescribed by the state superintendent of public instruction. >> so that's the budget, is that correct? >> that is correct. is -- megan, are you on?

>> yes, i'm here. >> do you want to explain why that's withdrawn? >> yes. historically, or in the last couple of years, we've made sure to include ta book with te staff book. we aren't prepared to move forward, so we are going to be seeking your approval for the budget in the standard form, but the c.d.e. form will be followed july 15. we weren't able to have the book ready on time, so -- so item 3, under proposals for action is the regular budget. so the budget is coming, just

not the other part of it. >> that's correct. >> are there any implications in terms of state forms and timelines? >> we don't expect to -- we won't be able to share or board certified budget, but we will be working with our c.o.e. to see if we can submit or formal documents. we will be ready by july 1, but without board approval, we may need to hold our certification. >> okay. thank you very much. so opening items, approval of

the board minutes of the regular meeting of june 9, 2020. >> so moved. >> second. >> thank you. roll call. [roll call] >> clerk: six ayes. just wanted >> superintendent's report.

>> -- and strive for our schools to be welcoming and save learning environments to allow students to thrive in the changing world. juneteenth 2020 comes at a time when 401 years of oppression and systemic racism are at the forefront of a national dialogue. as conversations turn to action, and as our societies continue to evolve, our district maintains creativity

and leadership when it comes to educating our children. if families are looking for resources to talk about race and social justice with their young children, you can find them on the front page of our website at sfusd.edu. >> i'd like to remind the community of resources that our district is providing through

the summer. the san francisco unified school district family resource link is available throughout the summer, and you can go to familylink.sfusd.edu, or you can call 415-340-1716. that's 410-340-1716 to get information. hours of operation for the phone are monday through friday, 9:00 to 1:00. callers can also leave a voice mail at all hours. our district workers will continue to have meals all summer. for pick up times and locations, go to

sfusd.edu/schoolfood. >> next item is school delegates to report, and we did say good-bye to our delegates last meeting, however, we does have miss herrera back with you this afternoon. >> hi, everyone. it's just me today, so i'll start with my report? hello, everyone. sfusd summer leadership program. during the summer, our executive team will be participating in on boarding our newly returning leaders to participate in goal setting next year. our goal is to assemble peers and assemble community teams. afterwards all projects will be presented to a large council for approval. every year, the s.a.c. partners

with the youth works to provide a paid internship opportunity to high school students. we look forward to continuing to provide the best mentoring experiences for our peers. we would like to give a thank you to the department of dcyf, associate works, and the sfusd for providing this opportunity. if you are interested in making a change and becoming a student advocate for your peers, we are now accepting s.a.c. applications for the coming year. all student leaders will be nominated and presented to a large council for final year. during these unprecedented times, our tustudent leaders a

working with our constituents and listening to what they have to say. we would like to take this opportunity and thank all of our peers who have come forward to discuss hot topics with us. you validate our opinion and we are determined to represent you in the best way possible. our next meeting will be next wednesday at 3:00 p.m. via d m zoom. the meeting is a public forum, and anyone is invited to attend. if you would like a copy of the agenda, please contact our s.a.c. supervisor, from -- mr. salvador lopez ibarra. >> okay. next up is recognitions, and

there's some announcements of scholarships, i believe. >> good afternoon, vice president sanchez. i'm really happy to report the announcements of six scholarships. [names read] >> congratulations to these graduates, and as they go off to college, we wish them the very best. thank you.

>> you're on mute, president sanchez. >> that's what you do. sorry. we don't have any awards tonight. section c is public comment. mr. steele's going to help out here. we're going to have -- people, if you have public comment on something that's not on the agenda, this is the time to be recognized, but i'm going to read something into the record. please note that public comment is the opportunity for the public to comment on items in the board's jurisdiction. if you have a complaint for a district employee, you may submit it to the employee's supervisor in keeping with district policy.

>> if you'd like to speak on something that's not on the agenda, this is the time. >> and also, mr. steele in public, there are people who want to speak on, for example, the presidio, they want to speak on casa. those are later on on the agenda, so please refrain from commenting now because those are on the agenda. >> great. thank you. as well as the budget. >> as well as the budget. >> hello, david, are you there? >> i am here. hello, superintendents, board members. i'm with local 21, employee department of technology. i'd like to remind the board of a lot of their commitments to

staff and to the school district in support of raising us up to do a wonderful job for our students. you can do that by not laying anyone off and cutting programs. we all know that the state's budget is going to be robust, and there is actually going to be an increase, according to newsom. so what we want from you, many of whom are young in your political careers, is supporting your constituents. stop buying up your support from your constituents. be known, be remembered for buying in, not selling out. delay the vote on the budget

until all the facts are in from the state. thank you very much. >> thank you. i want to remind the public that, again, that if you want to comment on the agenda, that will be later. this is for items not on the agenda. >> hello, board members, educators, and kids. my name is tajima, and i just graduated from rosa parks elementary. i would like to go to presidio because i would like to learn japanese and continue to stay with my friends for rosa parks. over six years, i made good friends. i learned how to read and write

japanese. there are kids who didn't pick the japanese program or were already fluent who went into the daily program. i think it's great and i want to keep learning. also, my rosa parks friends are important to me. i have been in school with my friends for six years. it has been hard to see my friends during these current events. it will be harder to make friends over zoom at another school. i walk with my friends past presidio when i walk to school. i really miss my friends, and i want to go to school with them. thank you for your time and attention. >> thank you. >> hello, mitchell? >> hey, everybody. thank you for letting me speak. i called in two weeks ago, and,

you know, i had -- you know, my company wanted to provide the school free student photos. i stepped away, and i was muted again, so i'm just returning to see if i can provide a way to get that information to someone, and that's for everyone in the district, so that's all 50,000, 59,000 students, if i'm right? so yeah, we just want to help out, and you're able to do it on your mobile device. you own the copyright. it's pretty neat, and we just want to help, so hopefully, we can find a way to get you on that information. >> is there any way that you can get the information so that it won't be public? >> i did e-mail -- >> hold on.

actually, i was talking to staff. hold on one second. >> justin, are you able to get it offline or no? >> unmute yourself. >> you're muted. >> sorry, dr. matthews. no, i cannot. i can give the e-mail address or take the e-mail address. >> i can give my address, no problem. it is ops@cc.photo. >> got it. >> thank you. >> thank you. >> even with the miracles of technology. >> hello, betty? >> hi. can you hear me? >> yes. >> hi. my name is betty hunter, and i live in sunnydale housing

development in visitacion valley. [inaudible] >> -- at the m.o.u. negotiating tables. we believe now is the time for parents to work collaboratively with teachers to ensure our kid' education is uninterrupted during this time of distance learnin learning. two, with an understanding of learni -- [inaudible] >> three, we demand accountability of sfusd across sfusd school sites. there needs to be a district

standard when it comes to communicating with families during this moment when information for our students is ever changing. this centralized standard should include, a, wellness checks made by school site staff to every household at least once per week. b, biweekly communication meetings via video conference with a phone option led by each school site principal. four, we ensure that sfusd studen students receive at least two hours of direct instruction from teachers evidence to detract from covid learning laws. some staff members from sfusd decided not to come to our parent led meetings last week. also, it makes me wonder do the black lives really matter to this district, and are you really interested in your all political careers?

this is super unheard of for a district to continually have parents come out to try to -- >> your time is up. thank you. >> thank you. >> hello, joanne? joanne? joanne, are you there? hello, kevin? >> can you hear me? >> joanne, yes, go ahead. >> hi. my name is joanne, and i'm -- [inaudible] >> i've been a resident of bayview-hunters point for over 40 years. i stay in a low-income neighborhood where children are not receiving the proper

education through the school district. i am today asking that the school district put more into this distance learning. i'm also asking that they make sure that every resident that lives in the bayview have the proper internet to get onto their computers. i know a lot of children in their neighborhood who does not have access to the internet. i don't feel any parent should come out of they pocket to pay for internet service while we're in this distance learning for education. i know that learning is important. i have kids that have graduated from college, and if we continue to serve -- the school district continues to serve our kids like this, there will be no college opportunities for our kids. so i'm looking for the district to come together with the parents and the leaders, and i am a leader, and i am also a parent, and i am also involved

in an innovate parent group, and i'm also disappointed that the school district do not want to meet with the parents regardless of the organization that we are involved in. this is the responsibility of the school district to meet with the parents for the education for their children. so i would love to see the school district hear this into the next meeting to make sure that when we do schedule a meeting, that it won't be cancelled for any reason. if there's a reason that they cancel, they should make sure that all the parents are aware of why they cancel. that's one of the purposes of living in san francisco. >> thank you. that's your time. hello, kevin? >> yes. can you hear me? >> yes, we can. go ahead. >> good afternoon, board

members and superintendent matthews. i'm kevin robinson, a parent, leader, and advocate here in the district. i reached out to the past, both collectively and individually with little to no success on issues ranging from teacher housing to more access to a district-owned radio station. going forward, these and other issues need to be addressed with results, not rhetoric. thank you for your time. >> thank you. hello, geraldine? geraldine? >> i'm right here. >> okay. go ahead. >> so my name is geraldine anderson. my son is a rising senior at mission high school. i'm here because i'm really disappointed our commissioners sanchez and lopez decided not to meet parents to discuss

issues regarding distance learning. today, i support the demands mentioned by all our parents, grandparents, foster parents, and relatives. since we are serving as co coeducators, we want a say to make sure that our students have uninterrupted distance learning. lastly, i am a parent leader with innovate public schools, helping parents organize and collectively voice our concerns regarding our children's education. thank you. >> thank you. >> hello, carmen? [speaking spanish language]

>> hello. my name is carmen. [speaking spanish language] >> hi. my name is carmen rodriguez, and i'm here to ask for more support for our families. i have a son with an i.e.p.,

and i want -- and i want to join the voice of all these parents who unfortunately cannot be here because they're working, so they're first line workers. thank you. >> thank you. >> hello, pamela? pamela? >> yes. can you hear me? >> yes. go ahead. >> thank you so much for your time, and i'd like to thank sfusd for their rapid action in examining the san francisco police department m.o.u. i strongly stand in support of that. i did want to come here today and say that i am an alumni parent of two children who have graduated sfusd schools, and i think that it is imperative that parents be allowed to have voice in this distance learning

programming. we had a public parent action meeting on june 11, which took place after almost a year of planning and meeting specifically with commissioner lopez, and then of course we had a meeting in february with president sanchez at alice griffith housing. the disappointment that we've had not having parent voice, of course not being members of a c.b.o. where parents need to speak. not being heard in these days where black lives matter, we need to be heard. our children are at risk. we need to be at the table. we need to participate in decisions, and we need to be heard. i also would just like to say, all of you are elected officials, for the most part. we elected you to standup for our children, not just in front of the media. we need you to standup for our

children particularly as we talk about remediation and of course the distance learning that we are talking about coming up over the summer and next school year. and i am here as a parent -- an alumni parent. i have served in this district as a ptsa. i've also served as a cochair of apac, and i think it is really ridiculous that we do not have our leaders appearing at meetings to meet with parents. thank you for your time, and i am an innovate parent volunteer. thank you so much. >> thank you. >> kristen? >> hello. can you hear me? >> i can. >> there are two speakers on

the line. i hope that you will consider my reasons for wanting to go to presidio. my biggest reason to go to presidio is so i can study japanese, which i would be able to do at presidio. i have dedicated six years of my life studying japanese. i don't want all of my years studying japanese to go to waste. [inaudible] >> -- and the japanese language and culture is very important to me. if i don't get into presidio, i won't be able to continue my education in japanese. another reason i want to go to presidio is because my brother want to presidio and studied

japanese, and i would like to do the same thing. also, my friends go to presidio, and i would be very comfortable going to the school where my friends go and my brother. i hope you will consider my application when you decide which school i will get into. thank you very much for taking the time and listening to me read my testimony. thank you. >> i know i don't have a whole lot of time, but i'm here to speak on behalf of my son jack and tomo, who both went to rosa parks and want to continue the language pathway. so thank you. i know i'm out of time. >> thank you.

elizabeth? one more time, elizabeth, are you there? deborah? >> hi, can you hear me? >> yes , we can, go ahead. >> hi. my name is deborah summer. my students go to harvey milk civil rights academy in the castro. i want to echo the comments made by my fellow parents and reiterate the importance of a seat at the table for parents to get together with teachers and have a seat at the negotiating table to ensure our children's education is uninterrupted during this time of distance learning. most importantly, i want to demand, as my colleague joanne mentioned, internet for all students. we read that over 5,000

students, by late april, were not guaranteed access to the internet, and they can have a laptop, which i applaud the district for handing out as many laptops as they did, but without internet access, you might as well use that as a door stop. so i appreciate that the district is trying to handout laptops and get kids connected, but we all need internet access, otherwise, so many of these kids are going to get left behind. and i don't see all these kids on my kids' zoom calls. that is not okay. that is why my kids are in public school, so we can see all the kids' faces, and we don't see all the kids' faces. i was disappointed that the commissioners did not come to our meeting on june 11 where parents and teachers and community activists could voice their concerns.

this is a place, innovate, that schools -- that i can hear. i'm a white parent, and i get to hear the voices of all parents: black, brown, spanish, hispanic, latinos, everyone. i don't think that a town hall is a place where i'm going to hear all the voices that i want to hear. that's why i'm in public schools. >> thank you. that's your time. >> hi. my name is brandy and i'm a parent of a child with disabilities. i really feel for a lot of parents coming in, just expressing the frustration, although i do want to say something about innovate for public schools. they are very well funded, to

the tune of $8 million by people in the charter school industry, and our children with disabilities are on the negative receiving end of a lot of push out from charter schools. this is well documented. this happens throughout the united states. this organization -- i'm saying this for the public. i know the board is very much aware of this. they're funded by the walton family, who has ties to betsy de vos. my son attends a traditional school, and we are forced to, because of so many kids attending charters, slash our budgets. i just wanted to be really frank that it's really important to the public to understand that innovate is well funded and does have an

agenda. charter school pushout has been very toxic to our public schools families, and i think everyone should be aware of that. thank you very much. >> thank you. >> hello, david? >> hi. can you hear me? >> we can. go ahead. >> i just wanted to take a moment. i'm a teacher with sfusd, and i actually felt that the district did an amazing job of setting up the distance learning platform from scratch on a moment's notice. i know that there's shortfalls, and there's things that need to be made better, but i was

impressed at everything you did for teachers, everything you did for families in the district. i know going forward, the budget is going to be a big issue in terms of getting internet access for everyone and technology for everyone, and perhaps we need to press on the city or the county to help provide some funding for that. i also want to say thank you to the district. i felt supported as a teacher, and it actually was a very good learning experience for me also, you know, learning all of that technology, and now that's in my tool box, so that was a good experience, and thank you, i'm done. >> thank you. hello. elizabeth, are you there? >> yes. >> okay. you can go ahead. two minutes. >> okay.

great. [speaking spanish language] >> hi. my name is elizabeth, and i have a son in balboa high school, and i have another one at rosa parks elementary. it's been terrible that mark

sanchez and gabriella lopez won't meet up with us. it's a slap in the face to children with disabilities. thank you. >> thank you. carmen? [speaking spanish language]

>> hi. my name is carmen rodriguez, and i have three sons, at bryant and at a different school. my son has an i.e.p., and he

didn't get the services he needed. i'm here also to say that i'm disappointed in mark sanchez and gabriella lopez because none of them actually attended our meeting on june 11. we were about 300 people, and this is important. you have to take action, and you need to be present, and i am here to represent all the parents that couldn't be here today because a lot of them, they're working. thank you. >> thank you. javier? >> hello, can you hear me? >> yes, we can. go ahead. >> commissioner cook, it's been a while since i last saw you running for a position on this board, and i last saw you at a forum on 2016. i helped my mom host that

forum. for those of you that don't know me, my name is xavier. i attend mission high school, and i am a rising senior. i am looking forward to this very important and memorable school year. i am here today worried but hopeful. i stand here not just for myself but every student in sfusd to ask the student who is the learning plan for fall 2020? every school should be helping their student lead, but we fall short if we have no guidance. i raise my voice today to ask to be a part of an initiative, a movement, and to have a seat at the table to develop a learning plan that we can implement. thank you for your time. >> i'm sorry.

mari, are you there? >> hello. >> yes, you can go ahead. two minutes. >> hi. my name is mari. i'm a parent. i have two things i want to talk about. i also sit on the school renaming committee, and we started in january, and we had another meeting in february. unfortunately because of covid, we're not able to meet. i'm talking here today because i really want to urge sfusd so if we can hurry up and get a new meeting either by this week or next week because our town, our city, our nation is going through a huge change right now, where people are calling for schools to be renamed, right? and they're calling for us to look at that. so i want to really pressure and urge sfusd how urgent, how timely that is. i already sent in my time of when i can meet. i also want to say i hear a lot of people talking about mark and gabriella, and i hope a lot

of those people that are saying they want to meet with commissioners, they realize that being a commissioner is another job, and they also get a stipend of $500 a month. i heard another caller say they have connections with betsy de vos, and that's definitely high up there that has a lot of money. so let's respect the commissioners' time. they're only volunteering, like we're volunteering, too. they only get a stipend of $500 a month, so we need to think about that, and we also need to think about how we approach public service. and also, i want to say one other thing, that they're going to be doing another mission meeting with mission families in spanish upcoming, so they are going to be talking to people. it really upsets me when i say

school commissioners doing the best they can do with their volunteer time and hearing families say oh, they're not meeting with us. that's not true, so let's speak the truth. thank you very much. >> thank you. linda? hello, linda? >> can you hear me? >> we can. go ahead. >> hi. my name is linda, and i had a bad experiment, and i sent an e-mail to the superintendent. i was very unsatisfied with what happened to my son. he's in the 12 grade. y'all gave them some laptops to proceed in their graduation and education, but unfortunately, the laptop was snatched from him on a day that he was

supposed to be getting his award and then graduating. i'm very unhappy -- every time i talk about it, i get emotional because i feel like y'all stripped my son of his rights. y'all never gave him the opportunity to graduate because y'all should have taken those laptops back after the fact. i feel like y'all took them laptops back -- first of all, they was a donation. he didn't know they were supposed to go back or whatever. my son was a senior, y'all -- and i sent a letter to -- an e-mail, and i hope everyone gets a taste of that e-mail. i sent it to the head, i sent it to everybody because i'm so fed up. i'm so pissed the hell off because my son did not get to graduate because y'all took

back his laptop. he did not get to see his awards or certificate because y'all brain washed him. y'all told him, you need to give your laptop because or you don't get your diploma. i don't know whoever -- whoever, ever, ever made a decision like this, it was stupid. and for y'all to be like that with these kids with these laptops, i hope like hell this never, ever happens again in life because that was a slap in the damn face. my son goes to mission high school, mission high school -- >> that's your time. thank you. >> yeah. hello? >> yeah, we can hear you. >> yeah, i totally agree with what linda was just saying, you know? i totally understand why she's frustrated, and i think this kind of brings to light a whole

nother over arching issue. this must be pretty shitty living in san francisco and pretty shitty living there. i feel bad for linda, but feel bad for you guys going to school there. pretty shitty. >> i think people can refrain from using that kind of language. >> i can do whatever the fuck i want, bud. >> all right. jensen? >> i removed him from the queue. >> that was unnecessary. thank you for that. i apologize. >> yeah. he's been removed. efron? >> yes, .

>> go ahead. >> i'm calling in in response to the many calls that have come in criticizing the role of commissioner lopez and commissioner sanchez. they have been extremely supportive of the latino community. as a matter of fact, they cosponsor the resolution in support of the achievement and success of all latinx students, and they have been partners with the students, with the families, with the community organizations, so i want to celebrate with the amount of work they have done leading up to where we are right now. as a matter of fact, the latino task force, gabriella lopez is having working with many organizations. she has been partners, and she will be listening to the demands and suggestions from our families. there will be a series of community forums where we will

be asking them to participate, and we know that other commissioners will be joining and will be listening in and will be partnering with us to ensure that our families are informed in the reopening of the schools of the fall. so i want to celebrate the enormous contributions that they have done, and they have our support -- they have had our support, and they will continue to have our support moving forward, so thank you. >> thank you. l. jackson? mrs. l. jackson? hello, susan? >> yes, thank you. >> oh, one moment. >> hello? >> hi. i'm sorry, susan. i guess they're prepared. can you wait just one moment. you'll be next.

>> thank you. >> can you hear me now? >> yes. go ahead, please. two minutes. >> i was calling for some other reason, but after listening to the comments, i got very upset because no matter what my differences might be with some policies that the board of ed thinks, i don't think it's fair to say that commissioner sanchez and commissioner lopez don't listen, so that's one thing. i think that given the long distance learning, that if we could have in our elementary school pre-k to third, and kick out the charter schools and put our fourth and fifth graders at those sites, they could go to long distance learning. that was my proposal in answer to what was said. thank you.

susan? susan. i unmuted you. >> hi. susan solomon with united educators of san francisco, and i am a memograteful member of close of gap coalition. it is a group of volunteers from organizations such as legal services for children, coleman advocates, mission economic development agency, and i want to give a shoutout to the previous speaker, ephraim, who is involved with us. close the gap is going to be sponsoring several town hall meetings in order to involve parents, youth, community, and educators in talking about who schools should be like for our students, what education should

be like for our students and families as we move onto the next school year. the schedules will go out. i know that close the gap, we are an inclusive organization and welcome everyone. hard working volunteers, all. thank you very much. >> thank you. hello, lisa? lisa? lisa, are you there? hello, caller? are you there? >> sorry. hi. my name's tom. [inaudibl [inaudible] >> -- in the district, and i'll

be quick. [inaudible] >> -- and i feel for teachers. we're all in this together, but it sometimes doesn't feel like that, and the burden is back on me now me, with a full-time r.s.p. for the whole school to meet minutes that i cannot meet. by the time that i show the data that is already shown, it's too late, and it's already too late. so i just ask that you please involve teachers with consolidation, especially in special education because those are some of the most needy students. thank you for your time. >> thank you. hello, caller, are you there? 415-62 -- caller?

hello? >> yes. this is 627-7853. >> yes. go ahead. you have two minutes. >> hello. virginia with alliance of school educators. i've been trying to speak the last two board meetings. first, we want to salute our superintendent, benson matthews. we understand he was named superintendent of the year, and we want to thank him for getting us through the pandemic, working on distance learning and feeding our students and so much more. firstly, i learned we have an african american student delegate on the board this coming school year. we're so very pleased and so happy with this information, and we applaud -- we haven't had a delegate since the 80s, so it's long overdue. the naacp joins us in extending congratulations. we are giving out 310 graduation bags to our african

american 12th graders. we had a virtual graduation for them on may 29, so students who didn't come in today, please come in tomorrow between 10:00 a.m. and 1:00 p.m. to pick up your bag, and we thank all of our partners. sfusd, the warriors, the african american art and culture complex, the african american alliance complex, and back to the feature. the last thing i want to share, i'm so disheartened that teachers and parents were caught up in getting -- we have some first responders that did not get paid for about a month, and i want to say that our first responders, teachers, and parents must also be paid. so you make these arbitrary decisions that if someone worked an extended calendar, they can't get their paycheck. just remember that parents only work 30 hours a week.

they must leave their day school, get in their car and drive across town to work another eight hours, nine hours to get another paycheck. so when someone yells at you that teachers and parents have not been paid, please take the time going forward to make sure that teachers and parents are paid. those of you who made sure the teachers and parents are paid, thank you so much. >> thank you. >> good day. >> hello, kimberly? >> yes. i am the parent of a student with an i.e.p., and i want to recognize that not everyone's experience is the same. i want to thank the teachers at gateway for the exceptional job

that they did during distance learning. her i.e.p. continued during the distance learning, and she made progress in spite of all of the conditions we've been living in for the past few months. i feel included as a parent in the planning going forward, and that i do have a voice. thank you. >> thank you. ms. martinez. hi. good afternoon. my name is claudia, and i am a parent of several students. i do agree with the parents before me that say that we as parents need a seat on the table for distance learning, and everyone has had their own different experience. my experience has been, you know, my kids went one week without school, with a letter from the school saying that the

work that they were given was optional, so, you know, i think that that's not right. i think that, as parents, i hear all these surveys going out, but as a parent of students in elementary, middle school, and high school, i don't think that's right. i think we do support the commissioners in what they do, it's just that -- it has to be on their time. what if we as parents -- we have questions, and we have things that we want to ask us, and they don't want to meet with us because they say they don't have time, and that's not right. at the end of the day, we are parents, and our decisions matter. i think the subject of charter schools is just a distraction. we need to focus on sfusd, and if sfusd didnisn't doing what should be doing, it's probably the reason that people are leaving for charter schools.

i think as a parent of children in schools, you should listen to what we have to say because at the end of the day, these are our children. >> thank you. lucia. >> hi. thank you. [speaking spanish language]

>> hi. my name is lucia aragon, and i work for meta. i feel that the comments that i heard from other parents about commissioner mark sanchez and

commissioner gabriela lopez are really unfortunate, and it's giving a little bit of lack of respect. i know -- i know commissioner lopez has been a big ally for african american students and latina students and afro latina students, as well, and also for everybody. and actually, they've been doing a lot of great things, as well as commissioner collins. they've been very vocal, and they've been actually giving support to our communities. and i feel that some of the parents that were talking today, they weren't even present during that meeting on june 11, and so i feel that we need to be allies and not separate each other. we need to be closer to each

other. thank you. >> hello there, miss kopecke? miss kopecke? miss kopecke? hello, luz? luz, are you there? >> yes. >> great. go ahead. [speaking spanish languag

. >> hello. my name is luz rodriguez, and i am very upset listening to the comments on records of commissioner lopez and commissioner mark sanchez. actually, these two and alison collins, they actually have been very active. they've been bringing a lot of support and voices to our community. i'm a leader at buena vista

horace mann, and they're giving us the support we need. i want to talk about the budget cuts and the people that are being laid off. i don't think that you should -- you should be firing people because it's people that actually need to have a job, and also, they need -- we need them to support our families and our children. thank you. >> thank you. hello, richard? richard, are you -- >> hi there. this is richard, and i'm the director of mission promise neighborhood. we're a collaborative of nine public students serving about 5,000 students in and around

the mission district. i want to say that -- [inaudible] >> both before and during covid. they've been very accessible to our parents' input, and they've used their input to make policy decisions. gabriela is a leader on a community task force responding to covid and is soliciting community input and also sharing information on return to school plans, on distance learning, food security, and we will be hosting community forums with commissioner lopez in -- soon. so i just wanted to celebrate their -- their contributions to their community and their accessibility to parent leaders. thank you. >> thank you.

hello, casey? are you there, casey? >> yes, i'm here. >> you can go ahead. >> give me a moment to let me catch my breath. first, i'd like to acknowledge myspace in this world as a black human being during a pandemic in a race war due to crime and relentless injustice. i am the mother of a resilient special needs child who has been gravely disadvantaged at the hands of sfusd for the past four years. i am a parent advocate for my son and have worked tirelessly alone and have become a member -- >> casey, are you there?

i think we may have lost you. are you there? cassandra? >> hi. >> yes, you can go ahead. you have two minutes. >> i'm asacassandra, and teach at ucsf. i wasn't planning to speak during general public comment, but like some of my fellows, i wanted to chime in here and give support to gabriela and mark as i've heard some of the criticism. they've really been advocates for parents and for the communities out there. i really want to voice my support for them not supporting the charter school move as the enrollment has been increasing

and in not working with charter adjacents such as network innovate and the item at the last board meeting, project 64. i've heard people talk about town halls in which our board members will be participating and will be conversing with the community, and i hope that those listening find those town halls, they join those times to be able to get that voice in there, because yes, parents do need to have their voice heard for distance learning. so thank you to mark and gabriela and alison for all the work that you do for communities. >> thank you. hi, casey, are you back? >> i'm back. thank you so much for me to allow to be back in. i'm going to finish my last

little piece. i'm going to start where i left off. the district is erecting itself against black people and families having a voice and partnerships and us having a significant role in the planning of our children's education and success. per educational law, our students are entitled to an appropriate education. us as parents are asking that you comply to these laws and please stop leading our black students through this school-to-prison pipeline. thank you so much for your time. >> thank you.

>> this is gary. i'm greg's husband. he's the executive director of s.s.s. so with covid-19, research has said that students will lose at least one lost year of studies, and the district, which is stating that s.e.l. and reentry will be prioritized. will the board be creating policy around the scope and sequence that will be realistic that is equitable. thank you. >> thank you. >> hello, monica? >> yes, hello. thank you, board and community members. my name is monica chinchilla, and i'm speaking to you on behalf of supervisor ahsha safai, and i want to speak to

you about law enforcement to protect our schools and we want to eliminate as many negative interactions with the police who have had a very negative impact with these communities for a long time. want to thank commissioner alison collins, gabriela lopez, and mark sanchez, and we'll do everything we can to make sure that these moneys will be invested back in the community. thank you. >> hello. just a reminder, the budget item has not come up in in the agenda. this is just general public comment. hello, are you there, m.k.? all right. president sanchez, that concludes general public

comment. >> thank you, judson, for hosting that, and thank you, public, for coming out to speak, minus the one speaker who found it necessary to use foul language. so that, i think was our first bomb, student bomb at a board meeting. section d., advisory reports and awards. we have a report from the advisory committee on special education. who is going to be the representatives for this item? >> hi, mr. sanchez. can i make just a quick comment, president sanchez? >> yes. >> really quickly, i just want this public to know that i appreciate this parent advisory group where parents can go and have a voice and a seat at the table, so i just wanted to make a connection for folks. we have a variety of parent advisory councils that are

actually official, and they're run by parents, and so i just want to say thank you for this presentation and encourage folks who want to get involved, parents who want to get involved, to show up at the special -- there's a parent advisory group for special education, parent advisory groups for english learners, and for black families. >> thank you. sorry. miss martin? >> thank you very much. justin, i think you have our presentation. >> yes, i'm pulling it up momentarily. >> i'll get started then. >> thank you. >> good evening, president

sanchez and commissioners, and thank you, commissioner collins for highlighting our advisory committee who is made up of parents of students with disabilities. c.s.u. really appreciates this opportunity to present before the board of education, and we appreciate the partnership that we have had with our commissioners. many of you have attended our c.s.u. meetings over the past year and during the shutdown, and we have definitely felt heard during this time, so thank you all for your service. and tonight, the c.a.c. will be sharing their accomplishment in learning from the 2019-2020 school year, so slide one, justin, if you would, thank you. we will also be sharing priorities for the 20-21 school

year, and i will now hand it over to our c.a.c. board members, who will be introducing themselves as we move along through the presentation. >> okay. hello, everybody. my name is danielle, and i am the second vice chair of c.a.c., and i am a parent of a special ed student in -- oh, i didn't think i'd get there -- in m.p.s. thank you. as special education team mentioned, at previous board meetings, the c.a.c. must sign off on sfusd's local report and budget before it can be sent to the california department of education. every few years, the local plan is updated and the c.a.c. played a vital role in that process. the majority of c.a.c. members are parents of students with disabilities. they are currently seeking nominations for new members for the 20-21 school year.

c.a.c. meetings are open to the public, and we welcome all who are interested to attend, especially our board members. this past year, we saw an overall increase in our meeting attendance with approximately 60 people at each of our in-person meeting. the most well attended in-person meeting was our presentation on dyslexia and decoding dyslexia. attendance has grown exponentially at our virtual meetings, which we just went right into it, with over 130 people at last month's virtual meeting on the special education budget, and we want to thank president sanchez and vice president lopez and other commissioners who have attended our meetings. this thursday, the 25, will be our last meeting of the school year. it will be held via zoom and streamed on facebook live. please accept our special invitation to this meeting as

we will recognize our 2020 award winners, joe goya, peggy huber, rafa nunez, lee romney, and the entire a.p. giananni special education team. we will also have a brief question-and-answer with the special education staff. next slide. >> thank you. my name is naheed, and i am one of the cosecretaries of the c.a.c. this very text-heavy slide provides a comprehensive list of issues the c.a.c. has

addressed over the course of the past year as well as c.a.c. participation in district committees and working groups. we would like to remind the commissioners that all of this work is being accomplished by a small group of dedicated volunteers, all of whom are parents of children with disabilities. areas of focus were dyslexia, i.e.p. compliance, process issues related to assessment, the underreporting of service minutes, and community outreach. since participation in district meetings is important as it helps build understanding of the needs of students with disabilities. an area we would like to highlight is collaboration with fellow advisory committees. we would like to take this opportunity to thank our fellow advisory committees for their work, support, and continued partnership. this includes the african american parent advisory council, the district english learners advisory committee, in

addition to leaders representing early education, india and migrant education, as well as foster youth. next slide, please. we would like to thank the office of counseling and post secondary success for hosting our event on february 22. this year's fair had over 350 attendees, workshops, and a resource fair where students could talk to colleges and community organizations about post secondary resources and disability services. the keynote speaker was emily smith of the longmore institute on disability who gave us all an inside look at the bay area

back story to her film currently on netflix. support for families, the special ed department, and the c.a.c. spend a good part of the year planning this event, and we do hope to bring it back in some form next year. when covid hit, the c.a.c. didn't skip a beat, and we switched to virtual town halls. in late march, we held a town hall with the special education teams who talked with us early in the process about how they were going to support special education communities. our thanks to all who presented and who candidly shared their

information, the families. thank you. next slide. >> my name is liliane lim, and i'm a c.a.c. chair, and i'm the parent of an sfusd student with an i.e.p. lessons learned during covid-19. device delivery for home bound students, chrome book for third grade to 12, paraeducator, and pre-k to two year students. individualized prior written notices to all i.e.p. students. check-incalls from case managers to families, packets mailed to k-2 mod-severe s.d.c.

students. recorded lessons allow students to rewatch as necessary. students to longer pulled out of class to receive services, and some students with anxiety and sensory issued thrived, and also, our students loved watching s.f. loves learning. next slide, please. next, we'd like to discuss the areas for improvement during next year's planning for covid-19. uemou reduced future stay to four hour. lack of contact and communication between staff and family. in-person special education assessment on hold.

pre-k to 2, student had to access related services over the phone. mental health issues and social isolation increased. families had to choose between distance learning or working. special education students missed essential in-home supports and services, so a lot of our special education students could not participate in distance learning, and there are two articles that we'd like to share with the board. "kids with disabilities struggle to adjust as schools close," and "bay area students with special needs more at risk." please go and read the report and share the life of our students with disabilities during school closure.

thank you. next. >> my name is alita fisher. our next two slides are related to the disproportionality of african american students in the special education institution. the graph on this slide highlights that 12% of sfusd has individualized education programs or i.e.p.s, and while 6% of sfusd are african american, 13% of students receiving special education services are african american, and 20% of students identified as emotionally disturbed are african american. 18% of students identified as other health impairment are african american, and our

african american makeup 36% of the district's suspension. the special education department and members of many other sfusd departments are currently working with the african american parent advi r advisory committee parent leaders and parents to come up with a plan. until this plan is approved, the government has frozen $1.3 milli $1.3 million of funds until we come up with a plan to affect this disproportionality. the c.d.e. has called out the district for the over representation of african american students. the common denominator in these are identified as behavioral

referrals. these are very subjective. this chart is a powerful representation of the grade levels when african american students are identified for special education. the blue line represents other health impaired, and the orange line represents emotional disturbance. many things present, such as -- like o.h.i., such as adhd, central auditory processing disorder, auditory processing disorder, and the district believes that this spike that we see in o.h.i. and 9th grade for e.d. deserve further merit. they deserve further investigation. the c.d.e. requires that we develop a general education plan to further support these students, and in the past, that plan has involved supporting

restorative practices, training on implicit biases, and other targeted, focal supports, and we hope that that will continue to be supported moving forward. we also need to address our systemic bias. african american students are not just overidentified in special education, but they're also underidentified when it comes to learning differences and labelled with behavior issues instead of receiving needed academic support. as our african american parent advisory committee members said in their focus group from june 4, instead of focusing on responding to negative behavior, we should stimulate discussions amongst teachers about what they love about black kids to see them in a positive light while realizing that some of the same attributes of our babies are the same things that get them into trouble in school.

our parents also reported that they want to be involved in apac, many community advisory committees across the board are representing they want to be involved early on in the process as was highlighted in the same report from june 4. one parent said, in deciding what root causes are, we need to make sure that parent voices are involved at the beginning rather than at the end of the process, when staff has already decided what they feel the causes are. next slide, please. our priorities for the 2020-2021 school year are very similar to those previous years with two distinctions. based on this data surrounding math performance for special education students, we're

focusing not only on reading intervention but also want to take a look at math interventions. as we mentioned earlier, the c.a.c. collaboration with our other parent advisory committees has been one of the most rewarding experiences of this past year. it has shown us that this is an area of growth and opportunity, and we look forward to continuing in this area to continue our support and outreach for families in the coming year. next slide, please. >> moving forward, we would like to see continued distance learning for students who are thriving or have medical needs, create in-person options for students who can't access distance learning, provide in home parasupport for therapies for home bound students, united educator i.o.u. that supports i.e.p.s and special education

caseloads. expand home delivery of meals to include all home bound students. address insurance needs, and ensure all pre-k through second grade students have computers. increase assessment options for all students. for example, ucsf dyslexia screener, and continue to expand structured literacy and science on dyslexia intervention, and we've included two articles to further expand on some of the things that we've been talking about. next slide. we would like to invite all of you to come to our c.a.c. monthly meetings throughout the school year. feel free to reach out and contact us to discuss any of these topics further.

we look forward to seeing you in august, and thank you all for your time. okay. did we miss a slide? we didn't miss a slide, did we, about all the people that are getting the awards? >> no, we said that. >> okay. thanks, guys. >> thank you all very much. i know there's some commissioners, but i want to open it up to the public first. judson, mr. steele, you can open it up to the public to see if there are any speakers. >> thank you, president sanchez. hello, rosario?

rosario? are you there, rosario? okay. hello, vanessa? vanessa? >> could those have been hands up for the last item? >> i suppose tso. we'll go onto the next. helen? hello, helen? actually, michael, are you there? micha michael keipher? could you try to unmute these people? we'll start with rosario, under attendees. okay.

helen, are you there? >> i am here, but yeah, i think i accidentally raised my hand. >> okay. >> okay. >> thank you. all right. hello, mauricia? >> hi. can you hear me? >> yes, we can. >> hi. good evening, everyone. my name is mauricia robinson. i'm a mom of five, three in the district. i just wanted to give a really loud applause to shout out to c.a.c. and their presentation this evening. as the parent of a black child with an i.e.p., c.a.c. has been instrumental in helping me navigate through the process of our i.e.p. and also supporting me with moral support and being my cheerleader as we face obstacles and just every day learning with a child who learns differently. i also want to give them a

shoutout for their extraordinary partnership with apac, and their ability to be able to navigate both spaces and black students that have learning differences, and also, the call out and attention to inequalities that black students are facing by being overidentified in certain categories of special ed. i think that the partnership that c.a.c. is creating with black students and all students of the district is one that's needed and important, and i thank them for taking this time and giving it for free, because they don't get paid, into supporting our babies and especially into making sure that our black students in the district are being served correctly and not being overidentified or placed into other categories, so good job, c.a.c. thank you. >> thank you.

hello, kristina? >> hi. my name is christina cher, and i'm the parent of a child with an i.e.p. who requires one-on-one support to learn. i think we've done our best with distance learning, and everyone has done their best, but it's really not working with our student. we really need a para to come and be present in the house or my kid can't learn. as much as possible, i fill that role. i want hear to lea-- her to le. she's mine for life, and i want her to get an education, not the downside of that. now that we've lifted our restrictions a little bit, like, let's bring student

support to the rest of the parents who need it and continue the distance learning so they can access education. i was interested to learn about close the gap from susan solomon, and i look forward to participating in that, and i hope that we'll end up recommending that we send our most at-risk students back to school. if we open back to enrollment, it should be the students that are at below grade level to access services. i just wanted to end on a high note. she likes csaw. our best experience has been with the csaw application. thank you. >> thank you. hello, caller, 415-627, caller.

>> hi. it's virginia marshall with the san francisco alliance of black school educators, and first, i want to thank or commissioners and our -- thank our commissioners and beloved superintendent matthews. every category you've shared with us has a disproportionately high number of african american students. i hope in the coming year, you'll work closely with our organization because it means we need to get those numbers lowered. you're telling me that as a mother of three african american children, one of whom is a boy, a young man, and two african american grandchildren, that if my students were enrolled in sfusd, there's a great chance that they would be in special ed, that they won't

sit down and do what's expected of them, that that's the norm. i'm concerned about those high numbers of african american children -- this is 2020, and the numbers have not gone down. that's a big concern for me. we did not form guidelines, we did not work closely with your organization, but we will go forward because in the future, we want to see those numbers lowered. thank you so much. >> thank you. hello, megan? >> hi. my name is megan colusa, and i am a behavior analyst with san francisco unified school district and a member of the community advisory committee for special education, and i just wanted to celebrate the work that the c.a.c. has done, and the presentation this year

and every year. i am always thoroughly impressed with the information they give, the information they gathered, and the collaboration and advocacy they bring to our district. i have learned so much from the parents and students that i've engaged with in the c.a.c., and it's truly made me a better educator. for anyone who hasn't attended a meeting, i highly recommend you do. this is a really wonderful experience, and we can do nothing but grow by being in the presence of these strong advocates for their children and school and public in children. i want to thank c.a.c. for their presentation and their continued advocacy for their

schools and our children, and i hope to see them more going forward. thank you. >> thank you. hello, la toya? la toya, are you there? >> yes, i am. >> go ahead. >> thank you. i'm the parent of three students currently enrolled in sfusd, but i'm also an apaac leader, and i wanted to shoutout to c.a.c., as well, for continuously partnering with the apaac to address the issues plaguing our babies to help us address our children being overwhelmingly represented in the special education population. i want to ask that we expand programs like shoe strings that

assist african american students and their parents, that they can identify some reasons why they are in the special education program. >> thank you. president sanchez, that concludes public comment on this item. >> okay. i saw commissioner norton, you had a comment or question? >> yes. as always, i just want to thank the c.a.c. for your presentation and all your work. i really appreciate. i also really appreciate mauricia calling out that the c.a.c. has been exceptional in partnering with the apaac, and it's something that when i was a member of the c.a.c., we struggled to connect with african american parents, and there weren't any african american members of the c.a.c. i think that's a huge

improvement, and i commend you for that. i also wanted to follow up a little bit on the -- on next year because i know that distance learning has been a challenge for many students, and that it's been particularly challenging for many of our students with disabilities. and i just am wondering -- you know, i saw the recommendations on the slide, and yi appreciat those, but i'm wondering if you have any suggestions that you could speak to today or, you know, as we even -- if you don't have anything prepared for tonight, as we move through the summer because i'm increasingly concerned about how school is going to look in the fall, and i know we're going to be talking about it a little bit later tonight, too. but anything you can -- any other suggestions you can offer tonight i think would be helpful for me to hear.

>> thank you, commissioner. i think there are a few of us that might have comments. i'm going to let our c.a.c. members comment first. danielle, who will be voted in as our chair for the next year. i'm going to pass it over to her because i know she'll have some thoughts on this issue. >> so ideas for improving for next year's learning, is that where we're at? just checking. i think a very big concern of a lot of the parents with special education students, and i think christina spoke to it, is not being able to access distance learning. because of their various disabilities and how they engage in learning, and so many of them were getting left

behind and really paying attention to, especially as we're continuing to open, having parents really having to support their students. so if parents are going to be needing to go back to work, really addressing how do we make sure students are still doing distance learning that th -- learning, that they can access that education without a parent having to be there. another thing that i really, really, really have been stressing all along in this is that with this situation, there has been an increased need for social, emotional, and mental support beyond what we may think. i know it's something that we've experienced with my student, and not in the way that one might see in a normal

school situation. like, it's just a whole different can of beans, and i'm trying to think of the other things. i'm happy to meet with anybody. i have a whole huge giant list. i want to give my other board members the opportunity, and if there's something i usually harp about, please, somebody crime in, and i appreciate everybody's time to hear our thoughts and our experience and what we have to say. i'll hand it over to one of my other members. >> so liliane, if you could share a moment, being someone who has a complex student and is working full-time. i think that's an area how we address each of our students. it's definitely something we need to keep in mind, so if you don't mind sharing, liliane. >> so, like, i hear from a lot of our special education families with a student with

high needs, and our student leader, christina. it's still really challenging for those students with high needs to access technology, so if parents are working, then they just could not participate in learning. i know a lot of families who cannot participate in distance learning, so we need to come up with plans to support those students. myself, i was lucky and fortunate to be able to work from home so i could assist my student, but i have to makeup all this time like, in the evenings and weekends for my work. and i have to go back to work, like, next week, so i don't know how to -- i have to come

up with an arrangement so my son can participate with e.s.y., so there's a lot of challenges that we face, so -- so like christina suggested, we need to come up with a plan so -- shelter in place option so my son has one-to-one support to that he can access the s.f. technologies for distance learning. >> thank you, liliane. >> i just want to quickly add -- and i do totally understand and respect that we have students who have very high needs, but we also have students who may be twice exceptional and can academically perform who also need support, and i don't want us to forget that although a student can answer questions well, it does not mean that these other supports that we're talking about are not extremely

necessary, especially during this time. thank you for letting me add that. >> and i would just like to thank dr. matthews for inviting one of our members to participate in the focal groups did, the working groups. i think that is a big step forward. today in our special leadership meeting, we actually are convening our own special education work group, and we'll be reaching out to other members and staff regarding input, and continue to gather -- nahee dd and alita, you have anything you want to add? [inaudible] >> it's been pervasive even

before it required us to move to distance learning, and it's really around what the plan will be regarding assessments. there was already a backlog before distance learning went into place, and now it's just going to be extremely challenging to close that gap. i know it's affecting my own student who was going to be applying for high school and really wanted to have his plan in place so we can really understand what it might be like for him transitioning to a high school setting. i know there's many families in that situation, and that's going to be a challenging one, but i think getting that addressed would bring a lot of solemn comfort to families. >> yeah. i would echo what everybody has already said.

we really appreciate being part of the working groups. trust me, we'll have a whole lot of feedback to give. i think it's also important to recognize that distance learning has been successful for some students. you know, there have been some students who, being able to watch a recorded lesson, stop it, go back and listen to it again, you know, helps them. some kids with sensory issues for whom the classroom is overwhelming, being able to work at home. anxiety -- we have a lot of students that are benefiting from distance learning, so making sure that we have supports in place to make sure that that continues. as we move forward to getting back in school, i think it's just as important to catch the kids that were not able to

participate. >> i just want to follow up on something that was said on assessments. chief robertson, are we not assessing students right now? is that sounds like that's going to be problematic if that persists for much longer. >> it's -- we all share concerns together. we currently have a working group, and they've met twice already. i visited their meeting today, so we're developing a plan of action now. we understand there was a backlog, and there's more of a backlog. it was throughout the state, so we're leaning on our partners to find out best practices in the assessment world. the problem is the assessment changes the standardization of many of the protocols that we're using, so there's a rub that we're trying to work through together. we're also concerned about face

masks, all of the acceptance -- we're looking at face shields. there's a lot to consider in assessments, and so we do recognize it as a priority is to already tap the group to lean in and to address it. >> is c.d.e. providing any guidelines on this? where are they? this is a nationwide, worldwide issue, like, it's the -- that is just -- 'cause the timelines are, you know, pretty set for when an assessment has to be done, so that's really -- i don't want to derail the conversation. i know we have a really long meeting, so i don't want to spend -- i don't know, go down a rabbit hole here, but maybe you and danielle could follow up with us on this 'cause if there's any advocacy to be done, c.d.e. needs to provide guidance on how to do this. that's crazy. >> i agree, and we are watching our c.d.e. e-mail inboxes every

day. we're trying to figure out how to move forward. we'll try to figure out a good format to figure out this issue and all of the issues of special ed. every one of those 7,000 kids-plus that we have' has a very unique situation in a very unique state. it's a herculean task, but we're up for it. >> any other board members? vice president lopez? >> thank you. first, i want to thank you for all you do in giving families another opportunity to voice their concerns and their needs, and you just do a lot of

educating for myself, and i'm really grateful. i do want to talk more about the students that we're capturing. we weren't able, on our end, to gather that information, so if there's anything that you have or that you can share with us, that would be really helpful -- and one more thing, i love reading articles, and i've tried to check out the links that you provided, but one of them didn't work, just f.y.i. it was the first one that was attached to the document. >> okay. well, gabriela, we can resend that information, and we have some anecdotal information on students who are doing well. my own son is doing well. he went from really struggling

in an overwhelming school environment. he went from really hoping we were going to get full credit for a class, honestly -- i hope he's not listening -- to being one of the teacher's favorites in the class because of what lee was mentioning. his anxiety dropped, he was able to pay attention, he was able to advance. math class, it's a compression class, and he was able to keep up in that class for the first time during shelter in place, where he really, really struggled in that class all year-long. so same teacher, but doing it over the computer in his room at home just felt safer. he didn't have to think about all the sensory output outside. and we have students that have not attended for years and have

really struggled with school but are now participating. so when we look at just overall attendance, this is actually an opportunity for us to get some students back. >> when a kid doesn't have to spend 40 minutes in a class and three minutes in a hallway and then 40 minutes in a class -- i think for them being able to work at their own pace -- for a kid with adhd, being able to get up and take breaks is important. i think our own internal high school has a lot to offer in the way of looking at best practices that we could potentially review. >> good idea. >> thank you. >> any other comments or questions? commissioner lam? >> just had a quick comment

since a lot of it was already captured by my colleagues. first, thank you all to the c.a.c. you all are doing amazing work, and just your leadership means so much to all of us, you know, on the board, and to the families and students district wide. one thing i would also encourage is love to be able to dive deeper with c.a.c. around the lessons, particularly around covid-19 and what this looks like for next school year, and particularly around this mental health piece in isolation, and if we can also have an area around age? i've been very interested in learning what those supports or feedback has been, particularly around age development. and then, also that lack of communication between staff and families. i've been hearing about, you know, the good work of case managers, but like to learn the answer right now, but sounds like the --

[inaudible] >> -- that the superintendent's calling for, but it already sounds like you all are putting together your own working group, which i'm excited about, because that will allow us to dive deeper into the work together. and then, just curious, around jean's response to the question about being backlog, i'd like to learn more about the partnership with ucsf. i think i expressed to you all, i really had a big interest in seeing how we can ramp that partnership up. i know that ucsf is ready to go, so i wanted to hear if the last few months if there's been any increased partnerships or next steps? >> well, i was so impressed with ucsf.

some things have happened while i was away, and i'm super ready to get back on board with my team to continue that partnership, so it's on our list of things to do for sure. we'll have more after i get back with my people and find out what they did in the six months that i was away. i agree, it needs to be a priority right there in our neighborhood. >> thank you. >> all right. any other last comments? thank you, c.a.c. for special education. thank you for your volunteering, your work, your expertise that you bring to the table. we look forward to the continued work together, and i -- i echo the awesome compliments that my colleagues put forward. we're going to move away from that section, but before we do,

are there any appointments by committee board members? okay. moving onto section e, the consent calendar, we need a motion and a second. >> so moved. >> second. >> okay. any items withdrawn or corrected by the superintendent? >> there are none. i'm looking to make sure. we'll come back to you. any items removed for first reading by the board? any items severed by the board or superintendent for vote or discussion tonight? we are going to sever item 25 because that's the one that has to do with the lease between presidio trust and sfusd, so we can have a discussion. i know that there's people in the audience that want to speak

to that, so -- >> it's on the agenda. >> it is on the agenda for -- miss houck, it is on the agenda before going into closed session or is it on the agenda for -- the other that was brought to our attention. >> it's on the consent calendar for public agenda. >> oh, sorry, commissioner. >> no. [inaudible] >> it's actually on in three places. it's on the public consent calendar for renewal of the lease terms. it's on the schedule at the request by a member of the public or a few members of the public, and it's also on the closed session. >> okay. so there's several opportunities for the public to speak up, and this is one of

those items. we're going to vote on the consent calendar, and that's item has been severed, item 25, so let's roll call for the consent calendar. [roll call] >> six ayes. >> okay. so the next item is f, discussion and vote on the item that was severed, discussion item. i don't know if there's anything, dr. matthews, that the staff wants to say about it before i open it up to public comment. >> i don't know -- do you want that now or do you want that --

>> could i make a suggestion? if the public requested this item and wants to speak to it, why couldn't we do their comment and then vote on the severed item, just move the severed item down to whenever that item comes up? that just seems more efficient to me. >> the only reason we wouldn't do that is because people would have their say and just be able to leave. most of them will be able to talk right now. >> we could move that up, then, so we just do both items together. >> is that okay, miss houck? >> yeah. the only issue with that, commissioner, is that you had designated the other informational items to be limited to five-minute presentation, so i think you would just want to keep that limitation if you move it up on the agenda. >> and that's because they were going to do -- the public was going to do a five-minute presentation. >> that is the request, as i understood it. >> all right.

so let's move it up and do that, and we'll get a sense of how many people want to speak to the items, as well. so -- and then, we need to know if that public member is with us, as well, so be able to share our presentation. i don't know how we do that. >> justin, you want to ask if a member of the public or members of the public who are doing the presentation, if they could raise their hands right now. >> yeah. so the -- the member -- as the superintendent mentioned, the member of the public who requested to have this item added, could you please raise your hand right now, we'll call on you, and it sounds like you'll be able to have a five-minute talk, and it sounds like we'll have some public comment after that. >> yes. and miss casco, if you have the name handy, that would be

helpful. as well. >> no, i don't have the name. >> okay. hello, teresa? teresa? are you there? hello, laura? >> hello? >> laura? >> yes. >> yes, did you request to have the item added? >> that's right. this is laura ann sebastian be belmar, and my husband and i are members of the presidio early school p.t.a., and we've prepared a statement that he'd like to read on behalf of our p.t.a., and we understood that there might be some q&a with the board members, which we're open to do if they're available for that, as well as a discussion to form a district

advisory committee is going to happen in closed session. i just assume you'll update us on how the proceedings will go, so -- >> okay. good afternoon, commissioners. first of all, thank you so much for letting me speak to you today. talking on behalf of the entire presidio e.s. community. my name is sebastian belmar, and we are the parents of two presidio students. our family's life here in san francisco changed when our younger son got a spot in the school. this allowed my family, especially my wife, to work on something that she loves and gave us more financial stablity. we love the city of san

francisco and as an immigrant of this country, i feel welcome, and this code is one of the biggest factors that has allowed me and my family to make it here in the city of san francisco. the students at the presidio are so diverse, and it's one of the reasons why my family feels so at home there. we're proud of the impact of our school and what it means to the community. we have the city's only public school infant and toddlers program for pre-k classroom, one t-k classroom, and an out of school time program for the pre-k through fifth grade. research shows that early learning programs are so important for long-term success in school. like you, we believe that achievement -- the achievement gap is the greatest civil rights issue facing our district now. in our view, keeping presidio

e.e.s. open is critical in helping this school district achieve its mission in equity. it is a social justice issue. approximately -- >> i think you muted yourself. also, teresa molina, if you could mute yourself because we can hear you. >> she did. speaker, can you unmute yourself? >> hi. we keep getting muted automatically, so i'm not sure what's happening, but i -- yeah, go ahead. >> this is a social issue. approximately 50% of the families at the presidio e.e.s. are subsidized, 50% of tuition based. at least 50% of the students qualify for a reduced price or free lunch program. 50% of the learners have i.e.p.

recently the inclusion model has positive short-term and long-term effect on the special education students and their peers. one of the things that i love the most is the access to nature our kids have. research shows that contact with nature is beneficial for mental and physical health in young people, low among low-income children. low-income children and minorities have even less access for contact to nature than their middle-income peers. access to the park for all is part of the mission of the presidio trust. so over the years that our school has existed, the partnership between the district and the trust has been part of the fight of a greater environmental justice and social justice. the consequences of closing the schools will be felt by the students but also by the staff.

affordable housing in the park is tied to a job within the park, which means staff members will be at risk of huge rent increase if the school closes. we believe that the district will never close such a wonderful school without feeling pressure from budget cuts. the good news is our school has resources that we can use to find a solution. we were informed of the decision to close our school without having input. we know that the california board of education has a guide of best practices when closing a school. today, we're asking to follow the board of education's guide. the first step is forming an district advisory council, by forming this council, we will have full transparency and a voice. we can have discussions and then solutions for funding gaps. >> that is your time.

>> thank you. >> thank you very much. so can we see how many people want to speak to the item? >> i have two other hands up -- three -- all right. people are coming on now. several. >> how many total? >> looks like ten. >> okay. so we're going to give one minute to each person. >> they keep adding. >> okay. we're going to give them one minute per person. >> one minute? okay. hell hello, miranda? miranda? miranda? are you there? miranda. >> yes, i'm here. hello? >> great, yes. yeah, you have one minute. go ahead. >> hi. my daughter has been at

presidio early education school since she was four months old, and we would like to renegotiate the lease if possible with the presidio trust. however, we have no financial records at all regarding the health of our school. we would like to see -- to form a committee to look into all of the possibilities or relocation at this point. i'm also one of the p.t.a. members, and we don't feel that it is appropriate for a final vote to close, especially since the parents, the p.t.a. has no information about, you know, what's going on, why the school's being closed. we've just been vaguely told that it's closing because the district can't afford the costs of the lease renewal. >> that's your time.

thank you. hello, monique? monique? >> yes. hi. >> go ahead. you have one minute. >> so i'm monique, and my son, lucas, is part of the deaf and the hard of hearing club at the presidio. my son has cochlear implant and that's a device for complete and profound hearing loss. he's joining the day program at the presidio, which is for kids from 18 to 36 months or for deaf and hard of hearing, and this is the only class for his age group that's offered in san francisco. in the first years of your life, it's crucial to have access to sounds and language to develop your speech, and it's more important for kids with hearing aids and cochlear implants for them to develop

speech. this classes at presidio offers a unique combination of group class with individual therapy, a special acoustic classroom, a setting where the kids are surrounded by other kids with all kinds of other hearing devices. a special mix of kids -- >> that's your time. thank you. that's your time. hello, heather. go ahead. >> hi. i just want today say that i -- wanted to say that i think we're far from finished from saving the presidio, and i think it's a great school,

where kids can be out in nature instead of in the classroom. thank you. >> thank you. hello, martha? >> yes. can you hear me? >> we can. thank you. >> the presidio means a lot to me. i've worked at this school for over 20 years, and i know what a gem we are. splitting us up would be just a social crime, this is very emotional to all the staff. we do not want to close. we should be commended for our work and not made to feel like our work does not matter. it should not just be a decision about money. to take us out of our current place would be like cutting us in half. the presidio gives us life, and it is in our souls. we use this park to breathe life into us. we had a fix rur here. it would be cruel to take us out of this lovely, luscious

park. please don't take us out of here. thank you. >> hello, avery? >> hi. i just want to thank you for putting this on the agenda and giving us a chance to talk. i'm also the parent of two current presidio students that you might hear in the background. i think all we're asking for is transparency and due process, make sure that everyone really understanding the challenges. keeping the school open is challenging, and allowing us as parents and committed parents to try to come up with solutions to keep presidio open. thank you for your time. >> thank you. hello, linda?

linda? >> hi. >> you have one minute. >> my name is linda, and i'm frustrated how you always come down to the conclusion of closing schools, but you certainly have no problem with opening charter schools. you all want to do everything under the table, but you never give any other people the opportunity. i think that's disrespectful, and i'll go back to saying the disrespectful thing, like i'll go back to the computers. it's wrong to shutdown all these schools. it's just disrespectful on how y'all doing things under the table, and i'm frustrated because everything is shut up under the table. just like our principal at carver is gone, i get a letter in the mail saying he's no

longer at the school. you guys keep kicking us in the face and just say oh, accept it. it's tiring, and it's time. >> thank you. that's your time. hello, presidio employee? hello, are you there? >> i'm here. can you hear me? >> we can. thank you. go ahead. one minute. >> thank you all for the opportunity to speak. my daughter has been at the presidio early education school since she was about one years old. she's now a toddler in room four, and during the time, i've seen her grow and fluorish, and this school is one of my favorite things about living in san francisco. it's truly a special place, one that provides children access to nature and the beautiful parks and trails in the presidio. it provides subsidized tuition

for families, and another low cost option for families that are paying, compared to nannies and daycare prices. truly diverse school, where my daughter's forming friendships with children across different backgrounds. please reconsider closing this school, and instead, let's come up with a way to fund this school together. thank you. >> thank you. hello, caller, 41530, caller, are you there? hello, caller? >> sorry. i was on mute. can you hear me now? >> we can. go ahead. you have one minute. >> the presidio espta is a

501-c-3 nonprofit. we need a transparent decision into why leasing negotiation was done totally in the dark. we were not informed until the end of may, as a parent and active p.t.a. member, past board treasurer and likely president, despite insurances from maria and raul from the early education departments, they have said they would be open to communication, yet i have received no replies to any of my requests for information, so that's one of the reasons why we're requesting this committee, so thank you very much. i yield my time. >> thank you. [please stand by]

-- for some of sfusd's littlest learners. moving away from early childhood education isn't consistent with sfusd' mission to transform lives and that as community partners we can work together to find a solution. thank you, i yield my time. >> clerk: thank you.

hello, abbey? abbey, are you there? >> caller: yes, hi. i'm a parent of a pre-k student who is fortunate to be at the school for the prior two years. and i found the school to be ann assessest to the district and just not with the staff and the cohesiveness and the age of the preschool classrooms that go from 3 to 5 or 2 to 5 but because of the location and the proximity to the natural environment that can't be replicated anywhere else in the city. our experience with is that the reason that we stayed in san francisco and a deciding factor to continue through the elementary program at sfusd. it would be a tragedy just not to the school for closing but other parents who make decisions on whether to remain in san francisco and with the sfusd. i urge the district to consider

working with the persidio families to look to alternatives to funding and working on the trust. and i think that everyone here is really -- thank you. >> clerk: time. thank you. hello, caller? >> caller: hi, can you hear me? >> clerk: yes, we can. go ahead. >> caller: my wife toni and i live in th the persidio, and the early education cool is one of the main reasons that we decided to stay in san francisco. we have a 3-year-old who is admitted through e.e.s. in february and we only heard through the grapevine that the school was closing in 2021. so we really would love more transparency to this whole process. i think that early education is obviously a topic i think that

everyone would be happy to pitch in and to contribute to. so we can hopefully to right the ship and keep this very special education experience for the little learners going. so that's all i have to say is to keep it alive. >> clerk: thank you. hello, caller, 561 caller? >> caller: hi, thank you so much for the opportunity to speak to the board. i am a hopeful future parent of a san francisco student. i don't actually have kids right now. the persidio daycare and preschool has been an example of what it takes to keep families in san francisco. and i don't want to live in a city where i can't send my kids to daycare and preschool that is diverse and inclusive.

i think that especially at a time where we're seeing that we need more investment in increases and racially and socially economically diverse opportunities and families have a chance to come together and we should look for opportunities to continue those types of programs in san francisco. i'min willing to do whatever i n to help to fund raise for this group though i don't have kids yet. you will give a lot of support if the give the community a right to right this. i yield my time. >> clerk: thank you. hello, laura. >> caller: thank you, board members, for the opportunity to speak today. my husband spoke earlier and i wanted to just as my own person to thank you all for considering our request to form an advisory

committee. i'm on the board of the p.t.a. and was involved in getting this on the agenda and i just wanted to point out that in our communications, there was some sense or at least the notion was floated that we might not be eligible for a d.a.c. since there's not property to be disposed of since the sfusd doesn't own the building. but i think that i just wanted to mention that during the period of this best practices guide for closing schools, i think that still remains whether sfusd owns the school or not. it's about having an authentic partnership with sfusd which i as one as a former public schoolteacher am very excited about this opportunity to be in committee potentially and to just, you know, to get the facts. and we have so many creative and committed people -- >> clerk: thank you, that's time. thank you.

hello, holly? >> caller: hi, thank you so much for giving time to the persidio and i know that you have a very busy evening and i appreciate the work that the board does. i am holly coombs and both of my children went to the persidio from 2013 to 2018. and i wanted to let you know that the work that the teachers do is really at the forefront of our sfusd equity work. i now have had the opportunity to work in the district for three years. and i still feel like i haven't seen a school that works with all of the sfusd values quite the way that the persidio teacher does. i really feel that it must be preserved as a site. and it's a place for other teachers to go and learn. it is really a gold mine, that school. and i have huge respect for the teachers there.

thank you. >> clerk: thank you. hello, mary? mary? >> caller: as part of the early education are education school, i want to say how fortunate and spoil we have been in the last three years. the moment that we got accepted there we were the talk of the town, and it was a golden ticket. the fact that the school is a block away from my husband's office was absolutely essential for us. we heard that the prrch presidio would be closing during a p.t.a. meeting we were shocked and there was so much question how it was handled and how it got

there and why wasn't this information shared. and we need to understand why we're in this situation and how to work together to keep open this school. this is ultimately why we need the district advisory council to help the families and to understand and essentially what our options are moving forward. thank you. >> clerk: thank you. >> clerk: hello, caller, 202 area code. caller? >> caller: hi there. my name is katie and my husband patrick and i live in the presidio and we recently just had two girls who we're trying very hard to get on the wait list for the school. it was one of the reasons why we came to the presidio. and so excited about this education program. and what it offers. and the fact, of course, that it's in the presidio, it's truly remarkable and very special. it's not only a great honor the

families that attend the school, but actually it brings a lot to the presidio at large. and the communities having the family comes in and out and the children that participate at the school bring a lot to this neighborhood. and it would be a huge loss to lose it. clearly this is the discussion for a reason. we understand that these are difficult times globally and there are very good reasons i'm sure that you are looking at closing the school. we hope that we could participate as all of these other callers have mentioned -- i'm sorry, that's the girls -- we hope that we could participate in helping to keep the school alive. thank you. >> clerk: time. hello, mary? >> caller: hi, i'm maria, i'm a parent of a 4-year-old toddler, so i understand the need for early childhood education and for child care. i was not aware of this subject

until right now and i thought and i felt compelled to speak. because as a parent, a single parent, who knows that your child going to preschool and the impacts that could lead to third and fourth grade and you can see the differences then, i know that it's crucial, especially with families of color being able to get access to that space. where every one open slot in child care in san francisco, there's 13 families waiting and that was before covid. there's less child care now. after housing, child care is the number one need that families here need to survive and thrive and hang on that string that we're all on. so i urge you to do whatever you can. i know that you're working hard but it hurts my heart to hear of another child care place that is being possibly closed. please don't let that happen. thank you. >> clerk: thank you.

hello, caller, 917 area code. caller? >> caller: hi, i'm (indiscernible) in room five in the presidio education school and a member of the current board. i wanted to tell you guys that we're ready to work with the trust and the city government to do everything possible to save this school. we understand that we had recognized that the (indiscernible) in our country. education and especially early education is what builds guidance principles in the society against racism and inequality. i hope that we get a better sense of the decisionmaking process and deciding to close presidio, in the hope to overcome challenges that led to this decision. and to save a very special school for some of the early learners. many people who are new to america and i am an immigrant from russia, come from other

cultures and presidio child center's approach balances on individual need needs and is a tremendous benefit to me and my child. we have all as a family have learned -- thank you. >> clerk: thank you. president sanchez that concludes public comment on this item. >> president sanchez: thank you so much and thank you, public, for coming out to speak to this item. we have an opportunity to discuss it too and then vote. so, commissioners, any questions or comments? commissioner norton and then vice president lópez. >> commissioner norton: thank you. i think that actually my -- my question is for the chief, if she's on the line. but i'm just wondering first of all, is this the only school site that we lease?

or is there any other school sites that we lease either from the presidio trust or any other? >> to my knowledge, commissioner, this is the only site that we rent for instructional purposes. >> commissioner norton: and what is the expected increase of the lease that presidio trust has made to us? >> well, we engaged with the presidio trust, so our lease expires in february. so we did not want -- we wanted to give families a long lease time to plan for alternatives. and so our first engagement with them was just asking for an extension through august. which they were happy to do. and they have been very collaborative and forthright throughout our early conversations. the presidio, with we asked them what renewal of our lease could look like in terms of rent, they directed us to look at the comps on their website.

it is transparently available that you can go on the presidio website and see what similar spaces to yours are renting to with their other tenants. for those not aware the presidio rents to a wide range of non-profit and commercial tenants. when we looked at including actually several other child care facilities, all of which are required as the terms of their lease to provide preference to presidio families. when we went and we looked at the comparable rent, we got very quickly to a place of seeing that the rent would be in the high hundred thousands and up o a million dollars, in that range. right now our square foot rental cost of it is $7 per square foot and you take off that $5 roughly of that $7 is just recovery for the equivalent of the property

tax, that the presidio has to pay on the property, that means they're only getting $2 per square foot for our current lease. that is in contrast to normal kind of current asking market rents which are more in the range of $40 to $50 per square foot to start. so that's -- that is what we were given. when we heard those numbers, we were -- and after we had processed the ongoing shock of every san franciscan about real estate and what it costs in this town, i think that information, of course, we thought $100,000 sounded expensive, and, you know, given the budget crisis that the district faces, it seemed that it would be a better alternative. and one thing that has not been put forward is that we are thinking about ways that we can create capacity for the early ed

program on our existing properties where we wouldn't have to pay rent. now, whether or not these families could transfer to that site is a whole entire separate question. but in terms of overall families serviced by early ed, i think that is something that i don't think that has been introduced in the public yet. and i am introducing that now just because, again, to say that each of these processes takes time and, unfortunately, due to the absence of the pandemic, i have been set back on many projects, but that we actually are still actively pursuing that option. but we don't have it ready to roll out. so i just wanted to offer those facts as well that we are also looking at ways that we can continue to serve a similar number of families through the early ed program but without paying rent. >> commissioner norton: right. so what you're saying, i mean, can you -- i don't know how many

square feet it is, but what are we paying in total right now? >> almost $100,000. right now it's roughly $100,000 a year. i could be rounding a little bit. but it's around that magnitude as opposed to, again, something that feels closer to a million dollars. >> commissioner norton: um-hmm, um-hmm. >> and also i would add that the presidio and the sfusd and the city and county of san francisco has an explicit mandate to leverage their real estate for revenue-generating purposes so as not to be a burden -- that the operation of the part should not be a burden on the taxpayers. and a fair decisionmaking process and their entire -- you know this is a part of their mandate. and that while they are very happy to have us there and, you know, happy to have this service for families, as we think about a leave, it is complicated to have a conversation around our

existing terms continuing given the competition that is out there for these similar spaces. >> commissioner norton: right, right. thank you. that's helpful. and then if you can just let us -- let me know, like, what is our thinking then for how we transition that site? so what is before us is an extension of the lease until the following school year so we'd have one more school year there. and so what -- what plans have we made for how we transition the families in that site? >> thank you for that question, commissioner norton. yes, (indiscernible) and to help us with the extension and it gave us a -- you know, more than a year to kind of think about that. many of the -- in terms of the

feature of the families that are there, most of the families are pre-k families and many families would naturally transition out within a year of being at presidio. so the families that -- the students that would have remained would have been the infant wil/toddler students movg into the pre-k class as well as any transitional kindergarten students that would have been there. so what we would be doing is that we would work with the families who would have continued to stay had the school not closed to help them to find additional spots within the 85 other pre-k classrooms that we do have. as well as the other o.s.t. after-school programs that we have. still, you know, we would be working through our enrollment

office and with our family support specialists to create a handoff with regards to the programs in our district. and then we have been very transparent for any new -- you know, as we think about new enrollment and any new families who chose to and want to enroll in presidio in the coming year, we would be very transparent with them about the fact that it is a one-year program so they have informed consent around that before they make the choice. >> commissioner norton: thank you. >> i can go next. so i wanted to acknowledge a few things because this is something that was on my radar as soon as i saw it as obviously very concerning. and just the work that has been done around sharing with families the plan that you have in place to let them know about

the situation so i am sorry to hear that some families are just finding out now. and i also want to acknowledge your advocacy to extend this for another year. that way we aren't just abruptly leaving the site. but i feel like one thing that i hope that we can push for and just seeing how many people are advocating for it and how many people are supportive of this site is any way that we can figure out how to stay in this specific location, i think that the magic behind this site specifically is where it's located, right. and the ability to provide what they have done for our families. so i know that there are plans in place to make that transition as easy as possible but i just think that given the circumstances, given what families deserve, the fact that our city already has been having early education sites we can

certainly be proactive in finding out how to provide more early education slots on our properties. but also seeing how we can figure out how to advocate to the presidio trust and what that looks like. so if there's any way that we could get families supporting it and educators supporting it and the board and the school district, then i would want to follow up with that. >> president sanchez: do you want a response? okay. any other commissioners? all right. yeah, i agree with vice president lópez that we be exploring all options and we had a number of speakers mention that they're willing to do the hard work of fundraising. so i think that we maybe have to have a parallel track system where we prepare for the worst, which is to move them off into other sites or one site, and

then work with them with the folks -- it sounds like a lot of them -- to have access fundraising capabilities. or to have some power with the trust itself. and with the trust they have an obligation to not be a burden on taxpayers. but it would be interesting to look at how much money they do pay for the year and year after year there's more and more fancy stuff going on at the presidio. so i don't know if our site there is much of a burden to them. maybe it is. i don't know. but that would be worthwhile to see. and so there could be a pressure, you know, friendly pressure at first, i guess, placed on the presidio trust itself to make a better deal. so i'd like us to move in that direction if we could. so many of the folks also spoke about a council being formed

that would include some folks from the site. so i don't know who on our staff could respond if that is a possibility? is superintendent matthew there is? >> yes, as far as i know that we haven't looked into that but we can and get back to you. that's not something that -- it's not something that i believe that we could look into, is that correct? >> that is correct. >> but we can look into that and get back to you. >> president sanchez: thank you. i think that whether or not we were not being transparent, it sounds like a lot of folks at the site didn't have a heads up on this and didn't have a seat at the table in terms of discussing other possibilities. and so, yeah, i think that it would be worthwhile to engage them. it sounds like there's a lot of

people out there who would love to work on this. so we'll leave it at that for now unless there's any last comments. >> can i make one last comment about the fundraising offer which is incredibly generous and i really appreciate it. i guess that i just want to say, you know, that even if we do succeed in getting a significant reduction or even a slack amount for the cost of this, which sounds very unlikely from what has been said, it's just an annual burden, right? like, if the rent goes -- if the rent doubles only from $100,000 to $200,000 and families are willing to fundraise for that, that's a significant ongoing fundraising burden. i just have to say that as a leader. it's hard.

>> president sanchez: yes, my eyes are wide open to that, right? okay, a roll call on this item. >> clerk: miss collins? >> i'm confused because we had a lot of discussion. what is the vote? >> president sanchez: so this is just in the consent calendar but we pulled it out for discussion to allow the public. it would have been voted yes on in the consent calendar. >> so yes to moving forward in closing -- >> president sanchez: it's giving the lease an extension for the year. >> so vote yes or no on the extension but the larger conversation -- in addition to that or beyond that. >> president sanchez: right. >> thank you. >> thank you. >> clerk: miss collins? yes. miss lam? miss lam? nises lópez.

yes. mr. moliga. miss norton. yes. mr. sanchez. yes. miss lam. (indiscernible). >> president sanchez: thank you, everybody. roposeals for action, the first one is the superintendent's proposal 225-st1, the approval of the fund expenditure plan for school year 2020-2021. and already moved and seconded on february 25th. and has been heard at budget meetings and i don't know if commissioner lam is available, but if you are, do you have any reports from the budget committee meetings? okay, we'll have to come back to her if she has something. so superintendent matthews? >> yes, presenting this item as the director of public education and the enrichment fund which we

call peet. >> hello commissioners. >> clerk: welcome. >> thank you. thank you for having us today. and i'm being joined by our co-chairs and our community advisory committee. carol hill, and lena, and will join us and reading out their recommendations. and before you -- and we have a quick presentation and i know that in the essence of time that i'll keep it very, very brief and get to it as soon as possible. thank you. so before we turn it over to the c.a.c., i just want to quickly wanted to show us where we are right now in terms of funding to just remind the public or those

who are new and haven't seen this before. and if we could go to slide 7 real quick. we receive quarterly estimates from the controller's office what they'll collect for revenues for the city. and a portion of that is given to the school district through the public education enrichment fund. so you can see here that we received a quarterly update in september for $84 million. and we used that to populate our expenditure plan. we received the subsequent estimate of $90.6 million in december. and then due to impacts of covid-19 those numbers have been revised to $76.7 million.

with the changing budget and educational landscape and just the next few minutes, it will provide a quick reminder of what we accomplished during the pre covid school year and highlight the additional work and recommendations given the events of the last few months. before we do that, just moving on to the next slide, i just want to thank the members. it was a very dedicated group who has put in a lot of time over the past year and has continued to gather over the last few months to update the work that we're doing and to

recalibrate. i'd like to introduce my co-chair carole hill, and to take it from there. >> hello, everybody. dr. carole hill, executive director. next slide. you have seen all these slides before so i want to spend a lot of time but this is important because the public to just have a idea about what is important to us. is the benefits to students and equity and increase the social and emotional safety of students and demonstrate an ability to be sustained overtime. we told you guys when we presented the first time, that there were lots of changes that we as a kak to streamline our

process and make our process more productive and some of those changes were as a result of the some of the things that can happen before so people wanted feedback time prove our budget and developmental process and development process and met with program managers and leadership to learn more about peace funded programs and district initiatives and review all promise proposal including proposed program activities, budget and impact data to date and staff responses to questions and then reviewed the superintendent's prose pose als and develop findal recommendations. next slide. we may a lot of changes to make sure we elevated the voices of

the people who needed to be heard and to also get the best effort to programs and the programs being chosen. that peace summit happened where we were able to go and talk witk about the new expectations and some of the other things where we generated detailed proposals for better or worse, let mel teltellyou. they were longer and more retailed. we create aid rub rig and service meetings and received financial reporting from staff and cfos and team building activities embedded into our monthly meetings so that we had a connection with each other and improved timing and coordination of the budget process. next slide.

i want to talk about the traditional recommendation and i want to give credit to sarah ballard hanson and the kak as a whole. the two of them put in a lot of work in preparing these recommendations but unfortunately couldn't be here tonight to present them and i want to have the due credit. so the additional recommendations of the kak are as follows. the prior recommendations that are in the appendix on slides 29-31 still stands and they were crafted before covid-19 and given our current situation, we want to emphasize the recommendations that we made at that time. the recommendations one and we recommended student support and wellness center staff number and roles continue to strive to be

responsive to school sites based factors and also our recommendations number four that we made at that time that where we recommended additional impact analysis and also recommended feedback from youth and families about district service programs and pathways through methods such as students surveys anden gagement of student at vow ka see groups such as the student advisory council. and we applauded the at the time and they were getting feedback and i want to highlight the student members of our cast this year. we're fantastic and luckily we have a few student members that will continue on with us for the next couple of years we hope. and at this time, we have a few other recommendations that we'd like to make. we have, in the last several years, presented our support for

ali and the broadening and strengthening and next slide, please. and african american students and families we recommend that sfusd consider the equity impact of budget cuts and how such cuts can be made with equity in mind for our most vulnerable students including foster, latin x, youth, homeless youth and special ed students. even with our focus, on socially motional well-being, the

district has done to support students to pivot to distance learning. we encourage sfusd to continue to consider how the roles of the essential office non teaching and other staff who work in programs not directly implementing distance learning efforts can provide additional supports to school sites to allow for expanded wrap around support to students and their families. next slide. now more than ever we recommend the partner closely with the city of san francisco and to our most vulnerable students and families and most districts will cause vulnerable let us present

that from happening to sfusd students and we implore the districts of great budgets looking for small cost savings that make a big impact canceling the august and i also personally want to looking at things like transportation costs and so fourth that you will be discussing later in this meeting. and with that, that concludes our report out of the additional recommendations we met and we made they are to hav staff's ree and what you saw at first reading. >> i will answer any questions. do you want to chime in. i wanted to thank you both for all your hard work and also i want today thank the staff on putting their proposals

together. it's a really long process to get to here and i'm really grateful for all the work that they -- we stand on their shoulders at this point. >> all right. thank you so much for the presentation. carole, and edwin, we're going to open it u up to public comme. so, mr. steel. >> thank you president chan says. sanchez. raise your hand at this time if you would like to speak. ms. marshal, are you there? >> i thank you and i support your ideas especially to fund or

improve the services for african american students and i like your recommendations for the african american achievement initiative and we were there when it first started and they do a staff does a phenomenal job and working across the district with all of our schools and they're a phenomenal staff and i love the former director who left us lend a so we say and again keep funding the african american chief and all programs throughout the district and we look for a better academic achievement for african american students this time next year and seeing none at this time.

and any comments. i just have some questions and i'm and see and the public and i've done a lot of work on this and we've been moving money around in different ways and normally, whether expands or contract and we make general changes and on flight 11 of the publication and there's an outline and and either into the unrestricted general and qta and recover them in other ways so i hope that car own or lane' you

can explain and some of those mechanics and when they're looking at the budget they can understand some programs look like they've been zeroed out and they're not and i love to hear some explanations of that for the public. i would be happy to fill this for lane' and carole if they're comfortable. what you are saying is absolutely correct. in slide 11, we have, due to the reduction of revenues, we needed to make adjustments to what could be covered by peace and we wanted to look at other funding sources to support programs that

we fund and and so we difficult that one of the strategies was to limit the amount of programs dually fund and have them on one funding source so you will see there on slide 11, for example, early multi education tired systems of support was a program funded both on dcyf? >> is it possible for that to be shown to the public so that everybody can see what he is referring to? i do think it's important for folks who want to follow and make sure that programs that we care about like peer resources and things like that are funded? >> >> that's slide 11. >> could everyone see it?

>> no. >> oh. it's just a line. a white line down the middle. >> he can project it. sorry for the delay. >> yes, we can see it. >> perfect.

>> so, so yes, so we used a couple of approaches and i'll talk about how the methodology for realigning the other general use portion of the peace. and so, as i was saying earlier, you will see here that we have programs that are multi funded and so we decided to minimize having programs duel fund and so, we moved some programs that were better aligned to be on other funded sources and examples so there's programs that are professional development centered and those made a little more to have them on a law source like eta so we made that shift and and so, so

it create inside alignment and then, as you correctly point out, commissioner collins, we did ship some other programs onto the general fund and for the over all discussion that would take place. and so, for that's what we're seeing here and my mouth they are moved to qta and then we have these other eight programs and eight or nine programs that have been shifted through the general fund. the zeros you are seeing here at

end is there are no longer on the cost to peace. they are now new expenditures on these other budgetary lines. and so, what that leave us is with this portfolio peace program and that again will be moving forward the reserve fund has been zeroed out and if you go back a little bit, if you look at the bottom we see we've added on more academic mtss programs. thank you. i reel appreciate that and i know i want tone courage the public to learn about budgets because it's one way that we fund our priorities and it is complicated because we have peace funds and qta and general funds and sites have their budgets too so i think as we have budget conversations it's really helpful and i want to say

i appreciate the fact that this shift will create more clarity for folks because when you are looking at partially funded programs by funding source it doesn't give you the big picture. going through the budget and evaluating how money is being spent and making recommendations. so i do really, really appreciate that and we have a lot of questions about our general budget. as we've seen the pieces for specific things but some things we fund from a general fund or funded through peace and movement back and fourth and the

only reservation i have in recommending this budget is i feel that it sits in a larger conversation of our whole budget and so i just want to state that we're not at that item yet and i'm not comfortable approving our general fund budget because i haven't been able to both get information and also engage with other commissioners about specific questions which some of the information i've only received yesterday or today and so, my he is take is because it fits into this larger picture of how we fund all of our programs and i guess i just wanted to ask if we go ahead and approve this budget we would be able to consider the peace portion of the budget in the larger conversation and if we were to take it up at a later time and

we've moved things in and out of the general fund programs that we consider our programs are funded different ways. and so, i want to preserve flexibility with that larger discussion. so, you know, i'm comfortable with these decisions but it's kind of incomplete because i don't have the larger picture like that larger budget conversation and some of that dialogue that we haven't had as a board and also information we hadn't received. and so i'm wondering, if we were to go ahead and approve this, would we be able to amend it based on a larger conversation, you know, because like i said, i appreciate all the work that's gone on and it's been very thoughtful but it sits in a larger conversation which we're

going to have this later non this meeting and i'm hoping that we can postpone and have more fully at a later date so i guess maybe edwin you can chime in on your thoughts. >> thank you, commissioner. i'm happy to get started and if any colleagues want to add on the short answer to that is that is always an option. and, as commissioners know, and we'll get to this when we take up the over all budget as commissioner collins referenced, we, for various reasons, largely driven by uncertainty with respect to the state budget, we are as staff and through dr. matthews are already recommending that you consider the over all budget as an

interim budget as well and we are planning to incorporate a lot of late-breaking information frankly and some of it still yet to fall into place in fashioning an over all amended budget so we can take up any specific questions or feedback or proposals regarding peace at that stage as well. >> thank you. >> may i interject. i don't know if this is ok. >> i really would like to hear from you. >> commissioner collins has been a subject of great interest to the kak also because it's historically been really difficult for us to look at peace numbers and especially those with shared budgets and not know what is going on with the general fund. this year in some ways it's

easier than it's been because those two processes by the nature of it's really had a strong desire to think about those two budgets together. i appreciate you asking that question. >> i'm also concerned. i just want to voice a concern that when we those are the programs most needed and the most easily cut. ali or restorative practices and those types of programs and so, i guess i have a concern and peer resources.

that's how they are pure resource coordinator and right now we have such a need for peer resource this is our schools and that i guess the only concern that i have is if it moves into the general fund because it then becomes more vulnerable for being under funded and so, i'm i'm -- i'll just let the commissioners now i'm red assent that we should be doing it at the same time. i really appreciate all the work that's gone on and there's a lot of thought and i've seen great improvements in both how we've approached it as a district and that is definitely a credit and to we had win and the team and so i will be voting no on this because i want to continue this conversation and it's not because i don't think this work is really good and i think it

reflects a lot of thought but i believe that as a board i'd like to be able to consider this budget within the larger whole of our general fund. >> yeah, so thank you commissioner collins for bringing up the question around peer resources because, i was also kind of struggling to figure that out and i'm the resource as lum fie and i also work with peer resource and i want to give a shout out to the staff because we know you put a lot of work this year with the whole budget deficit so i know right now it can be difficult and stressful time so i want to appreciate you all for all the

hard work and i hope we can continue the partnership next fall. >> any other commissioners? >> ok, so, thank you edwin and staff for all your hard work and continuing to work throughout the pandemic and i know that must be the meetings distance wise and is that the domino effect for what is in that fund.

the ultimate exercise was just trying to organize the program a little bit more coherently because we coming in new to the school district was why are all these programs split fund and how do we keep track of it all. because that opened part of that program so we consolidated it there and then there were other programs that we moved back to the unrestricted general fund so we didn't propose cutting them and all of this is kind of coming to my theory that they should be part of our broader narrative of how we're they

shouldn't be our own little pies we tried to isolate and prioritize within them and they should be within that whole. of our over all district budget. so, i think concerns about then cutting if we cut programs if they're moved off of dcyf can be alleviated by an over all approach that those resources should be considered anyway when we're trying to balance our budget and staff should i don't see this change of approach as putting certain programs at higher risk. >> thank you for that. ok, with that, i don't see any other comments or questions. roll call vote, please. [roll call]

>> five ayes. >> thank you. number two is proposal 206-ft1 covid-19 operations written report for the san francisco county office of education and the san francisco unified school district and it's loved and seconded on june 9th. commissioner lands, do you have a report from committee of the whole on this? >> yes. we have our committee as a whole first reading of recommended budget and lots of discussion about understanding, you know, the decisions that are around

between mtsf and student formula and for staff to be able to continue to generate information and reports around request coming from commissioners and also understanding the timing of the advocacy efforts and decision-making happening at the state level as well as the federal level which has a huge implication of how that effects our districts locally and some of the decisions moving forward. >> presenting tonight about our chief financial officer meghan wallace. >> thank you, i'm going to defer to our director of strategic resource planning from our budget department anne marie gordan. >> sure. so i think we do have a couple of slides that are available and

attached to the budget. the recommended budget item but we can go ahead and take a look. this is last week, we had -- i clarified that the covid operations written report is a separate item for discussion and approval today then the report that dr. matthews will be giving later on. so, on the next slide, we had a timeline and overview of what is normally our local control accountability plan or lcap planning process but with school closures and shelter in place. the governor issued an executive order to change the reporting requirements around our k cap for the 2021 school year. next slide.

>> which has questions around how we as a district have responded to school closures and supported our students in different ways in light of the covid-19 pandemic and looking forward to the 2021 year we'll be coming to you in december with a one year l-cap in june with a throw year l-cap that will look forward to the 21-22 year. it's posted on our website on board documents and that is the document that we are moving forward to be approved for submission to the cde by next week. and that is the end of this

portion of the presentation. >> thank you. any public comment on this item? >> raise your hand if you would like to speak on the covid-19 operations report at this time. seeing none. >> commissioners. all right. roll call. [roll call]

>> that's seven ayes. >> thank you. the next item is 206.9 fiscal year 2020-2021 recommended budget it was moved and seconds on june 9th. i don't know if you want to add anything. >> i don't have any additions. ms. wallace, or superintendent matthews. >> yes, we'll have our chief financial officer meghan wallace presenting. i heard earlier from and you will hear more about this from we had late-breaking issues and

something is broke yesterday. you have heard from deputy superintendent lee we're asking the board as you consider this item we are considering in the interim budget because we know there are shifts made and with that i'm going to turn it over to meghan wallace. >> thank you. good evening. would you mind going to the next slide in the presentation? to begin the context of the budget before you we want to be clear that it is based upon the governor revise which was looking at a over all 54 billion-dollar state budget as of the time of the governor making decisions around how to balance and his approach had been so roll a 10% reduction to

lcff or our local control funding formula and other sorts of cuts and just anticipating that there's a possibility of a federal still being passed but the governor's budget did not build that into its working assumptions. so, if the stimulus bill would be passed then most k-12 cuts could be avoided. we've seen the legislature's approach was very different. they had taken on the assumption a federal stimulus bill would be passed and districts were anticipating the restoration of clff along with a 2.31% cola and if no stimulus was passed, they would resolve it through deferrals so making it more of a cash challenge for school districts as opposed to a budget appropriation challenge where we

have to make cuts. requestas we know the governor d legislative have ex t come to an agreement and around impacts to lcff and we're seeing the middle road where we're seeing the restoration of lcff so without that 2.31% cola, so to our district, that's still feeling like an 11 million-dollar cut and the budget that we're seeing coming forward builds in deferrals as its over all strategy and so a much larger extent seeing cash delays coming to our districts. there are other funding sources being identified through this budget and we're looking at learning loss mitigation funding and a variety of storms that could support our budget. until we have an opportunity to evaluate, the assumptions behind

those amounts, and go through more planning around what the next school year will look like and the cost cost associated wih implementing a school year in this covid-19 environment, we're still not sure what the over all impact will be. again, the budget before you is based on the may revise and even with the improved outlook we're anticipating that it won't be sufficient to fully cover the structural issues that we were seeing. we were identifying a deficit and it was based upon growing costs and over all and paired with the fact we have sent down our fund balance and so, again,

this is based on the may revise the better news is not anticipated to fully get us out of having a deficit to solve for. next slide, please. this is an overview of our budget in the may revised format. you can see at bottom, that we are anticipating a $77.4 million shortfall according to the may revise that that is built into the budget books. this is attached with this item. looking ahead, to future years, you see that deficit deepening. significantly due to the living wage for educators act costs and $40 million in fiscal years 21, 22, 23, are a large impact of that. next slide, please. i want to highlight our budget

has changed since we first introduced it and again we did not build any assumptions of revenue that they were too late-breaking to incorporate into the budget. there were three areas where our expenditures have changed. the first is $7.1 million incorporation of savings that during the committee of the whole last week we talked about reducing sports, libraries and arts and music expenditures that had been moved off of the programming to the general fund because the revenues comes in had been reduced due to our local economic recession and and then, we also talked about safe dogs our contract contracts so we anticipate by doing bells,

schedule realignment and or changing our delivery of bus transfer station services, in the next school year, thousand seefficiencyand how we can have9 physical restrictions than any of those components can -- we will be able to achieve a 4 million-dollar savings. more planning will go into how it will be implemented. we have technical rebalancing so looking closely at our salary savings assumptions and other areas where we were historically offset costs, we did further analysis of what those numbers should be and also looking at our special education balance sewing we have continued to support a 184 million-dollar over all program and it's been presented to the board but we

made some changes in our assumptions around revenues and balance. and then, those things together result in a reduction to our balancing line item. they assumed 84.9 with a $77.4 million shortfall due to the savings previous described and we anticipated that shortfall would be closed through a combination of state revenues and as mentioned earlier we're seeing restoration of lcff and we would need to work with our labor partners looking at other personnel savings that can be incorporate nod our budget in order toment toultimately balance. during the committee of the whole, we were asked the number of questions about the over all changes of personnel at our

school sight and we want to give a high level snapshot of what that looks like and we can engage in detailed discussions about the elements and i just want to highlight that our district supports over 38,000ftes across our school sites and we've actually seen a net increase of almost five fces which indicates that our staffing over all is stable. and growing, at a high level we are noticing a few trends of increases and decreases. we are seeing nurses, social workers and some particular teacher job codes and ininstructional support positions growing. and on the other hand, we're seeing decrease and more specialized support and instructional aids and liaisons but the magnitude of these

changes is relatively small over all with less than 10ftes per job code and in those over all categories. we have links about these changes by school site and job code through the weekend. anyone can research it more closely and of course we can have more conversations. next slide, please. so finally, i want to talk about next steps in this budget process and we are seeing this as an interim budget clearly the world has changed since we've put this budget together and it is necessary to have the step of having approval and the piece expenditure plan but we need approval of our budget and we are preparing to submit that

budget to cde as much in previously the cde format of this budget is not yet prepared and that's something i will fess up as a learning curve for me so i apologize for not having that available for our meeting. we are fortunate to have a july 14th board of education meeting prepared so we are scheduled so we are anticipating bringing that budget toy on jul. and then, the final piece of finalizing our district budget the clock starts ticking upon the governor's sign off on the budget and we have 40 days after that happens to ultimately refresh our budget to reflect our best thinking and knowledge about the safe budgets and its

impact on us. some time by august 15th, way before then, we would need to follow-up with a recertification of our final budget. with that thank you and i appreciate your question. >> thank you so much. any public members want to comment or question. >> thank you, president sanchez. moto. ar are you there? i didn't sign up to speak on this topic. >> thank you.

>> hell oh meghan you have two minutes. >> my name is meghan and i am a behavior annalist at the school district and we cannot pass this budget today. not a budget that cuts support that help our most vulnerable students. the students we failed to reach in spring are youngest planners those with disability and students learning english and those with families who have been dis enfranchised. our family liaison, elementary advisers and classroom educators are dedicated to up lifting these students and we need more that more than ever. we cannot final size something while the gears are in motion. we learned yesterday and there will be more. we have not seen the end of this please delay this budget vote

until june 30th when we know more information. thank you. >> can we get a hand count? >> yes, just a moment. it's about 31. >> so one minute. i'm getting back up to the top here. hello, frank. we have one minute. special shout out to president sanchez and commissioner lopez i just think you have to pay your

respect. we can't have people attacking strong public school advocates. my name is frank and i'm a fifth grade teacher at bbhm and i joined the district in 2010 a year after the great recession. i met inspiring educators who tout me to fight in our community inside and outside the classroom. i met folks who towelly get frustrate and this i feel the pressure of being sucked in and i would selling my colleague short and it's or love for our people, students and families and it's not the pay or working conditions and not the disrespect by some leaders. conversations like the one around our budget negotiations make it clear how disconnected are folks to our community duly persion school which is the heart of the covid-19 crisis in sf. i don't consider myself of a

partner of anything when my changes are cut and others who show up in suits about feeling the pain. let them know the love to sfsu did like myself. >> thank you. >> hello. samoa c? >> hello. this is car carolina sanoma. i'm the vice president for peer educators for eusf and i'm a grandmother of two students of sfusd and i'm on the bargaining team. i was very disappointed and felt disrespected with the district bargaining team today. to bring a proposal with many cuts to educators on the day of budget code. the impact on peer educators will be devastating. they're one of the lowest paid

employees of sfusd. sfusd prides itself on being committed to racial justice and equity and we have to ask equity for who? if you put the bulk of the cuts on para educators, who are mostly women of color and from the communities, they work with early ed students, security aids, family liaisons advisers and more. these are very important jobs. if there are layoffs because of the budget shortfall, who will it be? para educators. our students and families at multiple and i don't want the budget. >> unmute yourself again, please.

>> thank you, president sanchez. i was almost done. the last part i was saying, who will it hurt our students and our families and i don't want the budget short falls to be on the backs of our para educators. thank you for hearing me. hello, black burn. >> i'm asking you not to pass this budget. i'm on the bargaining team and the numbers we received yesterday evening are confusing and unclear. they've changed from two weeks ago and it's not because of yesterday's announcement from the governor. we need to look at what information they've given us to understand what the actual deficit is and i as an educator

want to mow "want to know what the add straight is giving to balance the urge et. we've been asked to give you para educators day giving up for furlough days. they've also proposed the removal of the 18 hour paid professional and we have needed more than ever now. >> time. thank you. >> annabell. >> this is annabell and i'm the political director with united

educators and i'm calling to urge the commissioners to not vote on this budget and to and back on the 30th of june with a more balanced budget that has the need of our students front and center the other speakers talked about in terms of what was proposed today at the bargaining table with just really aye appalling and insulting that a budget is being proposed to be balanced on the backs of our students and our educators and specifically on our para educators who are the most vulnerable workers and who earn a lot less in the district and it's time to real to go back to the table and come back with a better balanced budget that actually puts the kids first. thank you.

i want to talk about the importance what you are proposeing and how it will affect not just our para educators and our families and when i first became a teacher at willie brown i had ms. ramerez and she was so instrumental in the success of my classroom and she was able to work as a partner with me to make sure our students were getting education. if i did not have her inside of the classroom i would have been dead in the water. i want to know my mom is a para educator and she works so hard with students making sure they're getting the services they need and they're not standing by her it's disrespectful and not ok. i want the board to pause, breathe, wait to the budget comes on june 30th and make a decision effecting the people that vote you in and the people that care but our families who also need and are deserving of support.

>> thank you. >> hello, rebeca. i'm a special education resource teacher. i'm also a member of the uesf committee and special education representative on the bargaining team. i would like to speak on my dissatisfaction and the way the administration is handling the budgetary decision and issues. the mismanagement and lack of clarity especially the bargaining table is utterly appalling. we cannot pass this budget. you need to delay this vote. as a special ed teacher i see and recognize the lowest paid members are the backbone of special education. keep in mind about what they recommended to you today. without paras our students cannot mainstream and they cannot attend enrichment or accessory sis, field trips, special education does not function and if this is true equity, you cannot take from the

lease while asking nothing of those that have the most. we need more not less. thank you. hello, casandra. >> this is casandra teacher of middle school and i member of the bargaining team and i am speak to go ask you to postpone this budget vote and i want you to look at the budget line by line as we suspect there's about $18 million sitting somewhere and we've heard numbers go up and down and this is pre covid conversations had at the bargaining table in february were confusing at that point and this is not the covid measures we might need to put in place speculatively in the fall. further, i want to see the vulnerable students and

employees should not suffer from budget imbalances or worst-case scenario planning. these co-workers are women of color and some of the lowest paying jobs with the most hands on conductive work with our students and our families and our communities. family liaison were crucial and critical. >> thank you. that's time. >> jade -- >> hello. >> hello. >> can you hear me. >> yes, go a hed. you have a minute. my name is jade and i'm a second grade -- [please stand by]

>> i know that i saw that earlier on, there was something that despite that, you know, they expect the unions to contribute $20 to $40 million

before this, and i -- okay. i just have a -- >> oh, you can finish your thought. >> okay. i was told that the upper management was told to delete this -- to take away from them would not move the needle much, and i thought that was a rather elitist and karen-like response. >> thank you. >> thank you. >> u.a. has been in negotiation with the district since november 7. since we've heard tonight that there will be no budget cuts to school districts from the

state, i think, i think this can only mean that the deficit must have been here before covid, as the previous speaker said. if this is true. why did sfusd wait until today, june 23, to propose cuts? this is all very confusing and alarming and another reason not to vote on this budget tonight. thank you. >> thank you. >> we're not going to go anywhere. we live in the richest city in the richest state in the world. it's shameful that educators and students have to beg for current funding while police departments are overflowing. the current budget is attempting to balance itself on the backs of workers who learn the least amount of money as

anyone else in the education system. this is another attempt at classifying educators based on their education system. this city is not by the rich, this city is built by us, the workers. we need to invest in our youth, and our students deserve better. thank you. >> thank you. >> d. miller or mueller? hi. my name is diana, and i'm a paraeducator with over ten years of experience. i'm also the mom of four boys who have graduated from sfusd. i want to say that paraeducators are the conduits

for students' success and access to learning. how do we do this? we address students emotional, sensory, and educational goals on a daily basis, as well as facilitate the fund gentleman gentleman -- fundamental item of belonging. i ask that you postpone the vote on the budget. thank you. >> thank you. hello, michelle? >> hello. my name is michelle parker. i'm the vice president of legislation for the sfusd. above all, we must prioritize funding that supports resources that students will need to move through this crisis academically, mentally,

physically, particularly for our most vulnerable students who are the ones who will suffer. every single person in our district must advocate for additional revenue for our schools and influence their friends and family and red tape and advocate to their senators to pass the schools first act. i would encourage to everyone, instead of only advocating for the regular lobbying, tap other items. >> that's your time. >> we need to identify our state representatives to