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 identify which of those only represent the wealthy and

remove them from office. thank you. >> hello, rosa linda? rosa linda? >> i'm here. can you hear me? >> yes. >> hello. my name is rosa linda. i'm a bilingual teacher at horace mann elementary. in order for school sites to meet these needs, they will need more resources, not cuts. now is the time for the school board to show what true leadership is, to be creative and use resources of our very affluent city to address our district financial needs so that the burden doesn't continue to fall on our school sites, educators, students, and families. thank you.

>> thank you. hello, greg? >> hi there. i'm greg mcgary. i'm from submissimission high and also former teacher of student delegate betsy. i just wanted to echo jael castro's comments. i just want everybody present -- board members and sfusd administrators to realize that you're cutting from bone. i'm a second generation san francisco educator, and i want to tell you all right now, here and now, we are all ready, we are all stripe ready, and if you try to defund our schools in the middle of a crisis when we need more funding than ever, we will fight back, and we will

win. thank you. hello, joe. i show you as a panelist, so you will show up on video. >> hi. can you hear me? >> yes. you got promoted to panelist. that's the only way you can speak, so you may want to turn your video off. >> my name is joe bly, and next year will be my second year as a teacher. i rely heavily on paraeducators. i echo what a lot of people here are saying. i think it is time for us to put our money where our mouth is. you guys talk a big game about equity. this is the time when we need to standup for equity and

standup for our students because trying to pass this budget now is not sensible. we're asking for one week so we can get our community together, so we can understand what's going on with our budget. i'm terrified as a teacher because of how shady this is coming across. i need you all to standup with us. we can come up with creative solutions. we're all standing up together, we're all going to do this, but you all need -- you can't be doing this in just a shady manner. i don't think it's right. >> that's your time. thank you. hello, l. jackson. l. jackson, are you there?

>> hello. can you hear me? >> we can. you have one minute. >> okay. i want to thank commissioner collins. i did work in nonprofit accounting 20 years before i even worked for the district. my daughter is a graduate of san francisco unified. a shout out to her teachers and her student advisor, mr. winfield. i want to agree with everything that was said previously, but i want to add this. dr. matthews, what kind of role modelling are we doing for our students with this proposed budget in two levels? one, the content of the budget where the cuts are happening; and two, when you teach your children or your students money in, money out, we teach them not to make snap decisions. if you got this information yesterday, why is the decision being made today? that's number one. and number two, we're basically telling our students that what happens at the school site is not important because that's where we paras work.

we work at the school sites. we don't work in the atmosphere -- i'm going to cut this short, give my extra 30 seconds to someone else. >> thank you. that's time, actually. hello, gloria. >> hi. can you hear me? >> yes, we can. go ahead. >> hi. i started in 1997 as a para. i started on my own in spring valley where i lost two paras. i ask that you delay voting until we can examine the budget more clearly. i think it's ridiculous and agree with what everyone else is saying here. you cannot hand that budget across. we need more people on the ground than cutting people left

and right, and i think a delay on this vote is very, very important at this moment in history. thank you. i yield. >> thank you. [applause] >> hello, lisa? hello, lisa? >> can you hear me? >> we do. you have one minutes. >> okay. just one sec. can you hear an echo? >> just slightly, but you can go ahead. hello, gloria, are you still there? we can't hear you. i'm going to move on, but keep your hand raised, and i'll come back if i can.

hello, brittany? >> hi. i am a school psychologist at james lick, and i started as a para at sanchez and washington. i am asking you to please delay voting. there are no -- there is no other option. where is the equity? whoever said that, i like that, and i agree. paras are not disposable. they have multiple jobs, are people of color, sfusd alumni, people with disabilities and have some of the closest relationships with students. please don't further destablize our special education program, and please, we need to take care of our paras right now. we cannot get rid of them. i'm disappointed that our board is expected to pass a budget that isn't ready, as stated by our admin. thank you.

i yield. >> thank you. hello, initials g.j. on a galaxy phone, are you there? hello? are you there? >> this is raphael. >> hello. you have one minute. >> this is raphael, seiu president. like everyone else is saying, i don't think you need to vote on this budget. the district is really not being transparent with this budget. getting rid of paras, i don't see that happening. we need as many paras in our school system right now, just like we need custodians in our school systems and student nutritionists in our schools at this time. we need to make sure our

schools and our students and our staff is safe. this budget is not going to do that. i think commissioner collins asked about our lowest paid employees. our student nutrition and custodial. those are our lowest paid employees, and they need to be treat treated appropriately. they were with us throughout this covid-19, and they need to be treated as heros. >> thank you. tracey? >> yes, this is tracey. i am calling as a parent of four kids who graduated from san francisco unified, also graduated myself. previously on the seiu bargaining team. i urge you guys not to accept this budget.

we need paras, we need our lunch aides, we need our custodians, we need all direct service to make our schools clean and ready against this virus. we have a lot of inequities in our schools, and these liaisons, these parent janitor's right now, they are the ones calling families, handing out books, delivering foods. these are the people, along with the teachers, on the frontline in the community. i urge you to vote line by line on every single line of this budget and ask how does this position directly impact students? >> thank you. >> thank you. >> hello, kevin? >> hello.

[inaudible] >> thank you for allowing me to talk at this point. i am a -- i teach at balboa high school. i've been teaching in the district since january 1998. i've gone through the 2008 recession where teachers, paras, seiu gave back to try to get through that, you know, costly situation. right now, i encourage you, strongly encourage you, as commissioner collins did earlier, to delay voting on this budget. i attended a meeting back in february 2019, where it said that to work effectively as a teacher with a para, i need to be able to plan. to cut the para's hours, to get their ability to attend c.p.t. time is going to cut my time with the para, cut my ability

to be the best teacher i can be for my students. >> hello, that's your time. hello, lisa? >> hello. this is tom again, her husband. we are both special education teachers. like we mentioned a while ago in the meeting, hours ago, we are already out of compliance. in my five years of special education teacher, i've been out of compliance. i ran around, not effective, because i asked for more? no, i asked for what is in the i.e.p., and it's not been given to me, and i've had a .5 r.s.p. cut. we're trying our best, but we need your help. i would like you to come to the schools more and see the problems that are there and be with us in the community because it doesn't feel like a community right now. i feel it from the people speaking, and i would like to hear and see it more.

thank you. >> thank you. hello, ann? >> yeah. i'm a teacher at s.f. community, and i'm an sfusd librarian? and we're seeking to urge you to delay voting on this budget. we need time to understand the cuts that are being proposed, and it is offensive to vote on an interim budget that affects our most vulnerable students and para heros. as knewer teacher, i rely heavily on the support of the paraeducators at our school, and i'm frankly worried about the precedent that was set. this is the time given the current status of the country, this is the time to stand for equity and education. thank you. >> thank you. hello, lee?

>> hi. this is alita fisher, past chair of the community advisory committee for education. just want to make it clear, when we're talking about cuts, we're talking about cuts that will specifically affect only special education services. so equity, if we want -- the c.a.c., one of our asks for 2021, on slide nine, i think it was, that we just presented to you tonight, was a plan to make sure that our paraeducators are able to support students through distance learning and those who have to stay home. so when we're talking about cutting -- and three of us who presented to you had very specific stories -- two of us had specific stories. our children cannot access their educator without paraeducator support. it's critical to make sure that we're not decreasing

para support, we're increasing it right now, and it's also important to point out that the federal and state government, neither one of them released our mandates to provide special education services. >> thank you, alita. that's time. a. mills? a. mills, are you there? hello, carla. >> can you hear me? >> we can. go ahead. >> i 'm a teacher at an sfusd school, but i'm actually calling in as a parent of a child with an i.e.p.

i cannot imagine any one of you on this board feeling comfortable tonight voting on this budget. i am asking you to please reconsider. i am also asking you to think about all of the parents that are going to pull their children and sue for tuition at other schools so they can get the kinds of supports that they need, the kinds of lawsuits that will come about because our students are not getting the minutes that they need, and that's exactly how paraeducators are allocated by minutes, by seconds, by minutes and hours of the day, so please reconsider your vote today. thank you. i yield. >> hello, j.r.? j.r., are you there? >> yes, i'm here. can you hear me? >> yes. >> hello.

my name is junior, and i've been with the district for six years. i'm a school site tech at thurgood marshall, at least was. i fell prey to the earlier budget cuts earlier this year. strongly suggest you guys delay the vote on the budget until you have all the information needed to make a responsible decision. the budget cuts too much from the schools and ttudents and t. please delay the vote, please. thank you. >> thank you. hello, kevin? >> yeah, hi, this is kevin robinson, parent and educator

and lead of african american advisory council. it looks like we're trying to pass a budget. i'm saying hold off until we can take a look at where this money is going. i happened to look at agenda item e-9. there's a couple million dollars allocated to consultants or their contracts, and i have to be honest, i don't know half the agencies on this list. instead of taking money away from parents and things that they need, take a look at these contracts and consulting fees. i yield the rest of my time. >> thank you. lisa? hello? >> hello, can you hear me now? >> yes, we can. go ahead. >> okay.

great. hello. my name is lisa abrams, i am a special educator at san francisco, and i taught in sfusd since 1998. i ask you to pause voting on this budget because of the cuts proposed. [inaudible] >> -- leaving no time for discussion with the uesf bargaining team. these cuts will directly affect our paraeducators who are the lowest paid paraeducators in sfusd, many of whom hare minorities and african americans. this is drive our teachers and paraeducators to the picket

line and out of the classroom. you know the fine teachers of san francisco will still work on these days to be prepared for the opening of the school, just as the majority of teachers work more than the four hours per day as outlined in our remote learning m.o.u., which has yet to be fulfilled by sfusd. where wiare the stipends to reimburse us to use our own internet, materials, and phone from home? [inaudible] >> that's your time. >> thank you. >> hello, danielle? >> did you hear me? >> pardon me? >> yes, we heard you. >> we did. thank you. >> what happened? >> it's your time. you have one minute to speak. >> hello?

>> hi. can you hear me? >> yes. [inaudible] >> i don't know how we're going to be able to maintain inclusivity and not rely on the added help that we're going to need to maintain social distancing so that our students are safe. this is not the time to cut paras or cut anybody who is going to support the special education students who are

already marginalized and who have already -- it's already been shared that the district hasn't been able to meet their learning needs. i just think this is absolutely uncalled for, uncalled for. not the direction we need to go. i yield my time. >> thank you. hello, d.a.? >> hi there. >> go ahead. >> my name is donnie l. young. i'm the president of seiu, and i'm here to support the teachers and the paras and staff of sfusd. we urge the board not to pass the budget until there are more concrete numbers, and at this time, we need to invest in the schools so that children can return, and that's one more step to normalcy. we can't do it with layoffs. we need workers to make our children safe and clean.

we need para aides to help with the children, and we need help with distance learning right now. who knows how long this will go? so i support you, my union brothers, out there. thank you. >> thank you. hello, lisa? li lisa beth? >> hi. i spent my morning reading over the proposal that the school district proposed. how can we give one message on aymond and then receive this budget last night and today? this budget needs to be

revised. it needs to reflect the intentions of our state, of what our taxpayers want. please review this budget. we need our paraeducators. they make what we do happen in a more personal way. please revise this budget and look it over. thank you. >> thank you. hello, caller, are you there? >> yes. i was not going to speak, but this was just appalling. it was appalling. you must delay this vote. you have to. how many millions of dollars have been spent on who? where? what? paras didn't get it. teachers didn't get it. the students sure didn't get it. the governor is giving us money, so what are you going to do? use this money to makeup for it? this is not right, it's not

ethical. i don't know how you can sleep at night. have some empathy. put yourself in our shoes. would you want your children going through this right now? you as a parent. where are your children? would you want your children to be going through this? on top of that, if you do what you want to do to us, you are going to have a whole lot more homeless people. you think homelessness is bad now? they're going to be a whole lot more people homeless. come on, now. >> thank you. that's time. >> thank you. >> hello, clare, are you there? >> yes, i can. can you hear me? >> yes, go ahead. >> we in san francisco are

forward thinkers. believe in gathering information and feedback from diverse members of our communities. we're solution creators for us and our students. the budget cuts will make us provide a piecemeal, bare-bones education for our students out there. it will make our parents' abilities to help our students advance in danger. it was discussed today that san francisco is the most gentrified city in the nation. of course. crumbs of a budget to san francisco families is not what we are about. this budget needs to be

scrutinized carefully, and i beg you, please, to not vote for this budget. thank you. >> thank you. hello, kathy? hello, kathy? >> hi. >> go ahead. go ahead. >> yeah. i'm calling -- [inaudible] >> -- we need more support to teach our children. paras don't get enough support, enough respect. i've always relied on the paras

on my job and in my classroom. i ask you to look in your heart and your mind because it doesn't make sense for either. why are we teachers? why did you strive to be on the school board? we cannot sell the children short. we simply cannot. thank you. >> thank you. hello, hannah? >> hi. can you hear me? >> yes, we can. go ahead. >> hi. i'm hannah, and i'm the school district nurse, and i used to be a preschoolteacher, and i just wanted to speak up and ad -- advocate for the

paraeducators. they help pick up the ball when people didn't want to help with bathroom and job responsibilities. i've seen a lot of teachers or paraeducators wanting to grow as teachers and to become credentialed and to further their educations, and i feel like we're moving this opportunity for them to have their normal f.t.e. employment or their normal hours budgeted in next year is a loss for the students, the community, and the paraeducators themselves. >> thank you. that's your time. >> thanks. >> thank you. hello, haiti? hello, haiti? going once...thank you.

hello, shelley? >> hello, judson? >> that's right. >> thank you so much, commissioners, and thank you for allowing me to speak. i am shelley wiener, and i am the vice president treasurer of the seiu chapter. i want to say in my position as a school site clerk, i see what paras give to our students; that they are compassionate, that they are loving; that diminishing those positions will be detrimental for our children. i want to also say that not knowing what the cuts will be for our union staff, we cannot afford that in light of all the crises around us. i appreciate the commissioners taking this into consideration when they don't vote to

approve. thank you. >> thank you. jose luis? >> hey, thank you, judson. good evening, commissioners. i'm an s.f. graduate -- jose luis, s.f. graduate, organizer, more than anything, speaking all to you as a parent with two kids in san francisco unified school district community schools. i'm here in solidarity with our paras, asking that you pass no type of budget that hurts and directly impacts our budget, specifically black and brown kids and look through to the mission of equity and that we don't hurt any of our kids, and that we pass a budget that does that. i want to amplify as specifically as parent of a student in community schools, it feels good to hand my kids

off to miss mary at s.f. community, knowing that she's going to protect them, love them, and treat my kids like they're her own. thank you very much. >> mr. steele, how many hands are raised? >> it looks like seven more at this time. >> so we're going to do seven more minutes. >> okay. you got it. hello, la toya? la toya?

one more time. okay. hello, kelley? >> hello. i'm kelley. i teach second grade, and i'm here to uncourage, just like everybody else, to delay this vote. i've been teaching at san francisco unified school district for a few years. i look at the furloughs at privatized child care. that is not equitable for our families. we are allowing the families to figure out their own way to deal with their children for the days that we don't come to school. regarding the cuts to the parent liaisons, i just want to speak to the specific spring with covid, and i want to say that our parent liaison, miss natalie was working overtime, calling the families that did not have internet, figuring out how to get them devices, food, all of the resources. i haven't talked to her about all of these positions being cut, but i couldn't imagine the

insult to injury after really feeling successful and being liaisons to the community, to get that many positions cut. and lastly for the paraeducators that are in sfusd, we have a lot of teachers, especially at my school, we have a revolving door, we have a lot of new teachers coming in. and when i look at those photos of the staff from ten years ago or more, you know who's been here the whole time? the paraeducators. we have paraeducators that have been here longer than most of the teachers at my school, so they really have a lot to offer. and the amount that we receive and that we get from them -- >> hello, that's your time. >> thank you. >> hello, jeremiah? >> greetings. can you hear me? >> yes, we can. >> hello, board of education members and the public. as i've said before in these times, this is the time for

business as usual. nothing is more important than the budget. this is where social justice happens, and this is where the real work is. i know it makes staff uncomfortable to go back so close to their deadlines, but it must be done. we have to be more deliberative. it's not just a matter of delaying the vote, but actually sharing the numbers with the public differently than the way it's been done. that means more readings by the board -- sorry, i know it's a lot of time. starting for the classroom and paying for those things first, thinking about the experience we want our children to have first before we pay for anything else or authorize anything else in the budget. i cannot tell you enough that we need time, and that our questions are answered in real-time. >> that's your time.

thank you. >> we need our questions answered in real-time. >> thank you. lore florencia, are you there? >> yes, i am. i'm a parent of two children in middle school, and i'm just calling to echo what everybody else is saying. i'm horrified that we're seeing more cuts at a time that we need to invest more in education. it's clear that this is going to adversely affect the most vulnerable among us, and i urge you to postpone this vote. it's really shameful and heard breaking that in a city of the well -- of san francisco, this is happening, so i urge you to please postpone the vote. >> thank you.

hello, shawn? >> hi, i am -- can you hear me? >> yes, we can. go ahead. >> hi. i ha i'm shawn, and i'm a proud paraeducator of sfusd. i'm also wanted to say to the leadership that paraeducators have felt really disrespected this last time, with not only receiving devices until late, and now hearing that we're the first on the chopping block, it doesn't make us feel welcome, and it doesn't make us feel like we're welcome in our most vulnerable communities. it makes me wonder about my place in this district. thank you. >> thank you. miss sandy?

>> yes. can you hear me? >> yes, we can. go ahead. >> hi. i'm a paraeducator, and i just want to remind the board members that students are experiencing regression during this time. this makes me feel even more disrespected. as we talked about earlier in the meeting, special education is disproportionately comprised of black students, so these are the students that will be suffering the most. we should be investing in black students and students of color more. this budget is racism and ablist and classist, and i urge you to vote no.

>> hello, a. mills? a. mills? hello, linda? >> hi. my name is linda perez, and i'm a bilingual educator in the district, and this is not a budget, it's a draft, and it's a draft that went terribly wrong. it was made with a critical lack of information as to the actual funding that the state will provide, and it is wrong because it focuses the cuts at the educators that support our families. the draft, without knowing how much money you actually have, you are subjecting san francisco students and families to another traumatic event this year. we will actually need expanded staff next year or will suffer reduced funding because of fewer families sending their

students to our schools next year. this is going to do -- who is going to do all that if you are cutting staff? this draft is short sighted and demoralizing to educators, students, and families. delay this vote, please. thank you. >> thank you. naheed, are you there? this is the final speaker. >> i am. i'm secretary of the c.a.c. for special education. when my older son entered kindergarten eight years ago, the district was mandating inclusion in all school sites, and his elementary school was positive in large part because of the dedication of his paras. they are -- they make inclusion happen, and they do this without adequate training, without a fair wage that is reflective of their hard work, and under very challenging circumstances.

i'm sitting here with my 11 and 13-year-old sons listening to this conversation, and the children are watching this, and they're asking how this could save the school district so much money if paras are the lowest paid employees, and they know from their own personal experiences how important paras are to the classroom. please do not short change our children like this. thank you. >> thank you. and president sanchez, that was the final speaker. >> all right. thank you very much, judson, and thank you to all who spoke. now i'm going to open it up to commissioners. i cannot see everybody. why don't you just chime in. vice president lopez? >> thank you.

i appreciate everyone's work around this. it's been the topic for a long time, given what we're going through, and i know that staff has worked hard to get the information that we're asking for, and the public is pushing really hard to get clarity. i think i have one question, but i also want to point out that because there's so many questions around the budget, it's true that we are just not presenting it in a way that's transferrable, and i think that's what we have to focus on the most, is how do we make this information accessible? i know that everyone is working really hard to get us these answers, and i appreciate that, but i hope that hopefully in future decisions, we can really reenvision and think about what they would look like, so just appreciating everybody for that. but my question is really around the situation with our paraeducators, and if we can just get a little more explanation about what the number is, the cut that was

presented, and how we got to this -- that situation -- that specific one. >> well, i can kick us off, i may need jean robertson to jump in and back me up, but i did hear if it we're talking about -- if we're talking about paraeducators, we're primarily talking on special education. overall, this budget actually increases our special education investment to $184 million, and that's a historic level of investment. i've been talking about the need for that all along throughout this fiscal year, but this budget makes good on that. overall, we are contributing $113 million of unrestricted general fund to special education. i'm not sure of the numbers are coming from or the idea that

paraeducators are being cut. it's possible that individuals looked at the attachments around adjustments to f.t.e.s and saw individuals, f.t.e.s being reduced. that really was through reorganization of staffing, but overall, we're looking at a nine f.t.e. increase of paraeducators. i want to be clear that we're increasing both our dollars and overall f.t.e.s. >> and it would be helpful if you could show us that clarity on the documents? >> could i follow up on that question, too. >> someone have a question? >> your microphone is pretty low, commissioner norton, the sound. >> turn up the sound. is that better? >> a little bit. >> okay. so, yeah, i had the same question, and i think it's in

the job code report that you gave us, and it does look like there are some reductions in a-03, instructional aides. i'm just having trouble squaring the two different pieces of information, so where the increases are and where the decreases are. but i did -- from looking at that, it does not appear that this is a -- it's mostly general ed paraprofessionals that would be reduced, and it's not all that -- it's -- more than one is hard, but it's less than ten, i believe, f.t.e.s, but i might be wrong. >> i read ten in that report. >> sorry. [inaudible]

>> oh, great. thanks, justin. >> thanks for letting me jump in on that, vice president lopez. >> yeah. vice president lopez, you want to follow up? >> no, that was helpful. i'm still waiting to hear, thousand. >> so how these compare, the overall-around special education, it's clear that we are increasing our investments, but in paraeducators, we are seeing a reduction. around ten f.t.e.s just by all of us eyeballing the exhibit. annemarie, do you have anything to add on that? i just want to be able to give you -- >> can i look at the actual numbers? because you guys have them, and you guys have done a lot of talk about reports, so i think it's important to look at that.

>> they're in the board docs report, also. >> just to be clear, miss wallace, ten f.t.e.s is more than ten people, right? >> megan, it's actually not this report, it's the job code changes one that -- the second

bullet point. >> this is where we have a number of different kind of specific job codes within the a-03 para job series, so this is where you can see the number. the 10 f.t.e.s is a loss of ten full-time job positions. you can see where the reductions took place. for the a-03 series in particular, i know there have been questions about the family liaisons and the attendance liaisons, for these positions have been solely at the discretion and decision making power of the site.

[inaudible] >> -- i just -- that's because why i think these reports are really helpful because they give us more of a holistic picture of what it looks like at a site level. >> those were specifically family liaisons, right, and elementary advisors -- family

liaisons. and the paras that i see here are -- elementary basic skills was the largest contingent, and that's because the sites themselves decided not to have those. >> yes. and i think what commissioner collins -- there may have been essentially like a cascading effect, where if it a school right now -- if a school right now saw a family liaison in their school budget, they may have made a different decision with their paraeducator. i think any of these decisions are site to site, because we

did make--it wasn't that we asked schools to do more with less. that was one of the priorities is that -- that element of stability despite change. >> can i just address that, president sanchez, because i think that this is when we were in the conversation. annemarie has been really responsive, and i appreciate her work, and megan, her work, in terms of when we were talking about mtss, i kept asking, like, if there's something that we believe in, and we feel it should be at every school or at certain schools, that needs to be built into how we -- baked into how we do mtss because, you know, there's things we believe -- we have a belief in a theory of

action that we need to support families, and that this is a role that guarantees that that happens, then, we need to bake that into the budget, in a sense, and we don't leave it up to choice. so i think this -- this --

>> -- but we're seeing decreases in resource teachers, and liaisons, 19 staff members. but i'm seeing a rise -- here's a problem. so i'm seeing a rise in family liaisons in cantonneese. those are things that i'd love to have a deeper discussion

about, and i'd like to hear thoughts on any and all of that. >> i have a quick clarification on that because megan, if you want to scroll down to the r-20s, that's family liaisons. so i did put a note in the header, and so commissioner collins, thank you for clarifying that, the piece about how our systems work and the constraints in providing that report quickly. because of the constraints, all of the central allocations is difficult because all of these locations have a central liaison allocation, but we don't know what job it is unless we go into the central budget, and every one of those locations has a work -- every one of those positions has a work location of a school. so we're doing cross-references

to make sure that everything lines up. with this report in particular, in order to get it together as quickly as i could, rather than to go up and try to lineup every single job code perfectly, for the 2019-20 column, i put all of the family liaisons that were funded centrally in the r-20 category, so that's why it looks like a big drop is some of those were actually an r-20-f, but it wouldn't have taken a significant amount of additional time position by position to identify the correct job code. so for family liaisons in total, the net decrease was 7.11 positions. >> and i understand you're working with different systems because you have reporting mechanisms and accounting mechanisms and payroll and all that stuff, but this stuff has

to be easy for me to understand, and it has to be easy for our labor partners and parents, you know, because we're entering a really challenging budget time, and we're going to have to make tough choices. i think at a minimum, people can disagree with my choices, but they should at least know what they are. like i said, i appreciate all the work that staff has been doing to generation these types of reporting. i just -- i would encourage the board to postpone this vote so we can look at this, and any and all questions we have, we can dig in, and we can really understand this budget. and all the revisions on there, which was the central budget and office staffing, i haven't received a report on that. if you're cutting staff, it's helpful for me to know how much

of a cut of that is a part of the whole. is it cutting a department? is it cutting just one part of a really small department that we should maybe look at in more depth. and some of these folks, it says instructional aide. i'm assuming those folks are working at site, so i also know it's part of the accounting is where the money comes from, but i need to know. like, are these -- these aren't really central office. when the public thinks these are central office, these are folks that are working at sites, but they're centrally funded, so how can we get a really clear picture of, you know, central office cuts because i think president sanchez has been saying very well, we're going to have to ask for cuts across the board, and in order to go to our labor partners, we need to be able to show that we're also cutting centrally, as well. and right now, that's just not visible to me. i do believe it's happening,

but until i get specific information and until the public has it, it's really hard to ask folks to make those concessions or make those tough choices when we can't clearly explain that to them. >> any other commissioners? i can't see anybody, so i'll just chime in. go ahead, commissioner moliga. >> yeah. i hope everyone's doing okay. thank you for the hard work on the budget, everyone in the district. thank you for our labor partners coming to the table. for me, again, we're in a pandemic, and the numbers and the deadlines and the budgets are all over the place. it was actually said at the last budget meeting that board members -- you know, it's going to be upon us to be able to

dive into this budget as detailed as possible and to be able to give guidance to the school district, to be able to work with our labor partners. so, you know, we need to use all the time we have, you know, go all the way to june 31, if that's what it takes, to figure out all the numbers in the budget. you know, things change. our governor just came out with his new budget yesterday, and so for me, things have definitely changes, and we have to continue these things, continue working side by side with our partners and folks that we're doing business with, and really just show up. it's going to be a back and forth thing because of the situation we're in right now, but i truly believe that, you know, it's going to be work on our end just to continue going,

so that way, there's minute by minute, hour by hour, day by day, but if that's what it's going to take for us to get to a place where we can all settle onto continue moving forward, that's what we're going to have to do. i'm definitely not supporting what we have today, and the main reason is because things have definitely changed. we have to go back to the table with the amount of time to be able to discuss this with people that we're going to continue to partner with in the future, etc.; etc. i'm here with my board members, and whatever we need to do, we need to do it. >> i'm watching, but it's kind of blair witch with the camera.

you also added another day, commissioner moliga. >> unfortunately, we don't have 31 days in june. nice try, commissioner. so i would like to ask the staff, what -- so i am hearing some reluctantance to vote on s budget tonight, and so i'd like to hear from the superintendent or whatever about how that might play out? if the board were to not -- to either vote down this budget tonight or table it, you know, we have to deliver a budget by june 30, so what happens? >> so i'll start, and then,

i'll ask deputy superintendent lee to assist. so couple of things. one, as you just said, it's a requirement by state code that the budget be delivered by june 30 by the district. one of the questions that i had because i heard several suggestions of moving it between now and sometime between now and june 30, which is a week from today. would -- what is the expectation? i think when we went in, we said this would be an interim budget, and this would give us time to bring the budget back -- at least we knew we'd meet the june 30 statute, but then, we could immediately start working on the numbers that came in, so i'm assuming by the 14, for sure, we would have the new budget in front of the board. but if there's a meeting between now and the 30, i guess my question is, is there some expectation that there would be

some type of change -- that staff would have enough time to make changes to the budget after you -- after you had this conversation, that we would still meet the 30? is that making sense? let's say you say you're going to meet on friday. is there an expectation between friday and the 30 -- because i'll just tell you, my hunch between me and deputy superintendent lee, there wouldn't be enough time to get the budget in. >> i'm just speaking for myself, but i believe i heard commissioner collins say that she believes that the cuts -- but it seems to me what i'm hearing from board members is more of a concern about, one, transparency and having the community really understand what we're talking about, so

even just having additional time for then to absorb the documents and the reports that have already been produced, as well as if there is additional information that comes -- again, i think that's a very good concern, like, you know, what are we going to know in the next few days from the legislature and the budget and the governor's deal that we don't already know? i don't know the answer to that, so maybe deputy superintendent lee, you can talk a little bit more about that. i think it's very reasonable for you to raise the concern about just having the time to make changes, and, at the same time, i think what i'm hearing from some commissioners -- and other people can speak up and, you know, speak for themselves, is that they want to make sure that everybody has the chance to go through this and

understand it a little bit better because this has been a very, very unusual budget season because of all the uncertainty. but i guess, superintendent or deputy superintendent, what can you tell us about what we know about the budget deal? >> again, i can make a few comments, and then, chief wallace or miss gordon may want to add onto what i say. so i do think there are some aspects of the state's budget that we still don't have 100% precise clarity about. so we know the broad contours of the agreement that was announced yesterday. frankly took -- we were sort of suffering with very few details during the whole course of yesterday, and then trailer bill language started to come

out today, so we have -- we're getting more information gradually, and that is helpful. and with a few more days, we will get aspects of information that we don't currently have. that is true, but what i would observe, though, is that a lot of public comments that were shared -- and i sense that some of the commissioners' comments or questions also don't just have to do with information about external funding or state budget but aspects of our current budget, even if there were no moving parts with the state budget, and that's -- we appreciate that. we understand that it is a very complicated budget, and we've frankly been sort of inviting commissioners to engage with us, to interact, and to ask

questions and for us to try to respond. i'd like to appreciate commissioner collins and commissioner lam in particular for really taking us up on that over the last few weeks and couple months. but we're sensing that other commissioners want to take time to study things more, engage us in questions more, engage the public. that's all well and good, but i would just say we would -- we would need to actually see some productive discussions there. what we would be cautious about is if there's a date set for another vote, and then the same pattern were to repeat itself. and if the commissioners did not feel that you had a better understanding between now and whenever that vote were to take place, and so we're graduate to engage. we do know that some of this

information was posted recently. it is kind of motion of the compressed reading. it is a really tight time frame. >> so -- go ahead. >> and i think the only other thing that i wanted to invite chief wallace to comment on if she so chooses is about the steps that would take place between now and whenever we have the -- the technical submission of the documents that are important -- that are an important part of this. so if things were to iterate for, you know, for a few more weeks, then that could put us in some -- some more significant jeopardy if we don't make that mid-july time frame for the technical

submission of the e.b.d. forms. >> yeah. i think first of all, i can speak to the technical process of putting the book together. we do need our numbers to land before we then convert it into sitting into the state software, if you will, to generate that book. so this being, you know, my first time around with preparing this -- a formal budget for c.d.e., i would want to build in some reasonable cushion for that. so if there were to be significant changes between now and the time of a -- an approval on june 30, for example, i would anticipate we would, quite likely, still slip over that deadline. and i should clarify, the deadline's actually july 1. it is the first day of the fiscal year, but we say june 30

as our target. july 1, yeah. >> so i guess what i am wondering, then, and this is really more of a question to board members than it is to staff. are you comfortable, putting aside for the moment, the question whether this is a budget that you like or don't like, but are you comfortable with passing the idea of an interim budget -- not tonight necessarily, but i'm saying an interim budget -- and then, i guess i would need to understand what would be the process for revising it, and when would we revise it? but i hear the -- i mean, we're going to come up against a deadline any way, and i hear the staff saying that there is -- you know, that they need

some time to actually just prepare things and documents. and, you know, i think that we can be reasonable in offering them that time. i'm just trying to figure out, like, if i'm -- you know, i'm hearing willingness on the board to extend this time that we go over there, and i just -- i'm wondering if we can come to a reasonable date in between that people would have to -- you know, it may not be possible to change in the next few days what's in this budget because we may not have certainty about, for example, is there a stimulus come frg the feder -- coming from the federal governme government? that's a huge factor in all of this. if there is, then some of these cuts will get erased, but we're not going to know that for a while. and i think it's also fair what

deputy superintendent lee said about not conflating what's -- the contract negotiations with the -- the current budget conversation because the -- one has to be agreed upon, and it's a long process. so they are different -- they're different strands of work, but i'll be interested in what other people say. >> can i respond to that? >> i'm sorry. commissioner lam? >> -- or are you calling on somebody else? >> yeah, thanks to the staff for the presentation and all the work that's gone into tonight's budget. i think for me, it is, you knkno know, it's unfortunate that local schools and cities and counties are put in this position, in the fact that a pandemic is before us, and we have a federal government that is just not engaging and is unlikely even going to get to a

package at the level that we are speaking. one thing i do want to raise is that there is going to be-you know, now that we do have the state legislature coming to an agreement with the governor, so that's my question. it's this $77 million loss, if you look on page 5 and what we're working with, and now the picture of the state legislature and the budget. my question to you all is by next week, will we have that analysis around what that would look like, and how does that set the road map for us as a district with that delta? >> i'm going to ask chief wa

wallace to comment on that first if she would like. >> yeah. no, this is all part of the work in conversation with my labor partner. looking at -- just on the face of it, restoration of ltff, i'm seeing that as a $43 million restoration of funds to our school district. however, without cola, we're sti still -- without c.o.l.a., we're still about $40 million short for our state budget, so overall, we're looking at a remaining $34 million deficit. a $77 million shortfall is identified in the books. $ $43 million restoration of ltff

is a $34 million remaining deficit. so 33, also 43, 34.4. then, the big question is, how do other components of this budget package roll through? you know, there's a lot of talk just in the news about, you know, the learning loss funding, that we are anticipating a significant loss of those funds. because of our instructual imbalance, that's not going to close the gap. i'm still estimating that we're between 10, 15, possibly $20 million -- we're still that far away from balancing our budget. so we've gone through this exercise as a district over the month, seeing the structural

imbalancing plan. we decided we weren't going to cut the school sites, so overall, we've actually increased funding to school sites by $9 million. even with this good news from the state. it's n -- from the state, it's not enough to get us out of this hole. so i think the time it would take to get us out of this as a district, i could imagine that it would take a fair amount of time. and then, we as a district have to figure out how we're going to start school in the fall? even if we get, you know, let's

say, over $20 million from the learning loss fund, that's still not going to be enough to cover the additional costs that aren't yet reflected in our budget. i guess all of this is to say that yes, this is good news coming from the state budget, but there's still a remaining gap. passing an interim budget will still allow us to draw a line in the sand, but giving ourselves another 45 days as of the time the governor signs the budget to do more of that work and be diligent. >> yeah. so i acknowledge, like, that we have a structural issue, right, even without covid consideration. you know, i am supportive of passing an interim budget, but the consideration i have before me now is really thinking about the $77 million thinking about t the -- sorry, megan, the $43

million. >> yeah. i would say more like 34. >> okay. a $77 million that we're going to put out to the public versus a 34, and that's where i think my colleagues and i -- i'll just name, this is my first pandemic, let alone deficits of unprecedented for public education in cities and counties and globally, the recession that's about to go even deeper for us. so i just want to also name that when board members are asking for a bit more time and recognition -- and the staff has done all the lifting, too, i think i should also, you know -- i should be able to ask for that extra time, too, right? and what that means in further understanding what's happening at school sites. in january of this year, when covid-19 hit, the board's been

very vocal how this affects experiences of students in the classroom. so i think where i'm coming from is that potential 77, 34, however you want to name it, until monday, will that give us enough time? that's a question that commissioner norton has raised. i also have some questions of understanding -- wanting to understand -- thank you for the clarifications -- around, you know, what those reductions may look like? you know, are there going to be paraeducators or the school sites? that's been helpful that you're pointing that out. i have some site-based questions, too, that i don't think we need to go into at the moment, but those are the things that i wanted to share from my perspective about the next few days ahead. i also am not willing to risk our district to not be

fulfilling our requirements, as well, to the california department of ed, so i just want to say that, so i'm just balancing all of those different considerations as we move forward. >> commissioner cook, have you -- did you want to say anything? >> not right now. >> okay. thank you. >> i would like to, if i can. >> yep, go ahead. >> well, just thinking in common sense to commissioner norton's question to us about -- like, for me, it would be important to pass a budget that would get us to a place where paras, attendance clerks, family liaisons, school

counselors, social workers, cutting them is out of the question, and then, making sure the programs are set, everything that supports school sites are ready, then, we can support, like, all of the other stuff. that's what i think -- when we're talking about extending our deadlines to really give staff, like, another stab at what we're asking for, that's what we're asking for. like, all of the people calling in, it's because we're under attack. we feel attacked, and it's whether school sites are making the decision, whether we're telling them to make the decision, it's all unclear, but if we can just start there, that would be a place that i would feel comfortable passing a budget, however long that'll take. >> commissioner collins? >> yeah, i just want to make a comment. i appreciate -- i worked as a consultant in oakland unified when superintendent matthews was the interim, you know, superintendent, and we do not want to go there.

i do not want -- i haven't really been happy with all those proclamations about how we're going to open schools without money, but i'm really uncomfortable with the idea of the governor taking over our school district. so i agree, we've got to do our homework and get it in on time. at the same time, this whole process does not feel good, and i'm not okay moving forward. what i'm hearing is this is interim, and i think that's a fie fine concept, but we have to look at this from an antiracist lens. we have to look at this as we set our budget. i know, because i was on the labor committee, most of the folks that are doing para work, advisory work, those are black and brown folks, the most underpaid people in our districts, service work and custodians. and then, to think about -- and

we're just recently getting the information about what are the actual impacts on-site. i still don't have the information at a central office level, and if you pulled up the report that we just recently got about how central office staff, which ones are going to be cut, like, a third of those positions weren't even filled, so those are actual people. and then, there are potential programs that we can't run. and i also know when you talk about c.n.i., it's a lot of while folks, better paid, in those departments. it's uncomfortable, but if you're looking at who we're cutting and who we're comfortable putting on the block, it seems like we're always comfortable putting black and brown folks who get the least amount of respect in terms of financial award or consideration at the table.

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>> propose a budget that doesn't kind of -- we can't answer those questions and a budget is that centres workers that tend to be more affluent and white for over black and brown and low income folks and so, we need to be able to look at this in a racial analysis and able to look at it from a class analysis and i agree. we'll have to keep coming back and we're going to have to keep advocating but we can't say we're a district that supports equity and supports students centred, right, which is for me student centred is closest to a student which is at a school and you can't do that if we can't really look at the budget and i

want to be able to defend this budget, even if it's interim and even if it's going to be tough. there's going to be choices that i'm not happy with but i want to be able to defend it and right now i don't think any of us can and i don't think we've even had a conversation. i would love to hear from other commissioners it's not us coming to a common understanding and doing that in front of the public and so the public can see this is what we value and you might not agree with us. at least you understand how we came to this understanding and how we're coming to agreement. and that is the piece that's consistently been miss north this process. i would like to propose that we have another meeting, i'm available any time but i could propose any time friday, and i'm willing to make an amendment. >> student delegate, did you

want to chime in? >> i definitely appreciate commissioner collins and commissioner gabriella for really echoing all the concerns around this budget. it's upsetting that we even had to have the conversation of cutting a lot of programmes and people that are directly working with young people and when i think of budget crisis it's people that is going to be young young people and cuts are definitely going to impact and i don't know how and this year is going to going to so many programmes and we're laying off so many people that are working and they don't just work with and disabilities and they work with students that don't have an

i.i.p. and i notice that because my school site in costumes worked with us and they didn't just work with one student they made sure that every student who needed that help was able to receive that help and went out of their way and i have seen many around the school site and students have sources that they need so i really appreciate these teachers who aren't even labelled and putting in that work and i definitely do agree with what commissioner collins is saying that this is racism and it's style because these are working class families. these are working class people and right now it's a very difficult time for so many of us and they're going to be laid off to me it's just so crazy because i working class family and i know what that is so to think

that this is going to happen is upseting and i hold sfusd to a high standard because we talk about equality and being different and unique and it's upsetting that we live in one of the richest cities in not just this country but the world. we have 18 billionaires living in san francisco and so for us to have a conversation about sfpud losing money when we should be taxing the rich, it's just to me it's also surprising that i have to hear this at a young age. >> thank you. last count is 75 billionaires that reside in san francisco along with thousands of multimillionaires and and when i hear vice president lopez saying the same thing which is we need to ensure that site personnel

stay intact because those are the ones that work with students and they have to proximity and if we provide a budget that has cuts centrally from the central office that doesn't have cuts from the sites, we might be more motivated to figure it out. so i would prefer that approach. i think if we have another meeting and staff is able to come to us with no cuts on the sites and only cuts centrally, then we can make this decisions hard decisions based on that and that will be an interim budget that we can know more mid-july and maybe even august about funding and we can correct then. i'm not prepared to go forward with a budget that will cut personnel at the site level and i understand that the -- it does not appear that special education para educators are being cut with this but it seems like there's a lot of other folks that are brown and black

who are the chopping block so that's what i prefer to see i see hands raised and i'd like to also and if you are prepared in that direction. commissioner norton. >> clarifying question, president sanchez are you saying that i mean, i think there's a distinction when a site council has voted to make a cut at a site and i that i that is a principle that we respect and to cut site and that is a really important principle. >> i it's important principle and we're in a -- i mentioned it last time, none of us know exactly what happened and because of covid-19. we're hearing the things that just decisions were not made with school site councils across the board is is something we

adhere to. i'm not sure that all those cuts were made on the up and up necessarily and also, as with mentioned earlier, we put those sites in those positions by transferring the mtss funding to them and they were in that position to make that cut and from everything i've heard over and over again, it wasn't a dollar to dollar give from the mtss budget to the site. in some cases they had to make those decisions because they were given less funding so i agree with you commissioner. we want to make sure that the site make their own decisions but in this case, when we talk about this many people and it's the same people we're talking about all the time, we need to see a disproportionate, if we do furloughs we need a furlough

plan that has furloughs and much disproportionate rate at administrative level and the site level because people are paid more so we do it by how much you are paid and what the disproportionate nest of it is. it's stuff i want to see, you know. before we vote on this i know there are -- >> i don't know if staff are with me and meghan want to respond to earlier comments. i would like to propose is we ask staff to present a revised budget and that we would then vote on the next interim budget. the new interim budget next week at a special board meeting. >> i guess what i'm doing, i'm asking for something different and this is also a potential option but what i'm actually

proposing is we all have time, maybe that's what this revised budget but we all have time to get our questions answered and it's really difficult, i know it's really challenging and we're in this meeting and we've had several other really long conversations and to have a meeting where we can focus on budget questions. what makes this difficult is we have questions and staff needs to get back to you and we don't get it answered or answer to one of us or like if we can actually have a meeting where we can really go through and have conversations that get answered in real time and then we can have a conversation about it, i feel like that is a process that is also really important and i don't know if that's snag other commissioners want can do but it's different and it's a little different than saying bring us something back and then we'll have this kind of i'm looking at pro createing and with other

commissioners kind of in real time with staff. >> well, are you talking about potentially two more meetings. one a study session and then the vote on the 30th. >> honestly, i think that's the opportunity for the public to see us engaging on the budget asking specific questions and getting answers to those questions and it's not a desperate experience and it's reaching an agreement that they can takeaway and come back and we can just approve. the bulk of the work i think is having a conversation and getting answers in real time and then discussing -- you know, negotiating and coming to common understandings and as opposed to these -- it's like one-bay communication where we give feedback, staff goes away they come back and give us something and we say yes or no and then it's that process that i think that's been difficult and i

think if we can all just block out the time, like, we can start to finish nail down answers to questions and come to, you know, agreements on things so we can move forward as opposed to constantly revisiting things with different tweaks. >> for classification, for the staff, if we were to have a meeting for approval of the enterser um budget by the 30th, it would allow us to have a session working session that only has the budget discussions that commissioner collins is raising on monday. i just want to understand the sequencing because we are up against a timeline that we must -- >> it could be a friday study session and then a tuesday vote on the inner um.

>> just to chime in. there are -- well, i mean, it would be an interesting set of questions to work through just in terms of the mechanics and the noticing requirement and what i'm going through in real time is if there's a study session on friday, that results in substantive changes to inform the substance of a budget, there's a fairly significant amount of work on the budget team to incorporate those changes in all of the exhibits and all the materials that are posted on before the meetings.

so, i'm not -- please understand that i'm not trying to put autopsy road block i'm trying to think through how this would work with the intervals and so, the if the meeting were to take place on tuesday the 30th, to look at the intervals for first and second reading, they have been posted i think they would be posted by saturday and we've posted them on friday so the friday before the tips so, , i'm just struggling figuring out how to incorporate the substance of any decision that come from a

study session that are materials available on tuesday the 30th. so let me pause there and ask chief wallace or miss gordan if you have any insights to what i'm reasoning through. >> yeah, i think you are right. if we're aiming for a tuesday board meeting, then we typically kind of could ink in by saturday afternoon and alternative even if the -- i don't know if this is possible but to hold a meeting on july 1st and still be within the timeline and in terms of that timeline, doing a study work session and and friday and

saturday and wednesday we meet secretary deadline. i would also say the more we can keep things as simple as possible. the better it would be for in corporating into the budget. i think i'm just repeating what young just said. >> thank you. >> if that's the case we would not take any action tonight. i just want to make sure council if that's the case. we can just essentially i.d. fault we're tabling it. >> postponed. >> postponing, all right. >> thank you. >> you are postponing the decision. >> do we have to have a formal motion for that. >> i don't think you have to have a formal motion but you can

do it by consent. >> ok. >> that is where we going to leave it right now. >> i see ms. wallace wants to make a comment. >> sorry. >> i was just hoping to have positive couple clarifying questions around the direction from the board. i thought i heard you say that you -- if the number of 34 million remaining deficit is correct, so let's just use that as a stand in, are you saying that you would like all of those cuts to be taken out of central services. this is what i hear the site are not effected in the similar to the request we made in preparation and. can i offer additional details on that and i just want to emphasize central services a

already rolled in and $22 million of reduction and if you look at exhibit five of the budget book, you will see that ministry represents just short of $22 million of our budget. operational support in technology, transportation and cousin todacousin today y'all is $80 million of a budget so you would be asking us to reduce $70 million. >> i think we're hoping is that we won't make the cuts because we'll generate some other funding, right. >> so that number includes cff and if you do receive learning lost funds that could significantly address that and so, any remaining amount after

incorporating those revenues, you would want to see come from central services and i just want to note that we have not yet gone through the exercise of identifying all of the costs associated with reopening schools in the fall based upon that planning, so, as your cfo i want to highlight that there needs to be a budget exercise implemented mid-year in order to account for that additional need. >> president sanchez, i want to clarify. i want to protect sites and preserve site staffing but i also feel like if we have to make the cuts we have to make the cuts but at a very minimum, we need to know where they're coming from and like for me the most important thing is we have consensus among the board and the clear understanding and we're able to, even if we have to do cuts at sites, we're able to explain how those -- how we came about those decisions

collectively. >> are we postponing the vote to a time and 30th july and starting the vote. >> postponing, postponing the vote. >> >> thank you. >> i don't know if there's any legal issue around that. >> i think in my to land on a timing because we have full fullment of what we need to submit to the state and it allows the staff to get clarity about the preparation site and we should propose a meeting next week. >> that was the intention so july 1st and a study session this friday. >> that was good.

>> and that will just propose we've been meeting at 3:00 so let's keep it at those times unless there's no objection. >> thank you. >> all right. ok, so unless there's any other comments, i'm going to move on. >> sorry to belabor this and maybe this can be clarified outside of the meeting but, in terms of preparing appropriately for the session on friday, beef heard comments and still a little tun clear on what the right structures and frame for that cushion might be and we'll regroup as staff and troy to make sense of this discussion and with that question in mind

but, it sounds like a pretty important session so we may need some guidance from the board about how you would like to see that structured. >> commissioner lamb, as budget chair, i would like to be part of that discussion? >> yes. if i may, just on a substantive note, and again, not to bow labour anything but since there will be a bit of a delay, i think it's really important to clarify the themes raised in the public comment and the proposals to poor a educators because i think several of us on the staff are a bit unclear on what the underlying facts were that the members of the community were

had in mind to led to understand so, we'll look into that as well and it seems different. a lot of the comments we heard seem different than our own understanding as chief wallace mention about the number of para educator positions that would be in the budget and things like that. just wanted to highlight that again. >> i'm sorry, i have a comment then. can we formalize it since this is kind of moving forward being able to not just archive but record this process so then can we then work on an faq just so then it's easy for the public to access? >> yes, you have an faq in -- we'll keep building on this. there's a page that includes links to several other interesting pieces of

information so if anybody have not noticed that, i would just recommend looking at this item on board docks and there are attachments and one of them is a question and answer document and it has some, we hope, helpful information and we'll continue to built on that. >> that's great. >> i just want to say, that's part of the benefit of us having a conversation is it becomes a public conversation and help folks understand it and helps the public as well so that we're all on the same page because we all need to be partners in this. >> right. thank you all. thank you very much. >> i appreciate all the work that is has gone into this. section special order of business 206 is 23so1 and

including the form of authorization the and exclusion and official statement not to exceed $280 million of general obligation bonds and not to exceed $200 million general refunding bonds and excuse of certificates and documents relating to said bonds and we need a motion and a second for this item. >> so moved. >> second. superintendent matthews. >> thank you president sanchez. for this item, we're going to have our chief financial officer, meghan wallace. >> y'all thought you were done with me.

they have issued over $2 billion worth of general obligation bonds for the rehair and rehabilitation of our facilities and the projects of on a programme and now it's time to move forward with our next bond sale. as you will recall, in april, the board authorized two the first allow for the issuance and sale of a not to exceed $200 million refunding bond as well as issuance and sale of a $200 million new sale and refunding will allow us to sell bonds for the purpose of refinancing and lower interest rate and the new bonds and so today i'm taking authorization to execute and deliver the formal documentation and which are including a bond purchase

agreement and with your approval tonight, which i would recommend, the next step is for the district to apply to be rated by one or more national rating agencies so moodies, standards and poor and fitch and we'll work with our selected under writing team. staff works from the city and county it was a well vetted pool of under writers and we still selected people, j.p. morgan and bank of america with people representing as our lead and we are well vetted under writer, just because they made it onto the city's pool, which is

already a difficult hurdle to reach, we really have thought that these three farms in particular had great experience working in the k-12 environment and also recently had activity in the market. so, i believe both people and bank of america has support lausd in their recent bond transition post covid. then the bonds will be marketed and sold to investors and they will establish the interest rate and complete all of the closing documents and at this point, we're looking at some time in the summer and i'm thinking mid-july. and so with that, i welcome questions and appreciate your support with moving this bond programme forward. [please stand by]

>> megan, you did a great job. roll call, please. >> thank you. [roll call]

>> six ayes. >> the next item has been removed, adopt the budget for the 2020-2021 school year for the san francisco unified school district, and the regardized account code structure format, the official state form prescribed by the state superintendent of public instruction in accordance with california education code section 33129 and 42127. the next item is adopt the memorandum of understanding

with united educators of san francisco regarding extended school year and high school credit recovery. i need a motion and a second. >> so moved. >> second. >> superintendent? >> thank you, mr. president. presenting this is our chief of operatio operations. >> unmute yourself, please. >> sorry about that. good evening, everyone, once again. so the action on this item is to ratify the memorandum of understanding with the united educators of san francisco regarding the extended school year and high school recovery during shelter in place, order

206-23s02. >> thank you. so is there anything we should know or is it standard? >> no, it's standard. the programs, they're operating, so what we agreed to in this memorandum of understanding is what's being implemented right now. >> any public comment on this item? >> please raise your hand if you'd like to speak on this item. i'm seeing none. >> thank you. roll call. [roll call]

>> that's seven ayes. >> thank you. next item is item 4, memorandum of understanding with the united educators of san francisco regarding summer for pre-k, o.s.t., and infant and toddler programs during the city shelter in place order. need a motion and a second. >> so moved. >> second. >> superintendent? >> and once again, presenting on this item is our chief financial officer, carmelo scarlotta. >> the action on this is to ratify the memorandum of understanding with united educators of san francisco regarding summer 2020 it for pre-k, o.s.t., and infant and toddler programs. >> all right.

any public comment on this item? >> please raise your hand if you'd like to speak on this item. seeing none, president sanchez. >> all right. back to you, commissioners. roll call, please. >> thank you. [roll call] >> thank you. that's seven ayes. >> thank you. item 5 is board of education meeting calendar for school year 2020-2021. we need a motion and a second. >> so moved.

>> second. >> all right. superintendent matthews? >> thank you, president sanchez. presenting this item is our general counsel, danielle houck -- when she unmutes herself. >> at least i wasn't talking this time. this item is your annual item, commissioners, to approve your board calendar for the school year. >> thank you. i hope everybody got to see it. there's extra meetings. all right. any public comment on this item? >> please raise your hand if you'd like to publicly comment on the 20-21 board meeting calendar. seeing none, president sanchez. >> all right. thank you. commissioners? all right. roll call? >> thank you. [roll call]

>> that's seven ayes. thank you. section i, discussion of other educational issues, update on district plan for fall learning. superintendent matthews? >> okay -- oh, thank you. i just -- i'm sorry. did we do item 6? >> no, we did not. >> i'm sorry. my bad. i knew there was six items. i don't know how we missed it. >> the last item is extended plan for fiscal year 2020-2021

education protection accounts. we need a motion and a second. >> so moved. >> second. >> thank you, and thank you for keeping me on track, superintendent matthews. >> the person -- the staff presenting is our chief financial officer, megan wilde. >> okay. this one's a very straightforward item. it's simply a resolution that identifies our youth of education protection account funding that is incorporated currently into our budget, and as you would see in the resolution, we do show the proposed use of those funding totaling 10.1 million for the district funds, and 515,000 for our county office of education.

staff are currently included in our budget and allocated the e.t.a. funds to them accordingly. >> all right. thank you. any public comment on this item? >> raise your hand if you'd like to speak for public comment on this item. seeing none, president sanchez. >> thank you. commissioners? okay. roll call, please, miss casco. >> thank you. [roll call] >> thank you.

that's seven ayes. now back to item 1. >> thank you. board members, as you know, a few weeks ago, we came up with a plan of hiring a consultant to lead this plan for what learning's going to look like in the fall. that plan wasn't approved by the board, so right now, i want to be completely transparent with you. this work is now being led by myself and the central team, the executive leadership team. this wasn't our expectation, and i just want to be transparent with you, we're going to do the best we can as we move through the fall and

look at what distance learning is going to look like. so we'd like to present the process that we're going to go through and answer any questions that you may have. we're moving forward, trying to figure out how we're going to provide quality instruction to support our students' needs so that they can thrive in the 21 century, and so this is for each and every student, so we're focusing on our core values. one of our core values is social justice and making sure that students who need more receive more. so with that in mind -- next slide, wanted to talk about how

we're going to process what learning will look like in the fall. next slide, please. so these are the questions that everyone is asking. what will opening look like? when will opening be? what will opening be? in order to do that, we have -- this is our governance chart, and i'm going to go through all of this, but you can see it starts with stakeholder input that assists and comes up to -- we have actually three work groups. a logistics work group, a staff

work group, and a logistics work group. they will take the information from the work groups as well as information from the stakeholder town halls that we're having. that then flows up and makes a recommendation to my leadership team, which goes to our policy team, and ultimately, that policy team will create a plan and make a recommendation to you, the board, for approval. next slide. these are our guiding recommendations. we're using the california department of public health recommendations and our san francisco department of public health health directives for guidances. so we're using all of those documents to help guide us and help us make a decision.

next slide. so this is our timeline, and in a moment, i'll go through in more detail what we plan to do exactly and what those work groups look like. but you can see basically, beginning tomorrow, we will be convening with the first two rows, we will be convening our first session of work groups. we also will be beginning to start our town halls. so it's the town halls and the work groups that are going to cocreate the plan based on our listening sessions. by the 8th of july, we hope to have some more policy team recommendations. we should be able to talk at the next board meeting of july 14 to get more input from you.

we may, at that point, have some base recommendations. it all depends on what it looks like at the town hall and the work group sessions. whatever comes out will go back to the policy team, and we'll refine, and then we'll have a full recommendation of the plan to the board by july 28. next slide, please. so ultimately, the policy team is trying to figure out what our guiding principles, how are we going to make decisions? then, it's real learning options. do we have the logistics to make those learning options happen? and ultimately, the question that the policy group is trying

to answer is what is our recommendation going to be? so there are three teams. you heard some comments about parents not being a part of the decision making. as you can see on these teams, there's c.o.s, there's staff members from legal. don is the lead, and you can see that it's made up of students, parents from p.a.c., u.e. members, u.a. members. we have city, local 21, indian apaac. so this is a diverse, wide range of opinions, as you can see all of the people that are

on the team and all of the groups that are represented. so this is the logistics team, and the question that they are trying to answer -- or the questions that they are trying to answer are -- next slide, please -- what worked during the spring from a logistical point of view, what didn't; what are the quantifiable drivers when distance learning or in-person learning occurs? so they are looking at all of these and try to answer those in assist to making the recommendations to the policy team so that, ultimately, that recommendation comes to the full board. one of the teams is a teaching and working group. the second is our policy group. once again, you can see the diversity of this team.

u.e. is on the team, u.a., technology. students on the team, our c.o.s are on the team. the p.a.c. is on this team, so you see a wide variety of personnel or -- ana from dlac. so i just want to heard -- there are two areas. you're going to hear the next part is what the communication plan looks like and what the town halls look like, but to say that parents won't have the opportunity and haven't had the opportunity is just not correct. i'll just leave it at that, and you'll hear even more opportunities when we get to the communications part. so this is the teaching and learning members, and then -- next slide -- and these are the questions they are answering. what works during distance learning, what didn't?

what worked from a family staff learning? what didn't? do we have the logistics to make that happen? and then finally, our next group is our personnel group. next slide, and you see the same wide variety of parents on the team, workers, c.o.s, students. each of these teams were designed in mind to make sure there's a wide variety of diversity across all aspects of our community. and then, the personnel teams are answering these questions. what works during distance learning -- once again, the same type of questions. when considering the practical impacts for personal learning, is personnel. do we have the personnel to cover the safety from a personal and staff point of view? so we are taking information from the work groups' point of view as well as the information from the town halls and survey,

we'll be making recommendations that go up to the policy team who will ultimately make recommendations to you about what learning in the fall will look like. next slide. now i'm going to turn it over to miss bly, who's going to go through a few slides, and then at the end, she'll turn it back over to me. she's going to go over the surveys, which have even a wider range of input from our communities. >> good evening, commissioners. i just wanted to call out that there is guidance from c.e., and i think this particular part of the guidance was resonant that we need to engage parents, students, families in the decision making process; that we also need to make sure we have a protocol for regular and consistent communications to our community, and that we

need to have a way that we can -- when we gather that data, to actually make sure that we can desegregate that input, really understand that we've heard from all of our community, in particular the community members that are historically underserved, so we definitely take this guidance to heart as we approach a communications plan. justin, next slide, please. so as we engage in these work groups that dr. matthews was talking about, we're going to gather input. this is just a few of the ways that we're gathering the input. i'll talk to you a little bit more about the town halls. we also have a survey that's going to be going out next week, and we are using a platform that we've used for

gathering family surveys for several years, so it's something that a lot of our families are familiar with, and it has the built-in ability to help us quickly generate some understanding of the data, which is another part of this process, so we're working closely with research, planning, and accountability department on getting that survey out. we also heard tonight that there are several meetings already happening, that happened prior, that will be happening going forward that are hosted by community agencies, and we're continuing to collect that information and see that as an important part of what we look at, along with any of the sfusd hosted stakeholder engagement. we also have our various meetings that we're on, regular meetings as a city partner, and

we also have our board meetings that are going on. what we're going to talk about is our student, staff, and c.b.o. town halls, and wh. but overall, we want to make sure that everyone has different ways to given put. we know that everyone is not connected to an organization or part of a student advisory group. we're hearing from people who are connected to those groups, but we know there may be thousands of families that want a way to given put. some will want to come to a town hall to be able to participate in that way. others may want to do that through a survey, and others may still refer to be able to call in and talk to someone, or send an e-mail, so we're making additional options available

through our resources that we have. also, we're continuing to prioritize those that have been historically underserved in our stakeholder engagement and in our planning of that. and as we've been trying to do through this challenging crisis, we're crying to continue to make sure that we have regular updates. it's a continuous work in progress, but we have seen that families overall have been responding that they're getting the information, but we're also seeing places where, in particular, i think for some of our families to speak another language besides english as their home language, that we continue to need to make sure that we're reaching those families, as well. next slide, please. so we began last week having

conversations with some of our families in particular. we have dozens of groups, and we have a really short time frame. so we pulled together a team of people that had, in various ways, kind of expressed interest in being part of this process because they're part of a regular district advisory committee that hears from our family. so you'll see some of those different advisory committees, the departments that are involved in making these town halls happen, and people from those communities and departments and community departments have also weighed in on the survey questions, which are in the process of being translated right now. next slide. so the town hall dates have been set. there are seven town halls coming up, and dr. matthews has committed to being at all of them, and we aim to have those town halls be a real

combination of information, answering questions, and sharing some of our emerging guiding principles as well as some of the public health guidance that we are needing to take into account as we think about the fall, as well as being about capturing what we've learned so far from people about what worked and what didn't work this past spring. i think last but not least, we do have information about those town halls at sfusd.edu/townhalls. and starting tomorrow, we'll be sharing them a lot more broadly. we've learned more about ways to do these, and we've decided what would be more accessible to our families by putting them

on youtube live, and the value of this is, it doesn't require people to have to log in through zoom. they don't need to download anything. families who may not have a dedicated device but who have internet access through a mobile device will be able to participate more easily that way. with that -- yeah. >> with that, that concludes it, and we'll open it up for any questions. >> all right. do we have any public comment on this item? >> yes, president sanchez. hello, kevin, go ahead. >> hello president, district staff.

my name is kevin coleman, advocates for youth. my question is what is the plan to incorporate that feedback into the decision making process as coleman advocates has been engaged in a lot of these processes historically, and there's typically a lot of feedback given, but there isn't any of guidance of that feedback in the decision making, so i'm interested in how that's going to be addressed, knowing the history of advisory groups making recommendations to the district that are never really incorporated into the final plan, such as the lcap in the past year. thank you so much. >> thank you. president sanchez, that concludes public comment on this item. >> okay, commissioners. commissioner norton and then commissioner lam. >> yeah.

well, thank you for pulling this together. i know it's been kind of an intense thing to accomplish. the task force, you know, have a good cross section of folks. i think -- i guess my question is that i'm not sure -- i'm wondering how the different work groups are going to interact together and report their work together. the logistics are -- some of the constraints around logistics are going to absolutely affect personnel and teaching and learning. so how are they going to work together and share information and -- and i'm also concerned -- i mean, because it -- you know, july 28 to august 17 is a hop, skip, and a jump. it's a really, really short timeline.

and i guess that we just seem to be -- you know, short timelines are just where we live right now, but i'm just really concerns that there's not going to be enough time to actually implement significant change in that short amount of time, so if you could address those two things, i'd appreciate it. >> actually, the kickoff group is all three groups together. so there's a kick off tomorrow for all three groups to talk about how their work will be. then, they will separate and start doing work separately. and then, as we move forward, we'll begin to figure out if the groups need to come back together or not. we know that the three leads will be meeting the entire time and also meeting with the policy teams, so the leads will

have cross pollenation. it's critical that teaching and learning -- the ideas that are coming up are going to have either input in or to say this is why they can work or this is why they can't work, so there definitely will be cross pollenation across those three groups, and the leads for sure. and as i said, tomorrow, the kickoff will definitely be all three, setting their norms and how they will work. and then also, what are the cross structures that need to be in place for them to make decisions? the second piece is as i was going through the calendar, the hope is that if we have come to a place of a major decision by

the 14, we will share that. there are places we can come to a decision of what learning could look like or can look like, so those are things that we can hopefully share on the 14, with a full plan on the 28. but i agree that the time frame is short, but as you just said, in this covid world, monday, we're in phase one, and no one has talked about phase two. and then on thursday, you're suddenly in phase two. that's where we're living at now. >> no, i know that's where we're living. i guess i'm just increasingly concerned that our community is not prepared for what may be coming at us and what actually -- i mean, you know, for -- for example, a

recommendation that we not reopen. i don't know that that's a recommendation that you would make, but i know there's a possibility for that. >> i think there's some decisions that some people are fully prepared for and will support, and the same decision, others will be totally against. and then a decision on the other end will have the opposite effect. so i don't think it's nobody. i think there definitely are -- just looking at the e-mails that i get on a daily basis, they are all over the spectrum from fully distance learning to fully open to some type of hybrid, and those e-mails are coming daily. >> okay. before we go on, there were two members of the public that we may have missed, so justin.

>> thank you, president sanchez. hello, la toya. >> hi. thank you, justin, excuse me, and the commissioners. i just wanted to ask a question with regard to the budget. how are you planning to utilize the call broadcasting stations for student involvement or sharing information for the board meetings? >> so we are taking comment on this item, i think, which is on the reopening. so i think you have a question on k.o.w. >> no, the question was reopening, the question was about the call to reopen. >> okay. is there another caller or another speaker? >> yes. hello, are you there, speaker?

hello? gagliato -- i can't see the full name. are you there? hello? are you there? all right. hello, ana. >> yes, hi. this is ana, and i -- i just want to -- can you guys hear me? >> yes. >> so i just want to say thank you for bringing the parents' perspective and the community organizations, but there's one thing i'm still wondering. how are we getting the input of those families that are not as highly connected as parent leaders and students in our community, and that's a question that i've been bringing up several times. as a parent leader, yes, i am bringing my perspective and the families that i talk to, but i want to know about the families that are not really engaged and

how we're planning to connect with those families that are not really engaged or connected with the schools. thank you. >> next speaker. that's it, president sanchez. >> all right. commissioner lam? >> thank you to superintendent matthews just for, you know, pulling the team together to come up with this plan. i'm sorry if i was stressed earlier by staff and i missed it, but i'm hearing that surveys have been going out directly from schools to families, or has that already gone out, and is that feedback going to be incorporated. >> that hasn't been a part of that, so i can't address students doing it on their own. we have a fully engaged plan that -- that we hope to seek

out as many families as we can. >> is that it? >> yes. >> all right. commissioner? >> yes. i'd like to say i appreciate the framework, the way that you put this together, and the intentional thinking around communication as well as making sure that we're reaching different communities. i really appreciated the specific list of people, and i'm not just saying parents and staff, but actually listing. i can see the names on some of those lists, and they're folks in the community or they're

staff leaders, and just making sure that we're getting voices from a wide spectrum of folks. i wanted to know -- i just heard it, but if there was anything posted on the website, you know, just kind of look to promote, and i encourage other commissioners also -- you know, we also have the opportunity with our platforms, we can be sharing information on social media, and we can also encourage families to do that, as well? you know, like p.t.a.s and p.t.o.s at different school sites, and i'm just wondering if there's, like, a cut-and-paste that we can share with folks for more opportunities to get involved? >> so we'll be building out more, but there is some initial content on sfusd.edu/townhall. as the survey gets finalized -- and we're translated, as well,

because it's a six-language survey. we'll be continuing to add things to the announcements and social media platforms and be sure to share all of that information with you so that you can share that out, as well. thank you. >> okay. great. if you can tag me on things, it'll pop up, and i can reshare. i'm volunteering, all the commissioners here, but once i tag, i'll share and boost. it's just, like, a mechanism for us to continue boost, and i'll ask community members to follow that, as well, sfusd feeds on social media and twitter. because i think parents getting the information out to other parents is the best way for those not being readily connected. so i'm asking the community, this is a way for you to get involved and help us reach those families.

and then additionally, i wanted to know if we're looking at a variety of options. superintendent matthews, as you said, things with changing weekly and we're opening. and then things are getting worse in some places, and states are falling back. it seems, like, august, that's so far away. things can change, and i'm wondering, are we planning to put together a variety of proposals or a phased kind of thing? what's our ultimate kind of deliverable when it comes to having a -- something to -- you know, a proposal for us to look at? >> so the proposal could be some hybrid model. i know you've heard all of this, and i'm just going to say the same thing -- and it absolutely could be a phase, some type of phased reopening. >> okay. and then i guess student surveys, is that a part of our

outreach? is there any kind of student outreach that we're doing? students, they like filling out surveys and stuff. >> we have considered doing a survey, but we haven't landed on that. we have considered a student town hall, but we can also consider offering it another way. >> i know that some staff offered surveys during their distance learning, and they used that to adjust their plans. my final question, i guess, when you're making the decision, superintendent matthews, like, talked about, like, all these different

people on all these different ranges, and i think comfort wise, we're all in our own heads, coming up what's safe and unsafe, and that may be different for me than you? i'm willing to go to a march. i feel like it's a little risky for me, but i also feel it's really important, whereas other things, i might say, that's, like, faith, and that's not something that i'm willing to do. from a decision-making stance, like, mr. superintendent, is there a faramework that we're working onto help teachers and paras and staff for, like, some cost benefit, some guiding questions or values or -- we have to anchor these conversations because i feel like everybody has all these opinions, and parsing through that is really challenging, so i feel like there needs to be a

tool. >> so back on the deck which is posted to board docs, there are guidance documents, so we're definitely using those guidance documents as well as the drivers. that's a part of what those three work groups will be working on. and now with those guidance documents, okay, whatever the drivers of us making decisions? let me give you an example. let's say we're at a play -- and this is just an example. i don't want anybody taking this example and saying this is what san francisco unified is doing. but let's say we get to a place where we could say students could come back for half a day: one group in the morning and one group in the afternoon. then, drivers would come -- miss wallace, i think you need to mute. thank you.

then, the opportunity becomes -- the question being about abouts -- the question being, do we have enough drivers to get in between the groups? do we have enough custodians to do that. and as you were talking about for parents, okay, do i believe that if i'm in the afternoon group, that the school will be clean enough so that -- like i said, i'm getting tons of e-mai e-mails from people who say we have to remain in distance learning, we want to come back

in the fall. i think it's going to be key, is our rationale. even if you disagree with the recommendation made, at least you know the rationale why it's being made. >> thank you. >> any other questions? student delegate? >> hi, everyone. so i'm definitely excited to start this work with dr. matthews and all of the district officials tomorrow because i'm one of the student reps as well as shavon and katya correa. i'm really excited to start that tomorrow and excited to see what plans we have for the fall. i know a lot of students are really concerned or excited for what's going to happen to the fall, so i'm excited to learn information and take it back with me. and i know that sfusd would love to help with any form of

student engagement, whether that's distributing surveys or having a student town haul, i know we can really do that because we have an interim summer delegate, so we'll be able to do that, and also us, we can also support them in that process, so feel free to reach out to any of us. >> thank you. thank you so much. go ahead, vice president lopez. >> thank you for all this work. i just really want to appreciate that. i know it wasn't easy to get yet another thing that we have to work on, but none of this work is easy, and we all just want to make sure that we're including as many people as possible, and i see that in development, and i look forward to seeing it being produced and hearing from people, so thank you. >> yeah. i want to extend my thanks, as well. i appreciate the work.

got a lot of really good people at the table there, superintendent matthews. it's looking good in the work groups. okay, so with that said, there'll be more later. item j is discussion and vote on consent calendar items removed at previous meeting. there are none. and item k, there are several, i'm going to read them after i move them into the record. so i need a motion and a second on resolution 106-23-a-1, implementation of strategies that will optimize san francisco unified school district student transportation

costs and support modes of transportation that are innovative, sustainable, equitable, and tuned centered, written by commissioner moliga. >> so moved. >> second. >> and then, resolution 183-13-a-1, in support of equitable services and staff for hawaiian and pacific islander students with a focus on addressing the academic disparities amongst samoan students through a pre-k to 14 pathway roots in samoa aganuu indigenous practices, also written by commissioner moliga.

>> so moved. >> second. >> all right. public comment. >> kevin? >> hi. this is kevin coleman for coleman advocates for children. just excited to see these proposals and how the school district is reaching out to support students from different backgrounds. right now, we don't have a good transportation plan and a way of getting students to our schools cheaply or freely, so i'm looking forward to what our school district is going to put forward with this. >> thank you.

ernestina? ernestina, are you there? one more time, ernestina? ernestina, would you like to speak on this item? >> no. >> thank you. hello, tasik, are you there? tasik, are you there? >> yeah, i'm here. can you guys hear me? >> yes, go ahead. [speaking native language] >> thank you, commissioners, for all your hard work. for so long, our samoan students have been in the shadows. we've been underrepresented and

underserved. if you look at the data with math and english assessments where you're looking at the pacific islander, in that category, it's amazing our samoan babies are underperforming. it's our samoan babies that are underperforming, and if you don't create a pathway, we'll lose our samoan babies to the streets. i want to say a proverb. [speaking native language] >> so that means that a net that is tangled at night is right in the morning. i believe with what this resolution is, we could untangle the net and be very productive in serving our samoan students.

so in closing, let's create this vehicle. the vehicle is a driving force. the vehicle needs a destination, and the destination is referring back to even vision 2025, our samoan babies ready for graduation and career and setting them up for success. i also want to advocate for our tagalog families, as well. thank you so much for listening. i yield back my time. >> thank you. hello, gainer. i had to promote you to panelist, so you really won't show up unless you turn it off. gainer, are you there? okay. >> hi, can you hear me in. >> yes, we can. hello. >> hi. good evening, superintendent and commissioners. my name is gainer, born and

raised native of san francisco pacific islander. i have 20 years of experience in my community, public safety and collaborations with education. i'm a huge advocate for our diverse communities and disparities, and -- sorry. communities of culture. i come before you with a heavy concern about the historical neglect that our pacific islanders have suffered due to the lack of attention from our city and school district. our p.i. has a long-standing history here in san francisco. from our ancestors to present day, we have been instrumental in building our cities and providing work that have met the needs to be done for many years for the betterment of the community as a whole. i come you to you to demand that our pacific islanders be served with equitable opportunities, programs, and

services, that you as leaders support our requests moving forward. i wanted to give thanks to commissioner moliga and his team for working on providing the most accurate data and acknowledgement and respect to pacific islanders. additionally, i am thankful to all of you leaders who care for us and finally gave us a platform to be heard, and i yield my time. thank you. >> thank you. alicia? >> yep, i'm here, thank you. my name is alicia marie, and i would like to speak on the pacific islander resolution. it has been written to acknowledge the past, respect

the present, and build on the future. the goal of this revolution is to help everyone come to appreciate what the beautiful pacific islands have to offer, including culture, language, and above all, respect and love. the renaming will not only acknowledge the many heartfelt years she provided to the san francisco unified school district, but will also give the students who attend that school a chance to view an exceptional role model. to commissioner moliga -- [speaking native language] >> thank you very much. >> thank you. hello, shane?

>> yeah, i don't know if it's time. i wanted to speak to the transportation resolution. >> yes, this is the correct time. you can go ahead, you have two minutes. >> my name is shane hoff. i've been a school bus driver in san francisco for 24 years, and my union is smart 1741. i want to remind -- [inaudible] >> -- as such, it is in violation of assembly bill 5. both the state of california and the city of san francisco have sued ride sharing companies for continuing to miscategorize and exploit their drivers as independent contractors when they are in fact employees, deserving all the benefits that they get -- would get as employees.

california pacific utilities commission also recently issued an opinion confirming that rideshare drivers are, in fact, employees. in addition, i would like to see, as one of your resolves, the commitment to the safety of san francisco unified school district children. in addition to cost savings and efficiency, this resolution should resolve to address the safety of the children being transported as one of the prominent concerns. and this resolution should also resolve to ensure the ethical and fair treatment of all workers, and i am through. thank you. >> thank you. hello, are you there, moto-x user? >> yes. my name is paul stein. i'm also a school bus driver,

local 1741. we support making transportation more cost effective, environmentally responsible, and technologically innovative. it's long overdue. most of the increased in costs, as you know, are due to increase in school serving number of students with transportation and their i.e.p.s and the number of schools with different bell schedules. the only way to save money besides the efficiencies i

spelled out were to cut labor costs. make no mistake, using zoom commercial passenger vans is nothing more than hiring low wage workers in inferior vehicles versus hiring highly trained driver's driving vehicles specifically designed for kids. as shane said, there's nowhere in this resolution that mentions student safety even once. thanks for listening, food for thought. >> joanna, or ana? ana, are you there?

[speaking native language] first of all, i wanted to say that i'm for all humans, but i'm representing the nhpi workforce. i'm also a parent of a student with an i.e.p. and an advocate for p.i. families. on behalf of the resolution, i would like to thank commissioner moliga. it's a big thing for me because as a polyparent below the p.i. being represented in sfusd. on the economic and financial impact, r.p.i. has undergone a lot. if it takes about $3 million a year for truancy students, and

30% is for our p.i. students. there's not a better place to replace it back than to the p.i.s and helping them build a better future. thank you so much. i yield my time. >> hello, nita. >> first of all, the community advisory committee for special education stands in solidarity with the pacific island community, and we're excited to see this moving forward. second, in regard to the transportation resolution being proposed, section b states that one of the resolutions is to strengthen the processes and procedures for allocating transportation services during i.e.p. meetings, and i'd like to state that those -- the

processes and procedures are called out by state and federal law. the fed cap would be more than willing to sit on any committee or provide input on how those procedures and processes can potentially be strengthened and would love to further discuss this as commissioners see fit. thank you. i cede my time. >> thank you. hello, mauricia. >> hey, hello again. can you hear me? >> yes, we can. >> okay. so i'm excited to say my lovely babies at hart elementary school will be so excited to hear about this resolution, and we welcome working with the n.h.i. pact and partnering with chris and his members to go

ahead and enrich carver's and the students' experience. that's all. thank you. >> hello, daniel? >> hello. >> yes, you can go ahead. >> this is in response to the native hawaiian pacific islander resolution. thank you, commissioner faauga. i i wanted to make a public comment on not only the item of naming a school after her, but the entire resolution.

being a beneficiary of the hard work that my ticia put in not only in san francisco county but extended out to the other counties nearby, a lot of us students benefited from her work. we were able to get a second chance to make it through high school -- [inaudible] -- and i just want to say that in addition to the invisibility

representation amongst pacific islander -- the pacific islander community in general, our community has put in a lot of work, and we never really see ourselves reflected in that, especially in san francisco, and we have such a rich history, that seeing a school named after a woman many of us know about will contribute to the visibility and also be able to pass on the history to the future generations to come. i know that there is -- i know there is the park -- bilingual part, but yeah, just thank you. >> thank you. hello, susan? >> thank you. susan solomon again.

just want to say briefly that ucsf supports a resolution for hawaiian and pacific islanders, for sure. in terms of the transportation resolution, we do have serious concerns about moving away from a trained, unionized workforce to what sounds like a gig economy, nonrepresented contractors. i know this has been an issue being discussed for a long time, but i do encourage the school board members to hear what the representatives from smart union have to say. we stand in support of what their concerns are, as well. thank you. >> hello, l. jackson?

>> hi. can you hear me? >> we can, yes. >> i just want to say how grateful i am for the resolution. when i first moved to san francisco, i didn't know that pacific islanders lived here. and it wasn't until i started to work at hart, that i met them and their families. so this resolution, what it does for the students, elementary, middle, and high school, is awesome. so i just want to thank you guys. this is wonderful. >> thank you. hello, michelle. >> hi. i am the parent of two former sfusd students. as other advisory representatives have mentioned this evening, the p.a.c. stands in solidarity with the pacific

islander p.a.c. chris, mary, and others who have been working hard to get the support and the recognition that we desperately need for our p.i. students. definitely thrilled to celebrate this with them. thank you an thank you, and i cede the rest of my time. >> thank you. hello, michelle? >> this is michelle cody from willie brown middle school. i, too, want to stand in solidarity with the resolution and support our hawaiian and pacific islander students. as someone who does a lot of cultural stuff at our schools, it's so important to see our students supported. having the cultural events and having the programs come into

the school helps let students be seen and heard. i'm just so happy that we're taking these steps so that every kid feels that they can see themselves in the beautiful wovenness that's san francisco. thank you. >> thank you. president sanchez, that concludes public comment on this item. >> okay. thank you so much, and thank you for the public speaking on those items. i'm referring both items to the budget and business services committee, and the amendment resolution will also go to the curriculum program committee. second l, motion to suspend the rules. the first is resolution of

206-23-a-3, in support of black lives in sfusd and the abolition of armed law enforcement in schools #blacklivesmatter # defundthepolice #investin communities #blackmindsmatter, written by commissioner collins. >> so moved. >> second. >> okay. roll call vote, miss casco. >> thank you. [roll call]

>> six ayes, one suspension. >> thank you so much. we need a motion and a second for formal introduction. >> so moved. >> second. >> okay. and we need a reading of the resolution from commissioner collins. >> okay. so this is resolution 206-23a3 in support of black lives in sfusd and the abolition of armed law enforcement in schools. whereas in the wake of the brutal murder of brionna taylor on march 5, 2020 by louisville

police officers and george floyd by minneapolis police officers on may 29, 2020, and the deaths of innocent black men in the united states at the hands of police officers, widespread protests have erupted calling for an end to injustice and an end to racism. and whereas on june 11, mayor breed announced a number of public safety reforms which prioritized, one, demilitaryizing the police, two, ending the police response to noncriminal activity, three, addressing police bias and strengthening accountability, and four, redirecting funding for racial equity.

in servicing these goals, the mayor has pledged moving funding away from the san francisco police department and toward the city and providing a way for screening of law enforcement officials, and whereas for over a decade, coleman advocates for youth, and sfusd student advisory council, parents, students, educators, and other community groups have pressured the san francisco unified school district to address its role in the school to prison pipeline, specifically through its relationship with the sfpd through a memorandum of understanding that has often been debated and changed significantly each renewal to minimize the role of police on school campuses as a result of public outcry about harmful interactions between police and school communities, namely thurgood marshall academic high school and balboa high school. and whereas the san francisco

unified school district has a duty to promote students and protect them from violence to the greatest extents possible while they are at school. and while sfusd plays an integral role in the shaping the lives of our youth that are our nation's future. and whereas sfusd is deeply committed to affirming the lives of our students and undo the normalization of inferiority and bias, and whereas sfusd has a long record of disproportionately suspending, expelg, involuntarily transferring and arresting and push the out black students, there by involving them in the criminal justice system while students

lose important time from the classroom. and whereas during the 2016 to 2017 and 2017 to 2018 school year, black students made up less than 9% of the enrollment and made up 44% of arrests, citations, and detentions by sfpd. whereas the perpetuation of the school to prison pipeline is in conflict of our goal with providing safety, healthy, and equitable learning paths for all students, and wheres the city and county of san francisco funds youth violence prevention programs that are an alternative to police intervention such as the school unit of the street violence intervention program albeit at a funding level that is inadequate to fund all schools,

and "bohemiwhereas call the po student, and threatening parents with staff disagreements have been used especially against black skm brown parents and parents of color from accessing their rights in california ed code which states, parents and guardians of peoples enrolled in public skooms have the right and should have the right as mutually respectful partners in the education of their children within the public schools to be informed by the school and to participate in the education of their children. these rights also include the right to a school environment for their child that is safe and supportive of learning, and

whereas despite these rights granted by the state of california, black families and families of color often express concern that they are not informed when their children of victims of violence, their children do not feel physically, emotionally, or culturally safe or valued in their schools, and they do not feel as though they are treated as respectful partners in the education of their children. and whereas on may 20, 2020, the san francisco police commission adopted resolution 20-19, calling for revision to the department general order 5.17, bias free policing policy, which calls on members to use critical decision making skills to assess whether there is criminal conduct while being cognizant of racial and implicit profiling and bias by

pro proxy. there a therefore be it resolved that we declare schools safe spots from our officers, and ensure the physical and emotional safety of our students. all staff are directed to do everything legally possible to protect children from witnessing or being subject to engagement with federal, state, or local law enforcement on school grounds. be it further resolved that the sfusd will not renew its m.o.u. with sfpd and will provide

clear sanctuary policies and protocols that respect the due rights and human process of children. these processes will be reviewed annually before school starts by all sfusd staff before engaging. sfusd will not allow an armed presence of any kind on school grounds and recognize children have the right to go to school in an environment that are not akin to prison. in the event that law enforcement is needed on school grounds, interactions will be limited as much as possible to only adult staff to before or after school with no or as few students as possible.

further be it resolved that the board directs the superintendent to conduct a comprehensive review of sfusd's social emotional supports, mental and behavioral health services, wraparound supports to meet students' developmental needs, and specifically in support for the implementation of restorative practices at each school and to report to the board by december 31, 2020, in preparation for full implementation during the 2021 to 2022 school year of a robust support and restorative practices that ensure that each sfusd school has adequate staff resources and training to handle conflict or other challenging behaviors and to provide students with the support they need to thrive as

positive community members. be it further resolved that the board will direct the superintendent to lead a process with parent and community input to revise the district school safety plan without the current level of reliance on law enforcement to handle school conflicts and school sites between staff and parents or youth, with strategies for enhancing student learning, safety, and well-being within the sfusd and to bring the plan back to the board for final approval by the first board meeting in september. further be it resolved that the brgs directs the superintendent to work with uesf, seiu, and ucsf to develop screening tool to guide hiring new hires, professional, and development opportunities for all staff. the report of all options considered and recommendations will be brought back to the brgs for final approval by

december 2020. be it surety resolved the -- that sfusd, department of public health, and human services agency will work together and establish necessarily necessary liaisons to ensure students will have minimal police contact. policies and protocols across the city may be aligned to eliminate police contact with families for noncriminal activities and for activities which may be better resolve without police or criminal justice contact. be it further resolved that the board encourages the city and

county of san francisco to divest from policing and law enforcement and invest in solutions and infrastructure that supports the health of our students, their families and our community. the board requests the city and county of san francisco provide adequate funding for sfusd to fund community school coordinators who can bring community and district leaders and services to families in the communities that serve them. this includes not limited to school base social workers, psychologists, restorative justice professionals, or other behavioral health professionals within sfusd. further be it resolved that the board strongly encourages the city and county of san francisco to redirect funds allocated to sfpd to

dramatically increase funding and capacity of its existing street violence intervention program. svip, crisis response unit, municipal transit assistance program, ambassadors program, or other similar violence prevention programs so that all school administrators in sfusd have a nonlaw enforcement resource they can call upon when situations at school require a level of intervention and deescalation that is beyond the training and capacity of school staff, and that the board directs the superintendent to direct site administrators to all upon the city funded resource before contacting law enforcement whenever possible. be it further resolved that the board strongly encourages the city and county of san francisco to dramatically increase funding capacity as neighborhood based support services and social and emotional support so that they can actively partner with sfusd schools in meeting the needs of

our students. these resources include housing, mental health, and more. sfusd will work with the public defender's office to inform parents and students of this their rights, and be it further resolved that the sfusd request that the san francisco police commission set policy and protocol about how to engage with students and parents, including but not limited to, what calls to respond to, what constitutes harassment, mandates and consequences of failure to report witnessing of abuse, especially by fellow officers, and a code of conduct that guides their actions and is aligned with dg 5.17, listed above, which requires officers

to use critical thinking to prevent their presence being used by school staff in implicit bias. >> all right. thank you, commissioner collins. let's get to public comment. so i'm going to say that since it's -- the hour's late, and we've already heard a lot of public comment on this item, from several meetings, let's give it a half hour, one minute each. okay. thank you. [please stand by]