but i am appreciative of the region. good afternoon, everyone, and we're glad that you could join us this afternoon. this morning we welcome back our administrators at the all-strayedorall-administrators. we have examples of leadership and examples of non leadership and when we can see how critical it is during these uncertain times. i want to thank each and every one of our administrators for what you do for our students and families of san francisco unified. our theme for the institute of these four-day institute, and our theme is partnership and our theme this year for the year for our administrators is building culture and also building continuous improvements so welcome back administrators. on july 17th we lost american

congressman john robert lewis at the age of 80. he passed from pancreatic cancer. long receipt man lewis helped organize the 1963 march on washington and the 1965 voting rights match in selma, alabama. he was six main organizers including martin luther king junior of the washington march where he gave a speech at the lincoln memorial. congressman louis often spoke of the importance of getting into good trouble. he represented georgia in the house of representatives from 1987 until his passing. johnathan capeheart asked representative lewis what he would say to people who feel as though they have already been giving it their all but nothing changes. lewis answered, you must be able and prepared to give until you cannot give anymore.

we must use our time and space on this planet we call earth, to leave it better than we found it and now that need is greater than ever before. he will truly be missed. the san francisco unified school district is offering support to teach students from distance during the covid-19 pandemic. the district is pre paying fed indicators in roles in san francisco unified passed away to teaching programs on how to teach virtually. halfway teacher candidates are learning how to teach and the teachers are gaining practice and how to use these schools so they can be prepared for distance learning and instructions and eventually face-to-face teachings. the 74 participants at credentialing program a tea them

to learn their teaching credential are finishing their seven weeks of course works and preparing for lead classroom when the 2021 school year is program is a reacher program proved on teacher credentially. now in its fourth year the program begins with a seven week intensive summer teacher prep operation program. pathway to teacher teaching incorporates an anti racism teaching lens and helps remove barriers for those who want to be a teacher. 90% are local to the bay area so congratulations for starting your first teaching and president san fresca, that ends my report for this evening.

section 3 is student delegate report, ms. heinz foster. >> hello, thank you so much. president mark sanchez and board members. you start off i'd like to read our sac business. so first, we have sac application review and on boarding. wore currently reviewing our sac application for the next school year. as student leaders, our goal is to create a learning environment that echos the student interest in values we hold dear in our community. the sac application is on going this summer. we would like to think all of our a.s.b. leaders for going back to their school and circulating this wonderful opportunity to our constituents also, a big thank you to our supervisor for organizing facilitating and setting up meetings and they have express their interest in joining the sac team this summer.

>> our second item is the sfusd school renaming task force. the topic is rename something of our public schools that restrict social justice and cultural values in our current state of living. our gel is to present the opportunity to our leadership team and designate two qualified representatives that are passionate about this project and echo what our constituents have to say. in order to get the ball rolling, we'll have to on board our new team, host a general meeting and nominate two general representatives to take the lead. we'd like to thank our deputy superintendent and chris armendra. we are pleased to recognize that our student voices matter. >> next, school safety advisory. the school safety advisory project will make all students feel safe.

our goal is to make sure all of our students of of their rights so that we can go from this point forward and we hope it will provide an opportunity and hosting this session via zoom on august 4th, at 4:00 p.m. he with like to thank them for spearhead north student project woad like to thank ms. williams for taking time to meet with us and make this project a success. >> our fourth item is 16th resolution. providing students with the opportunity to vote at age 16 and be more involved in civic engagement with our city and school district.

>> if would you like to attend, make a presentation or you would like a copy of our up and upcoming sac agenda, please contact our sac supervisor mr. salvador lopez bar. thank you. >> thank you, you are hitting the ground running. i look forward to the vote 16 resolution coming to us as well as students and representatives on the renaming committee which is some of the 3406 most importt work being done in this most

important time so thank you again. section 4 is resolutions of accommodations and there are none tonight. recognize all scrabblal employees or the raid a words there are none tonight. and this afternoon. section c is public comment and mr. steel will call on speakers and keep two minutes eye time and if i need to change the time i will tell you, depending on how many folks are raising their hands and this will be commenting on items that are not on the agenda and we might have to repeat that a couple times. if you want to speak o items that are not on the agenda, you may do so. during this section. first i'm going to read to you a little statement. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask you refrain from using employee and student's names. if you have a complaint you may submit it in accordance with district policy. as a reminder, board rules and

california law do not allow us to respond to comments or attempt to answer questions during the public comment time if appropriate, the super intent ant will ask follow-up with speakers. with that, mr. steel. >> thank you president sanchez. so raise your hand right now if you would care to speak on any item not on our agenda. it will come later in the agenda and this is any item that we're not on our agenda tonight so please, raise your hand. >> assume mr. steel. >> yes, sir. >> does that mean they should wait until later? >> yes. >> i just wanted to make sure. >> it's the first item. >> yes, thank you. >> it's our first bit of humor. >> thank you. [laughter] so it looks like we have 11

hands up president sanchez. everybody will get two minutes and thank you very much mr. spiel. >> you are welcome. >> hello, are you there? >> hi, i'm jim alexander i have a question about the announcement of four hours of instruction per day and i'm not sure if this is a time for the comment or later. >> later. >> that would be later. >> thank you. >> thank you. >> >> hello, david. >> hello, mr. steel. thank you. superintendent and board members, i'd like to comment on our budget and our staff i notice the board has approved a lot of contracts just the other day and made whole this year's special superintendent and many administrators i'd like to ask

the board and superintendent to apply some of our own template and what we want the public to know about us in terms of social justice, fear lessness is being united by providing social justice to our staff certified and classified in terms of making their presence financial situation whole or just as firm as the contracts you just approved. be fear less in terms of making clear the budget to us the public and asking made them to be clear in terms of having us see how we can be in a surplus financially in the state and making us whole and yet threatening budget cuts and so fourth. we ask we remain united in staff

and administrators and make us even more united by providing some of these areas of clarity and social justice. thank you, very much. >> tom -- hello, tom? tom, are you there? >> >> it you hear me? >> go ahead. >> i'll be quick. my wife and i are teachers and i want to do a shout out and thank you to commissioner collins, lopez and sanchez. i feel you all three have teachers' backs a lot. all the board members but you three because you are asking good questions and being transparent and thoughtful and it goes a long way and feels

supportive. i know our school staff and my wife's school staff appreciate it and thank you for taking the time to do this. it means a lot, thank you. >> thank you. >> thank you. >> hello, carmen. carmen? go ahead. >> si. >> yes, we can hear.

[voice of interpreter] >> all right. you can ask her to, we'll come back to her. we'll see if we can her in a break out room. >> i'll teach out to her. >> yes, let her know she can't hear us.

[voice of interpreter] >> thank you. hello, jim. >> hello, my name is jan june and i'm an employee of susfd and i'm also the union steward of local 21 that represents all of our technology people and all that and i'll take to thank mr. sanchez for his opening speech about how we're all in this together and we definitely are and we're all in the same

boat and i think one thing that would make a lot of us feel 589 better is knowing the budget is ok and we're being asked to give up some things and we would like a little bit more transparency what we see what money is being spent and particularly with private contracts and all of those unrepresented people we've not been able to get -- we don't know what they're being asked to give up so to speak. all of us in the boat for the long run are all of us that work permanently here at the san francisco unified school district and have done so for not years and have made it our careers. so, i would just like the board to see if you can make the make

some of the information we've asked since february about outside contracts to become a little more visible to saul so we can all see what to do in case of a particular budget that is coming up. >> thank you. >> thank you. >> hello, matt. >> yes, hi. can you hear me. >> go ahead. >> wonderful, hi, everyone. my name is matt alexander and i'm a 20-year veteran of sfusd teacher and principal. first, i'd like to comment on the superintendent mentioned the administrator institute opened today and there was a poll taken of who was in attendance and apparently 48 percent, only 48% of the administrators were school site administrators and

over half were central office administrators. i believe that reflects a misallocation of resources within the district and those are very talented people. some are good friends of mine. this is not a critique of them but a critique of the allocation of resource and we need to continue the leadership the board has shown in moving allocation towards school sites. i also want to thank the board and in particular commissioner collins on the issue of pandemic pods, taken a national voice from that and it's exciting and san francisco may provide an alternative path that could be a model. the roof stop have create aid cor horting model that is much more equitable and just as focused and really, i hope that is beak being shared with other schools in the district so the

other schools could follow in their footsteps. i'm sure other schools are planning as well. we can really be a model for the country and how to cohort young children who need social interaction in small groups safely and doing tech witt blee in line with our social justice value and we can show the rest of the country the way. so thank you very much much for your leadership and i want to thank you during this difficult time. >> i just want to take this opportunity to thank all board members during this very, very

difficult time and stepping up and being leaders in san francisco. it's not easy and good trouble is not always easy to live with and i haven't spoken at a board meeting and quite some time and i have been working with ms. lamb and in the past, mr. cook and mr. sanchez. around other issues that we didn't necessarily always agree on but what i felt was important is the dedication they clearly had to 9 district and to the children and families there and i want to thank dr. matthews. the work that we have done with dr. matthews has been

invaluable. his patients his directness, his capped candidness is -- they are exemplary and qualities that he brings to the district in addition to the work that he does on behalf of the children and families in the district in addition to the teachers and administrators. i think there couldn't have been a better choice for superintendent of the year. thank you very much for taking my comment. >> thank you. >> hello, heather. >> i'd like to register my opposition to charging sfusd families and the infant, toddler and preschool programs while schools are closed for in-person education. thank you.

>> thank you. caller, are you there? 627? >> caller: i am. hello. everyone, representing alliance 6 blacks who are educators. we congratulate superintendent matthews for superintendent of the year. special shout out to our friend pringle and everyone who has been nominated. the alliance has a concern about the virtual morning and o we think will are 70 plus who are trained in virtual learning and of that number, we would like to know how many are african american and and thank you for

supporting the efforts, those who are supporting african american students and african american educators in this district. thank you. >> thank you. >> hell oh julie. this is julie and a parent. i want to appreciate district staff who set down with us to talk through the representation of our budget. i want to appreciate, especially ms. wallace, mr. wong, mr. tang and commissioner sanchez. it was really helpful to have a report back from budget staff letting us know that they have corrected the site report to reflect that redding is losing 1.5fte and not gaining .5 ft e

and it helps them catch other schools facing similar cuts. we really appreciate them taking this feedback about changes in the stability of our teaching staff and we're looking forward to hearing back whether that will change our fall allocation. it really remains urgent in the time of covid-19 to have our social worker full time supporting our families and we're looking forward to how to ensure in tss happen in an equitable way and not in a way that benefits tier 2 schools as it is now. hello, robin.

>> robin. robin? hello robin. juliette. you are on video. >> yes, i'm here. could you let her know she's on video because i had to promote her to panelist to let her speak. >> ok. >> so you --[ speaking spanish ]

[voice of interpreter] >> good afternoon, my name is juliana and i have three kids. brian, elementary school and i am a member of the eloc at that school. one thing that i wanted to comment today is that we would

like to have more time with the inperson instruction during the next school year. also, i would like to request that the new educational plan for the 2020-2021 school year has not been translated. my understanding is that the students from first to third grade are going to get 3.8 hours of instruction but it is not clear how these hours are going to be divided and how many hours are going to be instruction and how many hours are going to be in-personment i would also like to have more clarification about the and also i would like schools have more in-person

meetings with their school staff and parents. thank you very much. >> >> thank you. >> how many folks are there? >> there are five and then six if carmen is coming back. >> and mr. diaz, can you explain in spanish that these comments are nor non agenda items? [voice of interpreter]

>> frank, are you there? >> this is frank. i'm a parent of a (inaudible). i guess it might be a little late to bring this up but i'm just curious what is the rush to stop schools so fast. can we just take a month or two months to see what is going on? either should we see or give them an opportunity of another month or two months to get a better plan in place. that's all my comments. thank you. >> thank you.

>> rosalba! >> spanish? sui[voice of interpreter] >> tell her she has two minutes, she can go ahead. [ speaking spanish ]

>> good afternoon, my name is rosalda and i have my child at hover middle school but now i change him to another school. i have a question regarding the agenda. it seems to me that i was really

the agenda and there's a lot of explanation for the next school years for children that are in kinder, first, second, third grade but i couldn't find anything about the second grade. i would like to know about the curriculum for these students on sixth, seventh and eighth grade. how many classes are they going to have on for internet and how many classes are they going to have in-person and i don't have that kind of information and i would like to know where i can find that information or when that will be released to the public and whether that would be translated or not. >> thank you. >> hello, steve.

and the classroom and teacher and the pod teacher. what liabilities parents face have children in their home and teaching children in their homes and the over all safety

precautions that parents hosting children should have in this era of covid-19. if parents can split the cost for a teacher, their parents that still would welcome being in a learning pod. the school, this dedicated staff could pair parents who really couldn't afford that with parents who can and it could be on a sliding scale so that everyone benefits so i'm wondering if there's going to be a dedicated staff and a resource? is that going to be promoted quickly and is that the help now? that's it. thank you for your time and i greatly appreciate the work you are doing. >> thank you.

>> hi. this is margo my name is margo and i am the mother of three kids and i have two kids who are at peabody elementary school in the richmond district. i'm going to take a different take on pandemic pods and say that i have deep concerns about pandemic pods and the self-organizing that thousands of parents in san francisco are doing right now and i think that it represents a huge stratification of the people who have money in this city and the people who do not and i know the district and the leadership of the district want tone sure an equitable environment for students as we enter this charging year of learning and i think it's an opportunity right now for the district to provide some guidance to families about what they can doer whether they shouldn't do something to self-organize. i'm seeing a huge disparity between familiar lows who have

resources to pay who have resources to find extra teachers and who have resources to have space in their homes and families that do not have all those things and there needs to be a more proactive stance taken by the district to address some big problems that i think will end up hurting the general student population down the road. i know these are all coming from good places but i'm concerned about it and wanted to share it with you today. >> thank you. >> thank you. >> hello belia ramerez. hello. please tell her she's on video because she is going to be promoted to panelist.

[voice of interpreter] [ speaking spanish ]

>> good afternoon, my name is bellia ramerez and i have throw children at hover elementary school. i am also a member of the organization and what i need to ask is the board of education is that we need some help with teachers to provide some instructions in order to guarantee a good education for our children. it's important is that we try to minimize and have less distance learning because this is the future and our children and we need them to go back to school. >> thank you, very much. >> hello good citizen. it's a little low. >> i'll here because on

january 18th, january 12th, 2018, i was abducted by gang stockers that were sanctioned by the san francisco unified school district on the board. i was abducted and -- >> that's our second -- >> so that's gone and that was actually the unfortunately the last commenter so we'll move on. >> that's up to debate. thank you for trying to navigate and it's really and i understand and so section g is advisory committee reports and appointments. are there any comments if you have one to speak of? seeing none. section e is consent calender and we need a motion and a

second. >> second. >> any public comment on the consent items. >> raise your hand in the public. >> again, raise your hand if you would like to speak on any of the consent calender items. >> any items collected by the superintendent. >> none. >> any items removed for first reading by any of the board members? >> any items receivere severed r discussion and a vote for tonight or today. seeing none, roll call. [roll call]

>> that's seven ayes. >> section f is discussion and vet on consent calender resolution for separate consideration and there are none. g is proposals for action. there are none. h is a special order of business and this is where we might have more comments. this is 207-98 is and we need a motion and a second. >> so moved. >> superintendent matthews. >> once again good afternoon. so, two weeks ago, we brought forward the direction that we were moving in with the fall

learning plan. this evening, we're bringing forward the fall learning plan for approval to the board. i want to start by saying first of all, thanking the board members and staff members, students who participated throughout summer to assist us in getting to this point. we deeply appreciate it and mr. steel f. you could load the dock, i would appreciate it. and just wanted to say that your work, your being there to give us your views, to give us guidance, to make suggestions to the team has deeply enhanced the plan and we appreciate it. we deeply production it. this fall learning plan is a high level recommendations and themes in areas.

i know the most anticipated or about what we hear the most questions or comments about is actually in our distance leaning guide. this fall learning plan references the distance learn guide but the distance learning guide is a different document and it basically comes out of the fall learning plan so many, some people have e-mailed to say that the level of detail around, especially learning, is not evident here and it's not meant to be. where that's find in the distance learning guides and we are still working on t not the guide but actually the agreement in the guide. wore working with our instructional partners and to make this happen o there has to

be agreement around that so when there's a agreement there, we will be releasing the distance learning guide and one more thing i want to say before i get started is that we have a previous distance learning guide and there were times where they were answered so it gives you a sense of what we are trying to accomplish when you just think about instruction and learning from that point of view and as an institution and let me begin by going through what we -- what we are trying to accomplish this evening and i am going to talk about the fall learning process and our process through the summer to get us to this point of making the recommendation and and i'm going to be joined by

throw other presenters. we are going to move how we got to the plan to the learning process. safety protocols and coordinated well care and wellness. our chief of personnel will talk about looking at that time from a personnel perspective and don is going to talk about operations and logistics and the major part of this presentation will be around teaching and learning and that will be done by our deputy superintendent of instruction. so with that, if you could advance. so as i just said, the agenda is today and i am going to go through the first through section and safety protocols and

coordinated care plan for wellness and partnerships will be a personal will be danielle and our operations and it will be and i will come back at the end to talk about what our next steps are. so this is the high level basically giving you a sense of what we're trying to accomplish with our fall learning plan and then it's found in our actual distance learning guide so what is driven us and got is to this someplace it starts with our core values of being student centered and united knowing it has to be done by team and we want to make sure we're meeting the needs of students who need more and driven by the diversity of our staff and our students.

and of course, what drives our everyday work is this is our on the ground marching orders and what drives this plan is everyday we provide each and every student quality instructions and equitable support so that they can thrive in the 21st century and when we're thinking about fall learning, we're thinking about ok, how are we going to make sure this happened when we're in the middle of a pandemic. i'm going to briefly go through and i went over some of the slides on the 14th meeting but there are people who joined us tonight who right-hand available on july 14th so i will go over a brief overview and turn it over to mele. so, when we think about our approach, we were going to developed three working groups and you can see those working groups there and logistics working groups and teaching and learning working groups and a

personal working group and we have town halls where we gathered input, information, feelings, gathering all through toes town halls and all that flowed up to our recommendations team and is it making this recommendation to you tonight of this plan. so we also use guiding resource and we use the guide for center for disease control and the education and san francisco public-health guidance and this guidance in these documents talked about what we expect or what we should look for in bringing students back in-person and what we heard as i said the town hall and i talk about that a little more in a minute but also what these guiding documents said about in-person

learning and next slide. we also use caters from the city. and you can see these five indicators in the city actually has a color coded tracking system for each of the hospital systems. the number of cases,.

>> the virus is doing what the vi obvious goinvirus is going te cases are increasing through just watching the news. >> also on the 17th, the california department of public-health issued a directive that said that schools may reopen for in person instruction when they're not on the county monitor list for 14 days and our count toe was placed on the list on july 17th. we're now on that list and not allowed to open for in-person instruction. and we used all of that data and some spring summery data and we'll go through these quickly. we gathered data from town hall and we had staff and family surveys and educator surveys and

you can is he all the, did he gathered as much information as we possibly could from our community. we knew how important this decision is and we gathered information from our family wellness checks and you can see the percentages of people saying they were they were good or pretty good. next slide. we also heard from families and you can see there the percentage that what they needed to support learning and they also asked what they needed with resources and 10% said food and 6% said financial support and this is what families needed from us and we were doing check ins and surveys and our town hall

gathering information and and connections and making sure that it was happening and we're going to be in distance learning and we have to make sure that we were providing access and you can see the 4,000 hotspots and staff connected with 99% of the tk-13. >> chair m. marquez: this gives you student engagement and the observations are three through fifth strayed students have higher levels of engagement with online learning. with distance learning differed greatly by school site and over the six weeks of distance learning, you can see that 3%

did not engage in online chest and african american students showed lower rates along that activities as did all program groups. the majority of our teachers attended at least one online pd moved by recommended instruction and it was at our technology focus pd session but staff reported the need for consistent guidelines or providing distance learning so staff wanted to be better delivering and more guidelines and next slide. so i talked earlier about

reaching out and to get the family survey. this is a sense of the number of people throughout the season who participated over 16,000 participated and you can see the number of thoughts shared through the process that we used and the number of thoughts that were rated to gather information to make this recommendation to you tonight. as we see some of the comments, during social distancing i feel like students need more kids interacting with kids, not just teachers. the middle one i bearly got to talk to my friends and peers during some classes and we need

more teacher it was making sure we're there as a connectiveness in distance learning and how we deliver distance learning. only with teachers and the opportunity for students to have that connectiveness with other students. there are other things that we heard from the data feedback. it was back to health and safety of how we're moving forward and as i said, we also know that

students if we're not going to move forward with in-person instruction how do we make sure that we are making sure that we're receiving the highest benefit and making it -- making our distance learning, making sure there's clarity, consistency and coherence. next slide. so the next gary bettman go ahead. so we talked last time over the guiding principles by the teaching and learning workgroup. as you get ready to see the distance learning portion of this recommendation, you will see these principles through out and next slide.

the recommendation we're making to you, commissioners, president, vice president and commissioners is that all students begin in distance learning on august 17th. the plan for distance learning to start is starting the year in distance learning and then is phasing into a hyper science and data is safe to do so and also, we are considering and looking at limited in-person schools, we are off the monetary list for 14 days and we want to go through now -- so that's how we got to this place of making this recommendation. we want to spend time talking about the safety protocols and the coordinated care plan for

wellness and personnel consideration and i will come back and wrap-up the entire presentation. i will provide the safety pro caleches and the care plans section of the plan. it's our top priority and upcoming school years and can you switch the side? thank you. with our safety protocols, we will continue to rely on guidance froguidance for the moe information on covid-19 prevalence in our communities and the medical research on transmission and prevention and as well as regulatory guidance. can you go to the next slide, please. based on the california department of health in the san

francisco department of when science and data says it's safe to do so we will keep checking with that to ensure that our protocols are up-to-date. and we always recognize that some of these details may require a collaborative discussions and discussions with our labor partners. in a nutshell, the preliminary protocols are screening students and designating isolation areas and creating product cols and

everything school meals in smaller controlled settings. we'll need to require face coverings to be worn indoors all times. we need to provide our employees with the personal protective equipment that is required from a particular job duties and of course, there's the training and employees and students on hand hygiene and cleaning product cols and daily questionnaires for staff and volunteers to our school years. next slide, please. we will follow the california department of public-health guidance on school closure and dr. matthews mentioned that schools cannot open unless they've been off the monitoring list for 14 consecutive days. the directive makes clear when schools need to be closed and there are two conditions that if there are multiple cases and multiple cohorts at a single

school, our 5% of the total number of students and teaches are cases within a 14 day period and that's at the school level and on a district level there are requirements that a superintendent close a district if 25% or more schools in the district have closed due to covid-19 within 14 days. i'm going to turnover my attention now over to the coordinated care plan for wellness and authentic partnership. that center on anti racism and partnership and building communities to create a safe and supportive school culture and climate. we identify family partnership as a key ingredient in a coordinated care plan and that's collaboration between school, staff, families and the greater community and all in support of

it begins in the classroom can consistent two-way communication between teachers and families. next slide, please. we'll take a coordinated care plan with a site-based school based coordinated care team that supports the implementation of schoolwide and classroom practices to support wellness and it will be well we will connect with our city partners and our cbo partners to support

families. while while that will be happening at the school site there's also going to be district wide coordination efforts around the -- we will continue the sfusd family resource link and we'll expand it to be the student of family resource link. we'll continue to coordinate the district wide family wellness check on a district level and those will have four times a year and we're exploring the implementation of district wide student check in survey to be able to provide rapid supports throughout year for students. and that wraps up that section and i'm turning it over to chief of hr for the personnel portion. >> i've had the pleasure of leading the personnel working group over the last couple of weeks. if you can go to the next slide. we know a lot of work of personnel happens at bargaining

table with our labor partners. and so, one of the things that beef done in our personnel working group has been to not get to a level of specificity reserved for our labor partners but draft high level guiding principles that we should all be thinking about as we think about personnel in the time of covid-19. so, i'm just going to briefly talk about what some of those values are and then some of the next steps that we'll work on. first, i think that you've heard that several times tonight but that science has to guide our health safety and wellness policies for students, families and personnel and staff. all staff have an important role to play. we know in the spring, we weren't able to activate for lack of a better word, all of our staff and it's something that we need to do because all of our staff do critical work in supporting our students and our families. third, family partnerships that it's important that we are thinking about families and centers them in the conversations that we have about

personnel and making sure that we have structures in place for collaboration again family and staff. for, high expectations for all. that includes students and personnel and staff. if we're going to hold folks to high expectations, we have to provide robust training and support and equity for our staff as well. really using an asset based approach because we have staff who are capable and talented so we need to leverage that especially now. so those are the high picture values that we've come up with and some of the work we're going to shift to is thinking about some of the staff wellness surveys that will be going out over the course of the year and how to make sure that the questions we're asking the surveys and the data that we get back is valued. >> i'm sorry. i'm sorry to bother you. you are reading too fast and it's impossible for me to translate. >> i'm sorry. >> no worries, thank you.

>> i could just maybe by way of recap, list out those values again. so, science-guiding help and and the personnel working group will meet again next week and his work will continue. i'm now going to turn it over to our chief facility officer, don. thank you. >> good afternoon, everyone. thank you very much for your time and attention today. i'm going to speak briefly about the work that we've done and some of the conclusions from the logistics working group which i facilitated a number of session offers the past few weeks. next slide, please. one of the main pieces of information we wanted share with our stakeholders that became clear is what is our path going forward going like and for

decision-making about how do we breakdown and challenge and organizing sfusd spaces for a covid-19-ready school day so these are the four stages that we're going to move through as a district together. we've made progress already making our way through this decision. the first is to think about trying to set a determined number of in-person learning seats so in any 24 hour learning period, how many students, given the resources we have physical and and human bandwidth and financial resources, et cetera, how many students can we serve in a 24 hour period and the second is the in-person learning and prioritize those for certain students populations and lastly, having settled on who we want to prior ties first for in-person learning and we have to place and schedule those available

seats across the district. we have to think about the sites and the schedule meaning the movement in timing and from students to distance learning to in-person and back again within the course of the school day and lastly, we need to make it happen. having to figure out our location strategy and the schedule and the types of infrastructure needed to support in-person learning we need to create our lead times and while i don't have a specific timeline where those decisions can occur this is the trajectory that we will be moving along as we move forward. next slide, please. we shared a number of consideration and constraints with the working group and focused on a constraint our 300 custodians can cleaning and disinfect about 3.2 million square feet and it's under half

of sfusd total structural footprint. we have real constraints around transportation. public transportation will operate at 30% of normal capacity and our transportation budget might require up to double the existing budget to serve our existing students at its site. over all feedback themes we heard from our stakeholders are having clear roles and responsibilities for cleaning and real concerns for differently abl abled students d thinking through the question of how do we support families and kids with enrichment options and how can and should outdoor learning occur. working in collaboration with our colleagues and instruction and we did work together to identify four specific student populations that we would

prioritize or recommend prioritizing for in-person learning. there seems to be a lot of consist end feedback from parents and families about making sure tk through 2 kids get in-person learning and we've also identified a number of vulnerable populations including special education youth and a focus on moderate severe special day classes, homeless and foster youth and the students, no matter what grade, who demonstrated limited online engagement during the spring. when you look those recommended populations it's important for the board to understand as well as families and students that there are specific code requirements for where we educate pre k through second grade children and they have to steve in-person learning and classrooms that are designated with them with fire safety code

issues so that means you can't put a k-2 child in a third grae or sixth grade classroom it has to be on the groundfloor and occasionally on the second floor where we have sprinkler and separate fire access so as we lock at how we would spend our 3.2 million square foot budget so to speak, of resources it makes us to align this with elementary school sites and we would resume in-person learning at elementary school sites first as we plan in-person learning and when that can occur. with that, i'll turn this over to my colleague. >> good afternoon, deputy superintendent of obvious and i have the sharing with you how we're thinking about and rethinking teaching and learning as we plan for the fall. so we have three themes that we really wanted to be mindful of.

we have take holders and the 16,000 participants of the town hall and we also have a number of focus groups, fish bowles and panels and there was a theme of variability and vary ants and expectations and experience -- >> i'm sorry. can i ask, please, to slow down, please. there were some things across stakeholders of variability and vary ants in experience and expectations. there were clear calls for more opportunities for connections, communication and consistency. so as i share the next several slides, as you learn more about our plan for the fall, i hope you can see examples of our efforts to increase opportunities to connect and even in times of distance, more intentional and varied opportunities for two-way communication, and that is inclusive of communication between home and schools and school sites and through out we want to make sure you see and

experience more consistency reducing the vary ants and variabilities that folks experience in the spring. phobe for what we prioritize. we have to think about how to and it was one key priority and practice we want to implement and make sure that our educators and our families and our students know and can predict and practices. we really want to keep our equity lens at forefront as we engage in this new way that as exacerbated the system.

that is making sure our students have the content and dispositions to thrive in the 21st century and to drive in the new normal. we knew this, but this pandemic definitely heightened that we cannot do this alone. we have to nurture authentic partnerships with our families and communities and constantly hold wellness and well being of students, our educators and our families at the core. next slide. in addition to the stakeholder feedback and engagement we have paid close attention to the guidelines and senate bill 98 is one of those guidance documents that defines distance learning for us and other systems. it details out the expectations for distance learning.

here you can see the minimal expectations for instructional minutes by fans as well as the explicit expectations and -- >> >> the expectation daily lives interaction and engagement. there's also a requirement now for evidence of participation and interactions with assignments. as our planning school schedules informed by sb98, we are being findful of what is development the appropriate for students and what is healthy and when we think about screen time. school leaders have just recently gotten this guidance and so are now preparing to engage their educators at their school sites to figure out

schedules that make sense for their community and their students and those will be shared within the next couple of weeks. next slide. so, based and our guidelines for the states and sfusd wants to continue in the fall and having two different approaches to distance learning. we'll have a digital distance approach and a non digital distance approach. we want to make sure you are clear these approach have been much enhanced and improved since our spring time learning. now, through the lens of connection community indication and consistency, we want to highlight how we've added to and improved both approaches to the fall. next slide, please. so first and foremost, wore going to ensure that all students have access to either approach. digital or non digital. so one major change for the fall

we're able to do, is really leverage the school sites. digital and non digital materials will be distributed by the site themselves. we believe this is a more personalized approach and it will allow opportunities for educators and families and students to connect during that time of distribution or pick up. it will also provide us more reliable and immediate documentation of what students have and need and will hopefully reduce the inefficiencies that we experience in the spring. we heard loud and clear that our youngest learners are pk-2 students and want to engage digitally so we're working hard to get them devices as well. next slide. we've also done a lot of work to develop and improve the content for distance learning. for digital distance learning we heard a lot of feedback about streamlining the app and making sure there was more consistency and making sure the apse are friendly and accessible to educators, students and

families. to that end, we have a more consistent learning management system for recommending see saw and for our pk-2 students and google classroom through our third through 12th and we have opportunities for foundational skill-building on score district platforms. we've moved beyond the packet and have learning resources that are com own core aligned and mirror resources that students would typically see in their classroom such as reading logs, alphabet cards, language props, materials for our students and language pathways and across languages are now available. these materials that we're providing are spanning across areas so there's math, science, eod and opportunities to engage in social studies. and we've also been really intentional to make sure there are more creative ways and facilitate critical thinking. we are mindful to select non

digital materials that have scaffolds that have support and are easy for families to engage and use as they support their learners at home. all students in our pk to grade regardless of the engagement in digital or non digital will also have text and learning tools like our pencils, note pads, et cetera and we're working to make sure that every student pk1 has access to a rich diversity of text during distance learning. so not only have we never done dis tang learning adistance lear started a school year remotely. so another new feature this fall is the first 30 days. this is a plan that inter weaves the focus on wellness and safety and relationships and clear expectations and you will of of

this stuff that schools engage in and it brings it together so all educators regardless of what they hold in our system have the skill sets and tools to facilitate learning in this new way and new environment. we want them to focus more to connecting to students and family and learning their students as learning and people and they can use that to differentiate and provide a responsive and engaging distance learning experience throughout fall. in addition though hug about how to get school and up and learning, we've also been doing much reading, research and responding to feedback around how to better support our focal population. both in the brick and mortar and in distance learning, we have to be intentional to call out and plan for these students. so our fall plans include here on how to support these special populations. our students with ieps, our english learners and foster learners and a new category that

we discovered is the ladies we are only able to engage those are the students that we didn't reach and engage in the spring or not were able to reach them for a small a lot of time. had particular group that we historically when the brick and mortar so we wanted to call out that additional group as well. next slide. our distance learning guide and that is much more detailed than what we're going over this afternoon and all the information that i've outlined so far is in our distance learning guide and includes the first 30-day plan and the scaffold and supports for our student groups and it has ideas for various goals and responsibilities and as well as access to our professional development and curricular resources and much more. this is still very much was said earlier in draft form as we engage and partner with our labor partners as well as get

feedback and the sink on this is still drying but as soon as it is ready want to share we will have a family and community addition for fall 2020. in the spirit of consistency, clear communication and making sure our students and family know what to expect and it predict and we'll have video overview and it will be translated. this distance learning guide for our staff is 93 pages and count, it will be provide not on our website. next slide. this is new and different for all us and there were consistent requests in the spring and throughout the summer from educators, students and families for more professional

development, training and support. in collaboration with teachers and site leaders we have a robust comprehensive p.d. model for our educators who are facilitating distance learning. we have webinars, pocs and coaching and we've also captured and will continue to capture some of the amazing and innovative work of our classroom teachers who were on the ground doing this distance learning so we crowdsource their ideas and lessons. we have virtual labs and this year their best practices and they will be available and asynchronously, that's live and on your own time. we know students at home are not learning by themselves and we know that families are the first

teachers and we know families we're coming into your home, right. we want to make sure you have the tools and resources to support as learners. we want you to know the plan and engage in interact with your students in the plans. we can actually optimize success. we have again increased and enhanced the various supports and services that we have for our families and many of which were there a couple things to highlight is we'll have more multi lingual resource and we'll have more ways for families to get the information and it's not required them to be online and we have webinars coming soon as well as video and tech resources and we have our ready ftk and for a p.k. students and now it will be available for pk through second grade students and families and this will give our

families a text message each week and they'll receive three and monday, wednesday and friday and throw i'm this week they'll receive information about content and some fun tips of how to engage their students and learning in two days a week information about distance learning and so we hope this new resource will be helpful to our families of our youngest learners as they support learning at home. >> all of this is on our website. we're planning to meet and engage with our community based organizations and to get these resource and support to our families that don't require them to log on or use a device so we have to have means to get our families this information and engage. we're working on positions at our school sites via our digital learning facilitators and we're at the site level and there's much more support for our families as they engage in distance learning and these positions will work with our

family liaison and other site positions. next slide. so against i have to say, we agree that learning best takes place for many students in-person and that school say place of connection, care and community. so even though we're starting off or recommending that we start off in the distance learning format, we have been with our stakeholders around ways we might come back in the hybrid model when it's safe enough to do so. i want to give a special thanks to our teach work groups and two our day and many of these innovatives and for the thought partnership that they will continue to provide as we further plan for and thought about if we were to come and when we come back on person, who might we prioritize knowing we come back in high school schools

and we've also worked close loo with our facilities team and engage our partners to reimagine time and space. we know that reimagining time and space is a topic on everyone's mind. especially as we are mindful to attend to the needs for human connection and socialization during this time. we wanted share the creative options we're brai brainstormin. it's a unique opportunity to bring together students and staff from different schools to an open school model in ma clearen. our connection crew ideas is small students that are in a advisory mode where they connect and address the needs that come out for the older kids and student interaction getting support for learning. we have been considering the outdoor school option and allow us to pilot and land on the and

the land around the school site across our sfusa schools to leverage equitable way. these are just ideas and again, i wanted to give credit to all the collaboration and to bring those ideas and the forefront. these are specific ideas that really what we're doing is just thinking about align so our vision 2025 and so we can implement these ideas on a small scale first and learn what works and strategically and thoughtfully scale them in a safe and successful way. as we drive, even in these unusual times, i want to appreciate all the works and there's been 16,000 plus and all of your ideas and all of your thoughtful pushes and your col rabbation and all of your clear mightment how we can provide a different learning experience

going forward. >> i almost started talking while on mute. we believe the next steps if can you go to the next slide, please. we want to continue working with our labor partners to finalize the distance learning plan and they will work to assess and address classrooms and office configurations and the superintendent, my leadership team along with lead will develop processes for determining the prioritize western and we want to engage stakeholders and support structures for feedback at sites and at central levels. as you think about a pandemic and is there any anything that good that comes out of it. we were able to put devices in all of our students' hands and

another is the feedback structures we've put in place are much strong sore we want to continue those with, i know i'm going to be edge gained in a pta town hall and i believe next week so we are giving feedback and strengthening distance learning as we move forward. with that, we thank you for your time and your energy as she just said, we thank everybody that participated in one way or even if you didn't participate in those town halls you participated three e-mails and is we're presenter tive of that have and i especially want to thank ms. she'll smith and for

participating this afternoon and for assisting me in presenting this afternoon to the board. with that, i would like to turn it back over to president sanchez. >> thank you to the team. i appreciate it so much. there's a lot of questions out there so in comments, is of 800 people watching this presentation and our board meeting so mr. steel,. >> thank you. if you want to speak on this item, raise your hand and you will be called on.

about 44 so far? 46. closing in on 50. we'll open it up to comment and everybody will get one minute up to 60 people and we'll go from there. >> ok. thank you. >> thank you for taking the time to hear me today. my name is jennifer and i'm a full-time single working mom of a full-time preschooler and i'd just like to find out more of the specifics as to what specific science you are referring to. i am also having a hard time trying to understand how it's supposed to distance learn a 3-year-old with disabilities. she has an i.e.p. she shouldn't be exposed to this type of text knowledge and she needs to play with her friends and isolation is also unhealthy. i think in-person learning is

required and i believe that the parents should i won how much of the minutes of i have been looking into and students with disabilities should have the option of having coordinated in-person therapy. thank you for your time. >> thank you. >> thank you. so, i have three questions. i'll go through them quickly. my husband guy is a doctor at ucsf so definitely essential worker. we have three children. twins that are 5-year-olds and a

7 and a half-year-old girl going into second grade. our 5-year-old boy was assigned an i.e.p. a few months ago and going into kindergarten and a similar situation to the previous question asker and here my three questions in rapid fire. if we have enough space to accommodate one-third to half of the students in the city, why are we not opening right now and why are we living this to some future unknown date and just leaving all that space empty when, i know from the last four months if i learned anything, that distant learning for preschoolers is use less and we've tried it and we stopped trying to attend the zoom classes because it's use less and distance learning will look exactly the same. why do we think it's safer not to open schools for western who obviously need constant care and

have been scrambling along time and makeshift learning groups rotating parents and who thinks that's going to be less contagious or help our students safe safer than opening a class with a 10 student body. >> that's your time today. thank you. hell oh meghan. >> hi name is meghan and a beekeeper annalist with the school district. i wanted to talk a little bit about my hopes for the plan that we have yet to see for distance learning and further instruction. our structural plan for the fall must address the barriers we must overcome in providing high-quality education for students. this requires the district to be thinking and leveraging all staff in a way that provides clarity to how they support students-centered systems and

our classroom educators are educators and staff that must be given guidance and the time to work together to find a way to implement these systems for the unique needs of our students, will families and the staff who serve them. this includes para educators, family liaisons, security aids, wellness staff, st. >> zahra: s and even me. i hope to hear more about the plan that addresses the need for flexibility and account for the unique needs of education and a pandemic. while providing consistenly for students and leaning. >> that's time, thank you. >> this is on julie speaking on behalf of the close the gap coalition. i taunt to thank for democracy and i really hear that you've heard a lot of feedback from families including that safety

is the most important thing. i have heard you lloyd voices i heard the vast majority of families feel safety is important and relieved to be starting online. i appreciate the comments that reflect family needs of translation and off line materials and the multi lingual tech and family resources. there's a lot to be excited about and i'm intrigued about the open outside learning components that you are pulling together and all of this is going to rely on strong implementation and we haven't seen the details. i want tone courage the district when you put out important plans like this to translate at least a summary of the plan basics. >> thank you. that's time.

>> he will low. >> can you hear me. >> yes g. ahead. good afternoon, my name is he have rin and i work with meta partner of the mission promise neighborhood. i'm excited and we do partner with many schools and until the mission and they develop some amazing work in response to covid-19 and through our partnership with close the gap coalition we held town hall with spanish speaking families and they shared their dis fans with distance learning and.

>> david, are you there? >> david land with the department of technology and also a parent and resident of san francisco. i participated on one of the logistics committees and i wanted to say thank you to those participants and the direction that we've been allowed to

participate and look forward to whatever is safe and best interest s of our students. >> thank you. >> hello, lesley. >> my name is lesley, who i work at mok mid many school and i have the pleasure of participating in listening to a lot of youth and i wanted to am i fie the voices and ask them questions and overwhelmly families to increase family partnerships and support and and engage instruction and also to increase the connection and especially around healing centers practices and how do we do healing center practices not just in the way that we're doing

school but also inside classrooms and instruction and families in the tenderloin and bayview, especially noted, that basic needs like unstable wifi and food are a huge concern in those communities. my questions are around how do we be intentional about not just listening to oulistening to ourt creating spaces where they're heard so we can center their experiences how do we shift our language and our practices from using words like input into co creation and lastly how do we create system and structures that individual school sites to center this listing. thank you. >> thank you. >> concern. >> thank you, kevin heart and

i'm a high school science teacher. i teach for over 20 years. a couple things i have questions about. i'm very clear that while san sn francisco is on the monitoring list and the healthen factors opens the schools and we can't open. (inaudible). my question is, is it inadd watt towards the days and we open and we have to close again and that would be just as traumatic as if we stayed closed for a little bit time and make sure we open it up. i know communication is important and it didn't always have the best communications with my (inaudible) and i hope to do much better than that but i'm not the only one who is

reaching out to parents i relied or not the councillors and we can maturing sure the parents are understood and know what is happening to the bet of their students and the teachers best approach though students. i know that we reach pd and they have made it clear that we teachers do need to be able to spend the pds and planning and how to distance learning and how to implement that first 30 days with the students so that we provide a bond and it will move forward and the education course of students. thank you.

victoria. hello victoria? victoria are you there? >> i am here. >> go ahead. >> hey, guys, i have two children in coming second grader and a 7 grader. i understand the need for distance learning. what i was hoping to get clarity on, what would my child's day look like and i just don't think i still have that answer. it would be great if school is starting in the next two weeks to start seeing some of that come through so we can prepare accordingly. thank you. >> thank you. >> hell oh jim.

>> yes, thank you for hold north meeting. i have respect for teachers and the safety and i have two daughters one in 11th grade. something that didn't work for us in the spring was credit, no credit and also an hour and a half of instruction per day and i understand why it had to happen for the first part of covid but not the last month of skill. in the fall it's extremely important to me and my family and my kids to have more than four hours of instruction per day.

>> students in need.

another major issue -- if they fail in letter grade system we'll have significant issues i feel students should be graded on efforts than their scores. >> hell oh ms. marshal. >> thank you, jeff. virginia marshal with the alliance of black school educators. our membership had a falling concerns. we want to know how community hubs will work. we're concerned that dcy will the union and the district are not talking to each other and the access from this point and we already know that we have a weak access to what we are going

to fix it and the last concern is do not mix the students, please, about grandparents and elderly family members and we don't know yet, how with a outbreak of covid. >> hello, lenore. lenore, are you there?

avenuava, are you there? >> hello. sorry. i am logged in as one of the kids. my name is ashley bond. i am a parent. i just wanted to comment that during this spring our teachers and admission station did a great job but our teachers still did mostly socially motional check inns and they're going into middle school this fall. i would really like to see the teachers connecting on a daily basis and doing actual instruction not just social-emotional check inns which were the majority of what they got. my kids were unengage online and and things like that and they were provided and also, parents

are controlling those groups so you can have small, small groups of kids who can come together and have a more engaging experience and if they are alone. >> thank you. >> cecilia, are you there? >> my name is julia and i'm a kindergarten student and i was wondering when we'll know exactly which apps will be available for students and teachers. are they the apps on clubber, sea saw is free but thank you.

>> thank you. >> while i acknowledge some is of the key steps in this plan, i demand a clear plan for families, community partners, and teachers that support distance learning. many family, youth and communities are still unprepared for dis tang learning and this plan has its definite gap.

this plan needs the plan for supporting families in things other than tech support. this plan also needs a coordinated and integrated approach to collabbing with dcyf. with the conversation around pods for the rich and the district offering little for the working class families, community learning pods are poise to be the best tool for equity. thank you. >> hell oh debra. >> hi. can you hear me? >> yes, we k. go ahead. >> my name is debra summers and i'm a parent at harvey milk public school. i want to publicly thank or nur

principal, mr. emmanuel stewart for starting meetings and getting in front of the message and just hearing parents and working with them to manage their expectations. i'm very encouraged by that and i wanted to urge the district to be a specific as possible when meeting with labor partners and to determine what the very specific requirements will be for the two to three hours of live teachings that we are pushing for. we need a specific in that plan. and the last thing i would say is we would like to advocate for testing and at end of this and it will be a year or we want to know where our kids are at and how we can close the gap after this has all passed.

>> thank you. >> hello. hi, i'm a english teacher at mlk middle school. i think we need to be clear that this is learning for the fall is going to be with the reality for most students looking at the plan. it's a very small minority. 15,000 who would be able to be in-person. there's dis communication among parents. it's not feasible at this time and just understanding limitations that people have or the district has. i think we need to be prioritizing in crisis learning as opposed tie business as usual model so it's important to remember that we're still in a crisis and students are facing a lot of social-emotional challenges and understanding that reopening is just not going to be feasible for the duration of the fall semester for the

limitations that the district has in terms of resources and safety for students. i think everybody who has been prioritizing the safety and well-being of students and staff particularly people with preexisting conditions such as myself. thank you. >> thank you. >> are you there? >> hello, laura. >> hi, my name is laura and i'm a resource specialist with the district at everett middle school and i appreciate all the work that's gone into building this plan, however, i have concerns about supports for staff who are high-risk such as

staff who are immuno compromised. staff with disability and staff who are over 55-years-old. i'm thinking about how person supports for high-risk students come from staff who fit within these groups such as older peer administrators and immuno compromised resource specialists and k2 researchers who might put at risk if sent back into person teaching before it's safe to do so and what supports will be in place to support staff at higher risk and will they be expected to return in-person and teaching and if they support those high needs groups such as special day classes or classrooms. thank you. >> thank you.

>> >> an a. are you there. >> this is not hannah. can you hear me ok. >> we can, go ahead u. >> this is kevin robinson. as a parent and educator, it's my wish to submit the state department of public-health waiver to the sf county district of allow our most vulnerable student populations to take part in in-person classes instead of this distance learning. this is not only mitigating the social and emotional isolation brought on by dis tang learning it would help alleviate the financial burden on families and in addition as a member of the logistics team, the upcoming school year, i propose the school district push back the date schools open from august 17th to september 8th plus align the district a cushion to make sure that things are ready to poll.

on a side note, when i was in school during stone tablet times we started school after labor day. hopefully the august 17th isn't a hard and fast date. thank you. >> hell oh brian. can you hear me. >> excellent. >> teacher in the district and i wanted to ask follow-up about the waiver that representatives lopez and coins had brought up and ask if they were ok to write to the governor to ask for a later start. i wanted to push back a little bit on the slides that were presented with the much improved content from what was offered in the spring. for the 9-12 students. there was a lot of mention of younger kids and handwritten packets. but the 9-12 the only thing i heard is we're going to use

google classroom which has been implemented and used in the past so i am sure about the content and we are weeks away from starting had so yeah, that's all i have. >> >> thank you. >> >> hello, carmen. >>[ speaking spanish ]

>> good afternoon, my name is carmen rodriguez and i like that distance learning to be live so that the students can interact with teachers and their peers. i also would like to improve the services for the students that are in special education. hello, ashley. >> my name is ashley with the family resource alliance of efforts and 12,000 children and families across the city each year. we work to following the appreciate the work you've done thus far. however, a significant gap remains for the most vulnerable.

despite the district's efforts, many families have trouble accessing the technology and continue to seek support and these organizations should be provide add additional resources to provide suppose support. many children are engage and we have the efforts to have some in-person learning and the include additional full ner able students and they can work to identify students and leverage our families and addictional flexibility and when they can engage and these are position to meet families where they are and we want ta support them. thank you. >> thank you.

>> darcy. >> >> i'm a first grade teacher at ser dan school and i wanted to say i'm very happy to hear about the decision to distribute tech and materials at school sites so we can best meet the needs of our students where they're used to being. i am very concerned about the requirement of daily synchronous instructions at middle school and high school levels. when you are looking at the distance learning plan for educators about scheduling, daily instruction in high school and middle school would require the teachers and the students to sit in front of a computer screen to get all their subjects in each day and the quality of teaching and learning by can occur is extremely limit and basically been be successful. you must allow our educators to determine how often and when

they provide instructions so that students can have meeting times but it's not taxing and detrimental to their health and we do have to look at there's ways we can do it where they have focus and effective instructions staying in small groups and not everyday but a few days a week and you can include other educators like para educators and allow for time to be occurring with other support staff. thank you. hello, christie. >> hi. >> i. a high school teacher and my husband is as well and we have two scaff-age children and it was difficult working at home. i would like to please secretary district to allow teachers who would like to to be able to work from their classroom to unburden the techniques at a house as

well as space issues. a lot of teachers have families. i was on one of the discussion groups for teachers with families with children and with would like to have an option. not everybody needs to work from schools but for us of us, having that ability to get out of our small homes and teach our students in an effective environment would really help with distance learning. thank you. >> thank you. >> >> hell sew, mia. >> hi, how are you guys. i just want to represent families and this irony isn't lost on me what the first two callers were calling on pre k. they have been non communicative about the plan for fall. we know it's distance learning, however, to tell us they're raising to you and i they're

going to charge tuition from children as young as six to five-years-old to learn from a learn is unconscionable. i can't imagine being told to apply for a subsidy when that money may not a supplied but still you want us to keep our spots at a public early education site and yet 13 business days prior to the first day of school you are telling us if you don't want this spot, leave. go on a wait list. we haven't been able to plan for our youngest learners and it's a shame. i don't hear a lot of information on your district plan for pre-k and that needs to be addressed. you guys run an early education department. >> thank you. >> hello, zar a. >> >> hi, can you hear me. >> we can go ahead. >> i'm the parent of a incoming

first grader and i want to say a couple thing. for the park school idea. and those are the kind of sort of practices that the district is going to need to do to provide the support in an equitable ways that the need which we're seeing reflected in this whole panic and scurrying around about pods. say want to say in two weeks, i think the board, the school board is scheduled to vote on a budget for next year and last we saw that budget it included big

cuts in concessions in staff but there's no way it will be follow through on some of the creative ideas from how to do and making cuts to pd days for staff and other things involving the teachers in staff and work for the district. >> hello, earl. >> good evening. this is her is earlene. i listened to the presentation as presented this afternoon. i'm going to be a little bit selfish about this as others have been. i have a major concern about the distribution of devices to our substitute teachers. and that is my major concern at this time. thank you very much.

>> thank you. >> this is president of united educators of san francisco. i want to have several appreciations actually at this moment. i appreciate the focus on the health and safety of all of us. students and adults and educators, all of us. also, i appreciate the recognition of educators' contributions and participation in this planning that's been going on all summer and also a big appreciation for parents and youth who came to town halls and including those from close the gap. it was great to hear that all staff have an important role to play and have valuable skills just as we value each and every student, we value each and every employee of the district. this work that has been going on

does show the value of working together. yesterday or this week, uesf shared our survey with the district so that we can continue to work together i'm hearing respect for the negotiations. we still have a long ways to go and we're hearing concerns about the special education and pre k for example and they have commitments we will work just as hard as we can to get this mou finished and serve our students the way that they deserve to be served by the school district. thank you. >>

>> caller: hi. i just wanted to voice someone who said something previously about the timeline of letting us know what the schedule is for in coming first graders in terms of planning for it. i wanted to find out, i heard through the grape fine that rooftop elementary is having a pod discussion between the school and the pta and i wondered if that would be passed along to school sites to make it equitable for everybody. thank you. >> thank you. >> hello, sarah. >> can you hear me now? >> i think the school district has done a good job in identifying prior students, however, there's one group i think that's been left out which

is the students that are children of teachers and especially those in pre k and elementary. there's a lot of work that is being done on the family side to help support their owner children with learning and i think it's very difficult for teachers with younger children to focus on their class when they're busy trying to manage their own children. so i would like to see teachers supported in that way so that they can focus on their classrooms during the school day and i would also like to know what education and support that teachers are getting to teach live synchronous classes in an engaging way. this is new to our teachers. there are a lot of best practices and ways to make it engaging with both technology

and just best practices and i haven't heard through the grapevine are our teachers are getting that support. >> thank you. >> my name is chris and i am with the richmond neighborhood center. we operate after school programs at nine schools in the richmond district and i just wanted to say a quick bit of appreciation for the district for recognizing the need to support our focal populations and really appreciate the language around partnership use north this approach to support the needs of all of our young people in pip to the community hubs. i want to expand on lesley's idea of cocoa creation and ask and urge the district to engage the community and relation to two changes to the ed code as a result of sb98 and the district

can allow cbos to provide programming in schools when they're not in session provided that we have 21st century funds and i ask the school district really insures there's no financial barriers to using the facilities for these purposes and the district can really think about how they can support academics as part of the instructional minutes and this is done in true partnership with cbos not as mandated that are communicated from the district. that we support and to have a blanket approach to all schools and all cpos just may not work and may not be the best safe environment for the staff and

students. >> good evening, my name is cu and i'm the executive director for families of san francisco. when organizations dedicated to collectively advocating for the interest and needs of families in the city. so there's a high level of anxiety right now among parents. we want to keep our families safe and we also want our children to receive an adequate education. we appreciate the high level strategic plan and phases as you laid out, we would like to see concrete dates so parents can make the necessary plans that manage our own expectations. thank you. >> thank you. >>

>> hi, can you hear me? >> my name is angela and i have i actually worked for the san francisco transportation agency almost sfmta. i didn't really hear a lot of what is going to happen and i'm hearing mixed communications and sounds like some kids are going to be going to school and some kids are not and i'm not getting clear communication from the school district and let alone my district schools. i'm also interested in knowing what is the school's district going to do for transportation for children and from obviously from all over the cities with such cuts in our core routes. a lot of our students who live near sf. they have to catch the l bus or the l train and there's no 23, there's no 18 and the 57 is not

running so i'm interested in seeing and hearing more about what is the school going to do and for a lot of the kids who are not able to even come back to school when we do institute hybrid learning. >> fenel, are you there? are you there? >> thank you. really grateful for all the help with this educational reform plan and i have a lot of concerns. number one i have sigh real problem with the technology. i have a second grader and it

just doesn't work. i'm dismayed that no one mentioned our natural resources here in san francisco. we are really blessed to be able so have so much open space so i'm really emphasizing the need for you to create community partnerships putting children with academic success and wellness during this crisis schooling. so i'm curious about what is gong with the libraries and park and rec and also muni which sheds spaces and the arts centers and cultural centers and such as a jcc and african american arts and cultural centers and these are wonderful, wonderful resource and they haven't been mentioned.

>> hello teresa. >> my name is teresa and i'm the parent of a high schooler and i'm also working with parents for public schools. i want to just thank the people who put so much time and effort into this document from sfusf partners and parents. i want to reiterate some of the things i've heard. first is that, parents are ready to step in and help and it means recognizing the capital available in all communities not just the most resourced and working with us is key to this solving what is happening with distance clearing and covid-19 and i hope that you will see us as partners, not just people to be served. i also want to say i'm excited about what the plan is and i'm concerned like many, about the lack of specificity and i really want to urge sfufc and labor partners to move swiftly to

finalize the details that families need in order to support their children. we're two and a half weeks from the start of school. if you are a shift worker, you don't even have enough time to put in a request for a change of schedule for the first day of school and we don't know what time our kids need to be in school or in front of zoom. so we know that it takes a while to work this out but please, work this out swiftly. the clock is ticking and we're not prepared to help our kids. we're grateful to get communications from central office and acknowledging our administrators and teachers have taken well deserved time off in the summer but for most parents and caregivers, our connection ask s to our schools and students' classrooms and we need to hear from them. most have received no communications from our school since may and we have received little communication from our stalls or teachers and we can't support our kids at home if we don't know when they're in class and what their assignments are

and not just the younger children. those with older children need to be kept in the loop as well. we have recommendations that we've been able to give to the planning committee and we hope they're taken into consideration as you develop your communication plans and support. thank you. >> mr. steel are you there? >> it's mr. kiper. >> do you have the list? >> i do have the list. >> ok, second district pta. you are up. my name is michelle. i have a couple of quick things i wanted to say. i want to appreciate the teacher

from mlk and i was happy to sew there's incorporated time and think it's critical to how we move through this entire year and there's really regular and frequent ways for our stakeholders to work with the district in shapes this is for our students and we have heard a lot of feedback about the wellness checks and making sure we're having people and the relationships matter and not just done through e-mails or with someone who doesn't have a direct connection with family you will pet the input you need if it is someone with a relationship with the family. third, i have a question about how substitute teachers will work. what if a teacher is sick, how does distance learning go on? if they're not able to conduct it in a day and how will we support that and the last thing, i'm curious to learn more about this 30-day plan. one of the most important things is going to be creating space for community to be built in the

first week of school and connection with our families and giving our teachers time to plan together and the whole school staff and i would love to see us delay the start of instruction by a week or two so we have time to build that into our school year with still having staff saturday and i know that may not be realistic right now but i'd love to see this be creative. >> hello, can you hear me? >> yes, my name is autumn, thank you for the time. my family has been holding shelter in place very seriously since everything began with two small children and two parents working. thankfully at home full time. i understand that we -- [please stand by]

>> hello, danielle? >> hello, cap you hear me? >> we can. >> speaker: i'm the chair for the chair of special education and i just would like to thank the district for your collaboration with family and others in making these plans. we have a lot of concerns from parents with iet's and floor plans about feeling isolated during distanced learning and have a lot of concern about the prior written notices and how we were going to move forward with

various services that our students need. i know everyone is trying to pull together and i have seen a lot of prioritizing for the special education department. how do we handle emotional support, processing motor goals and keep track of those? also, how will we manage any and all of the iep's that might need changes and services due to distance learning due to in-person learning. we look forward to collaboration with the district is we thank you very much. >> thank you. hello, jennifer. >> speaker: i'm not sure if this came up earlier.

i know it came up in previous conversations or meeting. if distance learning turns out not to be efficient, if we give it a go and it's not working for our families for multiple reasons, can we opt out for maintaining our position for next year? there's been a lot of talk about rich families and all of the pods i know are middle-class, working families who need to make plans so they can work out their family schedules. so i understand the concerns but many rich families are private. thank you. >> thank you. christina? >> speaker: hi, i'm a teacher at george washington high school and i teacher education and i have a couple of questions when

you're planning for distance learning and supports for our students and for our staff. one of them is that my husband and both a substitute teacher for our school district and a student teacher for our school district and at the moment, i know that he has received no information about whether or not he will able to work in the fall and he was not able to work when he shut down for spring and thankfully, there was negotiation in the mou that supported this. but we are now a one-income family and it is incredibly difficult. i have no idea from my perspective what it would look like if i were to be sick for a day or if i were to become ill with covid. what would happen to my students and what would happen with my lesson plans? because there's to good way to plan for a substitute during distance learning when you don't know how that sub will be able to access your classes.

thank you. >> hello, miss fisher. >> speaker: well, i would just like to remind everyone this past sunday was the 30t 30th anniversary of the american with disability'sability. the ada was a game-changer in providing access to people with disabilities and prohibiting discrimination and the reason i bring that up, especially if we talk about costs now, it's important that we continue this conversation about inclusion when we plan for distance and hyperlearning this fall. our school district and city are richer because of diversity and i have to say, even though our teachers and our administrators aren't technically working, they've been on their well-deserved summer break, i've been having the most inspiring conversations with teachers in

administrators and special education staph as they plan for the fall and i am just so inspired. it won't be perfect on day one and in the reopening task force, i appreciated how dr. matthews framed it that way. one of the first things he said to all of us, if you're here expecting a perfect plan on day one, it won't exist. i think as we move forward and we continue to iterate, it will be really important for us to be working together and to be planning together and i'm just so grateful to be a part of that work. so thank you sfusc. >> thank you. >> hello, initials a.b. >> speaker: i'm a special day care teacher. i agree pushing back the start date would be helpful to teachers and families, especially teacher. i remember back in march, we got information five days before we were legally required to start

providing services for kids with iet's and we all recreated wheel in less than five days and it was a hot mess and the students did not benefit. it would be wonderful to have a slower start and get prepared versus, again, we start back five days before the kids do and it's just not realistic. and then the other thing, a lot of people touched on is the opportunity to work out of our classrooms and isolate or in a socially distance way. a lot of us live with multiple people in san francisco who have typical jobs, just taking phone calls, on their phone calls and special ed teachers are singing and it's destructive and hard to be flexible when we're stuck in a small apartment with all of these requirements. thank you.

>> hello, sarah. >> speaker: this is sarah, i'm a parent appreciating the applen and i would like to propose approval of the plan with one caveat, including rising third graders in the population cohort, especially if seats are available. these students are under the age of ten, which they show are nonvectors of the virus and they were -- the spring showed that the second-grade year, which is very important. the data that sfust is showing did work was for the third graders that were finishing their third-grade year and i would like to include these children in that priority of population of cohort. thank you.

>> thank you. >> oneida. >> speaker: hi, i'm a parent with the public schools and i wanted to know now about if being 98 is the low? we ha as parents want to have me interactive instructions with the teachers and we would like to have more clarification on how the hours of instructions would look like and how the

district will support families that don't have internet and, as well, they don't know how to use it so that we can best support our children. thank you. >> thank you. and president sanchez, that is the final speaker for this item. >> thank you to the public. we are appreciative of your comments and questions and concerns and i think we all share many of them in this fraught time. and so, we'll open it up to commissioners for comments and questions, as well as student delegates. and then we'll move from there. and so if you would like to speak up, just raise your hand. i see vice president lopez and i see -- how about we start with commissioner norton and student delegate katia. >> ok.

i didn't know you would call on me first. [ laughter ] >> hi, everybody. thank you to the staff and the superintendent for all of the incredible hard work in the last few weeks and months. the plan shows the amount of thought and the effort that went into it and i had a number of questions, the first question is just if you can give us a little bit of a download on why we're not positioning to move the date of schools back and what that would involve and why that to doesn't seem to be something that we're considering or moving forward. that's my first question. >> and so, the calendar, we negotiate that with our partners

and this isn't something that we have considered. we know the start date would be 17th and we have basically geared ourselves towards that start date, working with our partners and working through the mou. a lot of the questions that you heard today we believe will be answered in the distant planning guide. and that hasn't been released yet because we're hopefully in the final stages of working together with our labor partners. we haven't considered moving the date back because we believe we can hit that start date effectively. >> i mean, i'm just curious -- and i get it's negotiated. i just wonder if there has been any talk or thought of creating additional planning time for educators so we start the calendar at the time we've

negotiated. >> it would move everything back and that would increase the amount of professional development dates and so i know a couple of the commissioners talked about a behave waivers ta lower number. but even if we move the calendar back to after labor day or whatever date, it would move the entire calendar back. that does not increase the number of additional days for professional development. >> may i just i jump if for a s. i think if there was a waiver that reduced the instructional days to, say, 175, that would allow to five extra days. >> absolutely. that is what i was saying. i agree. now. >> right. >> and it would be have to --

the state would have to do it, would have to authorize it. the senate bill is quite clear that the expectation is currently is 180 days of instructional days. >> has any other school district, that we know of, have they asked for such a waiver? >> i don't know of any and i don't know if staff knows of any districts that have asked or applied. >> i'm butting in again and i talked last week about this and they were going to keep eyes and ears open but not gotten back to me about any districts going in that direction. >> i think we should keep our eyes on that, and maybe, it just seems like there is a need for particularly investigators to have additional time to kind of plan how distance learning is going to work for them since it

seems like for some of our students, most of our students will be with us for awhile. the fact families don't know what hours their kids will be in class, that's an increasing urgency and i wonder if there's a timeframe on when we'll release that information. >> i was very appreciative of miss solomon's comments -- and so, currently, we're working and have many meetings scheduled with our ue and, so, as soon as

we come to an agreement, there's a distance learning guide and we are coming to an agreement with our major instructors around what those days will look like and as soon as we come to an agreement, we'll be able to release that, but you heard the comments today, that she is as eager as the district to get agreements done so that we can move forward. >> and i wonder if someone can talk a little built more about what our thinking is about the various outdoor options, about using green spaces. where does that planning stand and what might it look like and what can we say? there was not a lot detail in the presentation around that and i would like to hear more. >> either miss bartell or komonoka. >> i'm happy to talk about -- there's a wide range of ways to think about outdoor classrooms, right, and i deferred to

miss borsell to talk about using parks as the content and/or the setting for schools. ewe are evaluating ought elementarall elementarysites, te physical capacity of the sites and to figure out how many students can be served there. and we're looking at that, both in terms of the building footprint and active schoolyard space and as we think about that decision tree i showed of thinking about, like, how we locate students and then how we schedule them, moving from the distance learning to in-person learning and how they move between those two -- i should say stages of being. and when they're at in-person

learning, what does the flow of that day look like across the school site and so myself and chief o'keefe are continuing to workshop over the next two weeks having, like, zoomed in on elementary school expose now scg about cleaning in between cohorts and thinking about having to offer food either in classrooms or outside, where will we land? what are the trade-offs in terms of resources, staffing and complexity that occur as you make one or the other choice? once you decide how and when you're offering food, how do we think about recess, physical education? and then, after using outdoor spaces for those traditional activities, but in a more complex covid-19 school-day schedule, are there still some places which for many sites i

think there are, where you might set up outdoor classrooms because of, again been just the damages that are offered over ventilation and then there are clear other trade-offs around ambient temperature, young kids being distracted and all of that needs to be managed. we're seeing how the school day does support or doesn't support the schedule and we're also starting to think about, there is, actually, the question of the proto-type itself and to just have kids outside, just sitting without a shade structure or anything protecting them from, you know, weather or distraction, that can be done pretty straightforward. but the minute you add shade structures, it's commabl compli.

and so, it couldn't be that easy, right? and so, it is not as simple, unfortunately, as going to home depot and picking up a bunch of, like, ven event tents. while we're doing site investigations and thinking about the flow and movement, again, one of the thanks w thind over and over, managing circulation is an important strategy. what we figure out what that circulation looks like within a specific space and site, we're actively developing and vetting different proto-types for different classroom activity and trying to think about how those things line up with the other uses we might want to use the schoolyard for. but i think the bottom line is, we will be using our schoolyards in ways that we have not used them in the past and there are some sites where if the

schoolyard is smaller or, again, needs to be used for some of the other uses, where there are adjacent park spaces. and i've reached out to the director of operations, the director th of recreation, theye very helpful. we're clearly identifying those that have pack spaces immediately adjacent and i think flynn and presido park and thinking about what they might offer as advantages. that's, i think, the literal answer when you talk about having school outside, what that looks like and i defer to the deputy superintendent to talk about the classrooms and content. >> i just want to say you think

you covered moss of i most of ii would think about what are the implications, then, for engauging students in teaching and learning. so teaching the babies within the four walls has a set of conditions that many educators and students are familiar with and there's shifts that have to be made moving the classrooms outside. not saying they can't be made but how do we dee deal with the capacity of our educators and what are the implications of the small and sometimes large changes that have to happen as a result of that. we've been in consideration with orla and don on the instructional side of the house, if you will, around these planning logistics and particularly vague, commissioner norton, because that's what we're working out. we want to hear that there's a lot of thinking and creativity going into thinking about what in-person hybrids can look like.

>> thank you. i appreciate that. my last question is about the situation at rooftop and a number of commenters brought that up. i've seen a little built cross my email about it, but can somebody talk just about what they're doing and what are the thoughts for how -- if this is a good idea, how do we give schools recourse and support and i don't know exactly what they're doing but i don't know if it's a good idea or not, but i would love to hear a little bit more. >> more details, i guess, miss blithe, do you want to talk more about the details watch wet we know? >> i can answer what they're in process with. >> sure. i'm happy -- i think what would

i like to update is that we recognise that our administrators just came back this week and they are eager to support families connecting with each other is i can tell you that i'm working with deputy superintendent morsell to make sure we have clear direction coming out in the next couple of days. days to administrators and families about what sites can and cannot do. and i would love it if the commissioner would share more specifically about rooftop. >> thank you. and i guess i appreciate what you're saying, because i think there's a lot of conversation and then there was someone who started talking about the school in the "new york times." i think it gets people thinking that something is decided and i think the community itself was in the process of having those conversations with the principal not even being on site officially yet, but wanting to

engage with families and supporting them. and i appreciate the opportunity to let folks now -- i'm trying to clarify that this not a set model and they're trying to build something and i think it would be great once they work it out with the families and the principal and then the teachers and then district needs to be involved, obviously, in liability and state law, right? and so, what they're talking about is not a pod concept and i think because pods is used very generally, it can be a nanny share or a microcharter school. and so people are getting confused and i've been hearing from a lot of families that what's going on? am i missing out? should we do this? and i want folks to take a pause and know i'm totally on this and i'm going to do everything i can to communicate and working with the superintendent.

but the main focus of their work is really just connecting families and creating kind of systems of support that folks can opt into and this idea of having a class that's heterogenius and breaking that class up into cohorts and then thinking about, maybe, we can ask families if they're interested in communicating in those heterogenius cohorts and they can share support and we can help to connect them to the teacher. you know, it's har sometimes fos for teachers to reach every family and it's like the class parent increasing communication and support, that they might have in those cohorts parents who can help support them even further. as i said, that's the preliminary thinking that is going on and, obviously, it needs to be flushed out and i'm excited that they're pioneering this, but as i said, it's not a set thing and i appreciate it if

people can kind of let them have their conversation as a community with district leaders. and then, other schools are sharing ideas, as well, and i'm hoping that we can gather the great ideas and start to support and push out potential models district-wide. >> thank you so much for clarifying what you know and what we've been hearing. student delegate katia. >> hi, yes. thank you, president sanchez. i would like to first appreciate and acknowledge the different perspectives and ideas who are heard and shared throughout the process of creating this plan and i think -- i was part of both the teaching logistic's group and i really saw so many different perspectives and i want to appreciate everyone who was a part of those and to get

started, a majority of the students who myself and chauvane chauvaughn interacted with, they say something is number one. i'm confident saying the fact we're taking safety precautions and following state orders, it will be a sigh of relief for many students. that being said, i understand the severity and the harm that comes with the lack of connection within our school communities throughout distance learning and i really appreciate miss marsell for highlights this and showing us ideas to create connection with outdoor learning and beyond. and i also would like to

spotlight the fact that all of the families in our district are hard workers, which means many of them won't be home or might not have a lot of time to take care of students while doing phase one and i would like to hear of some answers for this situation i know many families will be facing. >> so this is something that we took into consideration and then we definitely heard this throughout -- definitely throughout the town halls and, as you know, participating in the work groups and listening to the considerations, this is something we heard from families. but, what we also heard overwhelmingly was around safety for students and even families who said that distance learning wasn't what they had hoped for

in the spring, and even though they had worries and fears about distance learning if it continued the way it did in the spring, at the end of the day, they came back and said, but our top priority is safety. we know this is a consideration and it's a hardship but we went through a democratic process where we heard a number of voices and we listened to all of the voices but the ones that came up loudest and clearest was around safety. and so, what i'm saying to you is that we cannot answer -- or don't have answers for every issue that we know distance learning causes. one of those, as you said, was for families where they either are working and have young kids at home and we know that's an issue and we know that's a problem. but i wish i could say we could address every issue that distance learning will cause. but we're not able to. and that's just the honest truth.

>> thank you. and i like to continue. i have four more questions, if that's ok with everyone. i'll take that as a yes. students lacking motivation to work online for long periods of time and so, this brings me to my question, how are we promoting and creating clear paths to our students to graduate on time, move on and to foster success for as much as possible? because i know that, you know, students often feel unmotivated knowing they're not going to be able to be in-person. and i know this from experience. i've heard this from so many students. so what are ways -- we have these structures in place and supports to make sure that our students are actually getting to the goal of graduation, but how are we ensuring especially students who have shown the

least amount of interaction are getting the support they might need in a specific time like this? >> no longer can we say this student didn't luggag log in oro this class and we're done. we have required to have a detailed plan to access and find students who are quote, unquote,

not coming to class. so the first part is asking how students are engaged in classes and getting whatever credits they need to graduate. the short answer without going into too much detail is that we are creating a very robust attendance and engagement pol and i system, not even so much a policy but a system where educators will be quote, unquote noticing who is engaged and not engaged. i think our initial bar, which is pretty low, hey, did you log on and you were there. and that will be still the initial bar but we're building out a system so that we can track engagement, if you will, beyond that. you came, did you come and did you stay and participate in what time will be need for that class to be considered complete? those are the things we're working out and we did a presentation today at our admin institute with leaders that is

in charge of supporting that. so the class of teachers for the first point but not the sole responsibility to figure out was a student if clas in class or wt and to come up with a plan for that student to get to class. that's the lack of participation your question called out. >> if you for that clarification. so i have a question regarding personnel. so how are staff and personnel affected during phase one? i know someone's hours who have been reduced to two per day and that's on minimum wage. and i think this is honestly -- it's the reality of this pandemic, people are losing their jobs, but what are some resources that you guys know of or are sharing with staff and person of usfld and make ends meet and showing support of

people who have been experiencing something that's so, like, difficult during a pandemic and has affected so many families across the board? i want to fo know if there's any specific resources that you've given to staff that have been potentially laid off or have been, you know, reduced in hours because i know that affects a lot of nex income and families. >> can you repeat the question? >> my main question was, basically how are staff and personnel being affected through phase one? i don't want to make any assumptions off the bat. but what are some resources that have been shared with staff and personnel whose hours might be cut or have been cut?

i know personally, i know someone whose hours have been reduced to two hours a day and that's on minimum wage. and i would like to share that we have solidarit solidarity wif our workers and i want to know if there are any resources that come to mind, that would help these people or if anything that you would like to clarify because i'm not too sure how staff and personnel are affected personally. and it's just insight amongst, like -- because phase one will mean a lot of people are kind of, you know, thinking about custodians, and i'm not sure if they'll be working so insight on that. >> that's a great question.

there were folks struggling and some doing just fine and some had anxiety. in the spring, we paid folks even if we weren't sure what they were doing and we are committed to leveraging every one of our staff members but we have work to do to figure out what that work is. on the topic of wellness, i think one of the things that we're going to be doing is revamping that staff survey in compliance with legislation because we think it's the right thing to do to keep a check on how folks are doing and what they need and we'll be using that data to inform our supports. we do have an employee-assistance program and working on wellness supports, as well. i don't know, melanie, if there's anything you wan want to stay there.

but we'll stay in touch to make sure folks have what they need and monitoring staff and doing what we need to do there, too. >> thank you. >> you want me to add something. so in terms of staff wellness, that is a part of the coordinated care plan and we did have some -- sorry, i just blanked, relationship with our city partners to provide support to our staff and not many accessed it and we're not sure if we need folks know about the resources. so as we go into this new school year with the support of the hr team and the different staff surveys we'll be looking at, to understand what staff are asking for, we'll be working with city partners to identify resources for staff. >> thank you.

that's great to hear. and so, another question i have -- i don't want to open a can of worms, but i think this is a reality that we're living in and so, i just want to know if anyone has any specifics to how is this year's budget cut affecting distance learn i think it would be transparent to share this information as this affects everyone in one way or another. >> so, as we're just engaging in distance learning for this year and a our expectation is it is more robust, with the impact of the budget will be on a more robust system and we do know, of course, that the more dollars that we have, the more we can invest in the system and invest

in technology and professional development and so, we know that if we have less dollars, we can do less. so in terms of what the impact was since we are expecting, as i said, for this one to be more robust, it's hard to say what the impact will be at this time. >> ok, thank you. and my last question, i really, really, really appreciate the amount of acknowledgement across the board in regards to special education students and their specific needs. i would like to hear of any behind the scenes training that the paraprofessionals are given and of any resources shared with these families, especially considering the fact that i think it's kind of the sad truth that paraprofessionals and special education students are always the first to be impacted when it comes to these budget cuts and i would like to know if

there's any behind the scenes training supporting the paraprofessionals or if any way that you guys have been reaching out to special education students. i know that it's pretty early, so it's kind of hard to say because school hasn't started, but if there's any plan tha thau guys have. >> about the educator plan, i'm the executive director in curriculum instruction. i love your questions. these are great questions to make sure we're covering all of our bases. we have a robust plan for paraeducators this fall and so every year we offer -- this is our fourth parainstitute and normally we hold it for two days, the week of what would be august 10th and this year we'll offer this for four full days and there will be virtual sessions to allow paraeducators

and other staff to engage in technology foundations and also workshops allowing them to work more robustly with educators in their classrooms. they're invited to the new teacher orientation. we understand not everyone can attend in the week of august 10th. and so, the week of august 3r august 3rd, the 3rd and 4th, there are sessions for new teachers and paraeducators are invited. they've been invited through the union and human resource's team and also through special education division and our team because we have multiple ways of entry. and so hopefully every paraeducator has received these opportunities and we have a number of individuals working on workshops, including the special education division, students, family, community, the court division, the curriculum and instruction and others to make sure that they have sufficient workshops to help and support students come fall.

and i don't know, jean, if you're wanting to add other things you're doing for paraeducators or melissa. >> hi, everybody. this is melissa and i'm happy to jump in. i wanted to share on august 10th, it's our annual district day which is an all-day learning opportunity for paraeducators and all staff in the district to build their own capacity with technology and this is the fifth year we're hosting digital district day and we get about a thousand participants, educators are eligible for hours for it, assistants iandour keynote is gl be presenting on surviving to thriving and culturally

responsible practises during these times of covid, as well as what jen was sharing in terms of the parainstitute, our digital learning team offering is embedded in there, as well, offering a whole host of workshops related to building foundational skills for technology and similarly, we offer training and opportunities, office hours, as well, in the spring. >> thank you so much for answering my question and i don't have any questions. that's it for now. but thank you so much for answering them and also, thank you everyone, as i said in the beginning, everyone who is a part of the work groups or joins the town halls, thank you to help host the student town hall. i heard chuvaughn did absolutely amazing. thank you and i'll hand it to the next speaker. >> thank you so much student

delegate. commissioner maliga. >> thank you, president sanchez. thank you, everyone, for your hard work and thank you for all of the public comments. i do appreciate all of the parents. as a father, i pretty much would do anything for my kids, right? and i could hear that with all of the parents and they just want the best for their kids. and i appreciate you all. and i hope we can continue working together. chief marsel alsol, i had a quen around the minimummall minimall. could you expand on that and talk about what that is or what that group is. i have an idea in my head but i want to hear it from you. >> so, remember, we had a -- i

was mentioning that in my previous response. we had a low bar to monitor student engagement and we were able to do that in our students third through 12th grade who engaged in distance learning and this was to track if and how often students logged on to various websites like google classroom, their email, participated in a zoom class and if they did, we were able to say, you were, quote, unquote, at school or participated. and again, this is a low bar. even with that low bar, we know that we had a number of students who did not engage at all or other engaged 60% of the game and to name as a focal population, and even if our internal conversations at district staff, we thought it

was important to lift and hole d those students to be that much more intentional to make sure we are able to reach students who were not engaged a lot and were not engaged at all. as i mentioned in my presentation, the students who are in that minimally engaged student group who are underserve and hard to reach, even the brick and mortar. you see parallels around zip code as you dig deeper into who those students are. >> that is what i wanted to hear. because for me, like this thing around our black and brown kids, obviously some succeeded, but, like, there was a group that didn't, right? and so, i really want to -- i was looking through the plan that you all sent and i didn't see it in there just yet, but

folks are probably currently working on it and i wanted to see what our plans were to engage with that population. i was in sunnydale and watching kids running around and hearing things out there about low connectivity, engagement, the lack of resources and so, when i saw that minimally engaged, you know, i knew what you were talking about and i just wanted to hear, you know, if we had a more detailed plan around that. and i really want to highlight -- because there's not a lot of people that come and talk about the earn issues thate happening in the community. and i know our groups, some students had the highest lead in terms of technology, right.

the schools have been a safe space for a lot of these families and now that the schools have closed down, what does it look like now for the kids to be at their homes and i'll just be open and honest, some parents are not there and parents are going to work, you know, and all of the other things that happen through depression and poverty. and we can talk about that in-depth. it's a real thing and people are talking about it and not at these board meetings, specifically talking about the issues talking about in these

communities.

>> it will be what that engagement looks like, what can be expected by parents and so much more of the -- i just want to say i saw you lean back and couldn't help myself. but anyway, much more will be engaged in what you just described will be addressed in the learning guide that the teaching and learning guide that comes forward and as i said, as i started, this is, basically, describing some of what we're trying to do and it is more -- in terms of teaching and learning, it's more visionary in what you're seeing today and what comes forward will be prescriptive in detail and as we're talking about the l-cap and describing what we're doing, that is more of what will come

through what's following this or comes out of this. >> thank you. >> thank you. commissioner cook. >> yes, good evening and thank you to everyone that spoke at public comment and for the presentation and for all of the hard work tha and the frameworkd the questions everyone has asked thus far. i have a few specific things to follow up on. and there was a discussion about educators with families. and educators that have young families and can someone speak to how we're thinking about supporting the educators, what to teach and having their own judgment.

>> we know that it's educators with young family or people who have to work and what does that mean for kids if the students who would be left alone if going to work. all of these things are considerations that we have, but, you know, this is -- to be honest with you, this is a plan that doesn't address every problem that cup comes through h distance learning.

and i would say in the spring, part of -- for some families, it made it the fact that they could teach from home. actually, they made it -- it actually helped because they were there to be there with their students if they ha. so i know in those cases, it helped. but as we here, we're doing all we can do address what we can and the truth about it is, as i said earlier, that we know that we can't address every issue that comes through with distance learning. >> ok. and so i want to elevate how difficult all of this is for everyone -- this is a hard position for everybody to be in and i know that as a district we

have longstanding issues we haven't been able to resolve and i remember along with the ali program, which i wanted to ask some questions about, you made a presentation about how no matter the initiative by superintendent, we have not moved in the achievement gap at all, very minimally over the last 40 years and we've added a pandemic on top of that. and so the recent discussion which has been divisive about the equity issues and i understand and i appreciate everybody speaking to that. i'm highly focused on what's happening with black students and achievement and black families and so distance option is really difficult to accept when we know how much this community needs, our community

needs, my community needs and to trust the district will be in the position to resolve it, i think, would have been based on a history of being able to support black families well. i know that's not like a thing that -- we were in this work to turn that around, but it's just the reality of the history of our district and where we're at. i think it would be go good to weigh on the district pods but the educators on the southeast side of the city, our school principals, if you can give us any insight about how they are thinking about, you know, the

pressure we've been under. >> you asked about the pods and i'll start. and so this is really hearing a lot and talking about people separating themselves and i would just say having been born and raised here, the pod phenomenon isn't the only place where we've seen certain families in the city separating

themselves from other families. with that being said, this is clearly something that is going to happen and we -- the administrators -administrators,e first day back was yesterday and a couple of times they've been asked -- like i said, they have just come back into this movement and we're now having conversations about how we

situate ourselves in this and how we have the appropriate discussions. but at this point, like i said, it's been two days of administrators returning and, basically, about a week of something that caught fire. in terms of -- after this, i'll turn it over. in terms of learning and how much will occur. , you're talking about the movement and what happened, especially with black students. but i would say it's our expectation that learning will occur at the highest level possible. we are committed to that. (please stand by).

>> you saw an anti racist framework. we talked about the engage and a lot of avenue fern american students. even as we plan for going forward we're clear the variability that exists and the word ain't new, right. that is why the various teams that came up with those as educators we have to do work with our mind set and follow responsibility that may not be have been form before. i want today say it's not going to solve the problem fast but calling out was why we called it

out and another thing that as i talk to many black families they often times don't feel heard or included or a part of and so listen and ponte in a way that's thoughtful and in a way that makes sense, right. just to say that we know, i know, what you said is true and real and we have something to prove to our black families and not just in theory but in practice and us calling our author ten tick partnership with families and our community based organization to support these families is our first step towards doing this work but i'm not expecting anything to say we think it will be a win for black kids right now because many conversations we have a lot to

prove and we haven't realized each and every and that's the work we're commit to go and we talked about this today. we're going to go deeper on thursday and "understand item distrust exists. >> i have a few more questions that are shorter. >> we haven't settled yet. i asked last meeting about data around the in-person activities happening at rec centers is there any feedback in terms of like, was there a higher rate of covid for the families that participated in that or do we have any answers on that?

>> we don't have that data at this point and i know we have asked for t do we have that data? >> no, that's not the data that we have been provided and it's not part of -- >> i'm just curious. >> i asked at the last meeting. the 14th. >> so, when did you ask the city. i'm not getting responses so i want to track. what we're asking. >> i believe and also it was the meeting on the 14th and i believe i asked this past thursday. i'll have to double check. we had one meeting canceled with our dph folks and i'll follow-up with them gone. i don't know that they tracked that information and there are -- i will keep trying to get it and i'm not going to make it a long answer. i don't have it.

>> the community learning house the city is sponsoring, have we signed on to partner with those? >> we're signed on. we're having discussions, we're in discussions with the city. >> yeah. >> i'd like to say i wasn't informed on anything on friday. miyoung lee said that staff wasn't informed for about -- like two weeks ago maybe and so, i just want to say i think i would love to work with them but i'd love for them to partner with us and i've shared with supervisor haney he is trying to connect with us so we can work in collaboration and so that we're making sure we're fitting together. i appreciate you asking the question and i also think it should be transparent to the public as well. >> i have two final quick things. play works and so any sort of outdoor thing that we pay for

that's not going to happen and after school programs are we continuing our contracts with those? what those folks or are we resolving them? i can give you a list of the people i have in mind like our after school providers, the play works, partnership and and pe won't be person i know but there are a part of our district and can someone speak to those. >> i can speak to the after school so the after school programs are funded through dcyf through the state and federal grants and all of those grants have continued and we're working with all of the cbos to provide the distance and where we can outdoor that's part of coordinating if it's possible, like we did this summer to do some outdoor activities as well

as online. >> those contracts are school based, generally speaking so each site determines if they're going to contract out with them annually so i don't know if we have the answer of what the sites have decided going forward into the new year but maybe there's an opportunity to be part of the after school programming with those grants. i've had play works and i hope we can work with them if we could. >> i love play works. i love play works. >> all right. thank you for the time. >> all right. thank you commissioner cook. student delegate hines-foster. >> you have a series of questions. one thing that was already brought up but i'd like to highlight it again, what's the plan for upper grades like middle school and high school. commissioner cook asked the

question about grades and i'm pretty sure superintendent responded they're working with a specific group. as far as schedules, our are seeds being planned individualized based on like the school because i know based on virtual learning, my school schedule was different from my friends at wash and is there a set day the schedules for virtual learning will come out because schools like three weeks away. >> i'm happy to respond to that question as well. my name is jennifer and i'm the executive director of construction and so until the mou is finalized as dr. matthews referenced we can't actually publish schedules because we need to work with our labor partners. we have a series of schedules that have been developed in conjunction with our lead teams who supervisor principle and in order for there could be more consistency. our hope is there will be more specific schedules that are

aligned across school sites. some school sites like alternative high schools may need slightly different schedules so there's not as much vary ability as the fall opens. as soon as the m.o.u. is completed, we'll be able to finalize those types of schedules and get them off to the students and families that are waiting for them. i don't know if anyone on the call wants to add to that. >> >> i'll move on to my second question. >> my second question was for technology. will the students that already have access to the portable hotspots and also the computers have to return them and be redistributioned? >> this is melissa, thank you for that question. no, the devices that were distributed in the spring stayed with students over the summer as well as the hotspots so that they can continue to and we're

feeling the needs and gaps at the upper grade levels and then to do distributions through our site for our younger grades, our pk through second grade and our rising third graders who might not have had them in the spring. >> so my third question is, are there any developed professional developments for teachers and admin to strengthen engagement and connectivity? i know today there was mention about the admin district meeti meeting. >> >> i'll let you finish up. >> just reich we mentioned earlier about the opportunities for para educators we're rethinking professional learning

and professional developments and every single administrator in the school district is getting training and online platforms on how to distribute and starting next week, teachers will be engage in two full days of teacher orientation and at the end of the week, an intern program will have a three-day bootcamp on distance learning and starting the week of the tenth we have our digital district day which is available to all educators in the system and on the day that teachers report back which is the 11th, we'll have site based professional development on the 11 an11 and 12th to level set ot

it means to be an anti racist teacher, what does it mean to use radical healing practices on the 11th we'll have our approach to distance learning and our instruction actual module and every single educator will be organized by content teams so they can get an opportunity to engage in the launching unit. the launching units are being offered to educators with the exception of we're hope to go get every single educator a launching unit that will allow them to focus the first few weeks of instruction on building a virtual community, using the digital agency lessons the department of text knowledge has created on what it means to be an academic student, what does it mean to be a student and learn about your academic routines in a virtual setting and the department of technology and working close -- >> this is the interpreter. you are taking way too fast. thank you. >> i'll slow down.

sorry about that. we'll work across the divisions to make sure what we're offering is acceptable for educators at different levels. you can take a foundation training on a technology platform and if you need to know how to increase participation in the near pod lesson or a zoom classroom and how do you breakup with other educators we'll help you with that as well and we're really revamp will help and we'll host cross school platforms for teachers which is something we didn't troy to do and we're excited if i work at washington and you work at balboa we can collaborate about did this work for sev around or did it not work and how did it work. those are sometime things we're planning and i'll pass it over to the other chief to have more information to share. >> thank you for that.

the only thing -- a couple of things i would just that was a great overview, embedded within the foundational skills around our technology platforms and tools and across the professional learning activities that jenn mentioned we're embedding and incorporateing and built this into our distance learning guide around engagement strategies in a virtual space. thinking about mind sets around leveraging technology and how to use technology to support students voice and choice and agency and really looking at how within the online or virtual environment we're really able to leverage technology in ways that personalize learning for students and in addition to learning the tools themselves and how best to use them, to support students and support

engagement and connection. >> i know you have a question about middle school and high school schedules and so, we have the assistant high school who wanted to give you a little bit information about what is happening in the middle and school if you want it. >> >> it's good to see you. good evening, commissioners. just to give you an update on schedules i feel like i've been talking schedules for the past five hours straight. we had a principal meeting this afternoon and one of the things that we are doing with high school principle is we want consistenly with a items going throughout high school and we developed some schedules and they're options for principles so look at and all of them have

consistent items in them and we are -- that is time where where there's an opportunity for teachers to do collaboration and things of that nature. we want that time and to protect that time across all high schools. so we created some scheduling option and now principles are taking those back to their leadership team and working on those and as soon as we finish the mou we should be able to hand on schedules for each individuals so i would like to say all of the scheduling options meet the requirements of ab77. that was one of the low bars that we had to do with all the of them and we are working towards that end. >> yes, and for, good evening, commissioners, students, delegates and everyone. so i wanted to harb on middle

grades. we started with trying to make sure that we were aligning ourselves around a block and as well as aligning ourselves with planning games aligned early release. given that our principles just got back yesterday but a group of us had met last week to come to flesh through and figure out how this can work for us so it's important for us to engage in conversations and we did have a meeting and also, same tile as the high schools where we were given feedback right now and how do i make this work. there are challenges as well but consistency and coherence is super important for us. we want to make sure all middle schools have a similar experience, which is tied to the middle grades initiate wonder. >> thank you. >> so my next question is about.

>> is she here or is she -- >> i don't see the participant list at the moment. but i can share that we do have

some concerns about some of the community based sites being reimbursed. or meals distributed through the community being reimbursed it's not come through yet as far as the usda waivers. the treasure island site is among those so, we will, we obviously are hoping to maintain as many sites as possible but that is an open question as far as i know at the moment. we can make sure we have the latest information and provide it to the completion delegates. >> >> it's being implemented into the classroom with schools who are historically race like lole

and soda? >> do you want to talk more around the module that we've created for school sites to use. we just into staff meeting in other meetings they have with their educate offers and that's every school so there's not and we're not picking and choosing. there's going to be some asynchronous modules by the cni department in collaboration with that and department of

technology and departments and leveraging the experts using experience from our site leaders and some of the leading folks in the field of anti racism and so we're and i'm not sure if you want to add anything to that? >> i'm just say that as we launched the exploration into like how to integrate the launching unit, with the department of technology and the materials that often come from csd, we knew we wanted to make sure we were in line. the first we did was reach out to the chief and have a meeting and examine their pas and i would defer to you and to talk about the process you have been

going in because we learned a ton and as you know, this isn't something that you finished and it's a lifelong process of examining yourself and your own in the community schools and family partnerships department, i guess as it was called, we've been working on anti racist practices for quite some time and we've been really infusing the work of humility into the different work that we've been working doing with family partnerships and now we are bringing that work division wide and we've been working over this summer with a couple of flourish agenda which does a lot of work around radical healing practices and as part of the coordinated care plan the tier one are all about radical healing practices and both in the classroom and schoolwide and so we'll be

working on trainings that will be available to all staff and that is something we're coordinating with cni with as well so that the first 30 day plan that we're worth providing the same support and speaking the same language but that is definitely a huge push for us and really important in authentic partnership with students and families where we can only do through an anti racist practice and again that is not who we are but that's what we do so we're really spending the time looking at a lot of our practices and to make sure they're not paternalistic and they don't perpetuate white supremacist practices and changing them over to antiracist practices and so with that, we need to continue to engage with our families and our students and to tell us what we got it light or when we got it wrong and we have to keep changing it. we will definitely be calling on you, board delegates, to help us and tell us when we missed the mark and we need to go back to

the drawing board because what we thought was an anti racist practice was paternalistic so i appreciate the questions you are asking and i look forward to taking that journey with you. >> thank you for answering my questions. i have some more, sorry. also, what financial resources are available. last meeting we talked a little bit about the or is there any other resources available to the families. i can talk about the pandemic edp that was part of the state

it was extended through the summer. i don't know at this time. it's resources that we're looking for because we're getting ready for the wellness checks in august. checking weather that resource is going to continue and i'm hoping so since many schools in california are continuing distance learning and we hope that card will still be available. we'll absolutely let families know the status. >> i just wanted to chime in. this is commissioner lam. they are from congressional approval and it was administered through the state agency so right now, congress is discussing another round of funding for ebt so that is where the origination of those dollars come from and the programs ultimately for our students and family. >> thank you. >> the last question.

>> cynthia: question. are there any qbos we're working with to improve focal group engagement? >> >> we had a number of cbo forms throughout the spring and we are actually in the process of planning are first one for august so we're planning one in the next couple of weeks and definitely one of the topics that we had in mind to engage in brainstorm our cbo partners with is around this idea of how do we not just happen to and really do more and better by our students and also, how we partner to facilitate distance learning so it feels different to all of our students and so yeah, that's a topic on the agenda for august. >> thank you students and delegate. vice president lopez. >> hi, everyone. thank you for all of your work and just the commitment that we all continue to show during this

pandemic. i did have one very real critique about the plan and it was that my name was misspelled. hopefully -- [laughter] >> it's an ongoing prank. [laughter] >> in all honesty, the level of detail, even though it is hard to digest, even though it is inaccessible and in other languages, i am appreciative of the details that are involved in the plan. i feel like i can breathe now that i know that there's a guide even though it's a draft and those are what we're looking for and there's just a lot of questions that many families and educators have about our future and it wasn't named here, even though we're specific, even though these -- we develop great ideas, i don't see a concrete plan and i think once the guide is out, once we can finalize the

negotiations with our educators we'll have a clear idea but until then it's really hard to even ask questions without having this information laid out. so, i'm trying to adjust because i came in prepared for a very different conversation. another thing that i want to point out is we keep talking about vulnerable populations. how much a lot of it, a lot of them are effected right now, which i completely understand, but the very same people that fall in these categories are the ones saying they do not want to return to in-person learning. we also have educators that say they do not want to return to inperson learning so until we have a real number of who is willing to come back of which families want their children to be in schools, we have to direct our attention to the learning that is happening right now.

and this is some of the comments that commissioners brought up is how our outside systems are effecting our children and we keep coming back to this and what is partnership looks like. i love what is described as far as authentic partnerships but that trust is not developed yet. we've named it. so i just really need to emphasize the need for us to use outside resources whether this city is getting involved or not or we're not reaching out, that has to change. we cannot continue to have a discussion on learning online. if these outside resources and services aren't -- like if we're not making that connection for our family we cannot view our educational systems as academic only. i know that there's a lot that we can say about the distance learning plan but i just need to continue to stress that because the trauma that we're all

experiencing is going to get in the way of the learning that's happening. that's it, it's how our brains work. so i do have a number of questions, one thing i also want to begin to point out is in the focal populations, when we're focusing on different groups that we want to provide additional services, can we include s.r.o.s and students who live in s.r.o.s as a part of the categories separate from the number of groups that you've already named moving forward? i think it's really important considering that many students are learning at home and this is named in what they want as a support. my first is around the communication and i know that here there are many different channels named as far as how we get the word out through our website and the weekly digest and parent view and can i get a

clear list of information going out to families and let me know highway we're going to reach families and how are they going to decide what is best for them? >> hi commissioner. >> hi. >> dr. matthew and do you want a response? >> >> you are on mute. >> no, i was going to call your name. >> ok. got it. >> yes, i just wanted say that we are able to analyze how many families are getting the message now that we have the family resource link it's another great way where we can get real time feedback about who is getting messages and wore also able to see who is opening it and so to

let you know we recognize that not the different communications platforms work differently for different families. my hope is that in addition to the analytics that we're doing we're going to be able toll do a much better job this fall in articulating what gets communicated to all families and essentially through the different channels that we have and what gets communicated out through schools and it will be the same information that we know families are going to maybe receive in different ways and different channels so we need to push out in multiple ways. some of the feedback is we know we need to start communicating directly more within our secondary students because in some cases, especially for middle and high school students, they're the ones making a lot of their educational decisions in

some cases and they're the ones who might be in the role of sharing their family with their families and so, we're planning to do a better job in communicating directly with our students who are able to read things through e-mail as well as making sure that the family resource link is the family and student family so there's a phone number that people can call. another idea we have we're noticing for our spanish speaking families some are not actively using e-mails and so we do reach people with critical information through text messages and auto dials and it's limited in terms of how much information you can share and a phone call or through a text message so one of the ideas that we're exploring is adding a line that people can call and hear a recorded message that actually

goes into a lot more detail about the motion being presented on the website and through e-mails. the plan itself was intentionally a very high level summary because we wanted to make sure that the plan wasn't too lengthy so we knew we had a lot of content to put in there and everyone across the team was intentional about keeping things succinct. i would love to share more information now or going forward about the various things that we're exploring and doing. i'm emphasizing this first because this is key to how we reach our families. if we go in knowing the best method of communication whether it's text or e-mail, then at least we made that connection and if it's -- if we're talking

about needing information we can have families set up e-mails and move in that direction but i want to make sure that every single person is contacted. my next question is around the prior written notices and the plan the case manager at our school sites are creating to support our families and we know the emergency plans they have in the bring will be replaced through families and they should expect a call? is it only going to be when their i.e.p. is up or before school starts? what is happening around that? >> i'm not sure if i should wait until i'm called on and my name is -- i'm just going to speak now. i'm the chief of special education and the law has changed a little bit. pwns will be generated,

however, they are going to be framed more as an invitation to an amendment i.e.p. conversation where we will create what we are calling emergency learning plans so they're not called distance learning plans, emergency learning plans and we will be leaning on parents for meaningful participation so it's an authentic situation for the kids and we know some kids are going to struggle greatly. they did very much so in the spring and oir hope will be to make the situation robust but we will get as creative as we can given the resources that we have to provide state. the way it works is the emergency learning program is going to be inserted into the i.e.p. as an amendment and as we return back to school, there are

other i.e.p. will go back into play and if we are being called out again, for covid conditions and we have to go back to shelter in place, we'll toggle back to the emergency learning plan. i'm work on the debt right now. we want it to be very clear and simple with steps involved so all of the principles can princn support their teachers to get it up and running immediately. this will have to take place for all kids on i.e.p.s and it is we will start with -- we will look at the data as to which kids did not access in anyway and in the spring and we'll look at our and struggling and zoom lessons and we'll do a mini analysis of everybody's caseload and we'll set up the conversations to have these conversations in the first week

within the first month of school. so entering the school year, parents and students will not have this in place. >> some might. teachers will come back august 10th and this work will begin my hope is we can set aside time in those first days where teachers are having pds where we can start to generate the pwns and we'll have tem plates and we'll support them with the training and we want to get everything on board with these steps on how to approach this in a way that will it's not authentic and the information we have to get parents to participate is very real for me and for awful my staff. deliver trying their best to i implement i.e.p.s under covid conditions. i don't want to rush it but i

need to be urgent so we can get it up and running. we'll start as soon as the teachers come back. >> that's good to know. a specific question around any i.e.p. that had 1-1 written in it how does it look via dis concerning and how are paras involved in this work? >> that's a wonderful request and i cannot answer that right now. i am sitting in on the negotiations with our u.e. partners. i know they're equally as committed and we do have covid conditions and i can't send everybody out into the homes. we have to have a discussion about that and do what is right for everybody involved. i don't mean in-person. in there's someway to do it virtually, it's considered too. >> it's being considered. that will come up more in those authentic conversations about how we might be able to best

engage through the zoom situation and when it's not a possibility, we have to get more creative obviously. the next question is our plan for substitutes. if a teacher is out, what is that step and why are people saying that they didn't have work for sub students. >> so in the spring, commissioner, i think that's what we were referring to. not that we necessarily didn't have work but we did reach an agreement with united educators where we con pen sated all of our substitutes whether they were able to pick up work. regarding this upcoming school year, it's one of the many things we are discussing in the m.o.u. but it's my hope that we will work together and come up with a clear plan for how exactly we're going to deploy substitute and what supports they need in order to be successful and device i have and

all of that and we're in those conversations right now. >> this is tying to what student delegate brought up earlier around our custodians and just thinking in general what's the work for people in this category who aren't going into school sites anymore. that's something you referenced earlier with the city and if you are here, i would appreciate your input but we're still deploying our custodians and they still don't have work to do i don't think we anticipated we do not have work for them. can you speak to that? >> i'm happy to speak to that and it's a fair question. the custodians are still working so we actually had aggressive

schedule as it is over the sum tore do the deepest clean we've been able to achieve with sfusb school sites and we are mostly done to prepare if we were opening on august 17th but there's still work that is lagging. as we plan out food distribution and technology distribution for the month of august and in particular, probably in early september, there does need to be cleaning and disinfecting that is happening again on a daily basis to support those operations. i also want to say that we do have, let me run through a few other things. the other thing is we are also actively engage in conversations and we have heard loud and clear from teachers that they're asked in usfsd preparing sites and the

delivery of distance learning so we have a number of asks coming in and between that and also community learning hubs, which i do consider to be on the horizon and we're in conversation with the city about how we support those activities. in short order, by the time we get to august 17th, there's new demands on custodial services for their time and efforts. in the interim, we do have -- i just can't say this enough we're trying to take this opportunity to go deeper. while this is a crisis and it is for our custodial teams which have had just competing demands on school facilities while they're there, and have worked hard to do the best they can but

none the less, we have a moment right now where we are directing custodial that depending on these competing uses, anyone that who isn't doing something, associated with supporting of school based programs, is going to be power washing parts of the building that have not been power washed in 15 years. right. i also want to say that we're moving full speed ahead as a facilities division to try and identify and prepare school sites for resuming in-person learning. custody towed y'alcustodial wiln that training them and giving them special development to prepare for dramatic shifts in the way that they do their jobs

on a daily basis. since i have, i have a few questions about teachers accessing and it it's something that has come up. >> so we have actually provided to lead for, i believe, most of the month of august if not an entirety i can take a look at my notes. we're looking with leads to offer a similar process to what we did in the spring. which is that teachers and also i think students as the lead determined who might need to come to their lockers to pick something up in the spring and we're providing access during the month of august so this is another set of activities that will require daily support from the custodial services division. we don't have teachers who would

be interesting in coming? >> in terms of having teachers come into do their remote work, i actually we have finished drafting a poll and i hope to distribute that to the broader sfusb communities and it's friday and so that we will give teachers an opportunity to give us feedback on the number of teachers that were interested and that option and also in particular what kinds of amenities folks need for that to be a successful experience and i think one we can get and engage a sense of the hotel center and what kinds of needs and types of activities they can conduct we will share a couple of different proposals with the covid policy team and the board about how we can proceed and what level of demand we have because the level of demand.

>> the next pieces around our early education sites. and the -- what's been floating around as far as five of them being open, can you speak that? >> it would be better if the chief spoke to the early sites and proposals for reopening those for in-person and i will say that i've been supportive and that we have both allocated a certain amount of p.p.e. that would be needed from our reserves to support this perp and it's engage in fabricating a wide range of materials and supplies that the free standing centers would need to reopen safely.

>> the early education department staff and team, it's our priority to serve our youngest learners and to pro invite them with quality care and education and in this pandemic, it's a dilemma to do that with three and four-year-olds. our cde guidelines right now say that since we are an early learning and care entity in and lea which is a usc and the lea on the watch list, we can and should and continue in distance learning until we get further noticed. so, we will eventually have to open you are our buildings safely and thoughtfully so we can provide care. it's on the horizon so we are until the works having conversations with our union and

labor partners and having conversations with the chief and her team around collecting ppe and what it would look like pov a safe building and working with chief smith with regards to the department of human services and all of the guidance that we need to do so we do have plans for if and when we can soap safely and we want to be responsive to families. we are entity and we need to do that thoughtfully and safely. >> year ok. it's just important to highlight that for parents and teachers who may have not have known and then i also have a question for you, regarding the tuition that has come up. >> every three years, we are

getting guidance around how to do that with our subsidized families informing the tuition document as well which we hope will come out very soon. last question is around any remediation plans we have for our students' learning loss from the spring? are we just -- have there been conversations around our black and brown students?

>> due introduce new assessments during the pandemic, and also honoring the assessment room that we work with and which is the teachers and we haven't introduced any new assessments and we will use the same reading inventory and math to measure learning loss. >> thank you. >> you are welcome. and so, just of the last thing i'll say is there are still a lot of responses that are -- we're working on that and discussing that and i appreciate everything that is going in but i do want to point out we are in a pandemic and we are all

disaster workers and so that just, you know, the level of work is heightened. we've never seen so please, you know, continue to push these conversations, parents are waiting, teachers are waiting as well and the sooner we know the better we can plan and move forward. >> commission lamb. thank you to my colleagues for your questions because i think you all are able to cover a lot of questions that i had. and also i want to thank center matthews and the staff and everyone that is involved, parents and our educators and really arriving to this moment that we're at and clearly you know, so much work has gone in and a lot of intention and thoughtfulness. i think we also know, you know. the really tough road ahead through this pandemic.

what is before us collectively to really serve ultimately. >> i will hone into the age group and english learners.

i also want to get a bit more about high school engagement it gives us pause to look at about what it might look like at the fall. just pause there and i have some commentary about it. >> i know you had a question. >> over all it's critical that we're looking at our student population as distance learning as well as a gradual return in the hybrid. particularly around our english learners, everyone that we've listed here in our for focus population for students and i

wanted to hone in on the minimally engage students and commissioners are raising it earlier with engagement of lack of engagement of latin x and black and pi students so i wanted to hone in on the age for high school and our plans and thoughts is that we had lower engagement of the high school students what are approaches will be different for the fall. >> it's hard for me. i'm going to see if assistant superintendent sanderson is still on the line. i know he has been doing a lot of work with the high school leaders ande engaging in conversations and sim not sure how we're going to engage our high school but do you want to see. >> thank you so much for the opportunity and good afternoon again commissioners. if you will recall there are a few speaks about reengaging

students and we actually talked about this today with and each! have a team that works to reengage students that may not be engage. we saw the data that you are referring to about students that were not engage and i think it is critical that we reengage those students using the resources that we have at each site and each site will have folks meeting to help find ways to reengage those students back into the educational process at their school. also, i would like to say that i believe that teachers from my conversation with members of you, united educators of san francisco that specifically are on the high school building reps team that i meet with, i believe that they are one, they are

asking for more professionalment development and i believe that they are a lot more prepared to help deliver. they were able to see firsthand things that worked and did not work in the spring and they have learned from those things that did not work and figure out new ways to engage our students. today i saw a teacher demonstrate a program we have called near pod and it's available to all teachers and it was amazing how that teacher was using that to engage students. those are the discussions we've been having from specific and engaging students that haven't been engaged at school and all the way down to classroom practices. >> i would add to that that, we have for example, today in the

administrative data we looked at comments from students about what would engage them more so administrators in our district are looking at the data and they're also look at the student town hall and the information from students saying giving us the ability to connect more with our teachers as we are engaging in learning so all of this data as mr. sanderson just said at one works and also looking at what didn't work and when we look at both of those we're saying ok, how can we make sure that we're embedding those practices that work where especially where students are telling us that this engages us, this ex sights us, this focuses us and makes us want to be in the class. >> i would just follow-up with that. in the lawn -- [please stand by]

>> we've curated resources in multiple languages and specifically english and spanish and we've been able to utilize curating sources and making sources for chinese and bands rin. mandari mandarin.

i would say that our deputy superintendent spoke to the text messaging going out to our families and those also go out in english and spanish to our families and so we are looking at a multitude of ways to layer that and we'll continue to extend that and we know that's not all of the languages we have and we'll use our resources and

partners to expand opportunities to get materials to our families in multiple languages. >> and i think it's an ongoing theme and i know that the policy leadership team has spoken to this, but i can't express enough how important it is to leverage those community partnerships. we've had public comment tonight and you have whole networks of organizations, individuals who are ready to provide those additional supports. one area, particularly, is around our parents who are english learners themselves who will need additional support.

>> i've said this several times and i'll say it again. i think that so often what has happened during this time is people have left a date set, what's going to happen in regards to reopening and in stages. and i'll go back to what you'vee said repeatedly. we can do that and we've seen

the results. we saw what happened when so many places opened up in may and the virus said, basically, no, you're not going to open up and to answer the question of whether it takes off or how, i think it's dependent on what the levels are at that time and where the virus is. and i think, as i said, we've watched over and over this experiment and the question becomes how often do you want to repeat it to see it over and overmen. when we went through our process of getting data, talking to families, but looking at the data from the community and from experts, it said that august 17th was not going to be practical to bring 56,000 students back into buildings. and scott honest answer, it will be determined by where the virus

is at that time. i think if we have a very low rate of transmission and low rates of spread in the community and we also know that we have capacity in our hospital systems and testing is robust and we have what we need in place in terms of ppe and in terms of being able to monitor students and space students, it will be forced to come back and it's dependent where transmission is at that time and where spread is at the time. that will go to bringing all students back. >> i didn't mean that we'll be driven by making any decisions that are holding the health and

wellness of our students at the forefront. i think it's more about being able to articulate to the public over time, as it makes sense, right, that there will be this gradual piecean and not to force anything when the virus is still surrounding us. and, my next questions are on digital equity and chief dodge, you know i'll ask you questions about the digital equity peace. there's been questions in public comment and town halls and you have i have spoken at length on a weekly basis of the connectivity and i'm really, again, thankful and grateful to the small and mighty dot team and just the efforts and the volunteers that have come through, right, since march. if you can just walk us through both what the fall distribution

plan looks like and the wi-fi. i feel like the wi-fi is a bit more complex and i would say, beyond, quote, our control because of cellular coverage. but if you can take some time to explain to commissioners and to the public. now. >> new, yes, and thank you for opportunity to share. we have a strong foundation to get started with the upcoming school year. over 12,000 chrome books went out with middle schools one to one already and i think it's nearly 14,000 students who had a

device in hand and, then, from a connectivity perspective, we were delayed as districts were across the country in terms of access. and once those got in, we were rolling those out and we distributed over 3500. and with having multiple students in the same household, we were able to reach nearly 4,000 students through that connectivity because the hot spot, not as robust as broadband or fiber-based internet connectivity can support multiple devices. we're looking at pk12 in terms

of distribution and the increased estimates in what we need. we saw from device and wi-fi perspective and that was shared on the call, differences and inequities and access needs from race ethnicity perspective and from a geographic perspective, as well, across the city and, so, the distribution plan will look a little bit different. as we're launching the beginning of a school year and wanting to maximize our ability for reach in terms of reaching families, we partnered with our cni partners and we'll be partnering up with schools to have a distribution model that is site based. so we cap leverage or sites and our school staff and teams with extendal support from dot, from volunteers, as well, and to be able to distribute technology to

those who need it, as well as use it as an opportunity while we're not more eye to eye. we'll have mass coverings and be sure we're practicing help and safety protocols, to be able as a connection point and to make contact with families, especially because we'll have, also, students who will be at new schools in transitional grades and entering the district for the first time and so, that plan, we are looking at -- it's built into our 30-day plan because we know that takes time and we'll be a part of the wellness, the check-in process that happens a th happens at thf the year and working to get the process in place so the elementary schools can start the week of august 10th and we roll into the beginning of the school year and adding in our middle and our high schools, as well. in terms of wi-fi connectivity,

hot spots are a part of this plan and we have secured additional hot spots and working with the various internet providers and vendors to both balance the coverage that we need and want given or city and where different cell providers have coverage, as well as making sure that we have a plan -- a data plan robust enough but cost efficient and we're balancing those two, as well. so we anticipate probably distributing the same number of hot spots, if not more as we move into the fall time frame, as well. our city partners have worked to expand wi-fi access at several of the housing communities and continuing to look at, you know,

know -- the hot spot is that short-term to address the need, but what do we need to be doing long-term and i know it was discussed, sunnydale where cellular coverage is limited and so how are we continuing to look at different strategies that we need to leverage, to have a more sustainable access in our city? >> so can you talk a little bit, melissa -- i know, again, it's not just on the school district holding this, but there are really stubborn packets of neighborhoods that just cannot get the type of wi-fi at this speed, particularly as we're talking through what distance learning looks like and what the instructions will look like and that bandwidth is required and i'm curious how comcast -- you know, we went into partnership with comcast, how is that going

and your thinking and other colleagues that you're working wi >> this is a small business held of the small commission meeting and it's being called to order at 11:03 a.m. we thank services for televising the media which can be viewed on sf gov2. members calling in, the number is (888)273-3658. the access code is 310-7452. when prompted, dial 1-0 to be added to the speaker line. the auto prompt will indicate the callers are entering the question and answer time and if you call