"fraser." all my by myself normally. [laughter] that would probably surprise a lot of people. >> so kind of getting back to a bunch of encouraging, this idea about encouraging women to participate. you know, i want to know what do you think about -- what would you say to someone on the fence about participating? and if someone is thinking about running for office or wanting to do something where they get on a commission or something like that, how -- what do you think people need to do to prepare for that experience. what would you say to those women? >> well, what i would say is when you feel something, when you want to do something, then you should go for it. part of what you want to make sure is you do your homework to prepare. that you know exactly what whatr roles and responsibilities are and the position that you're going for, whether it's a request to me to be a member of a board or a commission, that i

have the ability to make appointments for. or if you decide to run for public office. you know, when i decided to run for supervisor, i wanted to be a good supervisor for the people of the district i represent, where i grew up in. and so that entailed making sure i knew how to do policy and legislation and i understand how the process worked and the city worked. and the good news i'd been on commissions and other places. so i understood it. but i actually went back to school late in life, before i ran, to get my master's in public administration. and i ended up graduating from u.s.f. with honors, because i was committed to making sure that i was the best policymaker for the people that i represented. and i'm not suggesting that you do that. it's just that whatever role you want to play, you set your sights on that role and you make sure that you're prepared to

take it on and all that it entails. and unfortunately in the world of politics, and in the world of public service, it also comes with its fair share of criticism. and i think it's going to -- it's really important that you have thick skin. and it's important that you have -- i'll tell you i made some mistakes along the way. because, you know, i want to be honest. i'm a girl from the projects. don't come for me unless you want me to come for you. so i have made some mistakes early on where i have cursed some people out and did some things. and what i had to realize is if i want to represent people, it can't be about me any more. so i can't do what i typically would do if it's just me, when i'm entering the world of politics. so i had to grow a lot in the position. part of it is just really making sure that you make yourself into the best person you can be. you just the best job you can be and you remember you're there

representing other people. don't let yourself get in the way of that. >> i agree. and i think, you know, i second that point that you make about sort of making sure that you're prepared and know what is required of you. and i think it's also about being prepared to make hard choices. >> yes. >> because it's easy to kind of just fall with the rhetoric, where the wind is blowing. it's really hart not to go -- hard not to go in that direction. people ask us to be leaders to say based on what you know and where you want to do for community, is this the right choice or is it not. sometimes may not be convenient, right. it may just be the thing that is not the most popular thing that people want you to do. but you think it's the right call. i think it's important. i think two other things that you mentioned earlier, i think is really important. optimism. if you're not somewhat optimistic about being able to make change, politics and public office isn't for you. because you've got to be

tenacious, you have to believe that you can do something. it's easy to get discouraged if you don't. a story of tenacity. i don't know if you remember, london, you and i were on a trip to israel, right before the mayor made an appointment to the district 5 seat. do you remember this? >> yes, yes. >> and i remember -- so, you know, ultimately the mayor ended up appointing someone else, right. and london still ran, right. she's like well, i'm still going to run. i still want to do this. she ended up winning, right. i remember on that trip -- i remember seeing you. you were like what's going to happen. she was thinking about it the whole time. even though we were looking at different things, learn being, you know, the diaspora. she was tenacious and wanted to do the job. because it came across, right. those a few other things. you have to be optimistic that

you can make change and be reallying to work hard. the changes that are really worthwhile, are hard to get to. >> yeah. it just want to add. i know we have to wrap it up, i see your communications person. i just want to add that you also -- i think it is important that you are really prepared to make the hard decisions. and at the end of the day, when you make that, is the right decision, not for your political career, is it the right decision for the people you represented. never lose sight of that. >> yeah. >> there were a lot of things that i supported that no other candidates supported when i ran for mayor. and people were trying to tell me to change my position. i said but that's not fair to the public. they need to know who i am as a person and the kinds of decisions that i'm going to make. and that's what's so critical. don't change who you are to fit into it. that's where sometimes people go wrong because of what they see

in the political climate. >> yeah. totally agree. because ultimately something has to ground you, right. the things that we talked about, about the things that motivate us to do good, if you keep on changing what that is, i'm not sure you industrial a direction any more, right. >> totally. >> i really enjoyed our conversation. >> thank you. >> it's been a lot of fun chatting with you. and really just kind of -- i think it offered people a really unique look into how you think about things and, you know, i think it's a great opportunity to just highlight, you know, an amazing job you're doing. thank you for all of your leadership, especially during a hard time and for joining us. and with that i'm going to turn it over to vivian so that she can help us wrap up. >> thank you, madam mayor. thank you, madam assessor, for such a great conversation. i really hate to interrupt and come in and end it. it was such a great conversation for all of your stories and sharing your thoughts and the passion behind running for offices. those are really great lessons

for us to learn. so at this point i also want to just quickly go into our t-our w challenge 2020. as you may all know, that ever since the w challenge has launched, we have been creating a new challenge every year to uplift women. also trying to encourage more women to vote, especially for this upcoming election, it's so important for all of us. we're going to be running a ten-week social media campaign starting from today and all the way up to the election day. we have 100 women from the past century that we have selected. they are local, they are great. they've been part of all of the suffrage movement, as well as other social justice movements as well. so we encourage everyone to go on our website. i'm going to be quickly going into it, sharing it on our screen right here. if you go to that home page, all you need to do is to click on the 100 years of women leaders

here. then you can read about the details of our campaign. but basically you just need to select two to three women each week and feature on your preferred social media platforms, #wchallenge and encourage more women to do that. so we're hoping that by uplifting these stories, we are able to encourage more women to vote and take leadership. just in honor of all of these women that were before us and all that they have done to grant the right that we have today. so thank you so much for everyone who is joining us. we are inviting our partners as well, alison go, president of the league of women voters san francisco here to give us the final remarks to end today's celebration. thank you. alison, the stage is yours. >> thanks. thank you for having me today. i am so touched and really energized to hear the stories and experiences of madam assessor and mayor breed.

you know, both as a young woman and an immigrant, really thank you for really your leadership in sharing these moments with us. thank you for everybody who helped plan this amazing event today. i know normally we would be on the steps of city hall. this is pretty great to hear everyone's stories. i can feel the energy throughout san francisco and a huge thank you to our volunteers kathy bar, who really helped to put this together, on behalf of the league as well. my name is alison go. i'm the president of the league of women voters of san francisco. we're a nonpartisan, volunteer-run organization focused on non-partisan voter education and advocacy efforts here in san francisco. you know, this election is unlike any election before and unprecedented challenges. every single time we hear this is the most important election yet. actually it's true this time. and with covid-19, the state of california has naile -- mailed y

single voter a battle. this is really, really great. many of our fellow san franciscans may not be used to the voting process and there's a lot of misinformation out there on how to get the ballot, how to transmit the ballot and election security. first step, making sure you're registered to vote. if you're already registered, you'll automatically receive your ballot during the first two weeks of october. and if you're not registered or if you've moved recently or maybe changed your name, you need to re-register. remember that the voter registration deadline is octobe. you can register to vote or re-register on our website at. wehavelinkstoallofthesethings. and then again if if you're not sure of the voter status and you want to double check sometimes, you can double check the voter registration online, same site. you can check what address they

have on file to make sure you get your ballot on time. if all of this seems like a lot to remember, go to lwvsf.org and help make your plan to vote, whether it's mailing your ballot in, dropping it off downtown at the auditorium or even dropping it off at your local polling location, just make sure that your vote is counted this november. the league also puts out a lot of non-partisan voting material. for example, our proand cons guide offers an eas easy to read ballot measure. the guide is budge -- put togetn many languages to reflect the community in san francisco. next month we're hosting candidate forums for several of the board of supervisors races. specifically district 1, 7, and 11. these are free, they're going to be open for the public.

we will broadcast these over zoom and we'll post them afterwards on our youtube page and they'll be broadcast over at sfgovtv.org. thanks to our partnership with them. and guess what, these with always be found on our website on the vote page. the page will be updated throughout the fall, as more of our materials come out. there will be a really great one-stop portal for all of this information. so thank you for having me. these next nine weeks, let's get our friends, family, neighbors, colleagues to commit to vote. and make sure that they have a plan to vote, whether it's in-person or with the mail-in ballot. please go to wchallenge.org, especially the women here today. thank you for having me and please stay up to date on everything the league is doing. you can follow us on facebook or on twitter. or whic by visiting us on the

website. >> i just saw in chat we have a series of events coming up also. 5:00 today i believe the league is having a partnership with the mechanics library and also talking about the suffrage movement and tomorrow in partnership with the public library, the neighborhood history project is also having a presentation about the first suffrage march that is happening and was led by a san franciscan from glen park. so stay tuned. you can also visit wchallenge.org under events to check out those activities that are ongoing. so thank you again for everyone. this concludes our virtual celebration of women's equality day 2020 today. thank you very much.

>> this meeting of august 25, 2020 is now called to order. role call, please. par pa(role call).

>> thank you for the role call. welcome to everybody and it's good to have everybody with us. put wwe are in our second week f distance learning for the new year and i've been hearing good things. i know it's very difficult for all concerned and i'm beginning my first week, as well, teaching fourth grade and i know personally the challenges on the teaching side and also talking to our families and students. i know it's rough, but we're all pulling together, making it as good as it can be and we are always open for suggestions of how to do a better and we always move forward together so thank you. again for being here. and approval of board minutes for the regular meeting of august 11, 2020. we need a motion and a ec. second. >> so moved.

>> second. >> any corrections? if you do, just speak up. role call vote. (role call). >> thank you. number two, super's report. dr. news. matthews. >> thank you, president sanchez. good afternoon, everyone. here is my report for this past

week. as all of our schools e engaugen distance learning to protect against the spread of covid-19, you and your child may be encountering new programming and may have questions but we're here to help. our district has been lending laptop and hot spots for students to support their learning from home. if you have a student who needs technology, you can fill out the fall 2020 technology request form. your school will contact you with the opportunities to receive technology, as well. once you are ready to go, check out the sfusd digital backpack which has digital learning tools. our district department of technology has created detailing tutorials to help you get started with using chrome books, hot spots for the internet, connectivity, zoom, see-saw and

razz kids a through z, videos are available in multiple languages, as well. there are printable hand-outs and we have free one to one technology support for students. their guardians and, of course, the san francisco unified school district staff. students and families can call or email the student and family link. a single point of contact for help with distanced learning-related questions. with those seeking a full 30 minutes consultation, the san francisco education fund recruited tech volunteers to provide video support on basic questions about zoom, google meet, google classroom and see-saw. families can find more information in the most recent and upcoming sfusd family digest which are emailed to families

weekly. i would like to talk about student attendance for fall of 2020. our teachers submit daily attendancattendancedata daily. they are expected to participate daily. participation will take many forms and may include a zoom class with or without a zoom camera joining a google hangout with or without speaking. participating in group chats, direct email, call or text with their teacher. evidence of completion or submission of assignments, assignments must be submitted via platforms or email. photos, phone conferences as appropriate. and san francisco loves

learning, season two coming soon, beginning monday septembee an hour-long episode at 2:00 p.m. aimed at pk to second grade students. this show will provide daily, cultural relevant, economic, movement and creative content from the san francisco unified school district educators, students, families and community partners and will exemplify the core familie values and provides for students to showcase their work. we encourage teachers to consider promoting the show with students and we hope to offer ways to reference the show through activities on see-saw. you can find the archives of sf loves learning, season one on the district website. finally, i would like to show a video from 2020 youth voices and

this is a group of youth in the bayview who are encouraging youth to fill out the census. this is critical as we are watching so many can see, evidence of our democracy disappearing and our youth know that the force behind the democracy is the numbers and being counted. now so i wani want you to watcho and it's encouraging you to fill out the census. this is our youth speaking to you. now. >> i'm jose and live in the bay and only 20% fill out the census. this year's census does not ask about legal status which means you shouldn't be scared to be helicoptered. >> i'm george and i'm 20 years

old and i live in the bayview district. the reason i love my community, it's en ethnic and diverse and we're able to better and the census is important because you have schools like burton and kipp and they're looked down upon as the bad school of the city and a lot of that is because we lack a lot of funding. i feel with the census, you know, if more people to go out and say, oh, we are a part of this and we want funding and we care about this and the communities and we want better funding, like, it would improve or community. >> hi, my dad is a resident of the bayview and industrial park. it's a pretty unique park of the

bayview, hunter's point area. it's just pretty much warehouses, meaning most of the people live here live in their basements. >> the line between city and nature, you don't hear sirens, it's quiet and even here, we have a community garden with strawberries and you can see all the birds and the bird migration in certain months, as well as the butterflies. it's really just kind of a little natural wilderness and oasis. as a kid, i as able to attend a lot of summer programs and camp that was publically funded with kids living in the neighborhood. the more accurate the census count, the more accurate the community resources are for the needs of the community. >> one thing i love about bayview hunter's point is the people.

i feel like everybody outside of this neighborhood has a negative idea of, you know, how these people are and that everybody is dangerous or some kind of threat and it's just not true. everybody here is the same people, same people as out there. that's why i think everybody here deserves the same opportunities, if not more. [ ♪ ]

>> so i want to thank our young people, our students for their participation and for their voice and making sure we know the importance of making sure that we are counted. president sanchez, that ends my announcements for this afternoon. >> thank you, dr. matthews. and i, too, want to appreciate that psa, well-done. everybody fill out your census. next item is student delegate's report with miss foster and mis. >> hi, everyone. this is our sac board update. they held a cabinet team elections yesterday afternoon is our goal is to establish a strong set of leaders to lead us into the 2020-2021 school year and with that, we would like to announce our 2021 cabinet.

president hanna sue. >> vice president megan law from burton who is a senior. >> student delegate casio mansa from the school of equity, senior. >> commissioner of leadership and engagement, jessica yu, a senior. >> secretary rea ire, lowell, jr. >> kaleig lee, a senior. >> historian agnes lean, along with heinz foster. >> our cabinet meets every other monday in rotation to sac's general meeting at 3:00 p.m. >> we would like to thank each amazing student who ran for a position this year. each one of you has astonishing

qualifications and we are very happy to have you in our sat team. look out for committee chair positions. second on our update, we have discussing the pros and cons of the first week of school. our goal was to feel the temperature of how a representative and the constituents felt about the first week of the digital learning. overall, we are happy to say that high schools across the district experienced a great first week of school. we will circle back to ensure we're listening to our peers and providing support for them. we did our first check-in at yesterday's meeting where we will be doing a sec roun second. thank you to all of our representatives for checking in with their school sites and constituents. >> our next meeting will be september 5th at 3:00 p.m. via zoom. this is a public council and anyone is welcome to attend our meeting. if you would like to attend, make a presentation, or would

like a copy of our up and coming agenda, please contact our sac supervisor, mr. salvador lopez-barr. that concludes our sac board update. >> thank you so much student delegates. and it looks like the sac is off to a great start. i look forward to the work this year. the next item is recognitions of commendations and then we have recognising all valuable employees, rave awards and we have to today. superintendent matthews. >> thank you, president sanchez. this afternoon, we have a special award, special service awards and this is going to a teacher at the lafayette elementary school and her principal, jacob hodgeson will be presenting this afternoon. so mr. hodgeson.

>> thank you, superintendent matthews and my apologies to everybody. i have a five-week gold at my right foot. first of all, i'm honoring to be honoring rau. i was immediately taken by her advocacy for students, stepping up to administration to say this is the way she would hike to push through, pioneering, mentoring, and i can't say enough about what she's doing in the classroom. i want to start off with a couple of things. cultural responsive teaching is nothing new to rau. she's been doing answer racist teaching her entire career and that's where her advocacy comes up. she's giving the voices a voice on a daily basis.

not own her students but classroom -- her extended community with the parents, mean just normally wouldn't speak up and gives them a voice. and she creates these units with that in mind, cultural situations with students and does a culmination activity which involves the students dressing up or participating as the students would in the book. two books after the top of my head is harry potter. she's has units where the kids culminate where they divide into the houses, eat the same foods the characters did and if you're a part of that, you feel a part of the community. she lets everybody see from a different perspective. "star wars" themed days and i can't say enough what she does to engage these students. she connects with families, as well, by making sure she frontloads information so they

know how to support their students as things come up. and she's a stalwart, bringing radical thinking to her colleague, as well. she engaged us in a cultural response's psc last year which will continue this year and it is extremely relevant and once again, it's giving a voice to often marginalized populations and she is advocating for that, making sure we have a team of people on campus that instills this belief in everybody that's on site. in closing, i can't say enough about working with rau. she is just a wonderful ally in education and she's there for everybody. so i want to say this, rau, thank you for all you do and you're a pleasure to work with. >> miss price, did you want to

say any words? >> yes. hello. thank you so much. those words were very kind and i definitely feel honoure honoreda part of this community. the staff i work with is very supportive and no one ever turns me down and they listen. they're h ther there to supportd we find ways to make things work or our students and parents. this community i've been working for in the past ten years is amazing. we still keep in contact. the admin on site, jake and mr. burger, craig, are always there to listen and support and no idea is ever a bad idea and i appreciate that love and support

from the community and it only makes me as an educator stronger and better because of who we work with and the children we serve and the population and the community serve. we serve. i'm so honored and privileged to be amongst all of you. i love san francisco unifying and i think it's a wonderful place and i feel very special and honored to be here. thank you. >> thank you. >> typically, we would take a picture and that's why i'm snapping a picture right now and i wanted to say that your award is on the way. >> thank you very much. >> thank you. >> and thank you, miss price and jake, for your work at lafayette. some people call it a hidden gem. normally, we would all congregate around the podium,

take a big picture, give you your award and, obviously, we're in virtual reality right now. so just imagine that happening and you will get the certificate soon in the mail. so thank you for your hard work and your dedication, to our students and families in this district. moving along, section c is public comment. and let me read the protocol for public comment. meanwhile, while i'm reading this, do you want to make a call out? >> yes, thank you, president sanchez. so if you care to speak on anything that is not on the agenda this evening, like later on the agenda is distance learning updates and you'll bible to speak to that item then, along with a discussion on the community learning hubs. and that will be later for public comment. but if you wish to speak on something not on the agenda, now is the time you raise your hand

and you'll have one or two minutes based on president sanchez's recommendations. >> i couldn't say it any better. thank you. please note public comment is an opportunity to hear from the community on matters of jurisdiction. we ask you refrain from using employees and student names. if you have a complaint about a district employee, submit it in accordance with policy. board rules and california law do not allow to respond to comments or attempt to answer questions door the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. again, as mr. steel said, this is for items that are not currently on the agenda to speak to. and let's see who's out there. >> looks like there are 14 hands up at this time, president sanchez. >> let's give everybody two

minutes. >> hello, angela. >> speaker: yes, can you hear me? >> we can, go ahead. >> speaker: good afternoon. i'm angela watson and i'm the vice president of smart 1741. i am a resident of san francisco, a parent of children with iep's, three have graduated and still one enrolled and, also, i'm a san francisco school bus driver tor 19 years. i am requesting respectfully that the board reconsider decisions that are being made. these actions are vital to the health and safety of our children and the community we serve to maintain healthcare. this is not the integrity of our mayor or the core values the school district represents. several other school districts are paying vendors until school

resumes. l.a. county and san matteo are just a few paying. the community is depending to maintain our healthcare so our kids can be safe and can return to school. hopefully, when all of this is over, we'll have some normalcy. thank you for your time. >> thank you. >> hello, adrianna. >> speaker: yes, good afternoon. i'm adrianna vincent. and i'm a school bus driver almost 18 years. i grew up in san francisco and attended san francisco public schools. my children attended public schools here. and i have known since i was ten years old that i wanted to work with children in some capacity.

and being a school bus driver has not only allowed me to fulfill that dream but to provide for a job to care for my family. i work with a group of very special, professionally trained people who also care for their families and the children of this city. denying us our healthcare during this pandemic is putting the lives of those who have served this city for over 50 years at risk. being on unemployment, we cannot afford to pay for our rent, mortgages and bills and for healthcare. and i ask you to please reconsider the position you are putting us in. thank you. >> thank you. carletta.

hello? you can go ahead, you have two minutes. >> speaker: i'm in support of having black history being a part of the curriculum in the san francisco unified school district and i previously did the rite of passage zoom session. it was the children and youth and families and we got a contract with bcyf, black to the future, and it was successful. we had seven students graduate and we were able to give them chrome books that they could keep and it's very important for the students to be able to connect with their abscess an ad

heritage and it gives them positive success moving forward in the midst of covid. >> thank you. just as a reminder, we have a resolution in support of black study's curriculum that will be on the agenda a little later and if you wish to speak, there's an opportunity to do it there, as well. hello, natalie. natalie? (no response). >> meg, meg, are you there?

hello, meg? hello mr. castro. >> i'm here can you hear me? >> speaker: yes one would likee to talk about what is happening to our school bus drivers. it's inhumane our school bus drivers are being laid off. our bus drivers are close members in our community and they have to be treated that way way. i understand the first student leading the way and it's unjustifiable for a company that makes $4 million to leave their workers out to dry. however, the district shouldn't be turning away from this issue. we know that zoom is an up and

coming company, but they do not adhere to worker's rights and union. if the district chooses to work with zoom, and i don't mean the webinar zoom, another company that works with drivers, it will only divide the bus driver union and it will only hurt our workers more. so instead, they should be fighting back. our district should be fighting back and protecting our bus driver workers. we have to remember where we live. we live in one of the richest countries in the world and our budgets have to start reflecting that. our workers deserve better. thank you. >> thank you. hello, mitchell. >> good afternoon, everyone, and thank you for your time today. my name is mitchell and i'm the ceo of cc photo and i've popped in on a few of the meetings over the last few months and i just wanted to drop in again and just

say, you know, my offer to provide free school photos for the entire sfusd is still there. i did speak to dr. matthews briefly about it. i know everyone is super, super busy with just trying to, you know, educate these kids and provide for them and so, i certainly don't want to be annoying and all. i just want a friendly reminder we're still here and the app is working great and results are really cool. hopefully we can move forward on that at some point and i just wanted to say, my contact information is out there. so thank you for your time. >> thank you. hello, shane? >> speaker: can you hear me commissioners? >> we can, go ahead. >> speaker: i'm shane hoff and i'm with smart 41.

i've been a bus driver in san francisco for 24 years. out members wanted me to read the list of school districts continuing to pay their bus drivers wages and benefits during the pandemic to retain them. these are only those districts that had student contracts. west costa, san matteo, foster city, merced county, stockton, unified, san jakine, san loren lorenzo, newman, pattern, los angelos unified, palm springs unified, corona, unified. and as you can see, many of the districts are much less affluent than san francisco and so, it begs the question, why can't san francisco, the richest city per capita in the world and you can google that, why can't they

provide for their school bus drivers in a pandemic? i thank you for your time. >> thank you. hello, aaron? >> speaker: hi. good afternoon, commissioners, and thank you for your time. i'm a parent of sfusd eighth grader. i'm concerned or haven't been able to find information about possible changes to the high school mission policy. and as you know, current policy using letter grades for seventh and eighth graders. due to the coronavirus, seventh graders were not able to receive letter grades. so any information that can provide the parents and families and students would be appreciated. thank you for your time. >> thank you.

hello, rita? rita? >> speaker: thank you. i'm a school bus driver in san francisco, born and raised in san francisco. my family came from croatia over here to san francisco and my dad went to balboa and i went to burbank and i graduated from woodrow and have been a school bus driver for 20 years. i love my life.

everyday i risk my life, i'm concerned how you want to change transportation. it's more than putting a child in a car seat and strapping them in. what if your child is a runner? what if you have a child that has a seizure? what if you send out a zoom car and it is hit by an 18-wheeler or a 10-wheeler? can that take a hit? i don't think so. we are highly trained and specialized in our field. with red cross, we know how to mouth-to-mouth, cardiac arrest and manage children in a very different evacuation situation. so, i'm asking you, are you willing to risk the safety of these children? thank you. >> thank you.

hello, crystal? are you there? >> speaker: can you hear me? >> we can. >> speaker: good afternoon, i'm a mother of five, two in high school, two in middle school and elementary. my youngest is three years old. i'm a mixed ethnicity but identify with my hawaii culture. i've been a driver for more than ten years and i remember days before the pandemic hit, i was told i wasn't allowed to bring my son with me. i was last informed that it was still discussed and yet, i come into work to find out just like that, i'm not able to do my job, because, surprise, it was decidedly so. like a ton of bricks or the air punches out of my lungs, could you know what that feels like? i've been able to bring my

children on the bus when needed, sign my waivers and i came to work everyday, everyday. even when personal tragedies with, i still did my job to help me watch my child. but i still did my job. the children wil that we pick ur bring home became or children. we've been a part of their lives, met their families and thanked us for transporting their children safely. the training we go through, retraining and recertifying ourselves because what we do matters, because we are telling these families, their child matters. we go out of our way for the extra pick-ups and drop-offs and arrange our lives to do our jobs. all of my hard work didn't

matter? i felt like i was being punished for having a family and children of my own pu. we grew to care for them and their safety and we are a family. our families care about the families we've transported. please reconsider. >> thank you, megan. hello, megan? >> speaker: good afternoon, commissioners. i'm megan and i'm a school bus

driver is i wanted to stay about the statement from the district that they have no responsibility to the school bus drivers because we are not direct employees of it. this is an integral part of the education community. there are many people over the five years i have been a driver, where all sorts of people have told me how important their bus driver was to them. i want to b be part of the belis put forth. they offer engaging and challenging programs, caring and committed staff, strong leaders and instruction differentate did needs. we, school bus drivers and our staff are essential to success. why is there no authentic partnership offered to us. for the last three years, i have primarily driven high schoolers and take serious the mentoring role i provide to these union.

when school closed in march, i was sad i missed the stun oppory to provide guidance and support. as a group, we have been driving the youth of this city for 50 years. we are a part of that caring and committed staff that you recognise as important to youth development. so i'm asking you to recognise the important role we play. make this a partnership. protect the drivers and staff and keep us in your budget. thank you. >> thank you. >> hello, shelby. >> speaker: my name is shelby hall and i've been a san francisco unified school bus driver for 15 years.

i just can't believe you guys could make a decision like this towards us without any consideration that we are a part of the community. we also are disaster workers and could have been utilized as delivering food and computers and books to the students. i just wish that you guys would reconsider what you're doing and how you're affecting the lives of the san francisco school bus drivers. we are the community. we are staff. thank you. hello, afte alita.

>> speaker: i'm here as an advocacy chair for the advisory committee for special education and we stand in solidarity with smart 1741. and the school bus drivers of sfusd are uniquely qualified and trained to transport students who require the most support in getting to school. as we plan for reopening, our students with special needs, particularly those who are in the special day classes will be prioritized and brought back to school first. how on earth are we going to get them there? if our bus drivers have been laid off, training and preparing a school bus driver to actually transport our kids throughout the city is intense. and our kids will be left behind and not able to get to school. if we don't build equity into our system, it doesn't happen, so we need to be planning to work with our school bus drivers now in order to make sure that all of our kids can get to

school. yet again, our budget savings are being utilized on the back of our unions and most marginalized students instea st. we're laying off workers when they need healthcare the most. we should working with first union and forcing them to pay their fair share rather than ending this contract. the cac officially asks sfusd to do better by our bus drivers. thank you. >> thank you. >> speaker: i'm fairy disgusted

with the school board. one of the biggest, most disgusting things that has been done to labor is regarding smart 1741 and i think it's absolutely absurd you would contract with a dot.con who doesn't guarantee the same level of expertise or credentials to their folks, but you're entrusting children to be put into these dot.com cars.

i suggest you get on the call with zoom, take away their contract and get on the phone with the bus company and start negotiating. that's all i have to say today. thank you. >> hello, nicholas. >> speaker: hey, good afternoon. i'm a school bus driver for the sfusd and i love my job.

i love what i do and i love seeing the kid's faces in the morning, whether it be screaming loud or passed out before i drop them off at school. i love what i do. the company that i -- the yard that i worked at for 50 years and the industry has been there since the early 1800's. it would be wise to reconsider the bus company and the services that have been given to the kids because throughout the generations, that relationship has been continued. and so, i think it would be wise to reconsider that and to think about if you ever had a bus driver, as well, and they could have been in this position and doing something on your behalf like this. and so just remember, maybe your

former bus driver like i do. his name was chuck, and i'm grateful for him. but, yeah, just reconsider your position on us drivers and we love or job. thank you. >> thank you. >> hello, sherry. >> speaker: hi, my name is sherry and i've been a great bus driver here for 32 years and i love my job. i've given the utmost care and experience to my passengers and always looking out for their safety. and i also try to have a good relationship with the parents, also, to help me if i need help

and i've seen these children growing up and some of them would get excited to see me again and at the end of the school day, they would ask me ie to be their bus driver next year. i love my job. so now i'm on unemployment, make 1800 a month. i have mortgage, utilities, gas and so on, adding up to 1800 a month. and if we have to pay our medical, that could be 500 a month and how do you expect us to stay afloat while we're waiting to come back to work. so you have the funds and the ability to get us through this. just like other districts are looking out for their employees, can't you be there for us like we are there for you? thank you. >> thank you.

hello, gail. >> speaker: good afternoon, commissioner. i'm gail flynn and i am a 20-year veteran school bus driver. you have to excuse me because i have not no been well. i'm a state certified instructor. it takes a lot to train our drivers and i've trained and worked with many of our drivers who have, actually, some great drivers and they become trainers themselves. and i would like to speak on behalf of my 250 coworkers, myself, and our office staff and dispatchers when i say that we have worked tirelessly for many years. we've developed close relationships with our students

and student's families and to be in the middle of the pandemic right now and personally, for me, to be dealing with this serious, serious illness, it's unconscionable for us to be laid off. to stop our health insurance? this is so disturbing, especially for people in my situation and i've been to the er three times in the past month. and so, what would i do, especially, as others have said, when they're supporting our drivers and support their healthcare and we beg of you to please reconsider and support us, because we are an integral part of these children's lives and our student's families. thank you very much. >> thank you.

i see the numbers 900-9128, that's your zoom handle and your time to speak. again, 900928. hello, frank, are you there? >> speaker: thank you. good afternoon, commissioners. i'm a fifth grade teacher and i'm on the board of usf and our union stands in strong support of the bus drivers. i, myself, the last couple of weeks have been doing this craziness of online teaching, visiting my students to drop of materials in the farthest districts, bayview, hunters point and, honestly, there's no way for those students to come unless they're supported by their parents or high-quality bus drivers who care for them

and bring them safely. so one thing i ant t want to ra, there's a discussion brushing off the voices of the bus drivers saying we're this charge, only dealing with a private company. for me, it seems like that's an easy way, a cheap way of dismissing the fact that what we're trying to do is cut costs and that means paying workers less. because you're not going from one private company to a another one. you're going to an uber companies and you're starting to lower the wages. for the folks here working hard on this board to raise the voices of the unheard, i want you to remember how it was like when your predecessors -- you may know this -- your presented predecessors tried to do something similar, trying to save money via tsa's.

we learned that turn-overdid not build the relationships of 30 years that these bus drivers are mentioning. you have to pay for that. you have to have a union for that. if you care so much about workers' rights and conditions, trust the unions to fight for that. but in order for that to happen, the union must be present and that's why we want to preserve the contract because these are the ones that create livable wages so they build the conditions. we cannot just think we'll save money in these relationships. thank you, please reconsider. hello, susan. >> speaker: this is susan sol

solomon. good afternoon. i'm president of united educators of san francisco and the vice president for political action of the san francisco labor council. i'm speaking once again to add the voice of the usf members and those of other members to all of the of the previous speakers in strong solidarity and support. our colleagues, brothers and sisters of the union. during this pandemic, i urge the district to extend the grace, compassion and belief in social justice that are the bedrock of this school district and extend those to our school bus drivers. please do the right thing. do in the leave these dedicated partners without a source of income and help benefits during a health crisis. make sure that when we are able to be back in person, in schools learning that we have qualified, trained experienced bus drivers to transport our students who deserve the very best. thank you.

>> thank you. president sanchez, that concludes public comment at this time. >> thank you so much. and thank you to all of the public speakers for your comments. nowe are definitely listening. moving on to section d, advisory committee reports and appointments. are there any board advisory committee appointments? and if so, just be speak up. consent calendar, we need a motion and a second. >> so moved. >> second. >> thank you. public comment on consent items, anybody in the public that would like to speak to any of the items?

raise your hand if you would like to speak on the consent items today.

are you hear to speak on public comment? speaker yes. >> you're here to speak for an item on the consent calendar? >> speaker: i was trying to speak about the bus drivers and i had a hard time getting into you. >> we're sorry, that public comment concluded. >> speaker: ok, i'm in support of the bus drivers. >> speaker: this needs to be an equitable action that we need the school district to bring, charnell. >> thank you. and clearly a lot of folks very interested in speaking to that matter. and, again, we are listening. and any items drawn or corrected by the superintendent? >> no, president sanchez.

>> and any items removed for first reading by a board member? if so, just speak up. and any items severed by the board or superintendent for discussion and vote later in this meeting? (role call). and that's seven ayes. >> thank you, section f, discussion and vote on consent calendar resolution severed for separate consideration. none.edu. none today.

g, none today. section h is special order of business and we have 208-2501, united administrators regarding crisis designed learning for the 2020-2021 school year. we need a motion and a second. >> so moved. >> second. >> superintendent matthews. >> thank you. i'presenting this item will be e chief of labor relations. >> good evening, commissioners, and dr. matthews. this evening, the recommended action is to ratify the memorandum of understanding with the united administrators of san francisco regarding crisis distant learning for the 2020-2021 school year. thank you.

>> mr. john, is there anything in the mo that you would like to point to a that's significant fr the public to know about? >> this memorandum is -- there are no particular elements i would like to raise. i am pleased that we're able to reach the agreement with the united administrators and this is for the distanced learning element, the context that we're going into as opposed to the hybrid context that will come at some point in our future and i wanted to clarify it specific to that. go ahead. >> i was just going to say that i wanted to thank the members of ueff. i had the opportunity to speak to them as they went into their final session, which has many members know and you know, it lasted for many, many hours. but what i was deeply impressed by was the commitment to hearing

from families, hearing loud and clear from families and really t including the teachers and the leadership of the teacher's union are ue, united educators, with a commitment to improving distanced learning so that we spend more time with our students and i was just impressed at that commitment from ue, as well as negotiators on the part of the district. so just a big thank you to all. >> dr. matthewthat is echoed int agreement. and so these two are working well together and they both are the same commitment and the same passion and commitment students. you'll see that reflected in the language, clearly.

>> from the board, as well, to ue and ua, any public comment on this item? >> please raise your hand if you would like to speak with the united administrators or mou with the united administrators. hello, miss marshall. hello, miss marshall? >> speaker: i was planning to speak on the other item, but since i'm here, on behalf of the alliance of black school

educators, we applaud the district and the ad administrats for coming together for a plan to support our students and the distanced learning. thank you. >> thank you, miss marshall, i know you wanted to speak on the other item and any other public comment? >> yes, one more. hello, charles? >> speaker: is this where i make a comment on distance learning or is that later on? >> that's later on in the agenda. >> speaker: ok, sorry. >> commissioners, any comments or questioning on the mou. >> i'm sorry, there's one more hand up, president sanchez. >> ok, let's go back to that. >> hello, joan. >> good afternoon, this is joan he particular particula particu.

i want to encourage the commissioners to approve our mou. we feel we worked collaboratively with the labor department and we wanted to thank greg for working with us and getting to the end. we feel good what we were able to accomplish with this agreement and we look forward to coming back with our hybrid model when we get that one finished. thank you very much. >> any comments or questions by the board or delegates? >> no, ok. role call vote. (role call).

>> moving on to the discussion of other educational issues that we have an update on district plan for fall learning and a community learning hub's discussion and so superintendent matthews? >> as you know, we, over the summer made a recommendation to the board to begin this fall with distanced learning. we started a week ago -- so we began this fall with distance learning and we started a week ago and so, this is an

opportunity to give you update of we know we're only a week in and what has occurred thus far. and so presenting this evening is the deputy superintendent of instruction. >> good afternoon, commissione commissioners. i'm excited to be with you and provid.this is to take advantago provide and share some information around distance learning so our families and stakeholders and so share highlights to date and these both list the bright spots we want to scale as we continue with distanced learning and areas we need to further build out and pay attention to. and finally and most

importantly, i want to have the opportunity to hear from community and commissioners to see if we can improve or distance learning efforts. and so as you all know, sfusd started school on august 17t august 17th in a remote format and this is the first time that any of us have started schools in this way and this update is being provided just seven schools since we opened up. this just reflects the first five days, the last week. and even though teachers and students met with much enthusiasm, we agree with much of the feedback that this is not notideal for any of us and we look for opportunities to offer in-person learning with safety at the forefront as soon as science and data says we are safe to do so. we're really working to tend to

the three themes that were listed during the spring. we're looking to hope folks experience more opportunity for connection, authentic connection, increased varied and more transparent communication and more consistency as we do school in this new way. next slide. we've named four priorities that will help us do our work and for each one of these, both school, staff is central office staff have actions to help ensure we're operationallized these priorities. these will be in the areas that we will seek and look for feedback and partnership from our stakeholders as long we're in distanced learning and beyond. those priorities are consistent structures for support and really lifting our sfusd graduate profile and wellness and authentic partnership. so our first piece of information in this presentation is really making sure that our students and families know what

they can expect during distance learn. a lot of work and collaboration went into our school start times and more of our schools have a similar start time with most starting around 9:00 a.m. and we now have clearer guidance from our state that helps us partnership with educators to set expectations for distanced learning for minimum minutes and that is the first point and place of consistency as we go into distanced learning in the fall. you can see here that senate bill 98, students and pre-kindergarten should expect to receive 120 minutes of instruction each day. our students in tk through k will be receiving 180 minutes and grades first through third, 230 and then all of the our students in fourth grade to 12 grade, 240 minutes. it's important to note these minutes are made up of two different types of instruction.

the live or in-person instructions, as well as independent or asyncronist instruction. we definitely have moved towards a lot for kips i consistency int

area and we're mindful of the artist industrry creates schedud responsible to the age and appropriateness of the students and the class and, also, what is the best way of interacting and engaging, give given the content is being taught. we want to make sure all families know that regardless of the amount of time, every student at sfusd should expect live interaction from their classroom teacher and other adults in the building. next slide. again, starting school remotely is new for all of us and as we get feedback from the spring and engaged in many prep sessions with our families, we got feedback and planning time, as well as educators and we have identified three buckets of focus for the first 30 days, not

to impl.we wanted to make sure e attended to these in the beginning of school. the first is wellness and partnership. every school is in the process and creating a coordinated care team and that is made up of staff members on the school site who are responsible for making sure that our families and our students and our staff are well and really setting the phone for a partnership and that is the group supporting attend attendas wellness checks. be have school with consistent two-way communication structures and many of our staff have started, but everyone will be everyonengaging in wellness chen the first 30 days. evacuee spent a lot of time developing the capacity of our educators to do this new way of teaching and learning and so, we've offered a variety of

professional development opportunities that change, not just in terms of content but the ways in which they're provided. we spend a lot of time, thinking about mindset and that's really where you'll see the anti-racist teaching models and approach and a deeper learning approach being ensued. as we think about instruction and connection, we've done a lot to make sure that across schools and grade leveled, students have similar and shared experiences. we have tried to extremeline this for our school site. and so, one of the key activities coming for the first 30 days that i want to spend some time sharing with you all, is how we decided to distribute materials and snak make sure our students can engage in this new remote schooling. wee talk about access in terms of the stools and technology and

also meaning, can i actually utilize this to interact. we have distributed a number of the devices which i'll share i with you and we have moved from a central device distribution strategy to a site-based strategy and every school site at sfusd is distributing their own materials to their students and families. we thought it would be a great way to provide opportunity during this time for connection, for face-to-face time and a way for families to connect with educators and give them information about that school site in particular. the other thing evacue we've doe have spent our instruction materials more robust. when we talk about access, one of the ways we access wit is toe more offered across languages and have materials for students who are english learners and

students who are engaged in language pathway programs. we've tried to buffer our materials with information and instructions that can support the family member or th the guardian who may not be an english speaker to support that instruction at home. as families receive workbook or other materials, we hope you see evidence of that, that we provide to help not just the student access the information but also have the caregiver be able to support the student accessing information. and we are also making sure that our materials that have gone home are not just specific to that content area but really allows us room for our students to be creative and think about subjects outside of what that work might be representing. our ela workbook, english language art workbook has art embedded.

we are trying to make sure our educators know which of the main platforms we'll be using and what platform lends itself to what. that said, you will likely not see your students engaging in all of these materials the first several days of school and that is because just like in the regular school year, the first several weeks of school is really about connection and about community building. making sure our students know what to expect, how to engage, they're getting to know educators and peers and educators and peers are knowing

them and you can find that a lot of the activities are not about a workbook yet or not even the traditional yeahs w ideas we hat homework, it's were gettin. it's about getting to know you and connection. so i talked about our structures, our focus on pd. i wanted to share highlights in both of the areas. in august alone, we provided -- actually, that was two fridays ago, central office hosted 80 80 pd's and this is on top of what we know our sites are doing for the educators that engage in distanced learning. we had ten thousand plus attendees across the pd's. we also hosted the digital district's day and that is a one-day pd that just realliliesy

lists our ability as a staff. this year, we had over 2900 participants and an amazing keynote speaker, dr. dina simmons who layer on how could we be about connection and hold an antiracist lense? we got a lot of feedback from that particular day and another attempt for us to build our educator's capacity, not just to do distance learning but to do it well. there was a question around how many devices we've given out. i think it's been reported several times, we gave out 13,000 devices over the spring months and a little bit into the summer and just over the past eight days of school, since october 10th, we have given out significantly more. we gave out 17 tos 17,000 studet devices and over 5 toss hot spots5,000 hotspots.

so we've given out about 30 student devices. again, one piece of feedback from the spring, what about our youngest learners, pk's and students up until second grade, wanted and needed devices, as well. in the first several weeks this fall, we've distributed devices to that age group, as well, given out over 8700 devices to students in pk through second great and so we'll continue to do that and we want folks, we herd anheard that and tried or o respond. another piece of information to share is that attendance is being taken this fall and teachers take and insert attendance daily. we wanted to make sure that families and students know that now attends is taken in a number of ways. what counts for you to be present in this virtual world is varied. attending a zoom class with our without your camera on, the

teacher says yes, you're there. if you join a google hangout, a group chat or communicating via email with your classroom teacher, that counts as attendance. if you submit assignments, that's attendance. so because there's no place for you to physically show up, we wanted to make sure that everyone sees that we are definitely being gracious and compassionate is thinking about different ways that students can show that they are in school and participating and be counted for attendance. and because our attendance system is new, even for our educators, we know that there are some quirks that we are fine-tuning and so just wanted to publically say to the families and students, if you get an attendance report that you feel like is in record, don't panic. reach out to the teacher or school leader and let them know and we'll address it. but this is new for everyone. we are still compiling our attendance data, but a couple of bright spots there on the

right-hand side of the screen. our middle school hosted a sixth grade step-up, and we had over 1900 of our new sixth graders participate across 11 middle schools and there are more orientations this friday and beyond. we're hoping to have everyone of our sixth graders participate. and also, our bayview schools had several with attendance in the spring and were diligent over the last several days of the opening of the fall to track attendance and they reported that they were able to reach and make contact with about 90% of the their students and the high levels of engagement as compared with the fall. we use google classrooms, et cetera, and for day one, we had

80% showing some activity in google in some way, shape or form. we're finding ways to engage and we hope to come back to you all in the next several weeks with a report on attendance and engagement using those serious metrics. next slide. and so, there are lots of thing to highlight over the first week of school, but we have to highlight our babies. it has. been awesome. people sending in pictures of their home offices, trying to make space and we'll talk about some of the resources we've provided as a district but as a mommy myself, i wanted to shout out to all of our families and the ways that we've all made due when doubt wants to prevail and figures out ways to do this better for our students. we, as a staff, try to think about, again, that anti-racist

approach and so we've done a lot to try to buffer up the resources that we have for our families and students and our early ed team, they created a whole equity virtual library, where you click on the photo in the picture or the book and the picture, it will take you to a read-alloud and that library, we have an indigenous library, a latin x library, and so just a lot of hard work from our staff and educators trying to, again, make sure our babies are seen, even though we can't see you in-person.

we work to get paraeducators with devices. as you may recall, it was a challenge for students with iue's who get a lot of support to have that connection and interaction because the paraeducators themselves didn't have devices and we distributed 793 to our paraeducators which we're excited about and that will increase the opportunity for connection with our students. there are special education departments that launched a task force in collaboration with our ue and uasf educators to really think about the assessment needs our students and how we can serve students differently and better in the fall in remote learning. and i personally have gone through a lot of different convenings with families to give these overviews and to hear feedback. it's interesting to see how many more families were actually able to engage, even in a period of time where we talk about access

being limited.

we have our website, and we're always mineful of thinking about other ways to get information out to our families that are not so, yodon'trequire a computer od that levelers all of the different ways in our community to get information around and that's going to be an ongoing area of focus. we know we were exposed with online security. our goal is to keep our classroom safe and secure for students and educators and we worked hard to make our platforms responsible and we'll keep doing that, but what that means that oftentimes we have to put restrictions only things that may not make sense but it's in thest to make things more secure. an example is that we require sfusd emails for anyone using or platforms or interacting or

learning, allowing us to track and follow up. we also are working on webinars because we know it's not just the technology itself and we're interacting with behaviour and we're coming up with protocols and tools about how you should act when you're on a zoom call. not just for students but adults with them, as well. that's a continued area of focus. we're working closely with our city and internet providers to address the issues. next slide. these next couple of slides are just going back to what i said, taking a chance to share information with those listening and, so i want to make sure

everywhere knows we have posted our guide on our website which provides a nice amount of information for our families, as well as resources and that guide is on the website and translates automatically, but we also have just finished our translations and printing our hard copies to make sure to get those out to our partners so that, again, thinking about different community exposies share informn and cultures. that distanced learning guide has a page here that you see on the right of how to stay informed and back to the idea of communication, we're trying to think of a number of ways to keep families informed and some are listed there on the right. next slide. another way, and, perhaps, one of the best ways to stay informed is by activating your parent view account. ththison parent view, you cant

student's assignments and grade and see your child's attendance. you can get district and school communications, assuming that your email, phone number and address is correct. and you can also get your student's log-in information. we know some families are up and activated on parent view and so far, younger learners, they're giving out badges and that log-in information is available there and you can do that even if you don't have a parent view account up and running. this has been a big topic of conversation, and we're glad to see schools are helping us with the push. as of yesterday, we have 75% of students in sfusd with at least one guardian or parent with an active account. this translates to 75% of our households or living spaces getting this information. we're relying o to getting paret

view up and live. if we have families trying to figure it out, please know your educators and school staff can walk you through it and we have our district resource line. this has four icons and now it has, like, 4,000 icons. we're listening and trying our best to make sure people have the capacity to engage in this way and just to highlight a couple of new things. we now have live one-on-one support. and so, all of these links are active and now families and guardians can call and make an appointment or a 30-minute session to ask questions and get support regarding distanced learning and those are offered in multiple languages. and we are in the process of creating academies or webinars

for families, as well, and we enhanced the tutorials, talking about not making everything print rich or print-based and youtube playlists where parents can be guided to use the tools we have our first focus was on wellness, health and safety and even though i spent the last minutes updating you on instructional changes, we want to end by highlighting how important wellness and safety is as a district and we're here to be of service. i wanted to point out our family resource link line for folks to call if they need information or if they have questions.

also, we have a safe and sound talk line for our families. this is a lot for everyone and that is a resource for families. we have more resources linked there at the bottom of the screen and we also wanted to headachletfamilies know we're dl distribution and our policy per usda has changed and meals are only available to usfsd students and 1 18 grab-and-go sites betwn 10 and 12:30. i wanted to give a heart-felt appreciation to every staff member, parent and student and just for all of the ways that we've come together and pushed each other to make this a little built better for our students to open in the fall and looking forward to the feedback and all of the ways we'll work together as we continue to go. it would not have been possibly without each and every person

that participated. so thank you. that's the update. >> thank you. we all echo that. can you see if there's public comment on this item, mr. steel? >> if you could like to give public comment, if you would raise your hand now. there's only eight hands up at the time but i suspect that will grow as we go. hello, charles.

>> speaker: so i'm a student at sfus d and i have not yet received any information regarding the grading systems for the school year and it is clear that both standard letter grade system and pass-fail will have drawbacks. what i think will be best is a letter grade system in which students are graded on participation and effort as determined by their instructors. and, also, if distanced learning is to continue through this entire school year, is there a point at which you will decide the drawbacks of distance learn are outweighing the risk of coronavirus and if so, when?

>> hello, is this michelle? >> speaker: yes. now. >> sorry. quartei just wanted to speak abe grab-and-go meal sites and just get learning up and going and providing the meals. i've able to assist over the spring and summer and always impressed by the staff and the dedication and by the family's appreciation for the service. i have a couple of points. i have seen some

miscommunications around different things at different points over this pandemic and the one going forward is really around making sure that parents have the bar codes and whether or not they'll get charged and there was sop miscommunication with that. but going forward, the biggest concern i've heard from families is that they have to often interrupt their student's learning time in order to go to the sites to pick up the food because many of their students are young and they cannot be left at home alone and there's no one else to watch them. i know this has been brought up before, but i wanted to bring you the point it would be great if we could find alternatives so that the grab-and-go times were not during learning time. thank you. >> hello. >> speaker: i just want to publically say thank you for making devices and equipment

equitable for students. i'm a committee member as well as the associate program director for 100% college prep and i've seen with my own two eyes what the public school has done for the parents in communities and i just want to thank you. we finally get computers in bayview and the kids are very happy and extatic, especially from willie brown, so thank you. now. >> thank you. >> speaker: this is kevin bogus from children and youth. i think the fact that 75% of parents have logged on and accessed the link for families is good, but how do we get above that and what's the plan to do it? how do we reach the other 25% of parents, understanding we have a

pandemic right now? we need all parents to be directly connected and i appreciate the fact they're able to reach out to parents, but what is the district doing overall and how are we committing resources to make sure families are in communication and we have ways to contact them? i would love to hear the plan around that and how we have a communication plan for families both in the pandemic and after. >> thank you. >> speaker: and i want to thank everyone for the presentation and i am calling in today, i'm sism cu for the sfusd, our members, but i'm calling today with my grandmother and i wanted

to note that was an amazing presentation with so much information, but we just whizzed right through it. and i know we have a time -- there's time, but it's just so important that families get that information, so, really, my request is hopefully they can be rerecorded and then sent out at a floor pace, that, fen again, i want to thank the superintenden, superintendent mor seconso and d to focus to get it all. because i had to sit down and focus. it was just a lot. and so, i'm hoping that it can be rerecorded at a much slower pace so folks can really understand what's being said and the slides were great and packed full of information. so it was just a lot and hopefully, we do that with the

appropriate language translation. and many more families can access that knowledge. thank you. >> speaker: hi, my nape is sarah and i want to piggyback what kevin and kim just said and also share my experience of the last week of distance learning. we have a big population at our school of modeling spanish-speaking parents and a lot of parents who are essential

workers and maybe aren't always on, you know, all of the web applications and internet stuff or even email. and i just want to express, like one thinthati agree the districo figure out how to help parents reconnect. with all of this tech stuff, it's still very difficult. myself and other parents at my school have spent probably an hour every single morning trying to assist other parents with just the basics of getting their kids online, every single morning for the last six, seven, however many days it's been and this is -- access is a huge

problem and the district needs to be devoting more personnel, in particular, and devoting them to connecting to parents to give them what need to give their kids on. and to support them with all of these different platforms because it's very difficult and i'm very concerned there's a huge population of families and students who are just not going to be able to get it all on the drop-off. thank you. is this miss marshall? or caller with the 627? >> speaker: this is virginia mash shall omarshall. i want to thank the deputy

superintendent for her presentation and it was part of the apac phenomenal meeting last week, where we heard it there, as well. so thank you. i'm just very pleased with the devices going out to our students and i want to thank the staff at citd because they put together the learning packets and the students had to come to their school site to pick them up and gave them a great sense of purpose is belongin purpose . thank you dr. matthews for the schools across the district. when you're hungry, you cannot learn. this past sunday, reverend brown and the members were very concerned, as you all know, about the connectivity for our students in bayview hunter point. they may not have had a changes to get online as a group yet, but i think it's important and urgency as a district that we go out to the homes, to whatever we need to go and work with our

internet priors and make sure that they're not one student having issues getting online and they have strong wi-fi and that is a strong concern for our community. and, again, we commend the apac, the two cochairs, mrs. robertson and batise and the african american leadership team. it was a phenomenal meeting and thank you, deputy superintendent. goodbye. >> thank you. hello marisha. >> speaker: i am a leader with the apec district team. there's a big group of us that does this leadership role and, also, i just wanted -- i work at george washington as a liaison and i have kids in the district. i wanted to appreciate the

district for coming out last week to support our meeting and that while we recognise it's been a mixed bag of experiences, in terms of experiences for all of our babies, the biggest thing that the district allowed our families access to spend resources and specialties and departments and access to sfusd staff for one-on-one support and voice their concerns and get some solutions. i just wanted to give another public appreciation to my other apec coleaders. as i said, there's a big team and we do this work together, but they really do help support us and keep us as a team and move apec forward. and thank you.

>> hello, lida. >> speaker: thank you, this was an amazing presentation. and following up on what marisha robinson just say, it intentionality of special education and we're excited to see the committee around assessments informed to include uesf and uasf. the cac was invited to attend district's digital day the week before school started. as a parent of all three of his children who have learning differences, to see the intentionality around accessibility when it comes to technology. so from that standpoint, i have to echo what kim said about recording this and making it available after. but, also, i would like to encourage the board -- one of

the things is that google has accessibility in the form of closed captioning that can be turned on to any slide presentation and many of the other google platforms, as well. so to model best inclusive practises, i would encourage the district to turn on captioning with every presentation. thank you. >> thank you. hello, mary. >> speaker: i'm mary thomas and i'm a childcare provider and a retired teacher. i'm calling because there are a few things. my granddaughter is having some issues with the zoom because she does have an iep and not enough support. the other thing is that we have community hubs that are going to be having children, physically, and we need to support them and so if there's any money that can support these community hubs in our neighborhoods that are

helping the children with on-site services for the children, it would be definitely needed. the monies that are not used for the classroom and all of those things, that needs to be put in the community hubs and i would appreciate it. the other thing, they have a wellness care team and i have a family that lives on treasure island. the parent had o covid in april and she let the teachers know her child was having issues, kindergarten too long and junior high school is too long. she's concerned because her son's candled i kindergarten ish for him. i think that the caring team would be a good thing, but they need to listen to the parents instead of listening and then passing on the wrong information. i just want to thank you for the presentation. it was really well done and a lot of work needs to be done with the teachers. the teachers are having struggles, also, also.

we were on zoom this morning and i take care of children because the parents are essential workers and the zoom, the children were on zoom for about 15 minutes and the teacher was listening to, i guess, how to do zoom. and we appreciate everything, but we do need help with the community hubs. we appreciate the money that you're not using and other ways to put it in the community hubs and thank you very much. >> thank you. president sanchez, that concludes public comment on this item. >> thank you. i would like to thank all members of the public who spoke on this item. and commissioners, we did see and hear this yesterday in curriculum. commissioner cook? >> yes, thank you, president sanchez. i wanted to initially just say thank you, deputy, and everyone

that has been working diligently to put everything together. there has been a lot of positive energy and a lot of the educators have been telling me the first week has gone great and that's a credit to the district leadership and everyone working really hard so thank you. and i wanted to also appreciate some of the public comment from mr. bogus. part of my extended family. and that's all i have to say is thank you. >> thank you, commissioner cook. commissioner norton. >> i just wanted to echo that and say in my own network, i have heard positive things about the start of school this year and, specifically, that's it's a real contrast with last spring, that we did step up and improve some things and, o of course, we

can get better and i wanted to patpass along that feedback andw as the school year begins. >> any other comments or questions? commissioner and very vice president lopez? >> appreciate the presentation and i really like the suggestion that we -- you know, people learn differently and i think people are at a lot of different levels, all learning teachers and families around technology and we've also added a lot of resources. so i really want to commend -- i mean, we have a resource link line. we have one-on-one tech support and these are things we never had and so, a lot of times, people don't know they're and i

appreciate that about the district and i'm wondering how we can push out that information in a non-text-based way for families with text heaviness is difficult. and so is it possible to do a video of that presentation and really, you know -- or maybe a series of videos where we could just, you know, push those out on youtube and potentially translate those into different languages for folks that rely on seeing how to do things? like it's a different learning style. as opposed to reading through the different resources that tht you've ou outlined. i would love a response.

as educators, if we expect families to read an article like that, i mean, maybe they're not reading it if they're having trouble reading english didn't t translated. but when we print those kind of things, we should associate it

with a phone number, like, where do you go for help. it listed the help and didn't say where to go. it made me wonder, are we pushing out this kind of information in different languages, in different newspapers? are we share -- do we have a similar article in chinese newspapers, in another language newspaper? it's a question. maybe gentle lives can answer. >> yes, commissioner collins. we do and have for several years now do the same column that appears in the examiner an. that's a frequently read chinese newspaper. we know there's not the same equivalent local publication in spanish. but if people have recommendations about how to do that, we would be able to reach even more people.

>> i think our approach has been to reference it and response someone that they can go to our website and find the information and recognise this as a step. if it was published online, it would create a flood of people.

>> can we at least post our home page for the sfus d and. >> i heard from commissioner lopez, she's been going out and kudos to vice president lopez for going out and helping families. we're both learning as we do this. she was -- i was -- i've been hearing from folks, as well, and some parents, they don't know how to use the shift button. families have varying levels of comfort in using technology and so, i just want to make sure we're not assuming and we do have ways of communicating that are visual and don't assume even if people understand where to find different keys on the keypad. and i wanted to find out, is there a way to get a report on hue h h2 hwho is not connected?

can we get a look at which groups we look at? is there a way to get a report on that? >> i was trying to make contact in the virtual zoom. >> commissioner collins, thank you for the question. jumping in and just to clarify in terms of connected, do you mean in terms -- >> both for parent rue and, i guess, logging in to google classroom or see-saw. >> yes. so we can provide -- we just ran all of the parent's view data this week and schools, it's been a collective effort to reach that 70% and get or families

connected on parent view and we know we need to reach the 25% and so we can do sort of an aggregate breakdown to look at who is connected, who still needs to connected and we work with schools and provide that data to schools because they're doing a huge push to get their families bid and we can provide that data to them. how can this be built into the one on one contacts and the checks schools are doing and in this big push of distribution, we know that there are families

who may need so that there's that second layer, it is an ongoing process. so that's sort of our next, as we're moving into the next phase after this big push that we've been in the last two weeks. >> can commissioners see a report by group of both of those two reports and can that also be available to the public and i would also like the commissioners to see a school by school report of how the schools are doing on connecting families with parent view and connecting kids with the different learning platforms that we're using.

we do schools that have had succession with families on to parent view and we partnered with principals to do workshops for other principals and we have an administrator's toolkit and have taken those and embedded that within that toolkit and worked with the administrators on their school engagement and so that's been a part of the

process. >> that's great, and i would love it if the our demographic kind of view as a district, if we can see that also maybe by gegee oggee ogeegeography and r. and i'm also -- is to a way -- what is the way that you're guaranteeing -- say you have a school and the school knows there's 25 families that we

can't reach, what is the expectation -- i don't know if this is -- deputy superintendent, what is the examinatioexpectation in materif outreach? finding out, do you need a device or one-on-one support and what is the expectation for a site administrator? >> one of the things that our educators are doing over the first several weeks, the connection is doing the wellness check but also just checking in with individual students and families to ask those questions. do you have a device and anything that you need and so, both those daily, interactions of the checks for teachers collecting information and as well as official district wellness check and they can get that information. site care team, one of the

primary resident responsibilitio assess a number, like who are the babies that have not shown up or the students who are showing up just for a period or not engaging.

how can we enhance our professional developments? >> so i appreciate that and i know this is an evolving thing and we're making a shift and being bold and it won't be there right away, especially with distanced learning but i'm wondering, how are we getting the feedback from students and families when i not working.

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>> using assignments to don't that. part of the benefit of streamlining our platforms is that we're able to to access leverage assignments and an engagement strategy. it's part of what we're looking at and how we'll put that data out of google classroom. it's not just the logging in but the work product that comes from it. it's my understanding it's something that does qualify being present in school. >> that's correct. >> good. >> so i can share with families that this is the process and those who are viewing and see a mistake regarding their attendance can go to the teache and ask them to switch that?

what would that process be like? >> it's really just getting the educator know that you have a different source of information and sharing and they can go back and check to see if a correction needs to happen. >> that's helpful. thank you. my next question is around scheduling and yesterday we discussed or how many teachers are using the schedule that we had put in the district learning guide and how we're monitoring that and if we know k-5 is using the district created schedule,

how are teachers showing us it's happening and how are we accommodating for the schools that are doing food distributi distribution. the schedules in the distance learning guide, commissioner lopez, why sample schedules and they're sites appropriated with educators so they're actually implementing those exact schedules but there are, as you know, a number of different ways that schools and educators create schedules so it can be different. all of the schools are submitting this schedules to their assistant superintendent so we're collecting classroom schedules as well as school students and looking at those frequently and schools are though because we're in day seven and this tweaking schedules and not necessarily the beginning and end times but teachers are learning how to do this and working with their classes, will make slight

adjustments so those adjustments are being updated with lead as well and so our first way of monitoring it is to know what folks in schools and teachers saying they're going to do and educators are they can see what happens in classroom and another way of accountability is we're visiting classrooms so principals in the sam same way n the school they were visiting classrooms they were also dropping into zoom classes or listening into to phone conversations or also looking at teachers meetings and co collaboration zoos thers. it's tricky and charging given that everybody is doing it where their location is and we're setting up structures to do that and make sure if you say you are doing a zoom call at 10:00 or

reading lesson at 10:00, if i go into that zoom i expect students to be there at 10:00 as well. >> right. i would be interesting in seeing that when that's up and running there's a lot of movement right now. can you talk about the food schedules. the food distribution happening during our class instruction. >> chief o'keefe is on the call but it was michelle who brought that up in the public comment. because their babies or on engage in learning. we've been collect tag data and trying to get a sense of the scale i'm not sure if chief o'keefe wants to say more about

where we are in responding to this. >> i think you captured that really well. i'm happy to answer if there are any questions. that's exactly what is happening. >> so, this is where i would hope that we, as a school district, and just as see the pattern and it's effecting people and switch the distribution times and because we don't know, some administrators are giving them the ok to not participate in classrooms instructions to go pick up food when it's the type ttimeto do so and our students e missing out on learning.

we need to have that resolved quickly. i know people who will get in a car and get food to their homes right away. so we can really start tapping into the communities around our cities to really help our families. >> so that is what both were saying that we are gathering that information now. we heard from a few people and we're just trying to gather the information to see what the numbers are like so we can figure out the next steps. we are aware of the issues and gathering that information right now. i have a lot of questions but i'll switch over so people can ask. >> commissioner lamb. go ahead, commissioner lamb. >> thank you to the staff for all the work. i wanted to be short. to follow-up, melissa, you are going to ask about this. since we also are just following up to public comment. what are the plans to be able to report back once we do handout the devices and also

understanding the requests that are coming from certain schools that maybe those requests are unmet. i also know we are scaffolding our ability to handout certain devices including hotspots and how, from your perspective, how can we work with our other partners, either be the city or philanthropy to help close that broadband access gap and knowing again that this is not solvable on our own by the district? >> thank you, yes, so in terms of the first question, you know, we still have schools and we're still in for the phase 1 of distribution so that will sort of phase out this week towards the end of this week and potentially a little bit into the following week but we've had, we started back on august 10th so there's been that huge push for tech access. what we can then look at and what we're looking at the data in terms of was a request that

came in where the need was not met? and that westbound on site and they can catch up and do additional distribution. if there are families and we know and how do we get to families schools have been doing deliveries and we're working on centralized ways that we can support with those deliveries if a family is unable to come to the site. that's been part of the process since the beginning as well. and then, where sort of then we'll move and sometimes there's

a device and support need. it's digging into each of those and one of the things that are doing to amplify and expand our ability because we have total about 90,000 parents and guardianguardians in the distrie have digital learning facilitators so these are educators and staff at school sites whose primary focus previously and educators and and the hours for them to be able to provide family support in their school communities to their families. and then we've added schools can have more, what we call digital

learning facilitators at their site to provide that family support. one is getting the deadvisor technology and we were just is everything and understanding and comfort level and expanding that ability as well. as terms as wifi and connectivity. we have done a major push in terms of hotspots access and we also no that and i think -- i'm for getting, deputy mentioned we're up to 8,700 families that beef been ablwe've been able toa hotspot for. we've been working and worked with the city and the spring and over the summer to expand wifi access at a number of our public housing communities. alice griffith being one of them

and hunters view being another and then there is the additional work that we're doing with our tele com providers and internet service providers when we're able to -- all of the hotspots depend on cellular service so how are the vendors and those providers being able to adjust, make adjustments to be able to expand cellular coverage. it's a complicated process and really requires a lot of engineering and having specific locations. we have started to work on that as well and we're hoping to be able to look at the data that we glean from the hotspots that are in circulation to help inform that work because we need to have that sort of hard data for it. >> melissa, was that stilted esd time. i'm interested in bringing

additional support or resources and partnerships. i think we've always known really stubborn pockets of the city so for example, i've been hearing more about near cow palace, right, where there's some students from hill top, for example or the southeast neighborhoods and i know you are familiar with. i started hearing more about parts of the den ter loin and he will investment tree schools and how do we then. >> one is gathering that information in one place. those are some of the those are new to met at least if we can bring that together, and then i think then another level is

getting at sort of geographically like pinpointing the specific locations within a neighborhood or also important and i think that's one of the things that we've so as much as we can bring together that information, and then, i do think continuing to work with the city and bringing it sort of building that in with what the data that they have so that we can have a more comprehensive view of the city. in terms, i don't know, i'm not able to provide a timeline on that and i think as much as we can -- now that we have technology and hotspots out in our communities to look at the usage rates of those and put

that data point as well. >> i'll just pause there for now. president sanchez. >> commissioner, did you have any comments or questions? >> i just had one question. ma lis a. can you talk about someone may have said it before but i didn't hear it. i've been getting a lot of e-mails and text messages from parents talking about their class have been zoom bombed, especially the elementary kids and i'm talking about zoom bombing in a way that is completely inappropriate. can you talk about what our plans are and our schools reporting that to the district. are we working, some parents are saying that they don't believe that districts are there's been

a few incidents in the school year. the deputy mentioned one of the continuous improvements is around online in terms of the process, if there is an incident that gets reported into -- we have the district has a protocol that gets reported into the principal and that usually goes to lead and then comes to us so we're all working together to understand what happens and then what mitigation approach is needed as a follow-up for that. some of the -- in terms of our platforms, we worked over the spring to secure our platforms and there's always no technology

is 100% safe and there are protocols and so they can have guest speakers or at the time in the spring because we didn't have our little bit ones on devices it was a lot of parents who needed to be able to log in so their students could participate. now that we've been able to provide devices to our younger grades and clever badges that they can log in, we're going to restrict -- bring that back into a walled garden. the other thing that we've been

noticing, this is where the behavior side comes in, that everyone is learning this and so, in the effort to make information easily accessible to students and families, there might be some instances where a zoom link or a group of classroom link get shared publicly and that irrespective of the technology, right, if you have access to that link and you might be able to get into that zoom class or that platform and so, really working hard and reinforcing that no links to zoom meeting, classroom, should be publicly available and it's making sure the names on that

list and so they're matching your roster so those are just some of the behavior things we're ok on the platform and also, our own practices with the platform and to make them secure the two go hand and hand. >> i have a video from the parents where a student was arguing with the teacher, you know, i think it was the first or second day of school and i just want to get an update on how we're supporting our teachers because from what i heard, the teacher canceled the whole entire class and the students and how to manage the classroom and if it was the teachers are setting their class down over one incident like that it's just inappropriate. >> longer lines of online

etiquette, we know what you are saying and a student interacting or engaging inappropriately. we just had a session with our assistant director to reiterate some of those behaviors and protocols and responses they're going to reiterate to staff and teachers and what we've been asking is as things happen, this is new or respond north different ways if it was the brick and mortar and the student was engaging with the teacher there's a number of ways that people respond and so we're asking to report things like that so we can help strategize and get the messaging out around different ways to respond to those situations a they a arrive. >> thank you, can i just jump in and i think, you know, ma lis a. would you know this more than anybody. the zoom settings are -- i mean they can be complex but there's ways for teachers on a zoom call

to be able to mitigate some things that are happening with students. for example, you can remove a student from the room. you can mute the student. you can do a number of things that you don't want to do but in special cases. you can also readmit that same student later. you can put the kid in the waiting room and all kinds of things that teachers should know how to do and if they don't know to do that it's a training issue and we have to make sure. what commissioner moliga is saying is absolutely correct. you cannot cancel an entire class because of one student's behavior, particularly in a zoom class. >> you know, also, in talking about families too, and students, i think that is also something that as we develop these new protocols, we should share that with students and families. so that they understand, you know, if this happens, it's like

the if then. if this happens, we're going to do this and we don't want to but we'll have to have a conversation afterwards and i want to mick sure we're also consistently, i don't expect it to be worked out because we're learning as we go but i think students need to know and parents do too and on the syllabus right now it's just about -- it's not about tech but how to turn your work in. >> yeah. >> you want to go back to commissioner collins and then president lopez. >> thank you, based on that, the protocols -- basically we're talking protocols for zoom. we're talking about behaviors like student behaviors and how to support teachers in managing classroom disruptions. i would love to see that clearly articulated if there's a district wide basic guidance and this conversation is also got me thinking about, you know, we had a problem with suspensions

before because some kids were deemed like what is the term, president sanchez, we eliminated the term from our suspensions but it was defiance, right. >> willful detiance. kids were asked to i do think we need clear guidance on, you know, from a district level standpoint on when certain we want to make sure to protect students. i'm also hearing sometimes teachers, because they're not totally they might leave kids in the waiting room. like they met in there for 20 minutes. so i don't know how we prevent that. >> commissioner collins, that's also a setting issue. so you can set a time to go on.

i had to learn that the hard way, too. i had meeting i was using, i don't use my district e-mail i use my person as a parent and the principal had to jump out and set out a zoom call and teachers can meet directly and principals don't need to be involved with every meeting with the teacher and how are we fixing that. >> so, yes, thank you. that's a great example where a number of educators or principals and staff have the ability external part and a non join a meeting and again it's a training issue and the critical piece of that is that you are

using that for the specific purposes and when it's a class meeting that you are setting up, you are restricting that to just sfusd and that may or may not happen. we are doing a review of that to make sure that who has that level is familiar with the protocols for it and understanding when to use it and when not to use it. >> just to clarify, are you saying that unless a teacher has been cleared for that level of zoom or whatever, that they won't be able to set up meetings or is it a training issue and they just don't know they can do it, they just need to figure out how to do it. >> it's a training issue than like clearing people through something.

we don't want to create an added barrier but it's so -- zoom is e it's a -- you know, it has a lot of features and it's a platform that has rich features that are super helpful and also there's a learning curve with it. how are we balancing those two? i will check in, i don't have it here. i know we did provide some guidance in terms of there are other tools and platforms that could be used for in stance and for the teacher does not have external participants access on the zoom settings so that's something we can reinforce and ensure. >> they set up their own zoom to allow for external partners you are saying? >> so, currently -- >> if they want to. >> just to clarify, they can request that into the department of technology to be able to have

their sfusd accounts and external participants. >> they need to request that ability. >> so i just want to surface, right now, we've told parents that if they have concerns about their classes, they should contact their teachers. and so then that means that we're relying on e-mail communication but right now, unless a teacher has that explicit access, they can't actually talk with the parents. so, i'm just identifying right now that's a barrier for people who do not rely. they're not comfortable with e-mail or for things that you and i we're having a back and fourth. e-mail conversations like that are just mind numbing, right. when you can just talk to someone and so if a parent wants to just talk to a teacher, currently it sounds like we're not set up for them to do that unless they request access or they've been cleared.

>> if zoom is the platform there are phone calls happening. i believe there are phone calls happening through some of the google meat or hangout settings that are for our adults in sfusd. there's a bit more -- they have, i don't think and i will confirm this, i don't believe you have to request for that type of access. we treat within our google domain our adults a little differently than our students in terms of the permissions and access that they have. and then, you know, when it comes to the zoom settings, that is a request that does need to be made. i will say that, you know, when we looked at the data about 2,800 of our educators and staff do have that so there is a --

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>> this is a point of, i closed my classroom down because i couldn't support a student who was struggling and we think the best way is through teacher teaching teachers and giving them the opportunity to do that and we should be launching that the week after next and it's

currently in development is we're excited that we'll have with middle school, wednesday afternoon, and with high school, thursday afternoon and friday mornings, if it's alternative certification. >> i really, really, really appreciate that and i don't want to dismiss that. that's the ongoing learning, but the deputy superintendent, i need an insurance, we're in the second week of school and if a teacher doesn't have access for zoom, how can they talk to a parent? and does everybody -- i mean, i want to know every single teacher can talk to a parent, whether it's via phone call or a google meet, that we know -- because as we heard from -- we hear from families all of the time and not all feel comfortable communicating via email and if this is a priority,

that there's a way to verbally make that connection. and so deputy superintendent, can you let me know when i can tell every parent that can happen? i guess right now, they have to rely on the principal or to talk to a teacher. >> if every teacher has google

phone, that's a number i can call and i want to make sure there aren't barrier. and we're saying that if you have a problem, connect with your school, your teacher and a lot of us are doing that via zoom, you know. we're having this conversation rioja zoovia zoom and i want toe they can connect via zoom or via phone. they can call somewhere and they can call -- they can set up an appointment to meet with a teacher. >> in the cases where teachers have not shared their -- they don't have a google chat line, that schools are set up to take messages and many have schools answering the phones and that can be communicated. i do recognise the challenge of, again, not having people in the physical building and relying on technology is phones, but i think we're trying to be as

creative as possible while respecting boundaries for educators. >> and i appreciate that, too. >> we have ten minutes before i have to let our student delegates know that they can leave. and i failed to offer them an opportunity heretoforeto make comments, do you have any comments? >> thank you, president sanchez. i wanted to echo what the commissioner said earlier about the zoom bombers because i know my little sister, she's in elementary school and it actually happened to her classroom. i'm just thinking, is there a general consensus or any information that you have

teachers in that circumstance when it happens? i know some of these elementary schools are seeing things they've never heard or understood and i feel like it would be crucial to have maybe an email sent out to educators and saying if this were to happen, just like commissioner collins was saying earlier, if this happens, then i was just wondering if that has happened or if that has been a conversation? >> it has, and you know, it happened to my classroom in the string anspringspring. you can record the session or do a screen shot and there's a number of thing that teachers can do and i'm curious to know, also, what guidance we're giving our teachers around this. >> you can go, i'm sorry. >> i wasn't sure if you wanted a

response to that or not. >> so we build that into zoom training and we've built in -- and commissioner sanchez, you mentioned a number in terms of features where you can mute someone or how to leverage it to be able to do that. and so, we are actually working on additional communications and reinforcements to educators. like reminders, refreshers and remember this. i think the other piece, too, is, as a part of our digital agency, what we would call digital citizenship have built in online norms and behaviours for online spaces and that was built into a launch unit for the beginning of the year and making sure that we're reinforcing that, as well. in some of the instances, it

could be a student who's jumping into -- it's not always an outside person, right? it's a student in the class or a student from another class in the school that may have gotten a zoom link. and also making sure that we're building that and setting those expectations around behaviours and practises as we move forward. and we reinforce that because it's critical, as well. >> any other student delegate questions or comments? >> yes. i would like to highlight an issue i've seen on social media and also later on i'll ask a follow-up question. so at the academy, it was called the n word with a hard r. over a zoom call. and the students organized a week-long district-wide blackout where they planned to boycott

zoom classes because of this incident. i'm reading the slide right now and saying, how can we feel safe learning if we continue to look over our shoulder? and so i would like to know, what are the protocols and how are we, like, merging anti-racist teachers and students. if teachers don't feel safe and the fact that it's continuing on to zoom and on technology, it's crazy. and the fact that students are willing to, like, give up educational time and instructional time to prove that these issues are really hitting the boiling point is, like, a big red flag. >> i just want to say a couple of things. i know you're reading the flier and i've seen a video of what

happened in the class and, unfortunately, i'm not sure who put the flier out or who put that together, but, you know, my hope would be that it would be accuracy there so a student was not called the n word. what happened was a student -- another student, who isn't a student in that class or in the school got into the class, yelled out the word and so no student was called that, but the n word was yelled out in the class. so that the accuracy of a student being called that, that's just inaccurate. and the second part, though, that i guess was more troublesome, how it was described and then turned into -- like was was described that the district had done nothing or the school had done nothing which is also incorrect. the school got in touch with parents immediately and the zoom links were actually changed

immediately. so much was done by the school and by the district and so i'm just telling you what's on the flyer -- and from my perspective, it was an incident that happened that was -- the way it was described there was definitely twisted. i don't know if anyone else was involved from a district level wanted to comment on anything i've missed. >> i think you covered most of it. we have our district superintendent of high schools, bill sanderson on the call. i wanted to offer mr. sanderson there was anything you wanted to add that you're doing with our high school leaders. >> thank you so much and good evening, commissioners. i just wanted to say as dr. matthews stated, we have followed up with the case and the student that was involved in this was not a student at one of

our sfusc schools and so, we have had to work with a school outside of our jurisdiction to address this and that was the only detail that i did not hear the others had covered and i wanted to make sure it was covered. to. >> thank you for that clarification. >> you are welcome. thank you. >> can i ask a follow-up, though. >> one second. >> there's a heightened sensitivity more so now than ever of racism in our country and that's not an excuse for exaggerating of what may or may

not happened in zoom bombing. any time somebody uses that word, it's a threatening statement and it doesn't matter if it was aimed at anybody or not. if there were students of colour in that classroom and hearing it, that's still a very hostile environment to be in and so, you know, this goes back partially to the discussion around zoom bombing and the protocols that we're going to make sure that our teachers are abiding by, because none of our students should have to go through that type of harassment and abuse. commissioner collins. >> i agree, but i don't think my question was anticipationed. an. is there any plan to migrate this to our students? >> so, definitely, we are talking about how do we more

intentionally integrate this in our curriculum in the expectations of our students. at this point, we have not yeted rolled that out at a scale capacity. there's a lot of work being done to represent the experience of the students and let them surface their voice and experiences via the study teams and other teams but a lot more work we have to do to bring that to school to make sure it's not just our educators whose mindset we're changing, but that it trickles down to all students of all ages and that's still work that needs to be done. it's started but not at all to the level and degree that we know it needs to be. >> i would like to follow up on that, if that's ok, president sanchez. >> yes. >> so i guess my question is related to delegate heinz

foster's question, which is -- i mean, we're saying we want to commit to antiracism and we know that we're not going to be there immediately and what assurances can we give that if they have negative experiences in classrooms or in their online schools, where do they go to report things and where do they go for support? because i don't know personally if they're having a problem or they don't feel the principal or the teacher -- we've seen this with students who were reporting frustration with the way our district is handling sexual harassment and that's when we had school. i'm wondering, where do students go or where do parents go to report concerns? >> commissioner collins, i'm going to jump in, if you don't mind, to answer that. i would say we are building those systems and we have some

places that we've built that you have mentioned, the recordings e link line to students and families. we are still working on what you have been asking for and it is taking way too long, like the anonymous -- we call it the safe line and we've been trying to work out with the organization on how we can have this anonymous line because that's important for what you've been talking about. i apologize, i don't have an update for you today, we've been trying to create wellness spaces for students to be able to access and go to those spaces and have wellness coordinators and social workers and be able to provide that. we're also working with rpa to really figure out this student survey or pulse check. we're trying to figure out where students have another place to go and say something is happening and because, like you

said, everybody feels differently about where they want to go to provide the information. so we continue to build those out. and we aren't building them as wickly as we wanquickly as we w. it was just something as you were talking and i will get that back to you, the wellness spaces that we had created because that was a top priority and i wanted to get back to you on that. >> i would like to encourage when that system is made, you reach out to sac so we could spread the information to students. as commissioner collins said, even when the issues of sexual assault and harassment came out, students didn't even know how to contact our title 9 office. >> 100%, we want to work with you very closely. >> and i wanted to let chavaughn

know to look at how we handle sexual harassment and how we respond and we're slated and working with vice president lopez who will be temporarily taking over the curriculum committee and will be actually talking about what the district currently does and that's an opportunity to see what we're doing and what we need to do better. my hope is that it can be taken up in the policy committee and we can look at protocols, operational policies that we have in place to see if there's things we need to tighten up there and so i want you to know that work is going forward. >> commissioner cook. >> fund thank you. i wanted to make a suggestion

and if we could add them in earlier, we could talk for an hour and a half. i know you want to do that anyway. if they're ready to go, should i ask them to go first. before i ask one question, do either of you any follow up questions? are you guys done? >> i would like to thank vice president lopez for asking the question about the distribution my question was about educators have access to their classes and substitute teachers. and so, i go got emails from educators from class and you may have said this, and i completely missed it.

do we have a policy about educators having access to their class? >> we do not have a policy just yet. i don't know if our teacher's aid, daniel menez, is on the call. >> he is. >> i'm here. hi, good evening. so i can answer that question. so regarding workspaces, we in our collective bargaining, we agreed educators would be able to request a workspace and may not necessary be their classroom for health and safety reasons, but in essence, we had a survey and we had almost 700 responses and we're meeting with the uni union, i believe on thursday, to discuss those assignments, and we'll discuss assigning spaces

next week. >> and that includes paraeducators? >> yes. >> thank you for the answer, daniel, and thank you for bringing up the access to paraeducators having lap tops. that was an issue before. substitute teachers, is it the same policy now? how is that going? >> so we invited substitute teachers to take that same survey if they need a workspace. >> not a workspace, i'm sorry. about our plan for having a substitute if we need one, is it our policy to do the same thing we did around substitute teaching? is there a pool of substitutes that are ready to support when needed or how is that going? >> yes, sir. so we are activating our substitute pool and so far, the demand has been very low for

subs but we anticipate it will pick up and we have a day for training subs. i believe by mid-september who work everyday and we've been deploying those as needed and we're hoping the demand will increase so that many more of our subs will be needed, but yeah, we're activating those for both teachers and paras. >> that was my question. >> ok, and vice president lopez. >> hi, thank you again. commissioner cook, you actually took my question, so that's one less.

>> i want to know about those who don't speak english. >> so a couple of ways that we're supporting now and continuing to grow and improve, you know, on the website, we have resources. there's text space that can be translated. the videos, we've built out videos and each -- on the family tutorial's web page, by platform and then by language are the available videos. as we continue to develop more of those, they will be posted either by platform or by language. and the one-on-one text support

that families can sign up for an appointment for, those are in multiple languages and so they can select their language preference or need and then which platform or platforms they might need support in and make an appointment. so it's also at a time that is convenient for them, as well. and so, that is also available through the website. >> that's right and thank you for bringing up that tech support. i don't think we've mentioned it so far in the meeting, but there are a variety of languages and volunteers who have a background helping families through this. and my only worry around that is getting them on to that platform, getting families online to sign up for it and i use the videos when sharing with families how to navigate the platforms and they're very helpful and i appreciate they're in a variety of languages, but also, finding them is the tricky

part. and so i just want to encourage us to get these really valuable, useful resources that we have in the hand of our families of ourt accessible, whether it's through parent communication. melissa, i think you wanted to add something? >> yes, we have been, with our communication's office, sending out text messages with links to videos and resources. and we will continue to do that, as well. and we did, just over the weekend, kind of update the navigation of the videos and so, maybe, i think, what we could look at is how do we make that more prominent on the website and i was just working on a text message of how we can push that out via text to families, as well, so that they can get access to that more easily. >> and i actually think the

texts are super helpful and i saw that on twitter, thaw can send feed to a phone number through parentview and it will automatically sign you up for text messages from the school district. do you know about that feature? have you heard of it? >> yes. that's a part of school messenger. we have a standard text, four our five-digit number -- >> it's five. >> yes, and so, when you, i believe right when you respond back to that, it will help with making sure that it's your home language preference. >> i just wanted to add, so this is complicated and i think it's important to note that the school manager prompt that will

go out to families will only go out to them if they have and including that four-digit code, will only work if they have the correct mobile number in parent view, which is an information system. so, unfortunately, they are very interdependent, which is why we continue to work on creative ways to have families sign up and also to figure out even if that's still a work-in-progress to make sure that contact information is correct. even if you're not on parent view, you'll still receive the messages that are sent out as long they're in the student information system. >> that's right. i'll say this again. i have been -- i know that everything we do always comes back to parent view. if you're missing information, go to parent view and it's all there and i want us to think through a system that will sign people up the minute they come to our school district so we don't have to face this problem

again because, like parent view is a lifeline. i really, actually, appreciate everything that's there and i know on the emotional version, it's improved. and it's providing way more information for families that will cut down the family link-line request, in my opinion. but if you're not on and we don't have your updated information, we're losing families and that terrifies me. and so from now on, we need to figure out a system through the pc to make it happen. melissa? >> sorry. so one of the other major transitions that we did back in the spring was move the enrollment process online and i know chief o'keefe is on the call here. when we did our first round one last year, it was january, december, january, we were paper-based. and then march hit and we had to move round two and the

subsequent processes online. so we worked very quickly to build out the online application portion of synergy, of the student information system. and in round two, in the subsequent, families accepted their offered online through parent's rue and they were able to enroll online, alzheimer's a. this gets or families connected and set up way their parent's view account at the they beginning and once they apply online, they kind of get on-boarded into the district and it's their parent view account and it really helps with that process. and we are planning to build out some additional functionality even within parent's view and yes, we want to get families in and we're working closely with

epc on that process so white when you apply, you're a part of parent view already. also, we will still have -- it's a transition process that we will -- i believe -- and chief o'keefe, i don't want to overspeak, but there may be paper as applications but we're updating the types of information so we can onboar ond them into parent view. >> when families do enroll, all of their information goes into the student information system, so as long it's accurate, they will receive the text messages and emailed so we know the recipient list is much greater than the number of familied who have signed up for parent view. if that information wasn't entered in their mobile, for

example, they won't receive that and that's what they can change themselves through parent view. >> with lingual proficient families, how are the communities we partner with through excel sites, how are they informed about the resources like the videos and just the active partnership? >> i cap address that, in part. so we do send the digest to everyone who is on our community-based organization's partner list which is maintained by the office of community partnerships and there's hundreds of contacts on that list. so they receive the same information that all of our families are receiving weekly and it's just a way to guide them to some of the resources

that they can chair with families. >> so maybe as a followup, because i know that there's that and also to deputy superintendent, that there's some active town halls and is that a way to also have that active engagement not just in that period but just to have it ongoing and having them be a part of, like, i call it almost like a public campaign, right, to get our families to build that muscle of getting into parent rue and making your information is updated i in case you do change it or checking in once a week? i realized i hadn't logged on for a long time and have to give myself that reminder. >> in addition, we have restarted our cdo forms that we partnership with a number in the community and we've been making more perfects to pus efforts toe

resources and partner with them. there's every place we go, we'rg to reiterate offering what we have and now the parent view in particular has been a slide everywhere and we're trying to hit and get that information out through multiple measures, as well. this is a way to be active in supporting the work. >> right. any last questions, commissioner collins. >> i appreciate what you say, commissioner lamb. in tasking people, i'm saying share this information for me, and the three things, the resource link, updating your contacts in parent view and those kinds of things are really

helpful and i wanted to ask, you know, as commissioner lopez said, everything is in parent view but actually, everything isn't yet. and i'm asking -- i don't know if this is a question for the chief or if the deputy superintendent, but can we make sure that school schedules are loaded in parent view and, also, in the same location on school websites?

>> my request is that parents emailing directly and not relying ob kids to share the class expectations, but also, there's some placed loaded in their parent view account and if we wanted to check, we can find it, as well as a place for the school schedule and, then, also, we have -- the big question in terms of communication with teachers at the high school level, you can have individual email and there's a place you can find the principal, which wasn't listed before, and the councillocounselor. i wanted to know, can we list a number for this, like, the school or is that listed as distance learning? if i'm on parent view, is there one place to go i know i can call for help? you said there's distance learning facilitators or call

the school if the parent needs help and is there a place they can find that? >> the school phone number is listed on the school information tab, whether you're in the mobile app or the web browser. >> right, and so that would be the number any parent can call any time. if you're saying call your school, it would be the principal phone number they should look for or is are a school phone number? >> it's actually the school phone number. >> two-way communications, is that site by site or will all

parents get communicated with site by site? >> there's definitely some baseline ones, like the website using parent view and i think some may create other ways, but we expect whatever those ways are of communication and a part of this getting to know you, you can communicate that out with the families? >> and then, finally, so principals have teacher expectations. can that be something that we require principals to share with families? because i think it's always helpful for families to know what's expected of staff. that lets them know what they can expect and they can surface in they're not getting that. like, i don't know, i expect -- principals have expectations toward teachers and i think that should be shared with families and those are site-based. >> ok, as a site leader, i know

that it is not atypical for a leader to share with a family or families what does it mean to be a current student? what's expected, you know, of the experience of students and families. i know that leaders are still doing that, even at a time of distance learning. i don't know i'll say a family will get a list of the expectations, but as for sure, in the brick and mortar, we expecweexpect them toweexpect te expectations. >> the expectations, the way i found them, between myself and a principal and the staff, i was never put in a position of having to share with parents. i don't know if it has to do with contract language and maybe we can get to that later.

>> i think parents should be involved in understanding what the expectations are and it seems odd to me -- >> i don't know if they're not. >> i appreciate that. >> right now. >> thank you. >> ok, so i think that's all the questions so far and i'm going to leave it at that and the commissioners, student delegate questions are comprehensive and we got a lot of information out there and the presentation was awesome. it was fast and others were saying if we can post that in multiple languages for our parents, that would be really helpful, i think, as well. and so thank you again, deputy superintendent and for all of the rest of our staff that chimed in for this discussion. thank you so much. and very well done.

and now student delegates, you are dismissed. >> can we stay for the black study's curriculum? >> yes, you can stay for the whole thing. i'm usually getting a text from sal but, yes, you're welcome to stay as long you like. >> thank you. >> so the next item is community learning hubs. superintendent matthews. >> the next presentation is on the community learning hub and we will have melayloumytu smithd

maria and we are pleased she's with us tonight and so i will turn it over. >> good evening. our goal today is to provide some background information for discussion amongst th the board around the community hub initiative. and to start it over, director maria sue will give a brief presentation and i will follow up with the brief presentation to be followed up by a discussion. and so jetson, can queue it up and director sue, you can take it away. >> director sue, whatever you would like to go to the next slide, say next slide.

>> perfect. thank you so much. and so before i start, i just want to recognise and acknowledge just how hard this commission, this entire body is working and our sfusd, district staff and principals. i know in the last six months, you all have pivoted and literally just changed everything around to make sure that your children, your students, your families get the care that they need and deserve.

thank you for letting me share with you an initiative called community hubs. next slide, please. and so we created the community hub's model after looking at several data points and taking a lot of things into consideration. and first and foremost, san francisco unified school district moving into distance learning in the fall. and we also know that a significant number of children just did not benefit from distance learning. i have two kids of my own and they also struggle. but we also know that children who have higher-needs struggle the most and as a city, we

opened the economy and we know that parents and guardians need safe places for children to go during the day while they go to work and we don't want parents to be in a place where they have to decide between, you know, a paycheck and staying home with their children. and city services are not actually up at 100% like normal capacity. so our public transportation system is definitely not at normal capacity and all of our other city resources are not at normal capacity. so we wanted to create something that would help our highest-need families and meet some of their basic needs, like going to work and a safe place for their children. next slide, please.

on july 23rd, mayor breed announced the community will be standing up to support or highest need's children and stated it will take a village to address a wide range of needs that our children are experiencing through this pandemic. and before i go any further, i just want to, again, acknowledge and thank san francisco unified school district's leadership for their partnership and commitment to working with us in the city and to ensure that there is better coordination so that we are leveraging resources and working together to make sure

that this initiative meets the needs of all of our children and families. and so i want to be clear that these community hubs are not schools. they are neighborhood centers, neighborhood-based community centers and we wanted to be very intentional that these are neighborhood based because we wanted to make sure that children can walk to these neighborhood centers and that we wouldn't not be adding additional pressures or congestion on our streets or on our public transportation system. and we will be providing in-person support at these hubs. the hubs will have small stable cohorts of young people with caring adults who are youth development professionals. so pre-covid my department

provides after-school and before-school and supports in schools and so what we're asking of these cbo's, the nonprofit agencies is pivot to provide these programs at these hubs. and you can kind of think of it as a summer program that's happening during the fall. next slide, please. when we designed this, we kept racial equity at the forefront of our minds and in our planning. and as such, we are prioritizing low-income households, residents of public housing and single-room occupancies, homeless young people, foster union and english language learners. and we also know that there are lots of intersectionalities because these disparities and our african-americans, latino,

latin x and pacific islander youth. but we know that we need to do something for these young people and that's why we created this program. next slide, please. so how are we reaching these participants? dcys is working closely with our public housing officials, as well as ceo's to identify youth with the greatest need and they are conducting in-person outreach to these young people now to then invite them to participate in the hub. next slide. and i just wanted to acknowledge that when the mayor said, it takes a village, it truly does take a village. there are many, many, many departments that are a part of this effort and here is just a

small list of the departments. our department, of course, the department of children and youth and families, their rec and park departments, our public library, mayor's office of housing which oversees our public housing sides, the department's technology, the health department, human service's agency. next slide, please. >> here i here is a public list of the grantees and this is funding relationship which we are asking them to pivot, programming from schools, in-school programming to now in-the-hub programming. next slide, please. and i just want to conclude by saying that it does take a village because the city -- in the city, we can't do this alone. this is all of our children and so therefore, it's all of our responsibilities. and as you can see here, the facilities that we're looking at

are the rec and park sites, the san francisco library was, our cbo's and, actually, at this point, we're looking at corporations who are offering us some of their spaces and, of course, we're constantly looking for more spaces. the seat wil site will be staffc and park employees or cbo staff who are all fingerprinted, and, of course, our mandated reporters and we will have all of the supplies and the devices for young people there and then, of course, the healthy meals because i think as was said earlier, food is a very essential component, particularly of a lot of the food insecurities that's happening in our high-needs families and neighborhoods. the next slide. and this concludes my presentation. and i'i guess discussions happen

after? ok, great and thank you. >> thank you, director sue. i'll do my presentation and then we'll open it up for public comments and then we'll have discussion. >> and so, director sue outlined the vision and the work to date on the community hub's initiative and the goal to work together in support of students and families and we've had various presentations, including to the human's right's commission, the joint city school districts and college to the board of supervisors, which have included some of our own board of ed commissioners and we've had some meetings that were requested by board commissioners, as well as a few meetings with dcys staff, to basically gain a shared understanding of the initiative. so today, what we want to present to the board is the proposed roles that sfusd would take to support the initiative. i'm sorry, justin, can you flip

over to the other presentation? i didn't realize that hadn't moved forward. >> working on it right now. >> is this showing powerl partir full screen? >> full now. and so, as you heard from director sue, the community has our design to support school-aged children in-person while schools are closed and the hubs will follow the guidelines, they'll be neighbor based and focus on their focal students and communities which she mentioned in her presentation. next slide and so while we all know that san francisco continues to be on the state's monitoring list, which means we cannot open in-person schools and we continue to follow public health guidance, recommending that schools remain closed so

we're trying to be a part of the solution with contact within people and not in our immediate, i guess, bubble or cohort, so that we can reduce the transmission of the virus and so that we can flatten the curve that we are in and we get back to in-person learning completely and that's one of the big goals of continuing the distance learning. so as we put the health and safety of or staff, students first, we know having schools closed is difficult for families whoswhose employment rely on childcare. so what we were thinking of -- i'll talk about what director sue just said. so this is a city initiative and dcyf is organizing and executing this initiative, including sf

demand, prioritizing focal students and conducts registration.

our students with special education services and students who had less than 60% online connectivity in the spring and as we take attendance in the fall, that identification of what we say are the students that are not engaging in online learning will probably change based on the attendance we take over the fall. and so, based on that, what we

would do since we're not ready to provide space? we would communicate registration information to our families to make sure eligible students and families receive the information about how to sign up and we would absolutely continue to support cbo providers and supporting our students with distance learning and we talked about that a little bit in the last discussion, about how would we leverage or partnership forums to get this information out and support the providers to support our families? so we would continue to do that and we would not at this time be using the state and federal excel grant funds for the community hub's initiative because those funds are currently used to support school sites where the sites were designated for. next slide. and some of the considerations that we continue to make, and i know dcyf is right there, to continue what is the health and safety, the cohort sides, the

testing protocols and the protocols that happens if you have a positive case and who are we, dcyf and who do we agree upon our priority populations for the limited spots? what data do we need to identify the students how do we make these accessible and what does a successful outreach plan look like? those are all things to consider moving toward the next steps. i have one more slide. the other considerations would be, you know, how are we collectively working with the cbo partners to provide the best services for students and families and are there additional supports that we could bring technology supports or family resources? and this is the last slide. the key question tonight for the discussion is does the board generally agree with the proposed rolls for sfusd and if so, we would work with dcyf on outreach and identifying our

focal students, monitor demand as asks come in an applicationso that concludes or joint presentation and we want -- i think it opens up to public comment and any questions. >> right, thank you so much and thank you for maria sue for being with us and presenting, as well as melay. so yes, public comment. >> please raise your hand if you care to speak on community hub's presentation.

>> speaker: how can you support the learning hubs without the proper staffing and now there's a full, full day and they need to get paid and, also, to make sure it's going to be safe for staff, children and families, there needs to be time for providers to take a break. having a mask and having all these things on and doing these things with these children, you have to interact with them, but it needs to be safe and they need time to go away because i'm a childcare provider and i know i have to step away.

touwe need support to make sure these things are safe for children, families and the community, thank you. >> thank you. >> hello, susan. >> speaker: thank you, mr. steel. susan solomon, president of uesf and representing the 6500 invisible educators from this presentation. and so, we, of course, along with others learned about dcyf plans to start the learning hub. supervisor hilary ronen called for a hearing that took place at the city board of trustee's meeting a couple of weeks ago and we were specifically invited to that.

and there are actually things we can contribute to this conversation. and we would very much like to be more of a part of it. i do share some of the same concerns that the previous speaker mentioned about health and safety, especially if we start talking about bringing children into our schools, health and safety have to primary even though we're all concerned about our student's education, as well poin. there's another layer and this is complicated and this is very, very comly katee complicated ste are in the middle of a crisis in our country. educators who are providing education to children other than their own and they is children of their own also need childcare and they need safe childcare and so, that is something that, perhaps, needs to be added to

the conversation, as well. and so i hope that you continue to see us as partners. i would hope the city would see us as partners and maybe we can all work on this difficult subject together. thank you. >> concern. >> speaker: i'm very appreciate expensivappreciative to the city stepping up. i think one thing i would love to see is a commitment from the city to kind of continue this until we're able to get back to 100% regular educational experiences for students, even if we had a hybrid model, this would be super help approximately. helpful.

>> melita. >> speaker: i appreciate the collaboration between the districts and dcyf on this and i appreciate the way that

everything seems to be evolving here and feedback is being taken into consideration and we seem to be getting much more collaborative and coo dos kudosr that. director sue, i'm not sure i'm your biggest fan or stalker. but i want to point out, again, that as long as these programs are built using state and federal money, they must by law be inclusive. we have to build these programs to include our marginalized students, those with the highest levels of needs. we have th to include kids who e differently abled in any way when we plan these hubs and so, i'm still looking for a little bit of clarification on how we'll support all students, particularly those who have differences and not just exclude them into participating in one

or two hubs, but making all hubs available to them. so thank you. >> miss marshall, hello, miss marshall? hello, michelle? >> speaker: thank you. i'm the coordinatorrer with the pack. i was excited to learn about the hubs and i think they came as a bit of surprise to some folks, which i was recently a part of for ten years.

especially as they're focusing on supporting families who need childcare, in terms of not fulling engage in distance learning and all of those things. i do want to be sure that there's adequate support for out of school providers and making sure there's financial support to pay them appropriately and i wonder if they'll be getting hazard pay and i'm pleased to hear that we are going to be utilizing our city's resource of youth development professionals who, i think, are really often overlooked and undervalued in the quality of work that they can provide in the out of school time or poised to bible to provide these supports. that's what they do during the school year. they provide tutoring, emotional support and support many of our most vulnerable and students who are challenged the most in terms of engaging in their learning in the best ways and who often may already be the ones who possess

the closest relationships with the students and families. i do echo miss fisher's comments on being able to serve all students, including those with iep's and mr. bogus' comments seeing how this model could be continued when we adapt our learning models moving forward as the pandemic shifts and changes. thank you very much. >> thank you. >> hello, barbara. speaker thank you very much. can you hear me? >> yes, we can, go ahead. (indiscernible).

>> you're fading in and out. >> speaker: can you hear me now? >> slightly. let me try to speak louder. (indiscernible). >> i'll come back to you in a few minutes and hopefully the connection gets better. >> hello, latoya? >> speaker: i'm one ofas of aps parent leaders, and an executive team member on the pta. i have questions and they are one, why is usfsd are

responsible for getting back to the community hubs? and what has the communication been like between isn't fus usf? what's the average caseload and communication and the communication been like between the community learning hubs that are currently awaiting review? can there be learning offered as a modules? how are kinder programs supported with the transition from preschool to kindergarten? and the park has created a model partnership with the preschool site to support students and families? how can other sites learn from sites with high-functioning parent groups and why are we trying to reinvent the wheel so

that our division high school students can be better prepared for college and more competitive applicants in the application process? thank you. >> thank you. >> speaker: i do see some issue with balancing our responsibilities to our schools and with the community hub staffing and funding and we are seeing that we have to definitely realign some of our county dollars to meet this

need, especially with hazard pay and full benefits for our staff. and we want to keep our community safe as much as any teacher and we're also facing some facility issues. and so i will be working at library site but we have abundant wi-fi waiting and not being used. and i also think we need to talk through explicitly the plan for distance learning support and the transition to a hybrid program with sfusd. i've been attending meetings every week for planning a community hub and i have yet to see sfusd directors. thank you.

>> hello,my marshall. >> speaker: we've heard a lot of the community hubs over the summer and we brought it up this past sunday and the concerns are, of course, student and staff safety. we recognised members on your list and we are working with them personally and some -- what i hear from the cbo, they're concerned about the long day, who will pay the staff and many think they'll be getting sfusd teachers and i don' also, at the meeting this past sunday, a

concern was there are no safe-based sites. there are many churches here in the city with lots of space and i will ask you to consider the faith-based sites in the city, as well. thank you. president sanchez, that completes public comment on this item. >> thank you. commissioner cook. >> yesi'm a huge fan of this

concept and i think it's no secret that i really appreciate the mayor's leadership around the funding, but i don't think we've addressed that as a board yet, the $15 million around our deficit. and so, please, my thanks to that and this support, i know, is a great need for our city. and i had a couple of questions -- i want to request that latoya p., your questions were kind of quick, so if you can email what you said so you can relay those, a lot of it sounded good but i didn't catch all of it. do we know what the projection percentage i served from the southeast versus the rest of the

city? is there an idea about that? (please stand by).

>> president cook: okay. are they going to have to hire up a ton? >> so the way that we're

thinki thinking about this is to reinvest the existing grant that we have with nonprofit agencies. so what we're asking our c.b.o.s essentially to do is move those program staffs to fund the hubs. now the reality is, the bulk of our programs are a couple hours. they're after school programs, so the idea is to have two agencies working together at a hub to create full-day programming. or, if the c.b.o. is able to, they would be able to hire for a full-day staffing. now, i 100% agree that we need to do a better job ensuring that there's pay parity and ensuring that there's enough staff to support transition times and breaks and all of

those things. right now, we're limited by what department of health is saying that we can have in a space, so as of a few hours ago, the model was two staff for 20 young people in a site. i'm going to have to read it a little bit more, but now, it looks like it's up to 14 one for two staff in a site. once again, it is very uncertain times, and there's lots of things always changing, but the idea is still the same. there's two staff, stable cohort of a small group of young people, and as long as we

can keep that stable group of young people moving with those two staff, we meet the requirements for public health. and i can tell all of our c.b.o.s who are on this call and for those who are not, we made the kpimt to not make any cuts to -- commitment not to make any cuts to this to make it work. we're also trying to meet some of the requests that we're hearing from c.b.o.s, like hazard pay, and overtime pay so they can hire more staff. like i said, we're working on it, and you've got my commitment to work on it. >> president cook: okay. that was some of the concerns that i was going to ask.

the concerns were they aren't going to have enough people, they aren't going to have enough to pay full-time. is this unclear, as we have to try to do something to figure out to take the place of what the district was going to do initially. we try to take some steps, and it's not all clear. if we can be helpful in facilitating those conversations, like i said, outside of our additional roles as it moves forward, because i do want to see the district as soon as possible collaborate -- and i agree that this should be something we should be committing to until we're fully back to regular school.

is there anything around transportation for students getting to and from spaces? is the idea now that they just kind of walk or will they have transportation? >> yeah. so that's why we're really focusing on neighborhood facilities because we're envisioning families to walk to these sites. we are working with m.t.a. to have walking school buses to help with families to walk with -- you know, they meet at a location, and then everybody walks together to the hub site, but we're not expecting a lot of our families to be going on buses to travel across the city. >> president cook: okay. just to be clear, hazard pay, when you say you're going to be working on it, can you tell me a little more about where that's at? you said this is expected to launch on the 14 of september?

>> yes. >> president cook: you expect to have a little bit more clarity by then? >> yes. this is a priority of our mayor, and it's also a priority of our board of supervisors. we're working closely with all of our board of supervisors to try to ensure that supports for this hub model is moving forward, and, of course, to ensure that the needs of our c.b.o.s are met. >> and in terms of the protective care equipment or p.p.e., do you feel that -- >> we are making all of those purchases. so our department will be purchasing all the p.p.e. equipment as well as all the cleaning supplies. and so where -- and we're aggressively seeking donations and financial supports from others who can tell us do this, but yes, we are going to be

sourcing all of this to other sites. i just wanted to say we are looking at standing up, for round one, almost 70 sites throughout the city. there's 70 different locations in the city that will be hosting a hub -- a learning hub because of that restriction of the number of children who can be inside a cohort, and as a result, we are limited by the facilities that we have, so it's a lot of logistical coordination that we have. but we are ready to stand these up on september 14. >> president cook: well, you're the right post for the job. you have to be. >> thank you. >> president cook: i was hoping you would bring up donations --

this is my last question. where can people go to donate, and i was wondering if you could speak to miss marshall's question about who will be involved? >> so, you can go to the department of children, youth, and families or you can go to the hub itself. that's a very easy way to donate for this really amazing program. in terms of faith-based organizations, yes, yes, yes. we are working and having conversations with our local faith-based churches in the city. we're also talking to corporations who have empty conference rooms right now and empty meeting spaces. so we actually have several

corporate and learning spaces that have spaces for us, and that's how we're getting ready to go forward on september 14. >> right. >> judson? yes. >> there was a public member that we couldn't hear before. can we try back? >> yes. they're back. hello, barbara, are you there? barbara? >> yes, i am. can you hear me now? >> great, we can. go ahead. >> okay. thank you very much for coming back to me. i want to applaud maria su, r whom i haven't seen in a long time, for the project.

i have a question about a little boy who lives on treasure island who is a kindergartener who has not received notification from either a hub program, and i think i just heard that you aren't really accepting applications yet, and he doesn't know where he's going to go to school. it leads to the question, not only where is he going to go to school, but how does the parent know which hub if they don't know which school they're going to? >> thank you for the questions. student delegates, you'd like to chime in now? >> vice president loeps, i'd

pa -- lopez, i'd pass it on. >> if there's a way to get in touch with barbara, i'd be happy to make the connection, as well. >> i don't know. superintendent matthews? >> justin, do you mind getting the caller's contact information, and i'll have somebody follow up with them tomorrow. >> miss cohen? barbara? >> yes, i'm here. >> are you comfortable, i can give you my e-mail, and you can send me your contact information that way. i don't know if you're comfortable giving it out over zoom, and i will give you my e-mail. >> whatever is comfortable and will expedite the process, i want to do. >> sure. sure. if you're fine giving me your phone number or e-mail, i'm fine right now. >> 415-034-0238 is my number.

you call me, i'll give you the guardian of that little boy, and then, we can have you -- have them talk directly to the proper person. >> great. thank you for that, and we'll absolutely follow up. >> thank you very much. thank you. >> this is one of the problems we have with zoom is getting people's information. we need to get a workaround. did you have any other questions, vice president lopez? >> i just wanted to say i appreciate giving me that opportunity. >> so if you don't have anymore comments, i'll go to the student delegates. >> so i got a copy of the

questions for latoya, so i'll be asking them because i know we can't respond directly on public comment. one of them is what has the communication been like between sfusd parents and caregivers that are waiting review? what is the average case review time, what is the average caseload, and what methods of communication are you using? >> these questions are regarding the hubs? >> yeah. >> so we're -- we're working with miss su or we're starting to work with her, but in terms of, like, the first question on the average case time, actually, their parents are still signing up at this point -- or maybe it's better that you answer these questions. >> yes, yes. so as of this moment, we are doing active outreach to families, to parents, around

this opportunity. so there isn't a registration per se. what we're trying to do is identify those families who are living in public housing, living in s.r.o.s who are homeless, as i identified earlier, and providing them with a special access code first. so they get to participate first and say whether or not they want to participate in this program. and then, as we go to the next group of families, and that's how we're phasing this in. i do want to say in treasure island, we do have two hub sites in treasure island. >> i want to comment please. i want to really address this, please, president sanchez. >> no, hold on a second. there is a series of questions that shivan is waiting off. >> i can wait. >> i've been participating in

the joint select meetings on friday, and i want to answer that question because i've been talking to a lot of supervisors as well as staff members. >> right. commissioner collins, can we give her the courtesy of finishing her answer? >> that was it. thank you. >> okay. go ahead. >> so i've been talking to community members. hope williams is a community member from treasure island. she said she's good nigbeen tr get information about the treasure island hub, and she's been locked out. she said there's no information going out to community members. i've spoken to community members that live in ccdc and s.r.o.s, and i'm hearing that the chinatown hub is reaching out directly to schools, but

there's not a lot of kids at schools. there's a lot of confusion, and i've been trying to clarify that because i think there are families who do want to access this, and i'm hearing two different items in the community. they think you are doing the outreach. there's parents who think we are doing the outreach. i heard from a principal through way of a ccdc that they heard from a principal that we as the district was doing outreach, and that's been really, really confusing. so i just want to let the public know that i am personally confused about how outreach is going and whether it's being done by the c.b.o.s like home s.f. or ycma? and i think if superintendent matthews can confirm that we aren't doing outreach.

that doesn't mean that we don't want to or shouldn't doing that, but i think that parents are hearing two different things, and that has been very confusing. so i would personally appreciate knowing specifically how you're doing outreach because i saw a community presentation at the h.r.c. where your colleague, she was -- i'm blanking on her name. it starts with an s. >> shirese? >> shirese, and she said there is a program, and you guys are whittling it down. i don't know how you're whittling it down, where you are in the process, and how you are reaching out to students in

s.f. and reaching out to c.b.o.s that are providers. >> so first, to answer your question correct directly, if we are reaching out, no, we're not reaching out to families. at this point -- i know there was a letter, an open letter, a public letter that came out yesterday, and it was a public letter, so -- and it just, i guess, came out to the community. wasn't directly addressed to me, but it was asking us to get involved to reaching out to family, but at this point, we added we're not. >> okay, maria? >> that's correct. that's correct. i do acknowledge that there might be confusion out in the community right now, but i don't know where that slide was where we were. when we're reaching out to families right now -- when i say we, i always use the word we, and i think a lot of people

think that's dcyf specifically, but it's because we do it in partnership. so dcyf is working with the public housing authority as well as the human services agency as well as several other city departments like the department of housing and homelessness, like the mayor's office for housing to identify families -- oh, thank you, justin. to identify families who would want this service. we also are asking our c.b.o.s to reach out to families. we know that c.b.o.s have

thatst

on-the-grou on-the-grou on-t that-on-the-ground-decision- goi goi goi goi goi going built out just

because i know the c.b.o.s have been active in the spring. but i'd like to hear from you, director sue, about what c.b.o.s are doing for those p.d.s. i'll pause there, but i also have additional questions about supports for parents who are going to be participating in these hubs. >> so thank you, commissioner lam. i agree, also as a former

c.b.o. director, how hard it is to not only fund raise and support your staff, but also just to keep staff because the reality is that it's really expensive here in the city. and i've said this to our c.b.o.s before that you've got the right to try every way possible to try to keep inching forward on making sure that there was -- there's final stability for you. in terms of professional development, yes, it's actually one of the core tenets of what we do in our department, and what we've done, particularly since the pandemic is infuse mental health as well as trauma informed systems of care into our training. we have actually asked one of our training providers for an agenda, as well as san francisco state -- oh, i forgot

which department he teaches in -- to help us come up with a curriculum to train our providers so that they can ayou walk into this space with the tools and knowledge to -- they can walk into this space with the tools and knowledge to help young people. we know that it's really important for us that we provide that level of security and stability as children walk into our places of -- of youth development care. so we are going to be doing that. as you've heard actually from -- i think cassandra was saying we're meeting with c.b.o.s once a week. sometim we're meeting with some of them

twice a week, and that might be too much, but we're just trying to get them ready. as commissioner lopez mentioned, this is brand-new, and this is my first pandemic that i'm living through, so everything is different, and everything is hard, and we're building this plane as we're trying to fly. and so, you know, i'll the first one to say that i'm sure we'll have many missteps as we're moving through this, and i just ask for everyone's understanding that we're trying our best and we're trying to make it as safe but as meaningful as paossible for al of our children. >> great. and i also just want to name around the c.b.o.s. i know there were concerns weeks ago and have since started working with the

c.b.o.s, and i have heard that there are that openness for that conversation, so i'm glad that there's progress there and to acknowledge that there is going to be a partnership and continued learning of everything that's going to make these hubs successful and ultimately serving our students and our families at the center. i wanted to ask about supports for parents because we are hearing, you know, again in the town halls that we consulted, the close the gap coalition that we conducted over the summer, and now, what we're hearing about how important it is to just support, because parents are just struggling. like, how do i support my kid, not only the technical pieces of logging on, but how do i support them nontechnical, too? so what are the public guidelines that we absolutely have to meet coming now from the state, what are some of the

built-in opportunities for parents, and is there ways that we can work with the family resource centers? i think you've heard me talk about this for many years now, that traditional f.r.c.s have been vital during this pandemic, but how do we support it into school-age children, as well. so i don't know, director sue, if you can talk about in these conversations if there's been any discussion about the other roles for parents and support for families and parents? >> yes. and supports for families and parents are crucial, especially if we need parents to be supporting their children. so i think many members of the commission know that dcyf funds the beacon centers and the beacon initiative. part of the initiative is to

have a dedicated stream that is focused on supporting parents. so we are, once again, leveraging the expertise of our c.b.o.s and asking them to pivot their programming to provide that type of support at these hubs. as well as we're working with partners to see if there's any best practices from the learning of the f.r.c. or if to even ask some of those f.r.c.s to provide supports in the hubs. and we do have a couple of f.r.c.s that actually serve the older age young people, and a lot of the f.r.c.s are also joined dcyf funded agencies that are providing services in the out-of-schooltime space.

so i think this pandemic has forced the city to work closer together, to leverage resources and to coordinate, and that is what we are doing. clearly, we need to do more of that, and you've got my commitment to do more of that. >> thank you, and that's all my questions for now. thank you. >> all right. you got me midbite. >> i have another. >> yeah, if shivan wasn't through with her questions? >> i'll send them to the director, and the director can send them to miss sue. >> i don't want to go through all of that. i want to hear throuall of the right now. >> i want to hear them. >> okay. so she asked me to finish off

the two last questions. so she said how are kinder programs supporting new families with the transition? rosa parks p.t.a. has created a coalition with the preschool sites to create a transitiontor students and their families. this is not consistent across the district. how can other sites learn from sites with high-functioning parent groups? >> i think that's a question not related to the hubs -- the community hubs, i'm thinking. it's in then to the on a-- gen students starting school and not a specific question. i know that that's a lot of work that pre-k programs do,

and she can answer that, but i'm not sure that she's on the call. >> yeah, i'm on the call. so i appreciate the question, and we do have a situation in which we provide warm handoff? it's part of the program that we do with school social workers? but one of the main ways to do that is to have opportunities to meet with all of the principals, whether they are principals of an early education school or a colocated school. and so the early education department hosts opportunities for the colocated principals so that they have -- and, you know, they have an opportunity to meet with their pre-k families and bridge that divide? it's something that we have to continuously do, and as every year we have new principals, but it is an important mission for us, and we partner with w.e.e.d. in order to make that

happen. >> okay. i also have my own set of questions. i don't know if that's far thought out yet about the hubs. so what is the process of selecting students, and how long will it take? >> so right now, we are prioritizing children who are in kindergarten through sixth grade, and for middle schoolers, we are going to do enrollment maybe later in october or november. so once again, we are working with public housing officials as well as other city departments to identify high need children that are in their system and then doing a targeted outreach to those families. >> and then, my last question is once the hubs are rolled out, where can this information be found? >> it's a great question.

>> like, a location or... >> right. so we are building out our website to host all of these information and data. you can actually go on our website at dcyf.org/care to learn more. >> that's all for me. >> thank you. >> student delegate correa? >> yes, i have my own set of questions. so the first is, how can us, s.a.c., help with this process? >> well, i don't know if you have voting powers, but if you can, i would urge the school district supports the efforts to work together, but i think it's also just helping us get the word out that this is

available in the community. but right now, that -- that's the extent of outreach that we are promoting. but there are other things that young people can do during this time. part of the building out of the hub was to say that there are two staff for a cohort of young people, or a cohort of youth. we were very intentional that that second staff -- so there's a main staff and there's a second staff. we were very intentional to say that that second staff could be a teenager because we were envisioning, maybe in the after-school hours, currently in the programs that dcyf funds, where, yeah, young people could-d -- that could ba placement.

that could be a jab, because we know that not a lot of you young people are working because there are no jobs out there. so we were trying to create that wiggle room, so stay tuned for that opportunity. >> thank you. another question i have is in the beginning of when we were planning digital learning, i do remember a lot of advocacy for learning and outsourced sites. have you considered that for your learning hubs? >> excellent questions. so that's one of the reasons we are using rec and park sites for all the clubhouses, all the parks. we're going to be lempling all of that. we are really lucky to live in san francisco, where everyone's really close to a park and open space. so, you know, part of building this out, the recreation and physical activity part of the

model is outdoors. so the more outside the better for all of us, and actually, the more the physical activity, the better for young people, so more is better. >> okay. just, like, my final question. is the plan to start in 20 days from now, and if so, how -- or is it possible to get 2,000 students by 20 days? >> okay. that's a great question, too. so right now, registration and outreach just started yesterday, and we've got a lot of positive responses already, so we'll see. this is one of those situations where we believe that there's need out in the community, but we're not 100% sure that people

will take up this opportunity. you know, for a lot of reasons, people might say, this is not for me, but for a lot of other reasons, families might say this is for me. so i don't know right now, but i'll be able to tell you in two weeks' time. >> thank you. >> thank you. commissioner collins? >> i had a question about technology. i know we want kids to have abat the sce access to school, and i want to know if you'll be purchasing technology for sites and if it'll be up and running by the first start of your program? >> yes, yes. so we will have technology. we are hoping that, by the time we start september 14, a majority of our high needs children will have technology from -- >> you're expecting kids to

bring their own technology to the site? >> if they want to, yes. so if they're older and they want to, they can bring technology to the sites. we have purchased 2,000 units of -- >> okay, good. because i want to make sure that kids can just show up and log on. i am a teacher, and i know for kids, i want them to have an english book at school so they can learn whatever happens. i know that chief dodd has been doing a lot of work in streamlining how we support, and so i would also want to make sure how the staff is

assisting. also, you've listed the presidio twice. there's another at the post, and another one, like, letterman or something. i'm not familiar with a lot of low-income residents in presidio heights or cow hollow, and so i wanted to know how you're going to make sure that those sites -- and also stonestown was another question for me, although i'm not as familiar with that area of the city. not to say that there aren't homeless youths living in those districts, so i want to know how you're ensuring those sites are supporting those communities? >> yeah, great question. so first, my deputy director is working almost on a weekly basis with chief dodd, so thank you so much to chief dodd for

her time in helping us think through the tech piece. we're fortunate that when we partnered with the ymca, we have access to all of their other resources, like the buses. so we're hoping that the ymca can help us transport young people to their facilities. so more to come about that, and, yeah, for this -- for stonestown, you know, we do have a family park -- i live in the ingleside area, so in ingleside, there's a family r.v. park here, and stonestown actually provides supports for a lot of our smaller nonprofit agencies, like up on broad or out in the o.m.i. >> and then, i wanted to know -- maybe this isn't you, but i wanted to know, with department of public health. it sounds like thinks are

changing all the time, and i know that people get confused. we had school guidance changes. it sounds like o.s.t. guidance has also changed. and so originally for folks that were concerned, i know this was a question in the joint select committee for anybody that was following. one of the concerns that supervisor ronen made was her concerns for two staffers and her concerns for the communities that we serve tend to be higher risk communities, so i'm glad to see that number f has been reduced, and will go to the state. >> well, it was just released -- yeah, it was just released earlier today, so i know that our d.p.h. team is looking at it. >> okay. and then finally, one of my big

concerns, and this is related to more of a citywide things? if we're serving 14 kids in a hub, when you say every community has access to open space, it's not true in the same amount across the country. like, i know chinatown -- i live in the chinatown area. it's very densely populated, and a lot of a little parks that were the open space have been closed because they were, like, play structures. so i'm concerned about communities in, like, tenderloin and excelsior and o.m.i. and chinatown. if we have a hub at a site, that might prevent rec and park from operating outdoor activities or things that i would like them be able to do that would maybe reach a larger number of students. and similarly, if there's a site that's programmed for a library, if that prevents, say, the chinatown library from

distributing books, our families would have to walk to, like, civic center. that's, like -- you're serving 14 kids but not the larger community. i want to know how we can have that community and how we can serve larger communities. i know my community but not other parts of the city, as well. i want to know how communities can have input how we're programming, like, a portfolio -- not only the hubs but also a portfolio of services for families. >> yeah. those are all really great questions, and i believe at the joint select committee, the city manager and director for rec and park will be at the next meeting and that will be a great time to lift it up and discuss. >> okay. so i'll ask those questions, and then folks can tune in on

friday to see how the city is planning in coordination with the hubs. thank you. >> commissioner lam? >> i'm sorry. i'm going to have to hop out for just about ten or 15 minutes. two things, though. i just want to name that i am in support of the school district supporting the hubs, supporting dcyf around the student referrals because we're really talking about supporting our students who are in those need and that's our student population, again, particularly from the spring, from the data that we know of our local students and who had less engagement than 60%. director sue, can you speak to the food insecurity because i know it continues to be a

commitment from dcyf and the city to provide free meals for our students. can you talk a little bit about the cost there, and because i know that we've also as a district had to make some changes because of both coming from the state and the usda, as well, for our grab-and-go programs? >> yes. food insecurity is a big deal. it's a big issue, and i just want to say thank you to commissioner lopez for reaching out to me to try to figure out how to make sure that meals were provided at these hubs. we are now feverishly working to try to get all of these sites usda approved so we can get some level of reimbursement. however, we know with the new requirements or the different requirements that's coming down from the state, it is making

things much more administratively burdensome and, at times, it doesn't allow reimbursement at all. so we are building inside our budget the expectation that a large portion of our meals will not be reimbursed, so it's going to come right out of our budget. but we are very committed, very, very committed to making sure that , at a minimum, breakfast, lunch, and snacks will be provided. at a minimum, we'll have breakfast, snacks, and lunch available. >> and i know you spoke to it at the joint select committee, but, like, out-of-pocket costs, like, how much is that if the city was not to get reimbursed at the hubs?

>> it's upwards of $6 million. >> so i just want to name and encourage, of course, we, as the superintendent has brought forward, you know, about our commitment to our educators and the supports there for their work space and that commitment there. as we look down the road at the partnership between the district and the hubs, if there is a way to leverage, again, reimbursements ultimately from the usda or the state, that those additional millions of dollars can address that funding gap that we talked about, right? about our nonprofit organizations having the support for their pay parity for their workers, and i'm sure the technology and so on, so i just wanted to at least highlight that. >> i know you have to happen off, but commissioner lam, just quickly, wouldn't a lot of the stuff for families that we're talking about be qualified to get meals from the district?

>> so maybe you can speak to that since the students would be on-site and not at the core level. >> yes, they would. i think the issue here is the waiver is no longer approved, so there's lodgistics of -- making sure there's logistics. i know we've been working with deputy chief to figure out if there is a way to make this work, but we are -- we are bracing ourselves for that financial cost if it is not feasible. once again, we are talking about, you know, 80 to 100 different sites throughout the city that we're standing up, and so it's quite laborious.

>> okay. commissioner lam stepped away, so any other questions or comments? vice president lopez? >> hi. thank you for this presentation and for your work and for, honestly, stepping up, like, in the way that we've been asking as a whole city to step up, right? we've been talking about how many of these resources are affecting learning, and until we come together, it's going to continue affecting our students, and so i really do appreciate the city's efforts to provide this. and now, just our bond and our partnership to ensure that the learning is as seamless as possible during these circumstances. so i wanted to highlight that because the message of it takes a village keeps coming up in that through all of the sites that are offering their space, that through all of the city's

efforts, the food, the money, the getting the laptops -- which is one of the questions that i had -- and just looking forward to continuing for all of us to make those efforts. there were many questions that have been asked, so i'm happy about that, as well. but i have one final one, and that's just around the communication that the sites will have with schools. and it was discussed earlier about what was provided on-site so that students don't have to bring their tech to the community hubs, but as far as the log-in information, the schedules, knowing where our students are coming from and their schools and how that's happening on-site, what is that communication going to look like? >> so in terms of the laptops

to sign in onto zoom, like i said, our deputy director is working closely with chief dodd around the badge and the special -- all those things. >> yeah. >> and -- and then, we're still figuring out how to support young people when they show up at our sites who are -- as you can imagine, multiple kids -- 14 different children will show up in our site that might -- that might go to actually 14 different schools, or they could actually be in one school but are in 14 different classes. so that's the brain breaking logistical part that our people are trying to work through to help these young people. and i just want to be clear, we're supporting them the same way we support them in the

after-school hours, so, you know, it's, like, oh, is this your homework? let's try to figure it out or we can work it out together or we're going to try to read something together. so it's led by youth development, and so it's -- it's not -- we're going to rely on your teachers' expertise and -- still to teach the kids, and we're just going to do that back up support piece. >> right. and i just encourage all of us to envision what that day looks like so that we can make those -- set up those things before. and i understand that even going in, there will be a lot of changes once we see what works best for our students. but just having that initial thought of what the day looks like is really helpful when you're designing this work.

and the last thing i'll say is those badges in the kit, like, if you can get them for your students, it'll make our lives so much easier. >> we're trying. >> thank you. >> commissioner moliga? >> maria? >> yes. >> can you guys hear me? >> yes. >> no, not so much. >> not right now. >> okay. maybe if you can turnoff your screen, your camera. there you go. >> oh, i first wanted to say that -- [no audio] >> we lost you. >> i apologize about that. >> time's up.

i will say a couple of things, and maybe he'll get back unless commissioner norton, we haven't heard from you. so i am 100% in favor of partnering with your department, maria, on this effort. i definitely understand the t pitfalls that lay ahead of us, and i definitely understand the pitfalls that we've overcome. and i want to say that even though we're not prepared at this moment to offer our sites, it would be my wish and more than just a gesture to have our sites utilized for this purpose as the program grows, and i hope it does grow. now all that being said, everybody agrees that this has to be 100% safe for the staffing and for our students, so that, to me, is going to be

the proof is in that pudding, right? like, how safe will this be? we can't have breakouts, we can't be set back, so we have to make sure -- because if we do, then the families who need us the most in this program won't have confidence and will pull their children, and then, they'll be that much farther behind, right? the other thing is i really trust your commitment to serving the most vulnerable students, homeless, african american students, and special ed students, and we need to have another conversation to make sure how you're reaching out to the special educated students so they can be a part of it. goss bless all of us, but families are means are not the most vulnerable families. we want to make sure that all families take advantage of this and are served. the last thing i want to say is before i hand it off to

commissioner moliga, is we did have a comment from commissioner solomon, and i would ask you to all make an outreach to u.e. if you haven't already because at the end of the day, it's the teachers and the paras that are doing the remote teaching, crisis teaching, and they have a lot of insight, obviously, clearly, in what the education is and how it can be supported. so with that, i'll leave it at that, and i do thank you for the work. and i want to thank our staff for the work examine building the bridges, as well. and i do -- for the work and building the bridges, as well. and i do think that -- my dream is if we have a tighter tie with the city, we are part of the same team, but because we're not a part of the same agency, there are walls, you

know, put up in front of us, and those walls don't need to be there. and for commissioner cook, i did personally write a letter of thanks to mayor breed right after the $15 million allocation to the district. i really appreciate that, as well. all right. commissioner moliga? >> thank you, president sanchez. how am i now? can you guys hear me? okay. what's up, maria? >> hey. >> good to see you. >> nice to see you. >> no, i really appreciate the work that you guys are doing. i know it's really very valid. my thing is, you know, again, focusing in on public housing kids. you know, i worked out there my whole entire career, so i understand a lot of how the dynamics work out there. so one of the things, as we're moving forward, for me, when i

heard that parents -- [no audio] >> so, like, this is a message for, like, all parents. i say that because some of those most marginalized kids are not resurfacing. they're not in these programs. we struggle with this all the time, right? how do we get kids in the service prepandemic, right? so i also like this thing around safety, right? and i was in sunnydale -- i think i mentioned this in the other meeting. i was out there the other day, and there was a shooting there on the 21st. man, i was out there when people were literally shooting

in the middle of the street. kids running all over the place, and parents ducking. that really hasn't even stopped, so to me, all of us working together has to work, right? because we're talking about school districts, the city and county, even all the professionals at the table, it should work, right? and what i feel like is going to hold us back is, like, ourselves, right? so what does safety look like, right? and i think you may have, or you may have not, but do we have a plan in place if somebody ends up contracting covid at one of these sites? a kid, and is there testing, and you may have already explained it, but if you could explain it a little bit more, please. >> yeah. and this delves into what chair san dhez was talking about, which is the safety. we have to be mindful of what does it mean for our children and our staff.

so i think i alluded to this before, but we are opening in phases. so the eventual goal is to reach 6,000 children, but we're going to open first to 2,000, and then veeventually wait two weeks and then open for another 2,000 and wait two weeks and another 2,000. that's very deliberate, but it mirrors the phasing of what we did in the summertime. in summer camp, we served 3,000 children in total, and we served them in three week sessions. so according to d.p.h., it's three weeks that help us monitor to detect any type of infections that's happening in the community. so once again, we're doing 2,000, and then, we're waiting, and another 2,000, and another 2,000. so that's one way for us to try

to maintain that safety. and i do want to say in the summertime, when we served 3,000 children, there were a total of 38 children that were infected with covid, and of those, those children actually did not get the infections inside any of those summer camps or summer programs. they got their infections from outside in the community. and so for us, working very closely with d.p.h., we're going to make sure that there is appropriate testing for all of our participants in our hubs, particularly staff, because that's really, really important. and i think this is where it's really important for the part hership between sfusd and us and the hub is because we should -- partnership between stuffed and us and the hub is

because we should -- sfusd and us and the hub is because we should be able to see how we're doing this more in the future. and then, in terms of protocols for what happens when a young person or a adult, staff person that gets infected. there's a whole -- there's very clear guidelines of what has to happen, and i can share that with the board later, but dph has a whole process of when do you shutdown, and the guidelines around that and all of those things. >> okay. thank you for that. just want to say, that thing around partnering with teachers and allowing that guidance, as well, that's important. one other thing before i go.

i've been on this board almost two years, and i've been talking about why pacific islanders are our target population in the city and county, and i've always said the city and county got it right. they've put them up there. you're on the groundworking wigroundworking -- ground, working with these folks. why are you choosing pacific islanders as one of the groups? >> when we see data, it makes your heart hurt. the data for academic success, health parity, as well as economic self-sufficiency for our pacific islander population is so painful that you just can't help but feel shaken to your core. so i feel very, very committed

to prioritizing all of our services for our pacific islanders as well as our african and latina-latino-latinx populations. because these are the three populations when you're looking down at all the different performance measures and metrics, it just hurts. and it's just one of those things that not under my watch. i'm not going to let that happen. >> and i appreciate that. we're working on some issues within the school district. again, we're talking about these groups, literally, these are the focal groups where it's happening, and i would like the city and county to understand that pacific islanders are part of that subgroup. thank you once again. >> once again, thank you on behalf of everybody, thank you, maria sue, for joining us, for the presentation, and for

answering our questions, and we are going to move on, so thank you again. >> thank you so much, commissioners. good evening. >> good evening. so -- yes, go ahead. >> i just wanted to make sure. so we -- as staff, we're just going to make sure we have a consensus, because we believe that, in doing this work, we believe that individual conversations have occurred. it sounded to me that we have a consensus of the board that we continue moving forward with the work around the hub. >> i'd like to speak, if that's okay. >> yeah, go ahead. >> so i'm supportive with conditions, and that is that the process is transparent, and it involves the community. and i think some of that process has been happening through the joint select committee meetings. it doesn't have to he necessar happen in our house.

i want to reiterate on friday, there's going to be more conversation, and it will also involve the library and rec and park and, like, look at the city? but i do want answers to question that i have and have heard? and i think consistently i've published them on my blog? but i want to make sure that when i talk to communities, and they don't know what's going on, us partnering with them is going to help that, because we can do outreach. but when i talk to the apac, and they haven't heard of that, that's a disconnect. so we have that problem, too. i want to name that as a district, but i'm supportive, and i also want to make sure that we're continuing to engage with community-based organizations that aren't involved currently and -- but also have connections with our families and our students, and we're also involving parent leaders in our district. so i think it would be great if director sue could do direct

outreach to our parents' communities in this partnership. >> okay. important comments on that topic. commissioner lam, we are just leaving the conversation, and superintendent matthews is trying to determine if we have a census, and it looks like we do moving forward with the partnership. >> can i just say one thing, just so you know you have consensus. i just want to say i appreciate the work that the city is doing, and thank you, director sue and mayor for all of your support. this is a really, really difficult time for many of our families, so whatever we can do as a city to step up and help them, i'm very supportive. >> thank you, commissioner norton.

superintendent matthews, are you okay? >> yes. >> okay. we're going to move to item j, discussion and vote on consent calendar items removed at previous meeting. there are none tonight. item k, introduction of proposals and assignment to committee. there's several of them. 2, board policy 1312.3, uniform complaint procedures, board policy 5113.2, work permits, board policy 5131.2, bullying, board policy 5145.3,

nondiscrimination harassment, board policy 5145.7, sexual harassment, board policy 6142.7, physical education and activity. do i have a motion and a second? >> motion. >> second. >> okay. before i go on, i've got resolution 208-25-a-1, sfusd data access, inclusion, and partnership to enhance student success, sponsors by commissioners moliga, collins, and lam. >> so moved. >> second. >> and resolution 208-25-a-2 in support of creating a k-12 black studies curriculum that honors black lives, fully represents the contributions of black people in global society, and advances the ideology of

black liberation for black scholars in the san francisco unified school district, sponsored by commissioner stevon cook. >> so moved. >> second zblt okay. l -- >> okay. let's move onto public comment after first reading of all of these items. >> clerk: okay. we have five speakers in public comment. hello, mary, are you there? miss martell? miss martell, are you there? >> hello still.

i'm here. hello, president sanchez. [inaudible] first, i want to thank commissioner cook for bringing this resolution to the board. we want to thank him for coming to our naacp meeting this past sunday. rer reverend brown and all the members wholeheartedly approve of this black studies resolution. some of comments were hallelujah, it's about time. we all know that reverend brown is a historian, a walking encyclopedia, and he approves

of it. we need to know our history, and we're very appreciative to you and the board who will hopefully support this initiative that we'll have black studies in all of our grades, from pre-k through 12. thank you so much. >> thank you. hello, cassandra? hello, cassandra? >> can you hear me? >> yes. >> cat [inaudible] speaking directly at roosevelt. i would love to thank all of the commissioners. it's been a long meeting, and i appreciate your time. you had a packed agenda. thank you especially for commissioners collins, lam, and moliga. i was tearing up earlier during this meeting because over my

dozen years at the district, i've never heard so much conversation about c.d.o. partnerships. thank you for seeing us, hearing us. even read-only students' access to grades would transform what we can do for our students, parents, and faculties at these locations. i would caution, however, a lot of the conversation or answers earlier from sfusd were about directing c.d.o.s. i understand that the commissioners understand that c.d.o.s are equal partners in supporting families. i want to make sure that sfusd stands with them. thank you.

hello, kevin? >> yes, this is kevin boggus. just being a black student and seeing how black achievement and black lives have been historically left out of curriculum has another opportunity to inject blackness into the country and the school district as a whole, so just really excited about what this will mean to all the great policies and programs that are in development in the district. just really excited about this moment. >> thank you.

hello, susan? >> yes, thank you very much. susan solomon again from uesf. i, too, want to thank commissioner cook for putting forth this resolution, this very important residence rugs for black education, and this is something many of us in uesf would be very excited to be a part of if that's possible at all. our state affiliates, the california federation of teachers and the california teachers association both have racial justice task forces and committees that many of us are involved on that have specifically focused on african american students, african american males in particular of all ages and the importance of needing to address the issues that are well addressed in this resolution, and so -- and we are, as you heard a couple of

months ago, uesf is forming a racial and justice task force ourselves, so anything we can do to move this along, we would be happy to do. and i want to thank commissioners moliga, collins, and lam, as well, for their resolution because it gets us that much closer to racial equity. thank you. >> thank you. miss shell? >> hi. i am in support of the black studies being infused into the current curriculum. i feel as a former teacher of willie brown middle school, teaching ethnic studies, as well as a para at galileo, putting it in anything, it draws in black students.

and in the state of emergency, the public schools need black students, and we live in bayview-hunters point. so if it's infused and something that these students want to do, they will do it. and if you partner with san francisco state college of ethnic studies, it will be done correctly and with deliberate speed to produce great grades and amazing leaders. thank you. >> thank you. hello, diane? diane, are you there? >> okay. can you hear me? >> yes, we can. >> okay. very good. sorry about that. thank you to all the supervisors matthews, board commissioners, student

delegates, and administrators. i am diane gray, a member of megablack san francisco, san francisco black led organizations coal ilition, an the san francisco alliance of black school educators. thank you to commissioner cook for introducing this resolution that is way overdue. black history is american history, and it must be integrated in all subjects, k through 12. this is also a policy recommendation of the megablack san francisco education equity subcommittee, who also submitted this policy recommendation to the mayor's office last month. a 2015 study conducted by the national museum of african american history and holmberg research found that only 9% of history classes have -- take time to devote to black history

programs and curriculum across the district, the school districts across this nation. so we want to make sure that this goes forward. we will work with commissioner cook and community to make sure that this happens. again, black history is american history, from history, from science, from p.e., from all of those subjects k through 12. thank you. >> thank you. >> hello, kim tree? >> hello. kim tree, field office, seiu local 1021. i will speak to that first, that 1021 is really grateful to all of the organizations that have committed to supporting this resolution, and we want to thank and honor commissioner

cook for bringing it forward, the depth that it has in it, and also, the opening for what's to come based on it. so i want to thank him on behalf of seiu 1021, and on behalf of our chapter. i want to speak on behalf of myself, that this touches me so much, and just the fact that we need this so badly. i'm so grateful to even just be watching this school board meeting, and that commissioner cook, stevon cook, who i knew and saw such potential to come here and just think in this way for the folks that he has seen come through sfusd and who will come through beyond his time as a commissioner. so i want to thank him

personally and lift up his spirit and guide him further into this work because for me, looking at this resolution, i'm just graceful, and i wanted to share that with -- grateful, and i wanted to share that with you from myself personally. commissioner cook, thank you very much. >> thank you. hello, barbara. >> barbara ais here, and i hop you can hear me. >> we can, loud and clear. >> thank you. i want to personally thank stevon cook, who i didn't know him as a little boy, but i wanted you to know i grew your grandmother, and i knew your grandfather, and i am so proud of you.

i spent two years in the courts trying to settle the naacp-san francisco unified school district resolution known as the consent decree, and we did not make certain that this kind of policy was in place with that, and i am so happy to still be alive and well to see this happen. and if you don't think it's necessary, i simply suggest to you to ask your average young person who is dr. martin luther king? and most kids today won't be able to even answer that. so this policy will make certain that he's known and remembered, and that our history, our entire history is incorporated into the curriculum.

thank you so much. i support it wholeheartedly, and i give a touche to all the things diane gray said. thank you very much. i've been here all day with you, too. >> thank you. hello, thomas? thomas, are you there? okay. can you hear me now? >> we can, go ahead. >> okay. good evening. my name is thomas robert simpson. i am a 36-year-old resident of san francisco -- 36-year resident of san francisco. i am older than 36. i am calling in support of stevon cook's resolution to create a k through 12 black history curriculum that will honor the lives of black people.

this promises to fully represent black people in the united states and the world as large. it will ensure that one of the country's major ethnic groups will have an opportunity and a platform to showcase its contributions locally, nationally, and internationally. approving this resolution will ensure the movement started by black lives matter. it will also ensure that there is more than just a fleeting motion. i urge you to support this resolution so that black youth can swell with pride, learning, understanding, and appreciate the richness of their history and culture. passing this resolution will also educate members of the broader community to recognize and acknowledge black people's

value in our community and around the world. thank you very much. >> thank you. president, that concludes public comment -- oh, there's one more, i'm sorry. miss jordan, i see you. >> unmuted? >> yep, good to go. >> thank you very much. my name is linda martley jordan. i'm part of the african american leadership initiative team of san francisco unified school district, and i just want to say that i am excited that stevon cook took it upon himself and came up with this resolution to present to the school board this evening. this resolution will correct and add value facts, historical facts, of how africans through the diaspora and african americans have contributed to

the society of the world. it will give our students pride. it will also give our students a step of identity that will go beyond anything we can imagine. i just want to thank stevon cook, and i just want to ask all members of the sfusd board of education accept, support, and pass this resolution wholeheartedly. >> okay. president sanchez, that was the last public comment on this item. >> okay. so we normally don't have a lot of discussions on first readings, but i'm happy to have commissioners and delegates make comments as we move this forward. so student delegates? i know you were waiting for this first reading. i know it's late. >> yes, we were both waiting. when we saw it on the agenda,

we both got excited, so we decided to stay. i'd like to offer up my support. i wholeheartedly support this effort. thank you, commissioner cook, and thank you for all of the black leaders in s.f. who came in support and spoke on this. s.a.c. is looking forward to coauthoring any other resolution. >> and i'd like to support with all of my heart. as some of you know, i am a student at jim jordan school for equity, which means i've gotten a taste of what the future of the -- of what this resolution can bring to all schools, which is why i'm so excited, not only because, you know, it's changed my life, i'm sure that the impact on the african americans and black

people in our district are going to experience so much bliss learning about their history, learning about liberation, and i'm super excited. >> commissioner collins? >> thank you. i just want to say as a black parent, to commissioner cook, i'm grateful to this resolution. i also want to coauthor it and make sure that it's actually implemented, and i really, really, really appreciate that it not only calls out that just kind of the global, like, recognition that black history is more than just rosa parks and m.l.k., but that students can actually really engage in study in really scholarly work at the high school level and get deep if they so choose. so any way, i'm just deeply grateful for your work and also for the work of the community that has supported you in this

endeavor and look forward to partnering with you to make sure that it happens. >> okay. commissioner cook, and then commissioner moliga? you're both muted. >> i'll go first. >> i'll let commissioner moliga go first. >> i'm just super proud, super, super proud. i mean, just hearing public comment, you know, just the elders and the youth. you know, me, just knowing commissioner cook, i know him, and i know this is his hard, and i love that this is his hard work, and i just love that it's coming out. his leadership and what he wants to do for the black community, this is just kind of like a little bit about what he's getting ready to do.

but i'm super supportive, and i can't wait to get all in. thank you so much, commissioner cook, and appreciate everyone that came out in public comment. >> all right. commissioner cook? >> yeah. i'd like to thank everybody that waited to speak. i was really moved. kim tree -- i'm not going to cry. if it passes, i'll cry, but thank you, everybody, for waiting and for your support. you deserve all the

recognition, all the parades. all this public comment deserves to be you. landon dickey and i wrote it. he made sure that i said i wrote it outside of this. i thank landon dickey for his support and look forward to the discussion, that and how to achieve it. so this is an open invitation for the student delegates and any members of the board, whoever would like to do it. >> s.a.c. is offering their support. we're actually in the process of drafting a black lives matter resolution, so when we saw your item on the agenda, we were, like, oh, really? he's already ahead of us.

>> stevon, my appreciation and regard for you continues to grow. it's an amazing resolution. i'm all in to support it. put my name on it, so thank you so much. all right. we have -- yes. >> are we doing that now or how does that work? >> we'll do it officially, actually, at the -- there's a process, but yeah, you can say right now if you want. >> yeah, i would love to be a cosponsor. >> all right. okay. okay. so unless i hear otherwise from legal counsel, i'm referring the policy to rules, legislation, and policy committee, and both rules to the curriculum committee with

208-25-a-2 going forward to the committee, as well. [inaudible]. >> i would love to do that. instead of curriculum and business, it'll go to committee as a whole. >> and president sanchez, i believe the data access also needs to go to budget. >> hmm, okay. >> bring it over. >> so do you want to do that with both of them, since is the data only going to budget and rules? do you want to bring both of them to the c.o.w.? >> yeah. if there's no objection, let's do that. okay. so that's gabriella.

l, proposals for immediate action and suspension of rules, there's none. m, we have reports from standing committees. commissioner collins and moliga, and commissioner cook, i don't know if you were there, but which one would like to report out? >> i can do it briefly because some of it was already covered with the learning hubs. i just wanted to say so we learned about the learning hubs. today, we learned more information, but if people want to go back, they can learn more about the distance learning? the one piece that was different was we also got a

report from the department of public health, and they presented information about just guidance, and one piece that you heard tonight, they opened school guidance based on the state. and pods, even though they don't support it. they released guidance around that. and i'm asking them to get more clear on that just so we can share information with families? and then, they released guidance on out-of-school time programs, which is basically the learning hubs, but as we heard from director sue, that's also going to be updated, but those are all available on the department of public health website, and people can view -- they can watch the meeting if they want on sfgovtv.

>> okay. thank you, commissioner collins. commissioner lopez? >> i -- again, i am -- i'm really excited to be back as chair for the curriculum committee for the time being, so we discussed two items yesterday. the position of students and staff by hawaiian and pacific islander students and the opening of sfusd schools, which we discussed today. the resolution covered a career focus component and post high school support, early education focus, including a language pathway, parent and caregiver engagement and advocacy and focus on the arts and cultural competency. and the update on school openings, again, similar to what we heard earlier, just

being connected, being consistent, and communicating clearly with families and staff and students? and what the first 30 days will look like, which is a focus on authentic partnerships, wellness checks, instructional learning and connections. >> thank you, vice president lopez. reports from delegates to member organizations. i know those aren't really happening, unless somebody does have a report out from any of those organizations. all right. all other reports by any other members? >> i just wanted to say that there's a joint select meeting on friday if people want to follow along. >> there's a student -- you want to get to that later. >> no, we'll say both of those things. then, we have the ad hoc committee that commissioner

norton chairs on student assignment, which is monday, august 31, at 5:00 p.m., and the meeting that commissioner collins was referencing is 10:00 a.m. this friday, august 28, so thank you. i don't know if there's any other committees. if there are, this is the time to speak up. all right. >> yes, yes there is -- yes. yes, there is. policy committee for support is on thursday at 3:00 p.m., and i'll confirm with commissioner collins or commissioner norton, and it'll either be the 2nd or the 10th. >> i wanted to share the curriculum committee meeting for september. it's monday, september 1 at

3:00. and i wanted to ask now that we have a committee of the whole, when are we going to meet? >> i don't think we can calendar that right now, but we can discuss it at agenda review on tuesday, but yes, we'll get that out. action n, other informational items, there is none. o, memorial adjournment, there's none tonight. p, closed session. judson, if you want to go ahead. >> if you want to speak to any of the items on the closed session agenda, please raise your hand now. seeing none, president sanchez? >> thank you. section p, closed session. the board will go into closed session. thus, i call a recess of the

regular board meeting. commissioner lopez, can you start that without me? i'll be >> we reconvene to open session. the board, by a vote of six ayes, one absent, collins, moved the resignation of a ratification agreement for one classified manager. the board, by a vote of six ayes, one absent, collins, move provided direction to the general council. in the matter of mc versus

sfusd superior court number cgp-57-9190, the board, by a vote of 6-1, gives permission to pay up to the settlement agreement. and i think that's it. we are adjourned. >> so moved. >> second.