husband, and we have a kid in sfusd, and i was listening to the radio and i just heard about this. my daughter is a special education student that relies on the school bus to bring her to and from school. so this is a shock to hear that we're trying to privatize, and the bus drivers have been lifersavers for us. the bus drivers let us know when they're running late, we have their cell numbers. so i'm just calling in support of the bus drivers. we need them the they keep our kids safe. we know them well. and they've been vetted. i would want those responsibilities to go to a ride-share driver. thank you. >> chairman: thank you. that concludes public

comment, president sanchez. sorry, go ahead. >> thank you very much. on behalf of the community advisory committee for special education, i wanted to make a few comments here. we've commented not only on the student assignment, but at the september 14th meeting for the budget service committee, where we saw the transportation presentation. the recurring theme here between student assignment and transportation is that the inequity is a cost driver. the fact that we don't have supports and services and programs at all of our schools means that -- >> going forward -- [simultaneous talking] >> our students have to be driven across town in some cases to get the appropriate program. and we have routes that go across the bay into multiple counties. one of the ways that we

can fix this would be providing more support and services in our district, providing more supports and services at every school. and we would bring special education costs down and our transportation costs down. when we talk, though, also about i.e. p.s, if you've ever been to an i.e. p. meeting, you talk about the team. and transportation is a related service. our bus drivers are a part of the team. they're a necessary part of the system for our students to get free, and safe, public education. when we're talking about 85% of the costs being related to special education, we have to also look nowhere in this proposal does it say take the families into account. nowhere in this proposal does it say take the members and bus drivers into account. but legally, when you look at the laws that dictate

i.e.p.s, we're a fully participating member of the team. so i'm not sure this is even legal, the way it is written. i would encourage us to center this around equity, rather than costs, and make sure that our students -- make sure we're diversity-driven and student-centered. i'm not seeing that fully reflected in this proposal right now. >> chairman: okay. thank you. i'll open it up to commissioners for comments and questions. commissioner norton and then vice president lopez. >> thank you. i want to thank commissioner malega for bringing this forward. we had a really good discussion at the budget committee. our transportation costs are out of control, and he is really trying to address this problem and, you know, a way that will

be beneficial for the district. i certainly don't think that he would have brought this forward if he had any concern or worry or meant to can compromise student safety. and i wonder, ms. o'keefe, if you can talk a little bit about how staff collaborated with the commissioner in writing this resolution, and what you think the outcomes are going to be, particularly as it pertains to safety. >> good evening, commissioners. i want to thank commissioner malega for this resolution. safety is paramount concern. while it is not in this resolution, there are a lot of things that aren't in this resolution that will be in the r.f.p., and

have been in the r.f.p. over the years. for example, we're going to use a best value scoring process, where experience and safety will get points, and that will be part of the process for evaluating services. we would never contemplate bringing the board a recommendation to use a vendor that didn't have a strong safety record -- student safety is paramount. >> i also just want to point out, i mean, i really do value our bus drivers. my own daughter was -- you know, took advantage of district transportation for a number of years when she was enrolled in the school district. and, um, you know, i just want to point out that i don't think that this is in any way a unio union-busting. that's not the objective here, and i don't even think that will be the end result, if the board

should pass this. i mean, we have had a stipulation in our r.f.p -- correct me if i'm wrong -- as long as i've been here, we've requested that only -- that we've only wanted bidders that had a unionized workforce for transportation. is that correct? >> no, that is not correct. we have required that all contractors pay drivers prevailing wages that are on par with current drivers. >> okay. but i think the objective here obviously is to try to increase the flexibility of the school district to look at other transportation providers, right, by changing some of the restrictions -- >> my understanding is that it is to make it more competitive, so we can actually improve services for students while reducing costs.

>> okay. thank you. >> chairman: vice president lopez? >> i did want to come back to our connection to sfmta, and how we're going to build on that. i know we're named here in the resolution, but if there is anything we can share around specific routes that are sfmta only, or where the conversations are, i really want to keep pushing us to have a specific relationship with sfmta, and encourage our bus drivers to be a part of the city's workforce, alongside sfusd to ensure their safety tw to and from school. >> since the revolution was drafted, we actually received word we got that grant.

we haven't launched it yet. we're working to come up with a school access transportation plan, so i'm excited. just this week we also got an update on the congestion, pricing, and talking with sfmta, the possibility if something like that moved forward, what kind of revenue it might generate, and how that revenue might be used to support increasing and school transportation options. they are just two immediate examples, commissioner, of the types of conversations we're having with the city. about a month ago, or a little more than that, i was in conversation with some folks from sfmta, talking about trippers, and think even within the context of covid, once we have an understanding of which schools are opening and when, and how they're totally open and willing, and i find everyone to be very collaborative and willing to partner.

because transportation is not just a bus. walking is a form of transportation, and biking is a form of transportation. so we want to think more broadly than just, you know, four wheels, but thinking about what are some other strategies we can use to provide safe transportation to and from schools. >> yeah. and i did -- i see it noted as well. i understand that that is something we definitely want to encourage our students. but the question was specific to four wheels -- >> buses? >> yeah, the buses that are bringing our students, and how we can take the students being transported now and shift to this other option. >> but they have some trippers they've been using for a number of years. so they're not just for sfusd students, they're for anybody because they're public runs, but they organize them around the time that students are getting to and from school, and they increase

the frequency of them in order to support. and so that's what has been happening in the past. and we fully imagine that to continue. >> okay. thank you. >> chairman: any other commissioners? mr.one of the main things in the public comment was around union workers being part of this resolution. can you talk to us a little bit about -- you talked a little about it at budget, but maybe you can address that now. >> sure. my goal was how we do business in the school district moving forward. you know, if this is, you know, the first example of how we do that is that we honor the p.l.a. agreement, and i've been having conversations with

the district about that, and that's super important, as we're crafting out this new r.f.p. >> chairman: all right. can we have -- i don't know if this is appropriate right now at this time, but can we guarantee that unionized workforce would get the contract? >> well, the thing is, with this r.p.f., if you're not going to honor the p.l.a., then, you know, how the resolution is intended to fold out is, you know, we're not going to honor that bidder, right? so you have to be able to meet those requirements, and it's stated in the resolution. >> chairman: commissioner? >> just for the public, when you say p.l.a., commissioner, can you explain what that is? >> of course. the p.l.a. is the project

labor agreement. >> and what does that entail in general term? >> the p.l.a. is a project labor agreement, and it is organizations, corporations, that are in right now, they have to honor the union. the workers need to be unionized, when means they'll get protection under workers' rights. not how things are currently, where folks aren't unionized, and they're in a lot of situations. but i've been very clear with the school district, and it is stated in the resolution, to make it very clear, that that is the direction we need to go into. [please stand by]

. . . . and safety is all of our utmost concern. everybody and the board, all of our staff, we want to insure that all our students are safe and going back home, whatever the transportation mode. if there is no other -- >> sorry. i should have captured it

earlier in the committee report, but i wanted to echo the comments and questions raised by commissioners. i think for me able to name it is absolutely critical that core safety is at -- that is the lead for all of our work when we look at transportation for the students and the workers. and also that as critical to me to have our labor unions being represented as our drivered and the p.l.a. making good on the p.l.a. requirements for any r.f.p. or contractors we work with related to transportation. and that what i was excited about, too, from the budget committee discussion was around exploring our different ways of how we have been looking at --

at having -- i am blanking out -- like having a lot, and being able to look at our own assets and way of staging things differently so it would allow us to look at creative approaches that we haven't more recently done. so i think it's really brought an expansion of kind of how we're looking at sustainable and now that we are approaching a new student assignment policy and what that implementation will look like in the coming years. >> an i just also wanted to echo i was not in the meetings, but i appreciate the language to me around a transparent process. and thinking creatively about partnerships and thinking about assets. i don't feel like this resolution is prescriptive in any way and i think what it does

is to allow us to have a more open and transparent process and do in it equitable ways. obviously our board has been consistent in this and i can speak for other board members and with the waiver and labor is very important and personally i would not consider any r.p.f.s especially at this scale with anyone who isn't working with the unionized labor. obviously safety is paramount so that kind of goes without saying. do appreciate the work that the commissioner has put into this and i do think the community should hold us accountable and make sure that we are looking at

solutions that involve unionized labor and to echo the support of the resolution. >> right. if there is no other comments or questions, roll call. >> thank you. ms. collins. >> yes. >> mr. cook? >> yes. >> mr. lopez. >> u a yes. >> yes. >> yes. >> ms. heinz-foster? >> yes. >> that is seven ayes. >> thank you so much. >> you are up again. another also in section g., another proposal for action with

amendment to resolution 183-13a1 in support of equitable services and staff for hawaiianened a pacific islander students with the focus on addressing the academic disparities amongst samoan students through a prek-14 pathway rooted in samoa aganuu indigenous practice. moved and seconded on june 23, 2020, and heard by the curriculum and budget committees, receiving positive recommendations from both. any comments from committee chairs lam or lopez? force >> lots of enthusiasm and excitement. >> clearly a lot of community engagement and a lot of work with commissioner moliga and with community and staff.

coming from the budget committee, appreciating that there is going to be a progression in insuring that the implementation fiscally and holding ourselves accountable as a board if we were going to be passing policies and particularly looking at leading with equity and promises that have to continue to be made with the vulnerable, disadvantaged and many years from the district, and actually fulfilling the promises. so i know that there's been some good work to say within the first year and milestones that we hit, and that's going to be on the roll out basis with the full implementation as it has full fiscal impact. >> all right. before you read it into the record, commissioner moliga, our student delegate, it is past time, but i think they want to stick around nor item having

heard it and to get the comments first when we get to the board. commissioner moliga. >> all right. >> all right. amendment 206-23a and resolution number 13a1, adopted for support of equitable services and staff for hawaiianened a pacific islanders students with a focus on addressing the academic disparities amongst samoan students through a prek-14 pathway rooted in and the indigenous practices by yours truly, myself. whereas, it is the mission of the san francisco unified school district to provide instruction

to thrive in the 21st century and the city and county and many cities in the united states and is the home and work place of large immigrant work communities and with all statuses and whereas according to a 2014 report from asian american injustice and pacific empowered and the hawaiian and pacific islanders are more than 1.5 million in h.p.i. from over 20 distinct cultural groups living in the united states. and the vast majority of whom speak a language other than english at home and the h.p.i. consists of indigenous pacific islander groups that include fiji and papa new guinea and aboriginal and other territories

-- and the polynesian territories as well. that they are from the polynesian islands of samoa and hawaii with roughly 23% antiracial with african-americans. and whereas, the 2018-at academic year, approximately 1% for state or federal accountability purposes and in that year there were 1,217

students approximately 2% whose families identify as part of the pacific islander community which 51% are samoa. and whereas, samoans have lived and 76% and live in public housing and the with 7.3% and the unemployment rate in san francisco was at approximately 14.2% with at 20.5% and with the array of challenges and with samoans, latinx and rank lowest

in math scores and language arts over the last three school years. and the chronic abseen teeism rate and have the highest rate twice within the past five years and three out of four asian pacific islanders are incarcerated at some time in state prison and represent 0.56% of the 10 to 17 year olds in san francisco county and constitute that 2010 and have an absenteeism rate above 42% and in the average daily attendance

and the most recent year and a.c.t. data on the subject is available and 42% nationally aspired to abtan the bachelor's degree and with a graduate degree and 14% meant three or your colleagues and benchmarks and a decrease of 8.5% and met three or more benchmarks and that hold a college degree and students are college eligible and compared to the district's 24% with the district's average and 17% of nhpi students and

whereas they do not have health insurance and disproportionately impacted by heart disease and cancer and have the second highest rate of diabetes in the world and may suffer from the fallout of nuclear bombs detonated during testing in the marshall islands. and whereas, according to a 2016 report from the department of education and disproportional measured against other demographics and the pacific islander and with the result to the single data point and critical and disproportionalities and needs

and therefore, be it resolved and to provide the critical support and the board of education and to expand additional supports and be it further resolved to support our graduates and to work in partnership and h.p.i., community groups and faith-based institutions and san francisco and greater bay area to recruit an h.p.i. for positions throughout the district include in the administrative position and certificate with the custodial services and demographically and included and not limited to visitation and

sunnydale, ocean view, and district that works to ensure that staff meets the needs of h.p.i. staff and support all options and in a culturally competent way. and therefore, be it resolved san francisco unified school district shall provide dedicated space and included and community partnerships and communicable and san francisco unified school district. two, supporting culturally relevant curriculums and should seek to preserve, celebrate and pass on the cultural and in all

options and to operate with sfusd and to result in the progress and h.p.i. and identify students with an emphasis on samoans. and to work and comply with federal and state mandates to aggregate data from aapi data and to be it further resolved that sfuds and with the initiative and by the end of fall 2020 and superintendent and district staff will work to with the affinity based cohort and

from multiple years and the achievement gap and this pathway will be implemented in fall 2021. and to develop through the indigenous samoan framework with the emphasis on science, technology, engineering, arts and path. with academic outcomes and school year 2021 and 202. and grade level for reading, writing, and math. and with the six strands early education and practices and

curriculum and readiness and engagement and health and wellness and arts to focus on the following. both secondary ready and specific summer bridge programs and partner and working in conjunction with the american samoa department of education and to create the staffing needed and starting in sixth grade and council and planning and will graduate having the completed step and goal or program. force job shadows with someone and workforce and create incentives and who work in

sfusd. to serve indigenous cultural practices to bring to the career. and the cte arts initiative will host festivals and compete and show case with the art and achievement and cultural practices and with every subject led area. and newly immigranted and with the training supports and advocacy and guardians and

culturally sensitive and extended family interviews and other sources as needed. and health, financial aid and financial services needed and to be involved in parent advocacy groups and also included in major decision making to prioritize sfusd policy and the heightened population and students and with the health and wellness and insider topics such as sexual health, obesity and diabetes prevention. and the family and human rights

commission and human services and early education and develop an emergence and prek program by fall 2021 in the southeast of pedestrian which includes bayview, and the petrero hill to reflect the indigenous culture and with the large population and identify students and at schools. and will provide specialized sped training to early childhood education teachers to be proficient in assessing ability to achieve the daily milestones and conducting observations and

will be part of the assessment in those abilities and early childhood professionals as occupational therapy, physical therapy, speech therapy and language therapy. and further be it resolved, the team will possess cultural initiatives and work experience as an educator and strong policy with the community and providers in san francisco. to work to eval an assessment and evaluation and to be completed by spring 2021. and the initiative will develop from the educators and community partners and students who will work with this.

with policies and all material will be translated in samoan language in fall 2020. further be it resolved that they will utilize the input/output data and with the allocating resources of samoan students in 2020-2021. >> and allocate space to be utilized as the family center by september 2020.

with the 2021 school year. and further be it resolved with a range of funding strategist and the initiative and including and not limited to grants, donations and city and county funding from fall 2020 and build a partnership with samoa and department of education and pacific islander to engage in strategist and develop professional learning meetings that capture a global approach. in addition the initiative and the latinx and working in conjunction in closing the opportunity down for each group. they will be overseen by the superintendent and the guidance of the advisory committee and

annual report detailing strategist and outcomes and will be available online. and provided to a board of education on the metrics defined to pathway and will report back to the district education and from may 25 of 2021 >> thank you. and see if there is any public comment on the item. >> and thank you, president sanchez. please raise your hand if you care to speak on this item. >> can you hear me?

>> this is historical and we know this site work and the district should be from the nhip community and established by the sfuds samoan advisory committee. the collect sieve important in this work and the partnerships with even when the political categories that group us and from the black and latinx communities.

>> hello. and i am speaking to you now and in support of who is active in the pacific islander community.

>> hello, commissioners. and to be modelled in the other districts and in the bay area. and the building support around the nhpi and with the partnership and the groups are instrumental. and the path forward to succeed with efforts will need to be as a village. if the pacific islander way and require coordination through the entire process and this will be

an the feedback and cultural needs. >> thank you. >> go ahead. >> good evening, commissioners. and i am here to support the nphi board of resolution and commissioner to play out the plan with the school district to close out the opportunity gap for samoan students and today as well as to the future generations. and the dream and revision and renaming the school after longtime respected community educator and elder would be a huge honor for the nphi community in san francisco. there are many ways to motivate

and engage students and families and some of these require no funds and to see multiple avenues of engagement is to our best interest which would be a great opportunity to be inclusive and share the diversity that is within the great city of san francisco. >> thank you. >> hello, julie. >> this is julie robert and i want to be support of the resolution and i learn things about the pacific islander community that i was taught in school and looking forward to the resolution and remedying that for my kids and specifically the pacific islander students in the district and get aligned and with the other resolutions passed and the latinx resolution

and the community school strategist and arguments and just brings another lay of specificity to the work to support our someaan students to i a chooef the brilliance and i also look forward to the providing data and that other systems within san francisco will apply in order to better make our someoan pacific islanders in our city and planning and insuring that the needs are met. >> thank you. >> good evening. >> i am a teacher and i am also

also on the board for community based organizations serving the bay area. i want to speak out in support of this nhpi and resolution to take into account the needs and from all the way upened so thank you, everyone for your support. we look forward to partnering more with the district and

that's all. >> thank you. >> we support this resolution and are really excited about supporting that work and implementing it. >> a did you care to speak? that concludes public comment.

>> go ahead, carla. unmute yourself. we stand ready to partner. thank you. >> i also really want to commend

commissioner moliga. and know i am speaking that having accurate interpreters in their home languages has been crucial and i.e.p. meetings and hard to come by. to the family. >> and i have to get all my thoughts together and one recommendation i have is that we try to support resolutions to the beginning to have meeting. i had a lot of friend who were samoan who wanted to speak on this time but because the meeting is so long they left. i will talk about some of them who couldn't be here and this

year in the class of 2020 was able to be one of the 2,000 students we have to graduate like -- -- she was the only to pioneer everything that happens around nhpi to change and to a total of 35. and to finish and community and community-based organizations. we can't only rely on them to create this sense of community

and i totally support this resolution and if he wasn't here, who would take this step to represent the samoan community? >> i would like to go next. i had so many thoughts and i am going toment raable, so i wrote things down. and i have many pacific islanders friends and that the community so intense and imminencely strong from culture and tradition through singing, dance, the summer camps in the district at the koir with an

enormous change with the who told us that and the resolution is peer resistance but it is liberation for things like revolution that is a huge change within one of the most marginalized and creates that and to make accurate data. i am so inspired by how in-depth this resolution is. >> all right, commissioners. any comments?

and it wasn't quite right and to be so early in the tenure doing something and advocated and i am not surprised. and i should say on behalf of the district, he is just getting started. don't expect him to let up, to slow down, to not follow up on the aspects of what was late out

here and all of us that care advancing marginalized communities and there is a lot of people with him that with in partnership and moving this forward. folks that have been in the community a long time and have been holding on. so we often talk about -- i often talk about what is happening with our african-american students and i think commissioner and student delegate heinz foster said it right. if he doesn't here, we know this community is not invisible, but they definitely gotten an entire new life because of his leadership. thank you, commissioner moliga.

and recognize student delegate's comments and heinz foster and i would like to co-author this resolution and be specific with the latinx at the curriculum meeting and there is a superintendent to track resolutions. and i have never seen one of the trackers and i have written resolution. how do we make this resolution and track this resolution? and we asked about parents and recommendations that come forward to us. i will ask again and how to make visible how our district is

tracking us as a board and as a district in being accountable to what we are hoping to approve today. >> as i said earlier, we have placed the resolutions in a spread sheet with the progress that's being made on them. and the question is how to make visible the community that we haven't done that and developed a dashboard and we haven't done that currently as as everybody knows and much going on right now, and we haven't put them forward with the dashboard and that is something to think about. >> before covid we consistently approved resolutions and even in the equity studies resolution, i mean, it was long because i

wanted to cite all the resolutions that had come before that had basically said they wanted to see cultural visibility of a variety of groups and the importance of that and yet we still weren't celebrating black history month and there are things we don't do. i want to make sure that i am approving something but i also want to make sure that it is work accountable and that includes me. i will say that, too. and i hope all of us as board members as a board if we vote nor and we have to make and be accountable as well to making sure that with understanding of in a very tight economic time and there is a lot of challenges and still need to be accountable. i like this idea of streamlining the equity and with the equity resolutions and i wanted to ask you and i have asked the chief

academic officer and we have the equity resolution and we have the latinx resolution and we have this resolution. we have also commissioner cook's resolution that was coming before us. there is a lot of commonalty and not like we're doing things and there are also specific things that are being asked for in specific resolutions and i would like for you to provide us as a board when we are reviewing in the upcoming days and will be reviewing commissioner cook's resolution to support african-american studies that we can see all of our resolutions and see the commonalty in curriculum development, visibility, professional development, and some of those things are the same. i would like to also see where things are different. and so that we can understand where there is connections in the work and where there are specific instances where we have to do specific things for an individual community. is that something that you can commit to by that meeting so we can have a broad overview?

>> no, i'm going to be transparent with you. with us getting ready to try to bring back -- in a minute i am going to read off the resolution but the how we're trying to think about returning students and we're deeply involved in right now and in distance learning and i just want to be completely transparent. as we were in the spring going through the budgeting process the priorities and cutting back on central office. and i can't commit to going through all the resolutions and trying to find the similarities and differences and committing to bring those forward at the meeting. >> i couldn't commit to doing that and i don't think we have the staff to do that. >> i would say that the chief academic officer and the deputy

superintendent and be familiar and with the not individual specific items and how they fit together if they are charged with implementing them and i can tell you that i could do it. and i would expect that you all think that you should do that on a broad level and not necessarily a specific level and we need that and streamlining this within our other equity efforts. so we need to know what the other equity efforts are. and if we are approving another resolution which i fully support and all fully support as far as black history and african-american studies which also includes professional learning and addressing antiblackness. we need to know how these all fit together and what we are approving so we can actually in a sense do what we say we're

going to do and not overcommit or not just vote for resolutions because it feels good but actually then we are accountable as a board in making sure that we are providing resources and support. and we're making choices about our priorities. i would say i would push back on you and also say we also need to be accountable as a board. that means us being owning the fact that we've got a lot of priorities and if everything is important, nothing is important. and they should be clear about what direction we are giving staff and continue this conversation and i will consistently put together i encourage the chief academic officer and deputy superintendent of instruction to be able to do that because they are charged with this work on a broad level. and so i guess that's for me the number one is we can't continue to i a prove resolutions without

accountability and i am also including myself in that and our board. i am challenging other commissioners as well and our student delegates who continue to show us and take the lead and we need to put our actions and money where our mouths are. so anyway, i appreciate your transparency as well. >> an it will be an ongoing conversation like you mentioned. it is an ongoing issue that we've concerned ourselves with in the past as well. i think commissioner norton was next and just very briefly. i want to thank commissioner moliga for his work on this. and i think the comments that commissioner cook made about the first draft of this and then really in your second year of the board just digging in and making sure that it's better and

that you are improving things and the way you are representing your community is really to be commended and this is the community that we know is really struggling. i just appreciate your work and happy to support the resolution and say to the student delegates i am inspired by your comments and you know your comments are reason enough to support the resolution because you're talk about your friend, your classmates, and you are on the ground in the schools seeing what people are dealing with and struggling with and i appreciated your comments. thank you. >> vice president lopez. i was going to respond to commissioner collins given that this is going to be an ongoing conversation, but i think i will pause on that. definitely support this

resolution and appreciate your work, commissioner moliga. >> i don't know if commissioner lamb wants to say anything. >> no, again, because we discussed it at length at the budget services and grateful to commissioner moliga and the tunts and how critical it is to be able to support our samoan students and really having culture and history and the future be recognized. >> we will take a vote in a second. i wanted to pile on the praise for you, commissioner moliga. very well written, comprehensive policy initiative that looks like all the board supports as well as student delegates and is a win-win. i do appreciate the comments, commissioner collins. this is an ongoing discussion.

as i said earlier, it is a long-standing issue in our board and many other boards to insure that the policies we passed are followed through with. all that being sait said, tupt to add anything? >> i wanted to make sure in this resolution and in the initiatives we find lanes for student leadership. when i was a freshman and sophomore, they held spaces to meet and sfusd that would be a good lane for the polynesian clubs in our school. lot of them are very small for one example and galileo has a club of three members compared to lowell with a club of 35 and way more resources. having that connection in that community and that transparency between the district will definitely be a good lane to go.

>> can i make a quick suggestion on that? >> i do appreciate sergeant delegate heinz-foster's comments, and i'm wondering in a resolution like this we should also create space in the future when we're hearing about introducing resolutions specific to a community and create safe space for student and parent leaders to speak to them. not just as public comment and maybe be able to speak to them as well when they have contributed to a lot of our -- a lot of us do resolutions that are collaborative with the community and i think it is what i just really appreciate student delegate heinz foster's communities that that is the way we foot the paradigm is actually put students at the dais and allow them not to speak just to us and speak in partnership with us. i appreciate you and thank you. >> and president sanchez. if i could say two things.

i wanted to say thank you to the community and to the committee. and to speak and we have to continue to come out and so [speaking samoan] and what i said was i am going to say this and i have shared this before and for me the responsibility is not only the district and a duty on the samoan community. we are here and we are a village, an ocean, right? and it is our duty to make sure that these things are come to fruition for our kids. so in partnership with the district and so i just wanted to give a big [speaking samoan] to the community and just thank you to the staff and dr.

priestly and the superintendent for folks being supportive and sanchez, norton and cook who actually helped push the work in the beginning. so thank you to all you guys. >> sorry i didn't recognize you earlier. and the author. >> roll call please. [roll call vote] that is a unanimous vote. >> well done. thank you. and moving on to section h and

special order of business. and the first one is 209-8s01 and the san francisco continuity office and san francisco unified school district and that public hearing took place at the last board meeting and motion and second to the item now pleasement so moved. >> i'm second it. >> dr. matthews? >> thank you, president sanchez. tonight presenting the proposed learning continuity plan for the county office and the school district is the director of strategic resource planning ann marie gordon. >> good evening, everybody. we do have a short slide deck

tonight. i will do my best to move through it without rushing and keeping an eye on the time and the content here is repeated from our public hearing but towards the end we have some updates based on stakeholder feedback and recommendations so we definitely want to take a moment to address those. we are here tonight on next slide as a reminder to discuss the learning continuity as the lcap but the california department of education has changed the reporting structure this year related to the lcap and instead of and we have the

learning continuity hopefully for adoption today that will take the place of the lcap for this school year. and the next slide, we have a short description of the learning continuity and attendance plan. as i said, it will replace the lcap for this year. and this coming june we will come back with a new three-year lcap returning to our standard process around timeline. but the learning continuity plan is a change in documentation due to significant changes that we are experiencing in offering our programming and structures this year. the next slide has a few requirements around stakeholder engagement. although we're already underway with engagement with stakeholders and with communities and talking about how we were going to operate this fall, etc., there are some specific requirements listed

here about engagement and processes that are specific to the learning continuity plan itself. so you'll see this is soliciting recommendation and comments about the document providing the opportunity to submit written comments, presenting the learning continuity plan to the pac and to the lpac. and then providing a written response to comments that have been received. as commissioner sanchez said t last board meeting was the public hearing for review and comment. and then we are here today for sharing back the recommendations from advisories and to seek adoption and approval by the board of our learning continuity plan. on the next slide we have a

summary of the themes and feedback in the report and that is posted on board docs alongside the learning continuity plan, this presentation, and a couple of other document. we did want to call out that the feedback that we received is what we have prepared a response to and that we have taken that kind of into consideration and into that will continue to take place around fall learning, hybrid learning and as we move through the covid pandemic and our timeline for returning to school. [please stand by]

-- and so that -- and that means that it will be essential that we continue the conversation about what is outlined in this plan, and about how decisions are being made and enacted through this year and beyond. the next slide is just -- it's an overview of the various categories and topics where feedback was shared. and the link does take you to a p.d.f. of the report and then

also as i said the report from the advisory committee is also attached if anyone would like to read it. and to see the comments, recommendations and the questions that were shared. on the next slide, we have highlighted the three primary -- the three sections of the learning continuity plans where we add additional details and made specific changes to the content of the document based on stakeholder feedback. in addition to the changes in this document, we do have that written response that does answer questions, provide some additional resources, and additional information to supplement what is in the learning continuity plan. the next slide is one other point that i wanted to make sure

to address. there was a question about this at the public hearing and in the -- and in the previous draft of the learning continuity plan and we had highlighted that we were pending clarification from the c.d.e. about the actions and expenditures. so i just wanted to take a moment to clarify, to explain that clarification, and the response that we have received. so we wanted to confirm that the actions and the expenditures that are at the bottom of each major section of the plan, we wanted to make sure that we were approaching that process correctly. and so the clarification that we received is that we should be considering both learning loss mitigation funds and lcff funds in our plan. but we do not need to include all of both of those sources. it is up to our discretion, the

extent to which we include those funds. but those are the eligible funding sources and the activities that we are undertaking with those funds are what we should be thinking about. and so the good news is that means that we have taken the appropriate approach, and so we did not need to make any significant changes to those sections of the document. really the only update that was made was on this one action listed here in the distance learning section where we had a havrevised total to update. but issu other than that there e no significant changes to the expenditures in the learning continuity plan. i believe that the next slide is our final slide, which is just a reminder that, one, our reporting documentation has changed several times over the past couple of months.

each of these different colors indicates when we have -- we have received a change in our plan, but really here today we are, you know, at the end of the line for the learning continuity plan and then pending approval from our commissioners and we will shift gears and begin planning and discussion around a new three-year local control and accountability plan that will begin next year. and i believe that is it. so i will -- i will hand it back over to commissioner sanchez. >> president sanchez: thank you so much. any public comment on this item? >> clerk: hello, julie?

>> hi, as we heard in earlier public comments, there are additional needs right now for english language learners and other students. and i just really appreciated the parent who called in and drew attention to the fact that there are english language learners right now who meet one-on-one and small group support. and the state of california is actually giving our district more dollars than we would usually do to mitigate learning loss and we saw in the budget committee that there is, you know, $24 million being allocated to address the loss for english language learners and others. but the challenge is that i don't see where those dollars are moved to be able to add in resources for direct support. so it feels like a pretty important disconnect to me. you know, we have the existing staff and resources that we have

that are to meet needs during in-person learning and we know that those needs are additional at this point. so i appreciate the clarification of how school sites may actually be able to increase the services to students who have additional needs at this time. and an addition to this is that at our school site we had a staff person who has been able to support english language families, and that support has been removed, but we're understanding that we're not able to replace or hire a staff person to do that because there's a hiring freeze currently. so i'm just really feeling like there's a disconnect between the district level plans which largely seem to be funding our existing strategy, the increased needs in the pandemic, and the pressure on school sites and educators to meet families' needs. thank you.

>> president sanchez: hello, john? >> i think that he was here for another item. >> president sanchez: thank you. hello, michelle? >> yes, thank you, and good evening again, commissioners and delegates, superintendent district staff, community members. my name is michelle jacganagas, to the s.f. board of ed. and i'm part of the liaisons who work together -- together to provide feedback to the district on the learning continuity and attendance plan. we'd like to appreciate the efforts of staff, especially emery gordon to respond to our feedback, much to help many questions that we had. however, we still feel that responses are vague and we have concerns as emery pointed out about implementation.

and i do really appreciate that our concerns were very -- our broad concerns are accurately represented in the presentation. so, thank you. as julie just highlighted, we heard earlier in the meeting that not all of our families are aware of and accessing the supports that have been put in place. so i want to quickly read from our opening statement from our report of feedback to the district. advocates for students and family and sfsud our biggest concern is accountability. how do we know that the strategies are recommended with fidelity, and if they were successful in meeting our students' needs. how will you provide the cycle of improvement and inquiry? what are your checks and balances and what are your timelines for progress and monitoring? as one of our stakeholders noted, this cannot be the end of the conversation. thank you. >> thank you.

hello, megan? >> caller: hi, i am megan clusa, and i'm a behavioral analyst in the district. i work with the section 504 program. and i'm also the parent of a graduate of a student who had a section 504 plan. and i wanted to call out that in the learning and continuity and attendance plan in the section that -- that designates support for people with unique needs, which the description says includes peoples with exceptional needs served across a full continuum of placement, we failed to include how we were going to support students with section 504 plans. it includes students with individualized education program plans. but students with section 504 plans are students with exceptional needs. and i know because i work with

the section 504 program in the district, that we did a great deal of work to ensure that we had a plan to provide students support who have section 504 plans. and i think that it is important if this is a document going to the state of california that we show how we are supporting students who have identified exceptional needs in our district in this plan. thank you. >> clerk: thank you. hello, carmen? >> (indiscernible). >> clerk: translator, are you there? (voice of translator): yes, i'm here. >> clerk: yes, can you let her know that it's available. >> [speaking spanish]

>> caller: [speaking spanish] (voice of translator): hello, my name i carmen rodriguez. [speaking spanish] (voice of translator): hello, my question is -- my question is knowing that there's a lot of english learner students and some of them they actually do have an i.e.p., so what are the resources they can apply for them to help them? [speaking spanish] (voice of translator): and so i know that at the curriculum

change that happened this year, and so i don't know if there's going to be anything for them to help them or if there's -- or it's going to be just empty money not going anywhere. [speaking spanish] (voice of translator): i want to clarify that i made a mistake. i missed what she said before and it was about the i.e.p. and so saying how we -- how you guys are going to be able to help if they're cutting out minutes. how that will help them.

[speaking spanish] (voice of translator): i just want to say thank you to all of you for what you're doing. i know that it's been hard for a lot of us as myself, i have a son with an i.e.p. and so it's been kind of like hard, but, thank you to all of you for what you're doing for us. >> clerk: okay, thank you. >> [speaking spanish] >> clerk: hello, latoya? >> caller: yes, thank you. first and foremost, i want to say thank you to the board and to the district staff, educators, parents and the community as a whole. thank you all for your service to our students and our

families. but i wanted to ask that as you review the lcap presentation and the information in the presentation that you also consider how to provide opportunities for parents to offer continuous stakeholder feedback, some kind of poll or survey or something. and also consider around authentic family partnerships how they can provide feedback on the c.t.c. teams and to have administrative or department leads. with regard to distance learning, p.d., i would like to see a little bit more in terms of what diversity, inclusion and equity courses are switched from optional to mandatory. this gives the impression that as optional, and it's not a priority for the district. with regards to pipe progress, also with a continuous way for parents to report feedback on school administrators and achievements with distance

learning and partner partnerships. i would like to have a rave award, but i have no way to do it. with regard to students with unique needs, i.e.p. and there needs to be living documents and not one and done and set in stone documents. they are evolving humans and their plans should reflect that. and if there's any supports that have historically been offered exclusively to students with 504s and i.e.p., that they are offered to student students whod benefit from them that do not have a 504 or i.e.p. also considering the foster care services and to support the learning loss such as having o.s.t. staff with the virtual tutoring for o.s.t. students and their families. and then also a wellness check. thank you. >> clerk: thank you. president sanchez, that concludes public comment.

>> president sanchez: lena, would you like to comment? >> there's a few c.a.c. members waiting to comment as well. >> president sanchez: go ahead. >> okay, thank you very much, it's been an honor to be part of this process. we really -- i know that the district has so many people working so hard in so many ways to really address everything that is constantly changing in distance learning and so we appreciate the fact that parents are having an opportunity and various stakeholders to participate. but i think that speaking from my standpoint as a special education advocate, i think that one of the biggest challenges that we're seeing, and we have referenced it earlier in the presentation is the progress monitoring. we can't take kids outside and into the hall and sit them down and do the same benchmark informative assessments that we could before. and so parents are so much more an integral part of the i.e.p. process right now, now more than ever. you know, parents are the

secondary service providers. and so it's really important that when we develop these methods of progress monitoring that we are doing really robust family engagement and making sure that if we want to find out where our kids are, to figure out where they need to go, we need to make sure that the parents are part of the team. and everyone, families, the members all agree that compassion and grace, compassion and grace. you know, we're hearing that from the deputy superintendent and we totally appreciate that and we appreciate working with the lcap team on the new lcap. so, thank you. >> president sanchez: any other c.a.c. members that wanted to comment? >> hi, yes, hello, this is naheed -- the secretary for the c.a.c. my apologies for my technical difficulties earlier during

public comment. but i wanted to just say that we are excited to see that the lcap calls out the universal design for learning and accessibility as differentiation strategies during distance learning. we do hope that this will be a springboard towards robust implementation as we return to in-person learning as well. thank you. >> president sanchez: all right. i don't know if there's anybody else? okay. looks good. all right, commissioners, any comments or questions? commissioner collins. >> commissioner collins: hi. i appreciate the comments that were made and specifically i want to thank -- there were two comments. one is consistently -- and i read the feedback that the district provided from families, the questions, which is how are we going to know what are the checks and balances and what are the timelines for monitoring. this gets back to my previous

question, right, is that we consistently say that we're doing stuff and we don't do it. and nobody is perfect either. like, i say that i'm going to exercise and i don't, right isn't but this isn't about, you know, me and my personal commitments. we are making a commitment as a district to families and other people's children. and we're all in this together and we need to be accountable. and we need to at least to be transparent about what we can and can't do. and so i think that gets into one of the reasons why i -- unless there's going to be a change or a superintendent matthews can guarantee this, that this is going to change, i'm going to vote no on this. because in the -- in this statement, it basically says that we are providing access to families to assignments. and we are currently not doing that. we are -- we are giving parents access to parent view, and parent view allows the parents to see the name of the

assignment, the title of the assignment, but it does not actually give parents access to the curriculum, which is guaranteed by the california department of education, that parents have a right to view curriculum and a right to know how their children are assessed. that is in a day-to-day way. and teachers assess by doing essays and group work. if i can't see that as a parent i have no idea what's going on in a classroom. i can't tell just by looking at the title of an assignment. and i have explicitly been asking for access for my kids and for other people's kids, and what i have been told is that it's in parent view. but it is only in parent view if the teachers link their google classroom and their parent view account. and, thankfully, commissioner lópez helped me to hack into my kids' accounts using their access violation which is a violation of ferpa. and ferpa says that parent

shouldn't have access to other kids' information but that's how we're functioning currently and that's not acceptable. this is over a year, and not just this year, but over a year i have asked how parents get access to student assignments and to see the textbooks that their kids are reading and specifically at the high school and the middle school level, parents are being denied access because of technology. and -- or operations. we need to tell teachers, look, if you don't link your account, then you need to upload every single assignment that you assign so that parents can see it. and, additionally, we are denying access to money on lingual parent -- monolingual parents who don't speak english. and parent view does translate into six languages. so if a teacher is assigning things, parents could maybe understand what is being assigned, you know, even into a general form of translation. so i would like the superintendent to -- this is

accountability. this is a mechanism of accountability. us as a board approving this document, the c.b.c. -- or the c.d.e., the california department of education, says that we are supposed to approve this. and we are not acting in good conscience if we are saying that parents have access to regular communication from their district if we are not allowing them access. that's not true. so i would like the superintendent to respond or, you know, anybody on the staff to respond to this concern. >> yes, so i will -- first of all let me say in my opening comments i said that you could see assignments in parent view. that was incorrect. however, this says that parents -- they have access. parents absolutely have access to have communication with teachers through all sorts of means. but not just the one mean. i know that you have asked for this one means or for it to be

accessible through parent view. but there is ongoing communication between teachers and parents -- >> commissioner collins: sorry, superintendent matthews, i'm a parent. i'm not getting it. so there's a consistent mechanism that is in parent view and that is what is referenced -- >> commissioner collins, you have to give the courtesy of allowing him to answer the question. i mean, interrupting people -- >> commissioner collins: when he says that something is happening and i'm a parent and it's not happening, you are hearing this from other families when the parents who are speaking as advisory members and they come up and they say we want to know that it's true -- that's what they're saying. they're saying what i'm saying. >> right. i'm not disagreeing with you. i just want you to allow him to finish his comments before you respond. that's just courtesy.

>> thank you, president sanchez. i'm finished. >> president sanchez: so i thin- >> commissioner collins: i want to specifically cite this because it's important. it says that -- it says that access to the devices and connectivity, it says sfsud will assist all students in need of technology and will work diligently to ensure that all students remain engaged as we begin distance learning in august. and it talks about device distribution and sfsud takes place online through a learning management system that. is google classroom or seesaw and it explains that. it says that virtual interactions with students require a strong understanding of digital agency and thoughtful consideration of how to best meet students' learning needs. the guide to virtual meetings with students contains information with a digital agency, norms for online learning resources as well as information on selecting the best tools. this also talks about families and this idea that families are partners in their children's

learning. at the very end of this section it says sfsud google accounts and badges are accessible through the family portal for sfsud, and parent view and parent portal and student view that. is not true. we do not as parents have access to google classroom through parent view if the act counts are not linked. if the accounts are not linked then the teachers must upload their assignments into parent view. (please stand by)

>> i think it's a great way to commit to communicating with family it is, there's the other piece of getting them connected to it. many of us are on the ground trying to help them, but there's another barrier that [indiscernible] of actually activating the account. i'm agreeing with what's being stated. we're say lg one thing but not doing it and there's a barrier

that gets in the way. >> any other comment? >> can we get clarification around what the current policy is and how we're implementing it? i just want to get an understanding about the operation side. >> the chief technology officer is not here this week and she would be i think the first person to respond to some of these questions about technology access. i see we have a few other people who have just turned on their cameras and may be able to assist with that response. >> i just want to make a quick comment. this is not a technology issue, but an operations issue.

if we tell teachers if you go on -- we've told teachers, but your grades in parent view, that's an operational thing. we've also told them to upload as they assign them so parents have access or link your google classroom with your synergy account. we have not set that policy up. this is more than just a technology issue. >> i'm just going to step in. it may be also an issue that we have to do, speak with our negotiating partners with. there's practices and testing and change practices, we might have to have the conversation with u.e. i'm not saying that has to happen, but could be. >> it should be happening. >> did you want to step in, deputy superintendent?

[indiscernible]. >> there are changes and practices around when to be respectful when we engage our labor partners with and on and what we want to guarantee what teachers do. as you share, commissioner powers, a lot of teachers do these things and some who are not doing it. there are some conversations and some for whom this is not the experien

experience. this is a work-in-progress. in terms of the parent view, the chief is not here. my last update was that we had -- at least 80% of students had at least one parent activated. when commissioner lopez talks to families, they say they can't get on. that would be chief dodd engaging with the team on something we're committed to. >> commissioner lam knows, i brought this to the budget and committee services meeting last year. this isn't a new issue. access to parents that have a right by california state law. california state law says parents have a right to be involved in their children's education. it says, we have a right to assessments, review assignments, curriculum, all of that. now that we're in distance

learning, i can't go in and ask to look at a textbook. i would like to know from the legal team, what are parents' rights under distance learning because the state has said there has to be more communication so families can support. i would like to have parents here, what are our rights to know what our children are being assigned in school so we can help, support, and devote for their success, especially considering that high school students this fall are being graded and getting credit. if i'm a parent and need to advocate for my child and i'm not able to advocate for them and support them, that grade could be an f. that means they are off track and may prevent them from accessing college success or

secondary success in some way. i want to hear from the legal team, what are my rights as a parent in terms of being able to know what is assigned and being able to review assignments. >> i think we could all agree, not only is that consistent with our mission is vision. what you're asking for is a particular type of communicat n

communication, you could be asking to see the tests tests a that's where we're having -- >> no, i want our district to have a consistent form of communication. i'm not saying it has to be a certain way. i am saying that i am consistently as a parent asking for information and not receiving it. i'm not faulting educators because everyone is doing it differently, it's very confusing. as far as i can tell, there is no directive that anyone has given about how we're doing that consistently. we can't tell parents how to navigate and not telling teachers how to do it to make it easy. what are my rights as a parent? should i file a complaint if i'm

not getting the assignments? should parents e-mail me if they want to see assignments. i don't want to find out about something after the fact. if i have a student with an i.e.p. or a 504, i want to know before they get assigned how to support them so they don't fail. that's what i'm interested in. >> i tried to answer your question. you do have a right to see those assessments. if you are requesting that of your child's teacher and they are not providing that to you, you could file a uniform complaint, but i'm not hearing you say you're faulting the teacher. >> i'm faulting the district for not providing a consistent structure parents can rely on when using words that this is something we can rely on. that is implied, i think very clearly implied, and it is not true. >> so we're going to move along.

this is definitely going to come up in a different form for us to rectify the situation. i want to reiterate that these are working conditions that our teachers, especially now in this situation, are, i think -- and you're not faulting the educators, but they are working under incredible duress in a stressful situation, as we all are. i want us to step back a little bit. i think you've made the message clear and staff can work on it more and we can have more interaction at a later date. is there more board comments or questions regarding this item? commissioner lam.

>> well, first i just want to acknowledge that process-wise, just being able to have an opportunity for different board members to be able to have the space so we can have that dialog. if it is being able to have a process moving forward of where we pick up from these discussion s and either be -- is it policy, is it operational. so i just want to name that for me this is a very difficult environment, just right now it's very challenging to hear what is being raised by commissioners, by our parent leaders and on all the work that's gone on here. i just want to recognize that. this is very challenging for me

right now. absolutely, of course, we hold ourselves accountable to our students at the core. so that's first. so i just want to be able to understand what continuity that is. we know this will continue to grow the longer we are in distance learning. that came from our -- through the lcab and all the various parent feedback and our various educators. that's one piece of the discussion that i want to get some understanding and resolution on moving forward. also back to this operational piece. i am concerned about overall access for our families, particularly in the younger

grades too. i've been hearing from -- in the community around how to be better -- how can the district be better partners in engaging with families because this is a whole new realm. i want to be able to comment around those areas. >> i just want to echo commissioner carling's comments today. i appreciate it so much because she drives in on issues that are so important. we try to highlight things that are so critical. for me the things around access and people being able to get

through things, being able to provide for their kids. we should be able to -- i'm not saying we're not, but if we're not, we should be able to meet them and their needs. especially through covid, i think it's super important for us to ensure that things are -- whatever system folks are using or even the website, access and having that granted. i was waiting to see what folks would do around learning loss. we've been talking about groups that have been impacted the m t most. we go with foster youth, homeless, and one more. the one that i didn't see in

lcab was public housing. i say that because public housing is a difficult ball game nirm student population. i would like to see us readin t. i would like to see us read that. >> i appreciate those comments. any last comments or questions? let's do a roll call vote. [ roll call ]. >> going down the agenda, we

remov removed that item. section i, superintendent matthews, the update for the fall learning plan. >> thank you, superintendent sanchez. good evening, commissioners and community. tonight i have the opportunity to update you on our fall learning plan and it is an update because it starts with where we left off in the summer on july 28, we came to you and talked about making the decision

about many work group meetings and town hall meetings that we would go into business learning. this is an update and goes into where we see ourselfves going a we move forward. as you see, i'm going to take just a few minutes to review very briefly the fall recommendation and talk about distance learning, how it started. we have remote work sites now in place. what we're learning from those -- and then as we said at the end of working with the work groups, we talked about developing decision trees for how we would move forward with hybrid learning. that's the main thing of where we are now and what next steps would be. as you all know is that every

day for each and every student we're going to provide quality instruction and equitable support so they can thrive. this guides how we move forward as a district. this is an overview of our learning process for the fall. next slide. as you remember, we had three work groups, a logistics work group, teaching work group, and learning work group. those work groups took recommendations and brought them to the board. these were themes we heard, but what we heard repeatedly that health and safety is paramount. there was also realization that our students benefit most from

in-person instruction, but overall health and safety had to be the top priority. next slide, talk about the town halls and the numbers we heard from throughout the district. so the recommendation that came forward was that we would begin in distance learning, but the recommendations from those town halls and the recommendations from the work groups were to start in distance learning and to phase in a hybrid model once it was safe to do so and then consider limited in-person schools of small groups of students at a limited number of locations. these were the recommendations that actually came from the community, from the town halls and the work groups. so beginning in distance learning and then moving to a hybrid model when science and

data suggests it's safe to do so and that would be phase two. teaching and learning began, as you know, with digital distance learning. much of our work was around distance learning with students having the opportunity to learn with devices that we put in students' hands. in some cases we were able to put some non-distance learning in for students. our three priorities that we heard over and over again around distance learning was the importance of connection, the importance of communication, and the importance of us being consistent. we have a distance learning guide on our website, with

expectation samples, professional development, roles and responsibility. then we developed a guide for the first 30 days around wellness and developing partnerships, what professional learning would look like. and then making sure the connection was in place for students and families. so once again, these recommendations came from the community and we are implementing them. in the meantime, we developed an m.o.u. with our partners. in that m.o.u. one of the requests was that a number of teachers needed the opportunity to work from the remote locations instead of from their home. we have established 10 work

locations. educators in that -- in those work locations could work from the different one. each of the participants had to complete safety training and conduct daily protocols. when they come in, there is actually a q.r. code that you hold your phone up to, enter health information, that they aren't sick, no fever, no cough. then they go to the work location. they're given cleaning materials to make sure the location is clean as well as hand sanitizer. there's a site monitor at the beginning at the front. so we're learning a lot from these work sites about the return. right now, the teachers that are at these work sites is just the

teacher and they're doing distance learning from the work site. it's giving us the opportunity to see what it could be when people return to their work sites once data and science suggests it's safe to do so. you can see this is color coded with purple, red -- color-blind with the tiers. you can see this is based on the number of cases and also testing and positivity. what are the other two colors? >> you have purple and red and then a mustard or orange and then the final is yellow.

for in-person instruction with a waiver, they are not allowed to reopen without a waiver. this just gives you how this state is looking at reopening schools with the tiered framework, giving counties permission to reopen schools. there was also the development of the blueprint for the safer economy for the state of california and san francisco is currently at the substantial widespread. so there's widespread virus, which is purple, and substantial is red. san francisco has moved into the

red, as well as other counties are starting to move into the red. so with that in mind, as i said, there was a strong recommendation that we developed decision tree based on how we would determine when schools would return. as you recall from the previous slide, the first one was developing decision guidance on how we would bring small groups of students back. as you can see, this is the decision tree. the first column that you see talks about health guidance and the recommendations from the county. then the county is in purple, you can see the small group returns, that needed to be yes. previously that wasn't yes. since it's in the purple, small groups could return, that's all

yes. if you look over, everything here has to be yes to look at the next set of boxes. i'm going to go through that column with you. all of that needs to be yes and i'm going to go through it in a minute. if any of those are no, we would not resume in-person instruction. this is just for the small group. this is just 2 a. if all of those were yes, then you could move to returning students. let me go through the boxes, first the health guidance and then each of the boxes in the second column. in the first column what it states is san francisco county would need to stay at tier two red for 14 consecutive days, it would need to hit red for 14 consecutive days. then we would have a public order that modifies the order in place, issues health order and

directive for in-person operation. if any of those were no, we wouldn't resume. if they're all yes, we would move to the second column. currently those are yes p -- these are those items and boxes that you saw in the second column. a small group of students would have to be identified. we would need general measures in place, including a staff testing plan. each of these bullets are the boxes you saw previously. all staff and families have been informed of the safety protocols. covid-19 prevention measures are in place. school facilities would need to be prepped for social distancing and hygiene, including three months of p.p.e. instructional learning plans would have to be in place and labor agreements in place. these are not sequential, but those are all the things we

would need to have in place. if any of those were no, we would not move back small groups of students. i'm going through the small boxes. we would have to identify students in priority groups, identify staffing, and identify site locations. if any are no, we wouldn't resume in-person operations. when you look at the box, all you saw was small groups of students identified, and this is another click down that shows you all the things we have to do in this box. so i will show you all the things we've already done is identified those small groups of students. these are the students we have identified that we would bring back first who would return first. p.k. 13 students with

disabilities, our youngest learners, and the p.k. early education stand-alone sites. those are the students we've identified currently for returning first. we would have to identify staffing and site locations. both of those are currently beginning as we are beginning both identifying those site locations and we are starting -- or we have begun negotiations around an m.o.u. with our labor partners. the next box is general safety measures and this shows you all the things we have to do. we have to do the prevention. this is giving us a lot of guidance about how to put these plans in place.

they have to go through a module and pass the module on safety measures while they're on site. we want to make sure -- so as you saw from the summer, safety and health are number one. we need to be able to test all staff over two months. this is where the state guidance -- all staff tested every two weeks or 50% every month. i'm not sure -- we're still going through this, but we're not sure if that is robust enough. this is what would be in the plan currently. we would have to see how we cooperate with the san francisco department of health collection of data. we don't currently have a plan

in place to test all staff. we're working on the plans -- we already have the plan for repeated closures. the plan for supports we're working on. i received some questions on what is the district's work, what have we been working on as we implemented distance learning, and this gives you a sense of what we've been working on and still have to do. it if some are still no, we would not resume in-person operations. currently for the small group, we are not at that place for bringing back small groups. now what i'm doing is going through each of the boxes. these are the screening protocols, designated isolation areas. this gives you a sense of all the things we would have to do to bring back any student.

disinfecting surface areas and rearranging the classroom furniture. this is the next box in that column. all staff trained, families informed of the safety protocols. we're putting that in place now to get that communication out. even if we're not immediately returning, we want to be able to have as much of this checked off as possible. these are the things we're actually putting in place right now. if you can see any of those are no, once again, we wouldn't resume in-person operations. covid-19 prevention measures in place. plans in place to implement the protocols, testing, plan for health screening, identification, and contact tracing, plan for testing of students and staff who have symptoms of covid-19 or have been exposed.

all of these, once again, have to be yes for us to resume in-person operations. school facilities prepped. three months of p.p.e. need to be at the sites we open. we definitely have that in stock. classroom furniture removed. [please stand by]

. . . . in-person learning model, distance learning model, outdoor instruction, all of these are being worked on as we speak. and so this gives us the ability even if students did not return to, let's say, january, and we want to make sure all of this is being put in place now so when that box is checked, we can begin the process. a big part of this is for us number one is health and safety. if any is no, we will not resume

in-person operations. next slide. this just goes into what our guiding design principles are around instruction for that box. and you can see consistency and continuity. next slide. then our priorities around the current distance learning and when the point comes in to rush and anti-racist practices and making sure students are well and working in partnership and consistent support support and the graduate profile. finally -- not finally because none of this is sequential with

certain things will happen with one box and in another box we will check off and we have to have all of that in place to resume in-person operations. so that is 2a. the small cohort group and this is injure from 500 students to 1,000 approximately. and next slide. and 2b, and i will go through a few slides here because the slides are very similar and let me go over the two columns and then i will get to where we can open it up for two questions. 2b, phase 2b of hybrid learning and looks similar but you notice there is the middle box and

there is the california health as for us and was from 2500 students to 10 to 15 thousand. so not the entire district but is bringing back to gradually bring the students back and you can see that i will go through these -- i will not go through the last column because those are similar and once again, this is the same and if any of those if all ares, we move to the second column and all that has to be in place and the first two are completely around health and

safety. that in the two-week time and so if they are all yes, we move over to the third column and

this goes through a similar priority populations and general measures and some of these will be in place because we put them in place for the small groups. and i do want to do this one. and for the first time, and the priority populations and next slide. and what is added for the first three groups and now students demonstrated with limited online engagement would be added at home and in foster use. and now as you can see circles become larger and identify staffing and identify site locations and this is more students now and go through -- next slide. and then the general safety measures are in place. now it is on a larger scale. next slide. next slide. and so this is the same training and making sure this is all in

place. and now let's say you're opening 60 sites and it becomes larger and with the communication plan in plan for 60 sites and if the answer is no, we would not resume forward. if it is all yes, we move forward. all this, the same measures have to be in place and on a larger scale, next. and school facilities pressed on a larger scale -- next. instructional learning plans on a larger scale. next. with labor agreements with this so you can see what some of those and we're already

developing and will have plans to parents and those are things we will be working on even if some of the things aren't done yet or gist mean we get everything in place for when students would eventually return. the recommendations are a product of the feedback from the summer where we are anxious and eager to solicit additional feedback from stakeholders in the community. that is what we will be doing with the action on the different operational indicators to get

things in place with how we are moving forward. and president sanchez, that ends the presentation for this evening. awe thank you so much. and let's see if there is any public comment on this item. >> raise your hand if you care to speak on the update on the fall learning plan. >> should i just begin? >> sure. carmen? carmen, are you there?

megan? >> go ahead. >> an i just wanted to -- i appreciate the presentation and thank you, dr. matthews for being so thorough and going over and helping the public understand the complexity of creating a plan to return in the phased roll out. as a member of the public, i think it would be great if there was a way that we as the public could understand where we stand in our progress toward all of these indicators of readiness for reopening. again, i sincerely appreciate you going through and explaining how important it is that each and every one of these is met before we re-open but there are a great number and it is very

difficult for us to understand how we're moving toward the goal of getting students who desperately need in-person instruction back to place where they can learn. so that is my request as the public that i hope there is a way to be more involved. i was on the teaching and learning task force and i also appreciated the information being laid out in a way that was comprehensible that we could understand a very complex set of requirements in a way that helps make decisions and giver input. i think that's very needed for a public engagement in this process. thank you. >> thank you.

the fact if we can do more contact tracing and maybe not shut down so many schools because he said if all the boxes weren't checked, it would be a no. i don't know if that is something the school board came forward with. that is it. thank you. >> thank you.

>> go ahead. >> thank you for taking my comment. i appreciate it. i wanted to speak to a couple of issues. first, i notice how often dr. matthews emphasized safety but i find it concerning that the district doesn't seem to be seriously considering what would be the safest option which would be outdoor schooling. to have classes outdoors. we hear repeatedly from experts such as dr. fauci who i heard again on the atlantic today being interviewed and indicating that being outdoors is the safest thing that you can be doing here. and that anything that can be

held outdoors should be held outdoors. so i am really troubled by the fact that literally i only heard one thing about outdoor instruction today, and i saw that as a single bullet on one slide of many that were presented. there were 2500 people who signed a petition this summer asking for outdoor education. it appears that this option has never been given any serious consideration. in addition, it's troubling to me that the presentation seems to be geared toward almost not reopening as opposed to making -- as opposed to having a whole sort of impetus and effort to reopen. the district acknowledges, dr. matthews,s a knowledges that the -- acknowledges that the best thing for students is to have in-person instruction. we need to be working to achieve that and not essentially moving as if everything is a constant obstacle we can't overcome or are not likely to overcome any time soon. we can and there is parent interest in trying to help the district do this.

a lot of things to be concerns are not concerns that the school district move toward holding school outdoors. finally, i want to talk about my concern about where resources are being spent. i have heard this from parents and teachers that the district is spending a lot on technology. they could be spending the resources on other ways of getting students back together again. i would strongly encourage the district to pursue an outdoor education option. thank you. >> hello, ian. >> ian. >> good evening, commissioners. and i am ian hart, a parent of two students at sunnyside elementary school. my husband and i with thousands of other parents took part in the summer parent town hall and i feel that dr. matthews is not reflecting the desire for

in-person learning expressed alongside health and safety. further, earlier in this meeting i heard a lot of calls for various dashboards and glad to hear the commissioners were on board for that because given the number of metrics required for reopening, and we will need significant dashboarding. that will really help with transparency and with those parents who are anxious about when we will return to school and how close we are getting. like the re-opening plan presented this summer, this feels much less like a plan for re-opening and a recipe for keeping schools shut all year. further, given the requirement, it feels like a requirement or a plan for keeping schools shut

next year as well. like the last caller, i would like to see much more emphasis on what is sort of the realism of getting cur kids back to school. thank you. >> thank you. >> a couple of things that i want to say and united educators -- [no audio] >> susan, you are breaking up. >> now i am there. thank you. i got muted again somehow. >> thank you. so united educators of san francisco we absolutely agree that the union and district have

to be prepared for when schools open so we are having two bargaining sessions this week. we are willing and able to come to the virtual bargaining table as often as it takes so we can be prepared for opening schools and i want to echo when it is safe to do so. and very, very few people preferred price assistance learning. it is extremely difficult for students, for parents, for educators, for educators who are also parents, but we are looking at the health and safety of all of us. and we have seen all over the country schools that have reopened too soon and have had to close down again. we've seen covid cases not just brought into school because of outside contacts, but because of contacts in school. so again, we're not trying to avoid teaching in person. we would much prefer that, but

we need it to be safe and we need funding for our schools. the problem is public education is undervalued in our country. california is near the bottom of per pupil spending in this country. that is unacceptable. and that is why it is so extremely, extremely important that people vote yes on proposition 15 for schools and communities first to provide as much as $12 billion a year to school districts and communities throughout california and also locally voting yes on proposition j to make sure we continue the funding that has meant to be brought in by proposition g that has been challenged in court by anti-public services, anti-tax organizations. we've got to work together on this at the bargaining table and at the ballot box and with keeping each and every person healthy and safe and provide a

high quality education. thank you. >> thank you. >> hannah. >> hi. i am hannah, a school nurse, in elementary schools and prek. and i just wanted to thank dr. matthews for his overview of the different phases of re-opening. i just wanted to kind of echo maybe what susan was saying about safety and health, and that alto distance learning isn't ideal, some things are working better for students. i think it is ideal right now while we are still in crisis learning and just to bring it back to we're in phase two of crisis learning. we're still dealing with the pandemic. and so the ideal situation isn't going to probably be able to evolve right now because of what's going on, but i also

wanted to mention that lately just the feedback that i have been getting from familys is that there is a lot of support needed for families for single parent families, for all the families that were mentioned, and that they're requesting tutoring or support for after school time which seems like something that we could possibly offer, but either way, i am just feeling like there is a lot of questions coming to me about reopening and it might be good if we could somehow update the school communities about maybe an interim update and some sort of update between now and winter break about what is going on. >> thank you. that's it. >> ruben? >> i am a parent of two students

at jefferson, and i would like to make three points. the first one is i appreciate dr. matthews' discussion of basing the openings on health and safety. i am a proponent of school outside. and on the san francisco department of public health document of august 10, 2020, re-opening k-12 schools for in-person, on site instruction, preliminary guidance on page nine it says increasing outdoor air circulation lowers the risk of diluting ininfection and being outside is even a lower risk. i wanted to make that point about keeping all students, teachers and staff safe and maybe considering or pushing forward as you mentioned dr. matthews that you are working on outside education. the second point is how do we

become -- how do we get listened to on the next steps that dr. matthews mentioned was to continue to get feedback from stakeholders and community. i find it very difficult to get in touch with sfusd other than the town hall communities and there is no chance for discussion. it's a just one way, either one way or the other. and finally, i would like to advocate for funding. vote for proposition 15 and also a nonprofit organization and after school the cleaning of the requirements for social distancing for staff and keep health and safety important. how do we get to feedback? we are the community and i don't know how to get in touch with sfuds. and let's get funding. thank you. >> thank you.

molly. hello, molly? josh? hello, josh? >> caller: i'm here. thank you. >> go ahead. two minutes. >> caller: i am the parent of a student at gunpark elementary, and thank you for the opportunity for public comment. i want to take a minute to talk about how remote learning is going in my experience because i think that is another relevant factor in considering how the xhither's should consider the need to proceed to some sort of in-person instruction without having the orientation that the district is looking for reasons

not to open rather than looking for ways to open in some, way, shape, or form. this is not on all or nothing proposition. >> and there were two things that happening that meeting. one is when supervisor ronen expressed dismay at the fact that the m.o.u. only required teachers to vied 120 minutes of synchronous instruction and that wasn't a guarantee and district staff said two things. one, they expected teachers would treat that as a minimum. and some would go above and beyond. and second, that they and from nonteachers to get up to 120 minutes. i assure you neither of those things are happening in my experience. my daughter receives 90 minutes

of synchronous instruction. and 140 minutes on friday because of the schedule that has been put together where the teacher delivers small group instruction, which is valuable, but it deprives other parts of the class live instruction which is replaced by endless video lessons on seesaws. and so remote learning is not working right now. it is not working well. it is not working in the manner the district staff promised it would a month ago. so please take that into account when you consider the importance of re-opening and balancing the need for students to get back in the classroom for better learning with the laundry list of reasons that superintendent matthews has provided to not open and the opinions of the most dangerous person in san francisco, susan solomon. >> thank you. that is your time.

>> caller: what is the board going to do for providing ppe and cleaning supplies for schools that would have reopened and there is no guidance that is no longer federal assistance to cover the supplies for schools. i encourage the board to write a letter to the council and state government to ask for assistance and encourage fema and cleaning supplies and ppe for schools because explicitly removed from the policy. and even if you have labor ingreements and ppe on hand and school sites planned with the state through the waivers. we need to start talking to parents now to what it means to reopen schools. not everyone will feel safe enough to send their student to school. and what are the implications of

folks that can no longer have an excuse to work remotely from the offices and on top of the outdoor remarks, we can't have outdoor schooling if it is rainy season. if you are projecting in january we will re-open, some schools or most schools, we need to look at the air quality in the buildings to see if we have mrv ratings of at least 11 but preferably 13. now, programming in the distance community learning hubs is not working and i would encourage partners to encourage students to enroll in the programs. thank you very much. >> thank you.

>> i am a teacher at willy brown. we are not happy teaching from home. it takes away from the authentic relationship we get to have with our student. it takes away from our ability to engage and to understand what our children are understanding. but more importantly, if we go back too early and we ris it can health of our students and our families and ourselves, what kind of message are we sending? it is bad enough that public educators are not paid well enough and i have to provide a lot of stuff for the classroom. and even with my master's degree, i am not able to live in san francisco like the rest of my friend are. so for you to say my life doesn't mater is sending a strong message to not only our labor partners and teachers and educators and everyone who works at the schools but is also letting families know we don't value public education.

i encourage us to look at the data and the science and not talk about emotion. there are parents who feel that need to go back outweighs the desires to keep your teacher safe. i am so sorry that that is a priority to you. and if you haven't looked in the news, we have seen teachers in their 20s dying from covid-19. and that is unacceptable and that is not okay. and i want to elevate susan solomon as a leader of our group. if we we feel like she is a dangerous person, great, because she is working hard to make sure not only are we safe and families are safe and doing all we can to make us a better union. sum all that up with, at the end of the day, as long as everyone is safe, let's forge forward to get back into the classroom because i want to see my babies. i want to be around my students. i want throb to help support and guide them through the educational process around i am not able to do that effectively at home but i am able to do that safely at home.

>> thank you. julie. >> hi. i want to start by speaking to the science and data guidelines given by the department of public health that say that it's not safe for us to bring students back to the classroom in larger numbers than tiny, tiny groups until we get to the point where they are fewer than four covid cases per 100,000. currently we are at 77 cases per 100,000 so we are very far from being safe for students and families and educators to go back into school sites. it may not feel like that to everyone around the city. i am looking at the city of san francisco map and seeing that in the sunset there may be 34 cases per and in that neighborhood in

the tenderloin, there are 300 cases per -- sorry, it flipped over on me. so we are not experiencing this crisis in the same way across the city, and i don't think anyone who is calling in is advocating far plan to open west side schools before we open schools serving our most vulnerable students but that is what comes across in that advocacy. i want to also ask us to really consider equity in the reopening plan and there are more school sites to work out of previously and if we look at those on a map, they don't necessarily represent an equitable distribution of school sites. the three neighborhoods that are highest hit by covid the bayview, tenderloin and mission

now school sites we have been led around by our facilities that are a reflection of racial inequity. the tenderloin has not had food or computer distribution site or even a pop-up pantry. i want to ask the district to seriously look at returning to school through an equity lens and begin to figure out what it will take to get students back to school in the tenderloin and prepare facilities to get us there instead of running the risk of re-opening where the facilities allow us to and creating inequities in the reopening plan. thank you. >> kelly? hello, kelly? >> hi. i'm kelly taylor. i appreciate the press conferences and i took quite a few notes and am excite about what's to come.

i appreciate your attention to everything. my concern is and is also is the biggest thing is preventing preparation. so we know what is happening now, but we have to make a lot of changes right now. there's action to be done before we can open up safely. and i think safety is a key. so we all want that to happen. i love children. i teach them. i am an advocate swim coach. but my biggest thing is i'll get on board with you. i will literally come and i'll assist you and what indonesia

need to be done with a lot of the safety stuff. >> so we need to do that first and make sure before we get everybody coming back in. we need everybody educated. it is not just about children's education. adults need to be education and we are some together in this and hang in there and just to tell you very quickly, i am -- i'm teaching a three-year-old right now. and i am a teacher. but i am helping and teaching them and he is got and i am sure his parents want that. i want them to know their safety -- so we've got to end this now. but that is all i've got to say. >> thank you.

>> cindy. >> caller: jar jar aam the a first grader, and i ges i want to speak up for parentsable that in science. i'm in health care and there's a recent publication that showed san francisco even though we do have a large number of cases, i guess total per 100,000, our death activate the lowest in the country as far as cities goal and that they are able to be very effective in treatment. i think if the department of public health is telling us that we reached a level that is safe to reopen, i really hope that

they have been saying follow the science and getting drush crushed and the amount of and we are not feeling supported. but it is very hard and the teachers are going and this learning is not pretty good young kids. my son cries almost daily, and knots a good situation. being told you're not going to try is really disheartening. i worry that a lot of parents are just going the leave the district and just and i think it's going to be a big loss. thank you. >> randy?

>> caller: hi. i am brandi. i am the parent of a third grade boy. and in the mitch monday district and i want -- in the richmond district and i am in full solidarity with our teacher who have the most at risk if schools reopen. i really appreciate proo and the district the following to the letter the guidelines very closely. i have a sister-in-law and brrnl in vancouver, canada. and they are back and in-person school and they are terrified. so i want to that and with all the teachersed a and so grateful for teachers who are parenting and teaching at the same time and a lot of times sacrificing their own children's education

so they can have an education and how much we need to value our teachers. i want to say publicly i am grateful for president susan solomon's leadership. i cannot imagine what it's like right now to have this role and so much in appreciation for all the teachers, too. i hope that we can really keep that as a focus. thank you so much. >> thank you. >> tom? >> can you hear me? >> we can. and i want to thank teachers. that goes a long way. we do it for the love of it, not the money, and is if and no one has the right to go through this in any school district. everyone is trying best. i am a parent of a two-year-old

and four-year-old and my wife is also a teacher. we are doing what we can and i am reaching out to parents daily and constantly and my coworkers are staying up to complete lesson plans as best we can, but distance learning is awful. i know that as a special ed teacher and if we go back now and we have to shut down, that is just as awful. we need to have more robust plans and say thank you for what you are doing. work with them. i am sure deep down they want to work with you. i know some of my families are struggling to get by and to have that meal. so send them back to go outside. and some can't even think like that. some of them are sick. i know my co-workers are excited about getting sick and schearer working and they are a real

concern. so thank you and i wish you well. >> thank you. mr. jeffreys. >> caller: good evening. can you hear me? >> yes, good evening. >> i am a first grade teacher. and i am going speak clefkly and and so that we can be in the same space as adults and not spread it easily given what ppe is available and utilize the space and i did not see that reflected in the plan at all. that seems to be a missing piece. everyone wants to rush to get kids back. as a teach we are no children myself, i teach because of the young people and all the work that i do.

when you go to vote in november for your school board and your presidency and that all has a big impact. and so we need to move in steps and staff being able to move about the skoal space and food distribution from school sites as we would before we bring kid back into that space and worry about an additional 50,000 people moving around that space to make sure they move safely to distribute food and splice and materials and those are things that we can do safely now. and to deny mee access to the

classroom or put me in the high school space with a laptop is not the same as providing support for me to do distance learning. so this is really important that the intermediate steps are taken to do what we can now to test the waters with the adults long before we get to the young people. >> thank you. president sanchez, that concludes public comment. >> all right. i want to thank everybody who came out to speak. >> go ahead. >> sorry. no hand raise function here. i'm sorry. >> and so on behalf of the cac, i am really grate to feel see that students are especially in our mod severe classrooms are focused to go back into school first and all of us in the cac are, but there are some very

real concerns with that, too. and many students do qualify for space in the classrooms as very severe needs and are often times immunosurprised. it won't be safe for them to go back to school until there is a vaccine. if half of classroom returns and the other half doesn't, what does that do for the teacher and their teaching time? are people -- our bus drivers don't have health insurance in a week and may not be able to transport kids to school and there are so many things to worry about and the parents and special ed teachers and the reason we got into the field is because of family members with disabilities. it might not be safe for them to learn based on what they could potentially bring home. how do we support that as well? so while i appreciate the priority, i hope that the health

concerns are forefront as we're doing this planning as well. thank you for the information. and i am staying all over social media and the questions all the time asking for more data. this is a great first step. as far as the next step steps, i was surprised that the reopening task force and parent and cbo and labor and stake holder group wasn't meeting and many of us are not meeting and haven't had input and some of us since july and some of us since august. and so some of what we were talking about last time and parent feedback and parent in addition is the task forces would be a great way to collaborate and engage. >> an i believe that concludes public comment at this time.

>> i believe so. thank you for coming out and wait l. i know it is a late hour. commissioners? commissioner norton and then vice president lopez. >> i wanted to speak to some and i have to start by thanking you, dr. math use, for everything you and the staff are doing under really unprecedented circumstances to keep people safe, to reopen schools, to navigate what is an incredibly complicated and uncharted circumstances. i wanted to start there and say to all the parents that came out, i hear you. i can't imagine what it is like to have -- to be trying to work

and have this distance learning with a young child. my hat is off to all of you that are coping with really, really difficult situation. at the same time, we have to keep people safe. and i also want to appreciate ueff and the leadership of susan solomon and the way she is standing up for her members and the stories that we have seen around the country of teachers getting sick and we have to proceed in a really, really and i think it's difficult all around so i don't have -- i think i appreciate everything the staff is doing. i believe that no one open p opens up and aappreciate everything they can trying to do

to and i and and i hear you and i's gift and we're doing the we can for your comments and for coming out and for everything that you are doing. >> go ahead, vice president lopez. >> thank you. thank you for the presentation and also for everyone's comments. and i have a few questions around the plan but also wanted to respond in general to what's been sate given i fully support educators and president solomon for holding it down and insuring that the safety of teachers and