if there's a good faith effort by staff and the city to provide this ventilation, and i think that there will be, we might not meet the 25th. so other commissioners, commissioner norton? >> commissioner norton: yeah, i'm in agreement with you, president sanchez. i think that this may be doable, it may not be doable. i mean, just -- i don't even know -- i mean, i'd actually be interested to hear from chief lawson, i mean, do you have any sense of what kind of retrofit would be needed to -- just thinking about all of our school buildings, it's hard for me to imagine, you know, they're all different and the windows are all different. it's just hard for me to imagine

that we could have a one solution that could be in place and, you know, in six weeks or less. >> so not surprisingly, i think that i have kind of a nuanced answer here. but it's a little bit of everything that folks have said. so from a mechanical perspective can you have a fan in the classroom, right? basically to have the standard box that is set into the window frame. can you have the exchange rate per hour improved? yes, that is true. that is viable -- you know, it's a viable approach. and it could happen. and it is certainly cheaper than attempting to replace every building's hvac system. and create mechanical ventilation via duct work in an

hvac in every classroom. the pieces that i am uncertain about at this time are really around not so much the hard costs which -- so in construction and you talk about the costs of the materials themselves and the work itself, versus the labor cost, is where i have a big -- i have a question mark that i need to work with, the heading of grounds on. most of these fans, there are off the shelf options that would work in some school classrooms but we do also to norton's point have a lot of variety in the types of windows that we have, and it is -- i think that it is less about the fan itself and more about the labor required with the jerry rigging that will accompany the fans, right? that there would need to be other material installed to make these fans fit or to make them

stable. and that piece is a question mark for me that i need to really revisit with my team. i think that the question is also, of course, around resources and to the extent that the city is helpful, or philanthropy, those resources are welcome. but it would have to be in very short order that we have that commitment made. i think that in order to have a shot at january 25th. in the january 25th wave is our smallest wave of 12 sites. so if you have the funding, you know, in place immediately, could we have a decent shot of getting a lot of these sites in wave one ready? yes. but i -- i am -- i [broken audio] and coming together on

projects that we have posed with certainty, around funding and also the band idwidth t bandwids work. we would rely on contract it's -- [broken audio] >> you were inautomobile for a t but you're okay. >> it's not your fault. >> i feel that our ears are getting better in understanding. >> i mean your concern is the labor -- is the labor resources available to, like -- and not even so much in first wave but then the subsequent waves. >> for subsequent waves that would really worry me. because, again, mostly because, again, we have such variety of our window stock. so it is a viable way to accomplish increasing the air exchange rate per hour. it's a viable way to do it.

but there is going to be i think a decent amount of customization required to really install the fans and to have them, you know, to be stable and something that teachers feel comfortable using, etc., etc. >> i just wanted to finish my comment which is that i'm not comfortable with making this a requirement. i mean, you know, it's worth exploring and it's worth making a goal and it's worth us asking the city for help. it's worth identifying money to do this. but to say that we can't open, you know, unless all of this is done just seems really, really counterproductive. >> president sanchez: any other comments? i'd like to move it along. >> i think that i agree with what has been said, given that commissioner collins is able to predict future changes, it's one of those things where i definitely think that we should

explore -- not halt the work that we've done, but to begin that conversation and r.f.p. process to make sure that our buildings are safe as possible. >> so that's why i said if it's a goal and my first call would be -- it seems like -- well, not seeks like, but it's clear, commissioner collins, you have already started doing some of the homework. >> commissioner collins: i have connections with the buildings and building engineers that build skyscrapers and i think that the chief even said that getting the r.f.p. is important but i think that it does take retrofitting of maybe some windows but it's relatively low cost and not a very difficult construction project. and there's a lot of folks in the city who could respond. i think that this is something that we would need to mobilize the city and our philanthropy

partners, but i'm committed to making sure that the schools are safe for staff and students and i don't want especially low-income families or communities of color that feel that they can't return. this is something that the equity focus for them as well. so i think that it should be -- we should make it happen. i think that if we decide to make it happen, we can make it happen. but i'm also, you know, i feel confident that we can do it, if we make a commitment to doing it. >> president sanchez: okay. so i think that is what was going to bring from a good faith effort to our staff and the city as well so we can get it done. so we don't want to hold up the opening gates. unless there's real opposition to that statement, we can move on. so the last is the testing protocol that you were recommending, commissioner collins? >> commissioner collins: i guess that it's more of a question. i want to make sure that the staff can get tested more often. i know that has been a request of staff.

so i don't know if -- if, you know, human resources staff or the chief if you can let us know if that's possible. but i'm also interested in knowing about students and i don't know if commissioner lópez with the work that you have been doing with the latino task force, if you can also talk about -- and i don't know if superintendent matthews, i'd ask you if you could potentially reach out to san diego and see if there was any clarity, you know, on how we might make testing available to students. and for me personally, i don't feel that it's contingent upon opening but i think that it's an important thing to name that we're working with the city to ensure that students and families, but specifically the students have access to testing. >> i'm happy to take the first stab at a response. can you hear me? i'm using a new set-up right now so i wanted to make sure. >> president sanchez: go ahead. >> okay. so in terms of on-demand

testing, one of the things that we're trying to do is to that in addition to setting up a test site at every school we'd like to have one central location open up a couple days a week for walk-ins to basically to answer this question of on-demand testing. i don't know at what capacity we can do it. there's an ongoing conversation that i said before between dcyf and the latino task force. we're calling it speed dating this week where we'll work together to do two days of testing, with a pilot for that more centralized model because i think that's where it could be. and if we had it up and running, any district employee could walk in to get tested, in addition to their regular testing. so we are working to have that and i don't see why, provided that we can get support from the partnership that we're working on, why that can't happen by january 25th. because in some ways it might be the first kind of testing site

that we actually launch because it's just the one that we're piloting. when it comes to student testing it is a very complicated question. i think that i can explain why we can't do it as a district. and why the answer would have to be external. and it's for two reasons. one, if you recall, the reason why we ended up procuring and doing our own surveillance testing is because we could not secure sufficient support outside of our organization to do it, right? but, second, the way that curative works is that they bill your health insurance provider and they rely on laws to be able to do that. and so basically what they told me, because i did a little bit of an inquiry, and with public health guidelines, unless the state of california and the sfdph made student surveillance testing a requirement in their guidelines, health insurance companies will not sort of foot the bill for those tests. meaning that we would have to cover those costs ourselves. in addition to all of the operational pieces which would

make it really challenging, right? because we have made lots of progress and i'm optimistic that we'll be able to test the folks that we're bringing back, but adding students, you know, times the folks that we need to test by five and that might be generous. so it would have to come from an outside source of support. i know that we talked about the san diego model or the university there is assisting and that is something that we could look into but i don't think that it's something that we could guarantee. >> president sanchez: but we need to at least look into it, right? so making those connections with ucff and other potential partners. is that something that you can do? >> so if i can also add to what was said. so in terms of exposure testing, so different types of testing, we're definitely partnering with the department of public health and that will be, you know, students and families will be

supported through that if they don't have a primary care physician to go through them, the city will work with them to get the testing through their testing sites. and we're working out systems and protocols for the coordinated care team for those types of handoffs. in terms of the surveillance testing of students which i believe that commissioner collins, i think that is what you're talking about more in your proposal. we have started having those conversations with the department of public health to understand how that might be able to happen, what would be the cost to both the city to do surveillance testing and that type of thing. so it's certainly something that we've brought up a couple of times and we're sort of working through many other issues, but it is on the list of issues that we're working with them on. and we're going to have a conversation later this week about many things and that's on this list as well. so we can -- we'll continue to

update the commissioners on where we are with that, but currently there actually is no system in place to provide surveillance testing to studen students. >> president sanchez: all right, any other questions or comments on this item? >> i did want to name testing accessibility is going to really fall on us and the fact that we're able to provide this i think is huge. it's what everyone is looking at. but even if and if they could and we can't get appointments same day. and the same thing with the majority of the d.p.h. testing sites run in the city right now. so i think that we need to expect that the fact that we're making testing accessible and as easy as we are is going to be a

sigh of relief for many of the people that are coming back to work and i just hope that we are ensuring that the quality of this testing process, every time that staff comes and they expect to get the resources backed by whoever they would have supported if somebody were to test positive and our response to that, right? but i do want us to prepare for clear u.v. accessible testing and just the way that we'll respond should something arise. >> can i respond to that? i just wanted to mention and i know that you know this, but that's why we feel really, really lucky to have the opportunity to work with the latino task force and they have done such good work and their model is extremely high quality and even in this time that we have spent together, i actually spent a couple hours with them at the parking lot at 555, they are showing me some of the ropes

of the best practices they have already established. we share a goal of having something accessible and it's high quality and it's efficient. so i wanted to do a shoutout of gratitude for their expertise and what they bring to the table because i think that it's going to help to make what you just spoke of as a reality, so it's exciting for us. >> i want to piggyback and say that i really appreciate your work as well, commissioner lópez, and all of the folks on the latino task force. and as the chief said, it's not staff purview to kind of think about students. i do think that it is our purview as leaders to really bring to the city and say that we can work in partnership with the community and with city leaders to ensure that as we open schools that they're wanting that to happen and they also need us to ensure that families can get tested so that the families are safely returning to school. so i'm encouraging, i will bring it up at the joint select

committee meeting but i encourage others to reach out to the supervisors and the mayor's office to see how we can do more of what latino task force is doing and make it more accessible to all families. >> yeah, i agree with commissioner collins. i don't think that it is -- well, let's just say, i agree with commissioner collins and saying that we should help provide the information on how to get accessible testing for our families as much as possible. i don't think that it is -- we should carry that, you know, responsibility on our own and, you know, i'll definitely talk about it with commissioner collins as well. i do want to give a shoutout to the first and foremost the covid team here in the school district. and i think that a couple weeks ago it was one of the biggest things that we tried to solve and now we're landed and elaborated with the latino task

force, which i told you guys that we should have done it and i'm glad that you guys did it. and it's great and those folks, ladies, they're all from san francisco. a lot of them have been like in the san francisco community for a long time. so it's just another example of how we invest in the city with the folks who are doing the work in the city and it just -- it's just way better when you go out to the community because they are in relationships that we don't have, so i wanted to give a shoutout to those folks and also to daniel and melee for taking charge in this covid testing, thank you. >> thank you, any other comments? >> i wanted to thanks, yeah, the conversation here, it is really important and i think that dr. matthews, you're seeing kind of the forward charge that the board is providing that guidance and i appreciate commissioner collins of you raising these additional measures. and thank you to the covid testing team. we're pushing, pushing, pushing and we're landing there now and

it's super exciting to see and taking in the feedback from both curative and the team about having -- you know, standing up those testing sites that are at schools and how critical that is and the connection and making it more seamless and comfortable for our educators and staff as they're coming back. so, thank you. >> i would like to say something. >> president sanchez: go ahead, yes, please. >> okay. sorry. i wrote it. if you ever read a book by toni morrison, then you understand that every word -- every sentence -- every punctuation and every line break has been elaborately thought out. i say this because i want to compare it to what the staffers creating these plans have done. and in my humble opinion that's exactly what needs to be done when lives are at risk. when death is a consequence to

cutting corners. so when you say chief that you are building expertise as you go, i truly applaud it. with that being said, i have been a witness for what goes on behind the scenes and as we said earlier it is an honor. but i want to use our personal perspective as students. we see the decision-making discussions, i see the tactical steps in this process. i also see firsthand experience first hand and talk about it firsthand. the real impact that comes from distance learning. i will summarize right now that each student is beautiful and unique, just as they are experiencing distance learning differently and uniquely to their circumstances. a majority of us are struggling. we all are, as vice president lópez opened up with, so i applaud the parents on the call today for voicing your concerns. you are doing amazing and maybe that's what we all need to hear right now. with the fireballs thrown at

each one of you, you are doing amazing -- staff, students, parents and everyone in between. as i see the middle ground i see that compromise is imperative but there's one thing that we cannot compromise, human lives. i wanted to add because there's a lot of moving variables and we're inventing from thin air right now. i appreciate the discussions that took place right now and i agree with commissioner moliga and not just your words but we must always focus on our prioritized groups. extending that might be something that could help this discussion. there's a lot of pressure right now, but these conversations demonstrate what we flowed in ns time -- partnership. we do that by being transparent on what places we need support on. my specific ask with all of this is when can we have town halls again? i believe they would answer a lot of questions presented today. a lot of us have learned and transformed our opinions of how

we feel about distance learning. it's important that we don't assume, but ask, the people that we're working for what do you need. and we need to ask ourselves what do we need to know about the people that we are working for to get them what they need. i don't want to pile on anymore work, but i want to highlight the importance of this, especially as these decisions are being made. and also shout out to the latino task force. >> president sanchez: thank you so much. you're beyond your years. student delegate hines-foster? >> i'm trying to keep as many brain cells as i have right now, keeping up with this conversation. i just want to make sure -- because i know that we're still talking about -- the issues and i just had a few questions that

address the rest of the presentation so i'll just ask them now because that's the time. and mostly first for the survey, i know that a parent had and the majority of our focal groups. have any ideas came up as an adaptation to incorporate phone calls? i know that we talked about this a little bit yesterday to incorporate the phone calls in these surveys or home visits, you know, like census workers do, and if so, if there's an issue of people who, like the number of people who are able to do this, could people volunteer? that's a question. >> so, yes, earlier we said that we'll look at center office and look at ways of reaching out to the board as well as the office

to see if there's opportunities to assist sites in making calls. >> what else was i going to say? yeah, i also would like to uplift commissioners colin's comments about emails and how most of the routes that we're taking are most likely in favor of parents who regularly check their emails or are part of these parents splinter groups and not our focus groups. so i guess that i just have a question of engagement and how are we contacting parents as part of these focal groups if the parents are present in the students' lives?

>> i agree with you, there are many families who are not checking email or using email as a way to get information and we did an analysis for the phase 2a families we did not have on record 13% of those families, that do not have email on record. so we than there's that 13% and then in addition to that there may be many families for whom we have an email that they might miss it. so we did plan for that by having our site coordinated care teams which are made up of a variety of staff as well as some c.b.o. partners at school sites, the same teams that are doing the wellness checks so they're used to calling families, going through a series of questions with those families and then recording that information. and those teams are getting regular lists from our research planning and accountability department, and letting them

know who they've heard from and who they haven't. i think that we have heard loud and clear today and i totally agree that if sites are having difficulty with following up with families that we can enlist more people beyond those coordinated care teams to respond. so we'll be working on that. we did also provide an auto dial that went out to all families that received the survey, alerting them to the email and, again, you know, that may have increased some of the take-up, but, certainly, we still have many people to contact. >> okay, one last question. i'm sort of confused about all of the dates that are flying around. there's this date of january and january 25th that are kind of like this deadline to have more information about other schools. am i correct? but at the same time in the format that was prohibited today

it was stated as, like, no -- let me pull it up -- i took a picture of it -- no later or earlier than march -- yeah, no sooner than march 22nd. and so i'm just confused that if the board set a deadline to have more information about other schools come january, why is it taking so long for march? i don't know if i'm forming this correctly. but it just seems like -- i think that this is covered earlier, but it seems like a pretty big gap, like, that this deadline is set for january and specifically the last time that we met that it was set for those schools who aren't included in a lot of these slides which are middle schools and high schools. and even in this date of march, that was presented today, they're still not included. so where are we as far as route?

>> president sanchez: who wants to tackle that? >> i'm sorry, oh, my god, that sounded like a bunch of throw-up. >> i wasn't paying attention. >> i'm trying to keep my brain cells. okay, so there's this date of january, and i know that the last time that we met we were saying, oh, we should all circle back around january to have more information about middle schools and high schools. so i'm guessing that i'm asking with the slide that was presented today with this goal of march 22nd, is it good to assume that middle schoolers and high schoolers won't be going back for this school year? i guess that's the clear way.

because if there's a deadline now set for january and there's another date that is contradicting it, what can middle schoolers and high schoolers assume? >> okay, i'm going to try it. so, one, i think that the january date that you're referring to, refers to the direction for us to present a plan to bring back or a proposal to bring back middle and high school. so in january we'll come back to y'all with a plan specifically around secondary return to in-person and today what we tried to focus on was the elementary return to in-person. that said, there is a date of january 25th, that you likely have seen over and over in the wave, and that is our proposed date for the first 12 schools to open for wave one. pk, 2, and that's it. and as a last thing to say to answer your question about

middle school and high school, where you will see middle school and high school represent side if that phase 2b in the current plan. and we will bring those babies in based on the criteria that i outlined earlier. so that's a 3-12 strategy and that would be the way that middle schools and high schools will come in today, so i'm not going to say that we won't bring in middle schools and high schools, we bring them in based on the kr criteria that i namedr q.b. >> so by january then -- because i know what you're saying as far as the criteria that was stated in the march wave three sector that talked about the specific criteria of, like, middle school and high school students. by january, will we have another wave implemented that will give a projected date for middle school and high school? will another wave be added on is the question.

>> i don't know the answer to that yet. i think that for sure what we present to you all in january will be inclusive of what we have already mentioned for the strategy to bring in middle school and high school. but, yeah, we have been directed to come back with a more extensive plan around middle school and high school, so i'm guessing that there will be a lot more detail included, beyond the groups that we have identified as priority now. that's my good answer. >> yes. just thank you for answering my questions. i know that you guys are probably like, shut up, you know, it's not even your concern. but i think that time is dwindling down and for me as a student leader, especially where the majority of my votes come from the high school students, they're askin asking me and i'mg you and no one has answers. >> yep. i would say that the answer can be january is where we'll do the detailed plan.

but for now we're planning on bringing middle school and high school students back based on that criteria in 2b. that's for right now answer. but more details to come in january. i know that is not the best answer but that's the answer for right now >> okay, i'll take that. and also just clarification -- on the q. and a feature, i think that a couple times before we talked about how we're supposed to support people who need help seeing like the asl interpreters. but it just seems that people are giving public comment in the q. and a , so i don't know what the feature or the q. and a portion is supposed to be utilized for. >> clerk: the q. and a feature is only for the asl interpretation we use it to know when someone would need interpretation for public comment and that is the only thing that we use on the screen. >> thank you for stating that. i hope that people will listen.

>> president sanchez: yeah, me too. thank you. thank you, student delegates. so we will move on and, believe it or not, and we'll hit our advisory committees right now. to the project coming up. so i don't know who is going first. >> hi, mark, this is michelle with the parent advisory council. we were expecting that there would be something else before we were reporting just now. but that's fine. we are ready. let me just make sure that my team is together. >> president sanchez: apologies. i wasn't clear about that. we'll do -- after this item we'll move up the student

assignment policy. >> okay. got it. so should we go ahead and proceed? >> president sanchez: sure. >> okay, thank you. good evening, commissioners, student delegates and superintendent and district staff and families and community members. my name is michelle, and i'm the coordinator for the parent advisory council to the san francisco board of education. before our parent leaders present the pac report i would like to appreciate the dedication of those on earlier. tina is a dedicated advocate for families and always learn asking growing to serve -- to best serve those that she advocates for. and just always impressed by her, thank you, gina, for all that you do, you're an inspiration. and i would like to shout out to our amazing student delegates. you're so remarkable and so much of what you say resonates with many of us as apparent by the text messages that are lighting up my phone this evening.

i want to thank you for that. please keep it up. the world is better when you speak truth to power. and now i will welcome the pac members who are present to introduce themselves. robin? are you with us? >> i am here, thank you. would you like me to go first? >> yeah, why don't go ahead and introduce yourself and then emma and naomi. >> great. hi, i'm robin, a parent of three children in sfsud, and a senior in high school who has been a public school student since day one, an 8th grader and a member of the parent pac. >> i am anna, a proud parent of a student at r.l. stevenson elementary. and i'm the chair of the native hawaiian-pacific islander parent

advisory council. and i'm also the vice-chair on the pac. >> naomi? >> hi, guys, i'm the chair of the pac this year and i have a seventh grader at altos middle and an 11th grader at jewish community high school. i am so privileged and honored to be here today. it's been a really intense call, very interesting. and i'm really proud to be sharing the work with all of you on this call. and i wanted to give a shoutout to the parent advisory council coordinator, michelle. she puts in tireless work for our council and she's constantly teaching and guiding us and leading this work. so big shoutout to michelle. and then also on behalf of the pac, we to sincerely thank commissioner cook and commissioner norton for

all of their service on the board of ed. we appreciate everything that you guys have done. and for your service. and we have so many people and we have 287, it dropped from the 400 earlier tonight, so a lot of people are paying attention. so i wanted to go over the role of the parent advisory council. we're here to represent the parents' voices and perspectives in order to help inform the board of education as they discuss policy and make policy decisions. this is our report for december 8, 2020. this past summer, we identified priorities to focus our efforts on for the 2020-2021 school year. which include communications, number one. between the school district and the families. as well as between the school

sites and the families. and number two, all things related to and, number three, issues of equity which permeate all access to services, including the ability to have one's voice heard. and we tried to distill it down to the essence of what we want to do and updates on key and ongoing initiatives which the pac is actively engaged in right now. so robin will now talk a little bit about communication and distance learning. >> thank you, naomi. the pac acknowledges that the district is making great strides in improving the communication to families.

including using various platforms and channels and to have multiple languages. and we are to understand that sometimes short timelines and the ever changing status of the pandemic can create challenges and effective communication. however, we do have real concerns about long-standing disconnects that are exacerbated by the current situation. we have for example, which many of you have heard iterated in the public comment that on november 7, 2020, during a special meeting of the board of education, district staff provided information on the plan to return to in-person instruction in phase 2a. so in this presentation the students in grade tk through first were included in phase 2a. and then on december 2nd, without prior communication or notification, emails were sent to families through second grade, and about the interest of returning to in-person

instruction. it created confusion, concern for many families. this was a first that many people had heard that second graders were being considered for return in 2a. we heard that some teachers learned about the surveys for the first time when they received emails from confused parents. asking questions and trying to understand if their child's teacher would be returning to the classroom. i know that in my own household that one adult received the survey email of the person who does not do a great job of managing their inbox. and i found out through a text from a friend and we had a mad scramble to find it and i'm a resource person who, you know, was getting insider knowledge and we still had a mad scramble. and we couldn't find the subject line, it wasn't very urgent, so my partner would definitely not have paid any attention. so today the pac only learned

that 32% of the families responded. we have been talking about this a lot in the pac and we really appreciate the transparency and sharing your plans to follow up and all of the comments that have been made thus far. it's been a big point of conversation among the pac this week. and we just continue to underscore the need for the district to continue to improve the communications so we can support principals, teachers, families. we have been looking at some communications sent out from school sites that we thought that were helpful and useful and equity progress and transparency focused and, they responded after the december 2nd survey with an email with a lot of clarification and detail and opportunities to connect and to answer questions. you know, but this is only one school site. so we know that there can be inconsistencies with other school sites. and we encourage the district to

survey all families regarding their preference for returning to in-person learning. we think that it would be great to do this in this way, and so we could get a clear understanding of what the demand could be. and it could help to determine what resources are needed. if we had a better picture of what all families are asking for. so that is howe our high level summary of the discussions in the pac about communications and now i hand it over to anna and my fellow pac member who is going to talk about equity and family voice. >> thank you, robin. the pac agrees that it is important to do the difficult work of dismantling racism and white supremacy in our school district. we want authentic stakeholder engagement in all initiatives. this is why we want to support

the principals who serve at the 40 plus schools that have been identified for this and i have requested more time to do this work. currently, principals feel pressured to participate in a rushed and inauthentic process. what they want to do is to be allowed the time to engage in critical and powerful conversations in their communities. they see this as an opportunity to use culturally responsive teaching and to work together to interrupt the systems of oppression and racism that have led us to where we are today. and it's an opportunity to bring our communities together around a common goal. i will say this again. to rush the remaining of our schools is to miss an opportunity to bring our communities together around a common goal.

so often we have been separated by the pandemic, and program pathways and socio-economic factors and more. the remaining process provides a rare opportunity to come together. to learn from each other, and to engage in collective healing practices. to expect that all 40 plus school sites can effectively engage their communities during this pandemic while simultaneously trying to support students and teachers in distance learning, to connect with and to support students and families to ensure their well-being and to prepare their sites and staff for a safe return to in-person learning is unrealistic and inequitable. principals want the opportunity to come together with the remaining committee to discuss the challenges around engaging all families in their schools, to learn from each other and to

align the process with developing their school plans for student achievement. (please stand by)

>> -- commissioner molina asked for full community involvement in the naming of all housing sites going forward. we are asking for the same consideration for the communities that have been

identified for renaming. the p.a.c. is 100% supporting the renaming of these schools. what we do not support is rushing the process and not honoring parent voices. please help principals in their effort to move this important work forward with meaningful community engagement, and please do not let this be another situation where families continue to be frustrated with the district and feel that they want -- that they don't want to be in the participate or they don't feel heard. thank you. i will now let michelle talk about the areas of the ongoing advocacy. thank you for listening. >> thank you, anna. the p.a.c. is involved in many different initiatives in the district, including, but not limited to, the alignment and

collaboration of the various family advisory groups, the local control and accountability plan or lcap, including spear heading lcap meetings and community engagement around the three-year lcap plan. arranging meetings and bringing the community and families together for perspectives on a wide range of community gatherings, and working to set up a time for p.a.c. members and board members to come together in the new calendar year to discuss priorities on how we can best achieve these

priorities. >> applications are accepted on an ongoing basis. for more information or to request an application in any other language or with any question in general, please e-mail pac@sfusd.edu. attending an upcoming p.a.c. meeting to see if you enjoy what we are doing or if you have any questions about it. our next p.a.c. meeting is scheduled for january 6. wednesday, january 6, and it's from 6:00 p.m. to 8:00 p.m. through zoom. p.a.c. meetings are open to the

public. we welcome anyone to attend. we welcome our commissioners, student advisors, and anyone. we would love to have you. translation and interpretation can be provided with advance notice, so let us know, and we're so happy to will with comnew members. we're really looking for new members, if that message is not clear. so please contact michelle jacques minegues with any additional questions or concerns. this concludes our report. thank you for staying up late for us. >> thank you for your patience, as well, and going out of order. so thank you very much. any public comment on this

item? >> clerk: please raise your hand if you care to speak to the parent advisory council report. i'm seeing five right now, president sanchez. >> all right. let's do 90 seconds each. >> operator: okay. hello, julie? >> hi. i wanted to start by thanking the p.a.c. for all the hard work that all the families do without any pay. the unpaid labor that you're putting in for our families is really appreciated, and i would

encourage you to borrow the commissioner's language to go outside sfusd's representative and democratic process. i hope they're still here listening to the parent p.a.c. and will listen to the american indian p.a.c. i feel like it's frustrating when these important parent conversations, parent-led conversations with bu conversations are bumped for things like the reopening discussion. i do want to say that while i understand the tension around speed and thoughtful engagement around school renaming, i'm also hearing from some families and educators who had really exciting processes at their sites, and i'm hoping we can learn from what that's looking like marched to ensure, you know, our families who walk

into our communities will see a less racist and more equitable approach. thank you for all that you're doing. >> operator: hello, alita? >> hi, everyone. thank you so much to the is -- p.a.c. as a parent in this district, there's so many times when you

just feel overwhoverwhelmed an. and to have another advisory committee bringing more focus to the work is just so empowering and so reassuring. so thank you, p.a.c. for raising your voice and bringing up the important issues, and the c.a.c. looks forward to advocating alongside of you. >> operator: thank you. hello, brandy? >> hi. my name is brandy, and i am a parent at sutro elementary school in the district. i'd like to add my voices to thank the p.a.c. for all of their hard work. in the school renaming process. my school has been going through that process and the chair of the school site council, and we are excited to get a new name. a lot of our families, now knowing the history of the person that our school is named for really want to see that

removed as soon as possible? we are not a school with a lot of resources? we received title i funding. most of our families are english language learners, our children, as well, and we are just about done with two months of meetings with interpretation and translation at each. so it's sometimes -- i can't speak for all parents in all schools, but i know we have had some parents and children at some schools that have been clamorri cl clamoring for years to have the names removed. this has been a good experience for us, and i know for our school community -- again, i can't speak for everyone -- we would be really hurt if we would be asked to keep our racist name for another year.

so thank you for allowing me to share my perspective, and i'm glad that other groups will be able to share their views, as well. thank you. >> operator: hello, joan? >> yes. this is joan he fferly, united educators of san francisco. i want to thank alita for saying that parents can really engage the staff around renaming. uesf supports the renaming. we know that schools are different spaces, but there are schools that have larger communities or more diverse communities, and they have a

need to engage at a different pace. some schools may just need to be individualized. thank you for consideration. >> operator: thank you. la toya? >> yes, i am la toya, and i am [inaudible] and also, i wanted to respond as an individual, not an apac leader, but i agree with the last commenter's suggesting with the name change that don't have any opposition, and the parents have already been allowed to provide feedback for the name change should be allowed to proceed while the others that have issues should be allowed to

resolve those issues. thank you. >> operator: thank you. that concludes public comment, president sanchez. >> all right. any board members or student delegates want to say anything? if you do, go ahead. commissioner moliga and commissioner collins? >> i first want to say thank you to all the parents. i want to give a special shoutout to anna, my girl moan. she's pacific islander, and tongan students perform very well throughout the country, and they're not even counted in the school district. but she's still here, right? in community, in solidarity to help advance the work that we want to do for our students. i just want to mention that because there's a lot of folks

that also are not recognized in our school districts that are here in solidarity, so i just want to recognize you. the comment around the school renamings. i do support. schools are ready to go, communities are ready to go. i think that schools that are not prepared, you know, we should support them around that process, as well, right? i don't think we should be held up in, you know, causing more stress in things that, you know, folks could probably figure out on their own on the ground. i did make a comment at the buildings and grounds committee in terms of having community input, and i just wanted to give a little context around that. a lot of times when we're doing work, we're in communities, and i want, you know, everyone to understand that we're going into places where people live, where people have been, some of

them for their whole entire lives, right? so for us as a school district, it is important for us to be respectful and mindful of the places that we're going. i think having a process, you know, where peoples are, you know, available to capture the inclusiveness of -- inclusiveness of community is very important. i've had that conversation a couple of times with school district folks, and it's, you know, something, you know, that's not sinking all the way down in people's values and philosophies, so -- sorry. i'm sorry. i lost train of thought. let me turn this phone off. but i do just want to say thank you again, you know, for the parents for always showing up and for the volunteer work. you guys really are, you know,

the true she-roes and heroes in this work. thank you. >> okay. commissioner collins? >> i just wanted to, again, extend my appreciation to families for serving on the p.a.c., encourage new families, if you want to be involved, if you want to given put on policy, encourage them to apply, but again, say, it's the unpaid labor of you all and your heart, and your love for all of our students that makes our district better, so again, just deep appreciation for all of you and for your voice. >> vice president lopez? >> yes, thank you, also. and i just want to say, you know, looking at our priorities, i think we are aligned, but i am appreciative that you are naming learning in this process and prioritizing

learning that's happening virtually, which it is not ideal, but it is indeed occurring, and what learning will look like once we transition back into the classroom. but i stress that because i know there's a lot of phrasing as far as learning not occurring during this time, and i know that's very false, and so i just appreciate you bringing that up and to our attention. >> thank you. any last comments or questions? >> yeah, i would like to say that, umm, thank you, f for yo work and volunteer work, as everyone else has said. i just think about my mom and her responsibility with her kids, and i can imagine each and every one of you have tons of responsibilities, but the fact that you prioritize your students and your students' career in school, it's truly admirable, and i thank you for

all of that work. >> all right. okay. thank you again. i'll pile on the phrase, i think you guys are wonderful, and i remember back to starting back in my first years on the board of ed a long time ago. and thank you anna, all the p.a.c., and stay tuned. we are revising the timelines for the school renaming. i thank you for your eloquent talking point on that. i've been listening, and i've talked to a lot of folks, and other board members are listening, as well, so there should be some communication coming out soon, so just hold on tight. all right. so thank you all again, and we a are -- our other advisory committee, we're going to move

to january 5, so the indian advisory committee will move to january 5. okay. seeing none, we are moving the item on -- oh, sorry. commissioner collins. >> just had a question. is it because of the timing that they were moved? is that because they were put at the end? >> a couple of the folks had to drop out. i didn't expect that item to go as long as it did. it's one of the pit falls of being the president of the board. >> i do understand. i just want to say the parents that are regular volunteers in p.a.c., it's the beginning of the agenda, and parents that do want to be involved, i do appreciate their involvement, but the p.a.c. parents, they

show up all the time, so i would just request that we maintain that structure because they do volunteer and show up at all of our meetings, so i would just like to keep that structure, as well. it's a balancing act. >> it's a balancing act, and they're not coming to every reporting out, but the meetings that they're reporting out, we can put the reopening process after that. but we've been trying to prioritize the reopening, of course, because there's been a lot of demand for that. >> yes, i know. >> it's a balancing act, so i apologize to everybody who had waited so long. so -- but again, we are moving up the student assignment items, so i'm going to swing it over to superintendent matthews. >> thank you, president sanchez.

tonight, we have chief o'keeffe and her team, and they will be presenting this item to you and the community. miss o'keeffe? >> thank you. good evening, commissioners and superintendent matthews. my name is ord o'keeffe, and i'm the chief executive director. the subject of agenda item g-9 is board policy 5101.2.

in december 2018, the board passed resolution 10125.891 developing a community based assignment system for sfusd to address concerns that the current district wide school choice assignment system has not reversed the trend of racial eye owe lation. it's complicated for families to navigate, and it's not sufficiently predictable or transparent. since then, the board engaged in a two-year-long development process has been included 12 convening of the ad hoc committee, four virtual community information sessions, dozens of additional conversations with san francisco families and community groups, case studies from other districts, and policy simulates conducted by stanford researchers.

board policy p-5101.2 was heard by the board on december 1, 2020, and the full presentation is on board docs. the policy describes the methodology that supports the board's goals for diverse school enrollment. the policy includes an amendment recommended by staff and [inaudible] and discussed at the december 1 committee of the whole which memorializes our commitment to make implementation decisions in partnership with the community. if the board approves the policy this evening, staff is proposing an 18-month timeline for implementation because that is the fastest we could get everything ready, and we understand the board wants us to move quickly.

will policy does not include actual zone boundaries, the assignment algorithm or diversity categories. that's the hard work that lies ahead during implementation, as we transition from policy development to policy implementation, many policies and procedures will need to be established, su established,. this will give staff the green light to implement student policy decisions in accordance with those policy guidelines. if we need to take longer in order to do a good job, the policy guidelines don't prohibit that from happening. the proposed budget fore implementing the new student assignment policy is $2.56 million over two fiscal years. we have confidence that this investment will result in eventual savings. for example, we currently spend

about $30 million on transportation services because of our full choice system. we believe the goals of availability and proxibility will benefit zones. the majority of the investment is not needed until later in the implementation process once the superintendent and board with ready to approve specific zones. for example, about 50% of the zones are for people to build a new science algorithm and science and data structure needed to assign new students under new rules. that is a downstream cost, not add immediate cost. the one-time cost less than 50

on are to support implementation, marketing, and community analysis. these are things we need to invest in any ways to address the challenges that sometimes encounter when enrolling in sfusd. we need time to execute well in sfusd, and these up-front investments will help fill that bench. these one-time investments will fade out as we transition to a new way in enrolling students in sfusd. we don't believe there are intentions between those goals and moving forward to implement a new student advisory policy for elementary schools. we can push this in -- forward in a meaningful way in the next

six months without disrupting learning. there are aspects that we'll need to hold space for after schools are back in session in person. currently, families are busy with distance learning and thinking about in-person learning, so we would not want to launch or phase of community engagement until fall 2021. before we do that, however, there is a lot of work we need to do. we need to build structures and teams like teams like an advisory community and community goals, creating explicit meaningful opportunities for families to participate in and inform that process, and the final results have demonstrate how feedback from families has impacted the

decision making process. in closing, the recommended action is that the board approve policy p-5101.2, elementary school student assignments. thank you. >> thank you. any public comment on this iteite item? >> operator: please raise your hand if you care to speak to the student assignment policy. >> president sanchez, i believe that supervisor haney is here. i wonder if we could promote him to panelist and let him state first. thank you. >> thank you, commissioner norton. i just promoted commissioner haney to panelist, and he

should be able to speak now. there he is now. >> supervisor haney: hey, can you see me and see me all right? well, it's good to see you all, and i think we have late meetings at the board of supervisors, but you all are meeting even later than us. this is a challenging time for our students, for our educators, for our schools, and i am inspired by how hard you all are working and how you're stepping up. i want to thank you for everything that you're doing, and not

help to create equality for our students or desegregation. it in fact, unfortunately, has, in many cases, done the opposite of that, and i really want to thank you and congratulate you for coming forward with a proposal here that i think will get us much closer to a system that will

work for families and for schools and for students. i want to thank you, orla, for your hard work. i know we worked together on it for many years, and for all of your hours and all of the families and all of the students who gave their feedback to get us here. i'm not going to tell you what to do, because i know when i was a school board member, i didn't like people telling me what to do. but i want to say thank you for all of your hard work. last thing i'll say is thank you, esther, for all you do. i also want to shout out to the student delegates. you all are extraordinary. it's just been so inspiring and hopeful to see your leadership and how powerful you all have

been and essential to the kmfrgs at a time when we need you more than ever. you've been leading, and we've been following you all. so thank you for leading, thank you for taking this on, thank you for seeing it through. this will make a huge difference for the constituents that i represent in district 6, but more importantly, i believe this will lead us to more high quality, accessible equitable schools for our students and kids. this is a really hard time, and you all are stepping into this moment in a way that's inspiring us, and thank you for letting me crash this meeting. good to see you all. >> thank you, supervisor haney, and i think some of us will see you at the next select committe committee. thank you so much. judson, you got a lineup there? >> operator: yes, we've got five speakers up.

>> okay. 90 seconds. >> sorry. this is michelle with the p.a.c. for judson, i can't raise my hand because i'm a panelist, but michelle and i want to tag team on a presentation. >> operator: president sanchez, should we start with them? okay. go ahead, michelle. >> okay. good evening, commissioners, staff, and community members. my name is [inaudible] to the san francisco board of education and i'm speaking to you this evening on behalf of myself and my colleagues. representatives from the advisory -- family advisory would like to address comments made as part of the board's discussion of the proposed student assignment system at the committee of the whole on tuesday, december 1, 2020. the advisories appreciate commissioner collins'

participation in the discussion, including her questions of us as well as proposals to move the policy to the budget services committee for review and to postpone the decision until the new board is seated in january, and also commissioner moliga's support for the proposals. the advisors deeply understand the need to change the system that doesn't work on multiple levels for so many of our students and families. we also understand that commissioners who have been deeply involved in this process would have a desire to vote on its passage before the end of their term. however -- and i will now turn it over to lisa scherr. thank you. >> i'll be calling on lee right now. alita? >> thank you.

we take issue with some of the commissioner norton's comments. we find them appalling, troubling, and insulting to families and our work and to the values of being student cancered and equity driven. tonight is a perfect example. in all of the public comment that we've heard, we have heard one comment in spanish and zero in chinese or mandarin or cantonese, and zero in other languages. our sign language viewers are commenting that the sign language interpreters are having trouble keeping up with the commenting. when we use tools, we find that

we are really only engaging with our most privileged families. we are hearing from families that they simply don't have the ability to engage with us right now. the pandemic is impacting families' income, food security, scarcity, and commenting on a project of this size is unrealistic and insensitive to families' realities. also, this pulls staff away from other krisscally important projects that need to happen right now, especially as we plan for school reopening. thank you. >> hello, alexander? hello, alexander?

hello, la toya? >> hello. it's me again, la toya fisher, and i am calling again because i would love if you would not vote on this and let the new board vote on this. this is less not desegregating schools more so it is about politicians and keeping the affluent kids away from the nonaffluent kids. until we are considering how to better integrate our schools, let's hold off on integrating a new student assignment policy. thank you. >> thank you. hello, julie? >> this is julie, and i think some members -- most members of the board have heard my thoughts about this resolution. i think in terms of family

engagement and the conversation about whether or not family voices have been listened to, i think it's frustrated when representatives of parent p.a.c.s and communities impacted by segregation say don't move forward with this, this does not meet our needs, and the board decides to move forward any way. it sounds like it's something that you're planning to do. if it does go forward, then i hope that -- you know, i hope you're right, but i have serious reservations. i'd like to reiterate the call for this to go through budget committee specifically to look at the impact it would have on-site budgets and free and reduced lunch for families because the percentage of families who are low-income and qualify for free our reduced lunch, there's a lot of term

equity in terms of the school sites, and i'm concerned that simply existing around some students and creating a process that families who have been marginalized has the potential to blow up site budgets and impact black and other marginalized families. so i appreciate the recommendation to send this to budget and not vote on it tonight. thank you. >> hello, carmen?

[speaking spanish language] >> thank you for taking my comments. what i can say on the voice of the parents, a lot of us have more than one kid in school, and sometimes we take jobs that are close to our job sites, and if there's an emergency, we can head to the schools faster. in my case, i live on the outskirts of the city, and so

there's not too many options to have my kids clear to my job rather than near to my job site. and i would like to organize meetings to consider the parents' opinions or even pick the meetings that have more meaning to us. thank you. >> operator: that concludes public comment, president sanchez. >> thank you, mr. steele. okay. commissioners? >> before we moved on, i did want to mention some of the concerns for our a.s.l.

interpreters, and i understand there was maybe lack of guidance and apologies on our end as far as the length of this meeting and the vast topics and terms that come up, i think, you know, of course these are thicks that we are learning through, and we'll definitely build on and get better about, but if we can learn to check in with our interpreters as far as breaks or any communication that they need, and again, just wanted to appreciate you for your work. >> i think, vice president lopez, we've been coordinating with them regarding the time frame of the meeting, so we've been discussing with this prior to the meeting. everyone was aware that we were going to go at least until 10:00 tonight. >> sorry. if i could jump in tonight, this is one of the interpreters. i didn't realize that we were going to have a break, and it

would be great if we could have a break. i'm exhausted, and it's impacting the quality of our work. i'm sorry. >> i'm not against having a break. i can eat something, so how long would you suggest the break be for? >> at minimum, 15 minutes. that would be great. thank you. >> i support that. >> all righty. everybody take a bio break. >> thanks. >> anybody want to go? >> i can go.

>> go ahead. >> where's my friend, orla. >> good evening. i am here. i apologize. i'm having a power outage issue. i'm sitting in the dark, but if i put any camera on, you won't see me any way. >> i just wanted to ask some questions, and we can go back and forth. i had a good conversation earlier around the budget, and i had a lot of questions, you know, about how much we're getting ready to spend on this, which, to me, it's a good price tag. so orla, can you breakdown everything from the positions,

how this funding is going to get scaled out, how things are going to be sunseted, what position is actually going to remain, you know, that's going to be ongoing. could you just start off by responding to those questions? >> absolutely. yes, commissioner. first, i hope all board members got a copy of the fiscal impact analysis memo. it should be in your inbox, and that breaks everything down, breaks all the costs out and talks about what's one time versus ongoing. and 91% of the costs are one-time, and it's -- there's just one item that we believe may be ongoing, and that is building up the infrastructure within the educational placement center to have a skill set to manage and monitor the zones, because once we draw

them, it doesn't stop there. we'll be adjusting them based on normal projections, and we also want to make sure we're analyzing the monitoring system and coordinating all things related to the front and back ends of the data system. that's the only cost that will be ongoing, and all of the other costs are a one-time costs. i might have mentioned in my talking points that the initial costs and up-front costs are all going to be focused on communication, marketing engagement -- communication, marketing communications, data analysis, data story telling, work that we believe is important any way for us to be doing in order to change the experience that families are having when they're enrolling in the school district, and creating greater transparency.

we believe that changing to a zone-based system is going to be a paradigm shift for the whole organization and the city, and if we don't effectively communicate that consistently and get initial in order up front to develop all of the messaging that we need to make it easily understood and transparent, and if we don't do the kind of community engagement that we've committed to doing with our community advisory bodies and the development of zones and the diversity groups, and the tie breakers, we believe that's critically important to successfully implementing it. so those costs are one-time,

and they will help us operate, but the vast majority of the costs come once the zones develop. so the next six months do not the work once schools are back full time, to do effective community engagement, we have to design it and plan for it in a very thoughtful way, and so that's all the work that we're contemplating doing in the next six months, and hopefully continuing the community research partnership with stanford and developing contebt that we would share during the community engagement -- content that we would share during the community engagement process. i don't know if that answers your question, president sanchez. >> i appreciate that.

could you talk a little bit about where this funding is going to come from to kick start the process? >> yeah. to kick start the process, we're anticipating the funding can come from the savings that we're having in transportation this year, so as we have not been providing transportation services up to this point.

>> you can -- you know, you can name two schools that are the most integrated, starking and rosa parks. i've heard from families that they can be, like, two separate schools within a school, so the work that we need to do if we want to meaningfully integrate schools is also address antiblackness, which was also brought up by a parent. some parents choose schools that are well resourced, so

it as a district, we need to verify how we place resources in schools, but additionally, we have to work on antiblackness, and also antiasian bias, as well. in my neighborhood in chinatown, i've heard parents say that they appreciate certain schools, but they wouldn't send their kids there because they're all chinese. those aren't things that are going to get involved with an algorithm. i believe if we really want meaningful input, we need to address communities that are most affected by segregation, and that work is the antiblackness work that we're doing, the antiracist work that we're doing, and also, creating meaningful programs that families want in their

neighborhoods. and so -- and additionally, 2.5 million is a lot of money to spend or to commit to spend when we could spend that money on making our schools safe and for our educators and families. so i wish -- i'm not opposed to this conversation. i want it to happen in a meaningful way. i've heard from families that they won't feel like it's happening in a meaningful way, and i'm a parent, and i don't think it's happening in a meaningful way. so i'm opposed to moving forward with this plan. i'm not opposed to this plan overall, but i'm opposed to moving forward with approving this plan at this time. >> anybody else? commissioner -- okay.

student delegate realmanza? >> hi, thank you. i was reading over this resolution, and actually, it was brought to my attention a couple months ago by a student, and they actually had this concern, and i wanted to see if maybe by asking this, it could clear up this confusion. he was telling me that oftentimes people decide a school in a different neighborhood because it might be better resourced, and i think this is a common narrative we have in the s.f. community where if you go to a school where there's more money, you're going to get a better education. and i was wondering how to tackle that, this disparity that, like, people are seeing, and how we're addressing that in this resolution? >> i absolutely appreciate that

question. student assignment alone cannot address any of these things, but it is directly connected in multiple ways. so with our current student assignment system, because students are resources, families are resources, and the most important resources that any communities could have. unfortunately, under our current student assignment system, we have a situation where there are some schools that get very, very few requests, and therefore, their enrollment is really low, and they're underenrolled, and they are underresourced, and then, we have other schools that people are clamoring to attend and get into, and they are overresourced. so we are hoping that by

designing a school zone system, we will create robust diverse enrollment in all of our schools, but as commissioner collins said, it alone cannot work. so if you've got a diverse enrollment, you automatically won't have diverse schools. it's one piece of the puzzle, but it's not the entire piece. it's a role to play. >> thank you so much for answering the question. so looking at this level, when we think of zone, we think of a community. like, if you're in the excelsior, you can go to cleveland, like, that would be named. so in what ways are these researchers or your community -- or, sorry, your committee taking on these factors that certain neighborhoods are already

segregated just because of oppression systematically because i know when i read zoned, i knew there was more segregation that went into it. >> you're absolutely right. there are residential patterns in our city that have been formed by red lining policies and policies that have impacted generations of families. and so there are tensions between the goal of creating proximity and diversity because of many of these patterns, but luckily, with the support of some researchers and graduate students at stanford, we were able to create thousands of different zones to test the equation of is it possible to create more zones that would

create more diversity, create robust enrollment and resources. that's why we want to invest in community engagement because we want to develop those zones in conjunction with feedback from students and family members. you need to draw parameters to draw the zones, and so there are a lot of decisions that we need to make over the next few months before we can model the zones, and there are a number of issues that we'll neat to engauge in and discuss as part of the provision of designing the zones. >> okay. i have another question, if that's okay. i want to take up the public

comment earlier about people want to have a school for their student that's close to their jobs. are there going to be ways to appeal these zones for these circumstances or is it set and there's no special circumstances in this case? >> yeah, thank you. so the way we're contemplating is that every student will get assigned to a school in their school. there will be an exception, for example, with siblings, because we're going to continue to honor the sibling tie breaker. so if a sibling is already enrolled in a school that a younger sibling wants to go to, and they don't live in the zone, we imagine that would fully be a situation where a student would be out of their zone. but other than that, as much as possible, we want to have as few exceptions as possible. because what we've looked at

with our student assignments and the board, we've been working hard since the 70s to create integrated learning environments. when we look at these past policies, we see the initial intent often works, and it's all the exceptions that work against it. so even if the current system, if everyone ended up being enrolled in the schools that they were assigned to, our schools would be more diverse than they otherwise are now. and there are so much things that works against the board's policy goals. it's going to be important to not have all of these exit falls that won't work against the goals of robust diverse

enrollment. >> thank you for answering the questions. >> thank you for asking the questions. i look forward to chatting with you about this. [please stand by]

>> even the zone piece is and think we could have a k-8 in

each zone as a farmer parent who has gone through that wasn't a possibility when we are entering into the system at kindergarten many of the thought we could land a k-8 was really not a pos ability so, that meant more access for families moving forward. i know the zones haven't been drawn yet but that is something that carries with me and i think the language emersion discussion and language programs to understand how that is going to roll out and how going to be key to the zone on this something else i'm going to hold and as we move forward with this and then of course, absolutely a really authentic conversation with families who otherwise we don't really usually get to see who are engaging in addition to of course our parent leaders who are dedicating their time on a

regular basis but it's something that will be important to engage in and i think you know the modernizations of addressing a long-time outdated system and if this means the investments in the short term both in one-time cost and as well as if human capital to look at not only be grounded in community and responsive to students and families and that the data systems that we need in order to be more real time in our analysis to shift when we need to and to its great when we need to make changes and i just really think it's due time for those modernizations and there are other pieces of our operations and i've been very focal and supportive of and i see this is also a piece of that as well. thank you. >> commissioner poll inns. >> thank you. i just want to reiterate what

parents are saying when we talk about school quality, some of that have is based on bias. parents perceived value of a school when they don't have experience with it but i also want to say there's a lot of families when they're talking about school qualit quality thee talking about resources so i appreciate student delegate for bringing that up. what we're really talking about when it comes to resources the school portfolio and we're not talking about that as families and that is something that staff is talking about and so it feels like there's this, it's like where do we place k-8 schools or immersion programs and where do we place language programs or other special ed arts programs. they drive parents' decision-making and their ability to feel like they have

access to programs that they want and if we're not going to have that conversation and say we'll change like an algorithm, then the process is wrong and so i'm very frustrated because i feel like as a board, i don't know if other commissioners are aware, i'm not aware of how we're making decisions on programs and are we willing to put more programs in areas where we don't have them. are we willing to pull programs and redistribute them. those are tough conversation and if we're not having that conversation we shouldn't be happening a conversation about schools, like where we place families because where we place them has to do with what is available and i also want to say as far as diversity goes, that's another big, we all just talk about diversity as if everybody wants it and it's great and it's a superficial understanding of diversity because as a society

we chose not to be diverse, right. we keep having government plans and we keep undermining it and some of that is because of the anti blackness, anti asian bias, anti immigrant bias, families equate school quality with the number of black students or low income students or students that are homeless. i've heard parents say you know, if there's too many kids from the projects they don't feel they're safe and additionally, there's also communities of color that want to be in schools that are pro black, pro asian, pro latin x and they're choosing schools where their culture is valued and visible and their language and valued and visible and until we show them at every school back lids are loved and they are loved and asian families are heard, and that also drives whether they feel like a school we're going to do that and we haven't demonstrated

and you have to demonstrate it so we can pass this but we're not listening and we're going to do it and we haven't done it and trust us. i'm just, again, reiterating what i'm hearing from families and we have to put our money where our mouth is and that's a much more difficult conversation than a an algorithm and it's the latinx resolution and black city solution and those are resolutions that make communities feel valued and visible and talking about where we place our resource zoos every family does have access to a immersion program and arts programming and the same safety and support all families want for their kids. thank you president sanchez for allowing me to speak again. >> did you want to go, norm.

it's the last meeting so you might as well do it. >> either way, sir, if you want to go first no problem. go ahead. >> yeah, i just, the thing i want to talk about with our board is, you know, i think the school re-assignment issue is real. i know it's important so i want to first acknowledge that the other thing i want to remind us and just think about it and we're funding this and a savings that we located because of transportation and i want to really own in on that because we're saying that we're identifying that we're getting ready to allocate resources to kick-start this and i want to bring the conversation back to, yes, which is fine, right.

we can but we cannot ignore the fact that we have an equity issue around other components that are priority right now for us and we have the data meeting the other day with and i'm just going to say it, right, and so every single school in the district has at least one so families and kids are going everywhere in this school district to find a place and so, the data shows that you know, our kids are not doing really well, right and so, your

priorities is where your money is. priority is where your money is. if we're going to rehall a system, which i agree and we should do. we should do it based on the feedback we're receiving from the parents and commissioners. we have to continue to do that and also push the work forward to close the opportunity gap with our kids. and so, for me the issue around the funding, that's the thing that pushed my ears up the most, right, it's like ok, if we're going to do this are we ignoring this? are we saying that the school re-assignment system is a priority over black kids, latin x kids, and it's not in terms of how we're allocating the funding we prioritize that over these we

can move it all forward together but in a way that makes sense for the school district, right. we're always talking like we're in a budget deficit and we need to scale out these budgets. i had a great conversation earlier today and you know, i brought up the fact that we all have to be flexibility in these times and to me we have to have that conversation and we can move this and.

>> we're getting ready to build this but what about these other issues around our black and brown folks that haven't been really, you know, attended to yet. financially, financially, we talk a really good talk in this school district. really good talk. but the data shows that we're all talk right now and we all talk right now and that can change. we're getting ready to have budget discussions on tuesday. right, and i do support this effort. i think it's definitely needed and with all the feedback and everything and at the same time we need to be real with ourselves and really have a full conversation of what equity means from a school re-assignment system, specific initiatives and et cetera and et cetera. that is all i want today say about that and i'm going to pass it over to commissioner norton. >> thank you, commissioner

moliga. there are a couple of points i want to make. first i wanted to ask ms. o'keefe if you can talk a little bit about the equity features that are built into the framework for this policy. i think it's really also a dimension that we should highlight and i mean particularly piggybacking off of commissioner cook's comments and specifically we've built in some equity features for students and public housing, for example, and how some of those will work in this policy, could you talk about that? >> >> yeah, absolutely. and going to be thinking about

what programs are available where and how we can make sure as we draw the zones are providing everyone for equitable access and this is much greater and this is going to create a paradigm shift and require all parts of the organization to work in concert in service of our students and making sure there's equitable access. when drawing the zones we're going to look at a variety of demographic data points to make sure that we create diverse zones and that's just one aspect of it is grouping schools together in zones that students will have and choice of those schools and then there's the question of how do you assign students to schools within those zones, like, what is the mechanism for doing that and this is where we're going to use a variety of strategies

including having tie breakers so there's an equity tie-breaker, the specifics of it have yet to be all ironed out through community conversations and looking not asking students for individualized student data but rather looking at where students live and profiles of residents within that area to give preference to families who are living in an area of the city that have historically have had the least opportunity and have the least resources. we're going to use as we assign students to school and diversity and and whatever programs are

unique in the city, that no -- example, every child will have access to a kh. all child will have access to the language pathways that are available. students with i.e.p.s will have access to the choices and programs that meet their needs, so that will be part of the work, as well. discussions about, you know, programs and where they're located and opportunities, it will all be part of the process of designs the zones. we're also going to be giving thought to transportation as we design them to minimize the cost of transportation, to minimize the burden on families and to increase access. that will, you know, partnerships with city transportation agencies using, leveraging the sfcta grants,

developing a transportation plan will all be factored into it, as well. and then, i'd like to invite my colleague, henry o'connell, to see if there's anything he'd like to add to that. >> no, i think you captured it all. just maybe to summarize. diversity is not the same thing as equity, and the main equity lever in this policy is a tie break are for students who live in public housing or in historically underserved areas of the city, so what we need to do is work with the city to city which areas are getting their tie breaker, which areas are we using. within the scope of student assignment, it's giving a tie breaker that out of scope of this policy but absolutely parallel that needs to be done, we agree they're critical to do

in parallel with student assignments. >> before commissioner norton continues, i just want to highlight what you just said about students who reside in public housing will actually be advantaged by this regardless of what the zones end up being, whereas we've never advantaged, in any of our placement policies in the past, students necessarily that lived in public housing, as far as i know. >> and i -- and i think -- you know, thank you for highlighting that, president sanchez. i think that is a really important point here. i also just want to stress that the paradigm shift that you're talking about, commissioner collins, that you're talking about, commissioner moliga, if this is just an algorithm, it

will fail, like all of our previous attempts have failed. it is the tip of the spear to really push the equity work that all of us -- that we talk to your point, commissioner monthly moliga, that we talk about all of the time. participation has to be a part of this because if we're going to restrict people to zones, then we have to make sure that the range of programs are available in every zone. that triggers a whole other conversation. like, right families need to feel valued and appreciated for who they are in whatever school they land in, and i think part of the problem that we have, and i think commissioner collins, you called it out. like, in our current some more, this kind of market based assignment system is so

damaging because, one, it encourages self-segregation, but it only advantages people who have the ability to navigate the system, so that's why we enter d up with schoolst are half empty or 20% or 25% students with i.e.p.s, instead of the district average, which is 12%. we have a concentration of students with special needs. also, a way to how we fund schools. our schools, to a certain extent, are funded on enrollment. if you have a funding assignment that leaves some schools half empty, it means that those schools do have a huge resource gap, and that

perpetuates all of the problems that families are talking about, that miss curry-almanzo was talking about. students there show up with a lot of burdens and disadvantages, so all of this works together. all of this has to work together. the other thing about the market perception that i want to call out is, you know, clarendon -- i haven't looked at it lately, but clarendon is harder to get into than harvard. at least that's the joke. i'm sorry. we have many other schools in district, but that perpetuates itself. if everybody is choosing it, it

must be the best school, and i want that. it's not logical, it's very unfair, and it creates real misperceptions about school quality, and another reason why i think limiting choice is a really, really important way that we can actually support school policy throughout the district and set schools up for success instead of setting them up for failure, like our current system. i guess i just finally want to close with saying that, you know, loki said the hard work begins here, and that is true. this is a framework system. there's going to be a lot of work and a lot of decisions that the future board is going to have to make as this is implemented, and i don't want anybody to think that this is done. this is just the beginning if we vote on this tonight.

and i want to recommend to the board that you keep the ad hoc committee going to monitor the progress of implementation. commissioner lam, i know you've adopted budget, but some of your language on the pathways and policies, i hope you'll consider chairing it. i think you'll be an excellent chair of that committee, but, you know, whoever ends up sitting on it, there's going to be a lot of work to do and a lot of decisions to be made, and a lot of work that the commissioners who are coming on in january will be able to contribute to. i do think it's very important for that board to meet regularly and for that board to continue to monitor the implementation of that progress because it is going to just take up so many systems that we need to update, that we need to really think through, and to, in some ways blow up and

rebuild from the ground up, so i'll stop there for now. >> commissioner cook? [inaudible] do you want to? >> yeah, i can go, thank you. i just -- i just feel like what's being presented, as i said earlier, will put us in a cycle, and just, like, back in the system we already have. when i hear proximity, i just feel like a lot of the issues in san francisco mostly around, like, areas that are affluent and areas that are not will just be continued through the system. kids in bayview will only have certain options, and kids in, let's say, sunset, will have the better options just based on where we live, and it'll be based on that based on income and other -- and it'll always

be that way based on income and based on other factors. in the district, i see a lot of you are trying to sell us on this idea because this system is different because it promises equity, but i really align with what commissioner moliga says that the district provides a lot of lip service when it comes to equity, and i think there's way more issues that need to be solved in order to make this system work easier. antiblackness needs to be addressed -- just issues of antiblackness need to be addresse addressed. equity and other issues of why the system doesn't work need to

be addressed, everything that put us in this continuous cycle, if anyone gets what i'm saying. >> commissioner cook? >> yes, i get what you're saying, and i hope the process, if it continues, that will continue to be presented to staff so they have to continue to address it. i want to circle back to one of the things that commissioner moliga said that was really nuanced, and this'll be to dr. matthews. this'll be my last comment because i don't want to keep prolonging this discussion. there was this potential of -- the funding for this getting in the way of other priorities or

the -- the board's decision to do this, putting other priorities -- pushing back initiatives. i know with have a fund -- we have a funding plan, and this is a very big issue for the district. in your opinion, does this put aside some of the things like commissioner moliga mentioned, are things getting pushed forward simultaneously or are things getting pushed back? how are you thinking about t t that? >> actually, you've just given a commercial for next wednesday night where we look at our transformed communities, transformed lives, where we look at policies passed by the

board, and we look at the board's priorities and how we're moving in one direction. it is getting the priorities of the district straight and clear on that everyone knows what they are so that then, we can align our spending towards what we see our priorities are. and so the question you asked will really either be answered or begin to be answered next tuesday evening at the c.o.w., where we are basically aligning priorities >> so i would know the meeting. >> a meeting of the whole. >> right. >> okay. just not to -- not to lose that

show. is that discussion to help inform the board on the direction of district? >> so in order to do zero-based budgeting, we as the district have to have priorities around how we're going to make decisions. so around budget, like what you just asked, the board will be informing those priorities. what are the priorities of the district as we move forward? >> okay. okay. so then, yeah, i look forward to -- go ahead. >> so that's what next tuesday's c.o.w. is all about. >> okay. so that point is really important, and i know that that's a -- i've had that discussion with commissioners separately. you know, what is the money on here? what are the other things that do we really care about, and it sounds like we're going to have

really a time to really confront that next week, so thank you, commissioner moliga, for bringing that up again. >> all right. commissioner collins? [inaudible] >> okay. just want to make a final statement, like, there's red lining and there's educational red lining. if we set up zones, and we don't actively disrupt -- this is societal work, not education. this isn't something that we can just assume that it's up to the community. if we don't actively disrupt the way we self-segregate, we're going to be creating zones just like they do with test scores and grade schools ratings, they're going to be marketing those in zones that are considered preferred, you know, schools. and so that's why i'm saying we

cannot -- we can't do this work if we're not actively investing in those things, and we're not actively investing in those things because we've not fully funded the pacific islander resolution, the african american resolution. we haven't talked about the equity studies resolution or convened the task force this year. we have a native american resolution that we've put off on discussing, and there's an asian american resolution that we've passed a while back that we're not implementing. so that's the track record that we have right now for making that a focus, and so i hope in a -- that, you know, we make it a priority in our future discussions, and that, as commissioner moliga stated,

that it's more than talk; that we're putting our money behind actually investing in communities of color. thank you. >> okay -- >> one final thing, president sanchez. sorry. i promise this is it. i am hearing what my colleagues and our student delegates are saying, and i do want to voice that, of course. i know, you know, we're aligned. do i want to say that we've had opportunities to ask these discussions for the past two years, so i'm putting that out there, as well. i think [inaudible] was incorporating community, and again [inaudible] i'm

completely [inaudible] will include all of the people who need to be included in that discussion, and hopefully, that will be it. >> commissioner elliott? >> yeah, where's commissioner norton? you can always come back and volunteer to run. >> i'm not doing what president sanchez did. you got me for 12 years. no more. >> student delegates [inaudible] do you want to add anything? >> yeah. oh, my god -- oh, my god, i have a question. this sounds so dumb. what are we voting on? what is the question? what are we voting on. earlier, it was said we're not, like, voting on the implementations of zones, but more like this change. >> we are voting on the framework that sets up the

subsidy of new zones that will be considered through community-based process. so this resolution, in and of itself, does not set the zones. it allows the process to move forward for that to happen. in fact, the board won't vote on the zones. that will become a very political process, right? we're allowing this process to go forward, so yeah. right now, we don't know what that's actually going to look like, but we do know the characteristics of what they'll look like. and that's why there's all the modelling that's been done by the folks that tampered, so it's a little bit confusing, but that's the process. i do have a couple of things to say before we vote. one, i think i agree with

commissioner norton and others. we obviously opted to keep the ad hoc committee going. it might not go the whole year, but it will have to continue to meet, so we'll have that going. i [inaudible] we have a hypercapitalist model, which is the all for one, one for all. it's really all for one, all for one. it just makes everybody only turn inward and what's best for themselves, not what's best for the community. we created that system, and now, we have to demolish that, and by creating choice, we will move forward with that. by doing this, we will now have the first system that does that, and we will have, you know -- it's interesting that

it occurred over the last several meetings, but all i've heard in the last 10 to 15 years from principals and teachers and families how our opaque our system is, how confusing it is, how almost deliberately out of whack it is, and how it never has sort of the most marginalized families anywhere near the proportions it has with families with means, and we need to change that. this is going to change how red lining is in san francisco. that's a bigger issue than san francis francisco -- san francisco unified school district san francisco unified school district -- san francisco unified school district, but i

think it'll make our schools more diverse than they are right now. i want to thank commissioner norton for leading this process, and i want to thank everyone in advance for continuing the work if we do pass this resolution. so with that said, roll call. [roll call]

>> clerk: thank you. that's six ayes. >> all right. i want to thank everybody again. just to let you know, our a.s.l. interpreters, unfortunately, will have to leave at 10:00. we are working on that for the future. we're going to go to public comment, which is item -- section c, and i'm going to read the protocol for public comment. >> please raise your hand if you care to speak in general comment this evening. that means you're speaking on items that are not on the agenda. again, items that are not on the agenda this evening. >> and i need to read the protocol for public comment. please note that public comment

is your opportunity to comment on items in the board's jurisdiction. if you have a complaint, you may submit it to the superintendent in compliance with board of supervisors supervisors or district policy. if appropriate, the superintendent will ask that staff follow up with speakers. >> okay. thank you. this is for janae cobbs. i know you've been waiting to speak, to go ahead now. >> hi. my name is janae cobbs, and i am deaf, and i work at baker chavez hard of hearing schools, and i've worked there with

seven deaf students currently in my class. i believe there's 25 deaf and hard of hearing students in the school right now. this is a call about quality, accessibility, and equity. we've been trying to get various support for these issues with board meetings, and it's been an ongoing process, and it's quickly become a legal issue. i feel there's been at least 15 violations against the americans with disabilities act regarding accessibility, and i would look to sfusds core value of equity, and i haven't seen any examples of that in what's been happening. there has been a high turnover of staff and students that disruptions students' flow of active education, and also, we've been requesting a.s.l.

interpreters on-site and in general for that condition on the school site to be improved and there have been various issues raised with interpreters, but really, we need for the deaf and hard of hearing staff to be listened and not brushed aside anymore. this needs to stop. action needs to be taken, and it needs to be taken now. thank you for hearing my comments. >> thank you. >> joanne? hello, joanne? are you there? >> hi. can you hear me? >> we can. >> i'm here. >> okay. >> my name is joanne mar, and i'm speaking on item 19 that was on the consent calendar -- >> we're going to be talking on that in a little bit.

>> do you want me to hold my comments until then? >> yes, please. >> okay. >> oh, okay. sorry. [inaudible] we are going to be hearing the k.l.w. matter in a little bit, so just hold off a little bit if you want to speak on that item. okay. rhea? >> hi. thank you so much. my name is [inaudible], and i go my rhea. we have seven deaf or hard of hearing staff. we serve deaf and hard of hearing students and families. our d.h.h. staff has faced a lot of access and equitiability issues that we quite frankly have heard apologize tonight.

the fact that they tried to advocate for themselves to access this information through the q&a and were shutdown and weren't able to make their voices heard until hearing people advocated for them is really indicative of the problem. the fact that j.c., janae cobbs, begin to speak, and i saw most of you look down at your phones, is indicative to me that this issue is not important to you. these affect our students, our colleagues, and they have a right to be a part of this conversation to advocate for themselves and be a part of thistion infor this information. we have been advocating for this issue for years. we demand to have a.s.l. interpreters at sever chaz. every single member of our

district should have training in disability. we should know -- [inaudible]. >> please, please hear their voices. >> hello, maya? >> hello. hello. my name is maya simone, and i'm a senior at george washington high school. during my time at george washington, i witnessed numerous issues, such as bullying, racism, and body shaming. derogatory terms are used on a daily basis at washington. one student spoke about his experience when he was told to go back to japan, even though the student is chinese american. another prominent issue in my school is dismissal from staff. one student recalled being

verbal verbally harassed by an older male student. another student spoke to staff about being raped by a fellow peer. she w the trauma caused her to leave washington. time and time again, faculty has shown that they do not care about their students outside of academics. if staff continues to not take action against perpetrators, students' academic performance will decrease, and i yield my time to pamela cruz. >> hi. my name is pamela cruz, and another issue at our school is a traditional dress code designed to target women

[inaudible] shows that have been said to be breaking dress code. [inaudible] makes the students feel uncomfortable [inaudible] biggest issue at gwhs is derogatory terms from students and staff, and a restrictive dress code towards females and ultimately no accountability consequences for students or staff who commit these acts. [inaudible] updated ethnic study court as we study course [inaudible] and lastly holding offenders of any negative actions accountable by having a set of consequences

for everyone who commits acts like these. thank you. >> thank you. and president sanchez, i'd just like to acknowledge that it's 10:00 p.m., that our a.s.l. interpreters and closed captioners will be sounding off at this time. >> okay. thank you. >> and thank you for your service today. >> thank you so much. >> hello, alita? >> hi. so as the advocacy chair for the community advisory committee for special education, i am so grateful to rhea and j.c. to speak up on behalf of the cesar chavez community. i'm really disappointed that our interpreters had to leave at 10:00. i do think that this is amazing timing, though. as superintendent matthews

mentioned in his report today, this is disabled students week. we had the most amazing stories from students about their self-advocacy. i also have to say that this is, like, universal design for learning in action here because everyone needed a break. we all need a break in the middle of these meetings, but it was really someone from the deaf and hard of hearing community standing up and asking for their rights to be enforced to get us everything that we all needed to begin with, so we really, really need to do a better job as a district of being less ablist, to listening to those who are the most marginalized and supporting each other. so thank you. i don't think that this meeting

is accessible to j.c. any longer, you know, but it's not her job -- sorry, their job to standup and ask for what they need. it's our job, those who have the privilege, to standup and watch out. so i hope we will have more closed captioners and interpreters in the future to make sure that the meetings are fully being assessable. and also, i hope we'll have an ad hoc committee, because that meeting was five hours. >> thank you for telling us. hello, kim tree? >> hi. good evening, everybody, and yes, it has been a long meeting. and i really want to comment on all the many, many, many things

that have been said. i'm here tonight and have just been waiting to speak with commissioner norton and commissioner cook, and thank commissioner norton for her years for service. i sent her a text message, but i also just wanted to wait and thank you in the public comment. and then, also, the son of my heart. your election to this board, yes, fulfills lots and lots of dreams and hopes that i have had over these years, and i don't care. i'm going to bawl and cry, and i thought i wouldn't. i thought i've been on-line long enough that i got it out. but the work that you have done, it has made me incredibly proud. and not just me, but this community in san francisco and black moms and black dads and

grandparents. we look at you and just beam, and i am grateful for your time on this board, and the service to this board. and shoutout to the student delegates. you're amazing. >> we can let her keep going. >> hello, louis? >> greetings and salutations, all. i'd like to thank everyone who help get these meetings broadcast in public. thanks to the various interpreters. thank you, superintendent and public for lending an ear. my name is louis guice. in 2007-2008, i served as

student secretary to the board of education. i wish i was here with complaints. i wish i was here with anything other than i'm about to say, but it is unfortunately tragic that, last month, lamar williams, who -- man, i don't know how i'm going to get through this. lamar williams and another district grad, mare hampton, unfortunately, were taken from us. i did not know mr. hampton very will wi well, but i had many positive experiences with mr. williams, and i had no idea how big he was in the fillmore community. he coached my brother's

basketball team, as well, and so anyone who would do anything for a kid of mine, you know, you'd just give the world to, and i'm just heartbroken, and i hope that we can all, you know, come together and take a moment to remember him and mare, as well. they are our san francisco community, and we have lost someone who shapes so many young people. and i thank you all so much again for listening. >> thank you. >> thank you, and we'll pull through together somehow some way. >> i mispronounce, but coop. >> hello. my name is coop. i want a youth organizer, and i want to thank everyone for giving me a space to speak and organize the meeting, as well as all the interpreters and the

board. we need the san francisco board of education and city leadership to take a bold initiative to helping black people. immediate new partnership between the city and sfusd to offer newbold supports for black and brown students' basic needs, including mental health, financial supports, healthy food supports, transportation supports, and housing supports for youth and their family and support the equity framework for reopening san francisco public schools and an independent student plan for all students. text equity, to 474747 now, to

show your interest in supporting the initiative. thank you, and have a wonderful night. >> thank you. >> hello, nolan? >> hi. how are you? my statement was prepared with the help of a deaf person, as well. my name is nolan. i go to cesar chavez elementary school. it employs more than seven deaf and hard of hearing staff and serves more than 25 deaf and hard of hearing student staff. [inaudible] i second what janae cobbs and rhea expressed, that deaf and hard of hearing people

should have access. that means a.l.s. interpreters and closed captioning for all live meetings and on sfgovtv. that means hiring interpreters to stay on past 10:00 p.m. the entire meeting needs to be accessible for everyone. tonight's board meeting was reprehensible for how easily we ignore the needs of deaf throughout. people, interpreters need breaks. our d.h.h. folks, our colleagues, our families need to be prioritized, respected, and valued. >> thank you.

>> hello. coleman speaker six, natalie. >> hi. good evening. my name's natalie. i am a youth organizer as coleman advocates. i want to take a moment to say farewell to commissioner cook. you made a special offer to work with my students at bell, and that collaborative effort is something we appreciate and want to see more of going forward. i want to thank commissioner collins, lopez, and moliga for hearing with us and keeping this line of communication open. [inaudible] equity framework to prix opening san francisco public schools. we need a board of education the city of san francisco and sfusd to make an immediate

partnership with coleman consult [inaudible] have been experienced by our neediest students and families. [inaudible] numbers of students logging in to distance learning, members of students logged on who are engaging in class, the number of students being kicked out of distance learning classrooms [inaudible] we're asking parents and students across the whole district to stand in solidarity [inaudible] also, our students who aren't able to speak tonight are going to share their floor of [inaudible]

thank you. >> thank you. hello, julie? >> hi. first of all, i want to cosign all the comments in general public comment previously, which are addressing really serious issues. this -- i'm speaking in something a little more light. i wanted to take a minute to appreciate commissioners cook and norton. i've not always agreed with you on the board, but i have a deep amount of respect for. commissioner cook, i really appreciate the gift that you've given us in opening the board meeting with inspiring words. i've seen you walk the walk to get computers and laptops out there to students who can't access the digital divide. in speaking, which you have a way with words, one that will stick with me forever, when you

were at a budget meeting and talked about how you felt disconnected in school in different ways, and you said it better than i did, but you said to educators right now, have a student in your classrooms who are feeling disconnected, and they are a future president to the board of education. i thought that was really powerful, and it addresses our young scholars, especially scholars of color. commissioner norton, i really appreciate your historical memory and how you bring your lived experience as a parent and a parent of a student with disabilities to the board. that's something we're going to be sorely missing, even though we have some new commissioners coming in. as a white mother, i'd like more modelling on how to recognize racism and speak out on it and challenge it. thank you so much. >> hello, caller? >> hello, everyone.

my name is carla, and i am the chair of the c.a.c. for special education for sfusd. sorry. my voice is going out. it's after 10:00. i am also a parent in a deaf and hard of hearing pre-k class, and i have a student who's a freshman with an i.e.p. i want to speak out and stand in solidarity with my fellow educators and community members who are deaf and hard of hearing. i completely agree that this issue needs to be addressed by sfusd, strongly addressed. there needs to be a commitment on the district's and the board of ed's part to make sure that interpreters for everyone that is available and continues until the end of the meeting, and they are giving proper breaks. people should not have to be

dropping information into the q&a, trying to get attention: that should have been addressed, and the meeting should have been stopped. i have three and four year olds that i'm trying to show that their disabilities are things that they can incorporate going forth in their lives, and that they are also valued and important, and that is not being shown to adults, it certainly will not be shown to students and children. i also would like to remind everyone that it is inclusive schools week. we have wonderful, wonderful art galleries on the sfusd website. right now, we have student panels that were just convened last night. we have special olympics doing presentations all aaround inclusion. so for this to have happened this week, there needs to be some apologies. >> thank you. >> on a side note, i would also

like to thank commissioner cook and commissioner norton for all of their years of commitment to students and for continuing, even up until the very last in this crazy pandemic. but i'd also like to bring attention to commissioner norton being our biggest special education advocate, and i'd like to all to commit to keeping special education in the forefront, if nothing more than to honor commissioner norton's work. >> thank you. hello, eusenia. >> hello. hi. my name is eusenia. i'm sorry. that's my [inaudible] and i want to thank you all for coming to [inaudible] and i'm going to read the third and final part of the coleman

education equity framework for reopening san francisco. so right now -- sorry. an equity framework to reopen must include black and brown students [inaudible] low-income students [inaudible] equity indicators at each school site and establishing public [inaudible] from students and families, for prioritizing black equity framework must include building a system of offering [inaudible] for each [inaudible] sfusd student and have [inaudible]. >> clerk: sorry, eusenia.

you're breaking up. i think we've lost your connection. >> an equity framework to reopening must take bold action to build a system that has the necessary supports in place to [inaudible]. >> clerk: thank you. yeah, yeah. >> no. can you hear me? >> we can [inaudible]. >> clerk: yes. >> hello -- okay. cool. yeah, we just want be to make schools safer [inaudible] that means eliminating criminalization and racist behavior management in schools and implementing already existing resolutions. and yeah, if you can text equity to 474747 for more

updates on this, that would be awesome. >> thank you. >> hello, melissa? >> hi. can you hear me? >> clerk: yes. >> i am a teacher at cesar chavez elementary school. i came to teach in the bay area from a very small town in northern california. i came to teach in san francisco because i thought san francisco was the leader of all school for inclusiveness, equity, accessibility, diversity, and being here during this time, i have found that that is not the case. we have one of the biggest deaf and hard of hearing programs in the district, and we serve over 25 deaf and hard of hearing students at our school, and i

serve those students, and the fact that we can't get them the resources and accessibility is outrageous. san francisco should be able to give these resources such as interpreters and teachers. our school only has two interpreters. i know everybody's already heard about this, but i'm just hear to just be -- repeat what has already been said, but just emphasize the need for this -- make this a priority, please, and i just want san francisco unified school district to do better because this meeting should be a lesson learned. >> clerk: thank you. hello, hayden, i had to promote you to a panelist in order to speak so your video may be

seen, but go ahead. >> hello. my name is hayden miller. i'm a student at lowell high school, and i'm here to talk about my concerns with communication between the district and students. i still haven't heard a word from my school about renaming that's going to be coming up soon, and many other things, we never heard anything from the district or administration, really. we get one newsletter that looks like it's been copied and pasted week after week. it's the same information, so if there's one thing new, i'm not going to know it because everything looks the same. the other thing is when we go back to school, transportation is on the agenda, and that means buses. a lot of kids took muni to

school, and the sfmta, they had no idea because you guys were going to reopen or not, but when the decision was made, it was really last minute, and so because they didn't know about it, they were speculating. if we're just speculating, we don't have time to get good service on muni to serve students safely. so those are my comments. >> thank you. president sanchez, that concludes public comment. >> i want to thank everyone who came out to provide public comment. superintendent matthews, if we can get an update on some of the issues that were brought up in public comment around a.s.l., other services, interpretation services at chavez, and of course, for our board meetings, that would be great. and i don't know if you want to address the washington high --

>> i'm already texting bill sanderson, assistant supe, on that. on that first issue, miss robertson, i've been meeting with the team at the school, but we can get you an update later on. >> okay. thank you. all right. so we're moving onto section e, consent calendar. we need a motion and a second for the consent calendar. >> so moved. >> second. >> okay. just as a reminder, item 19 [inaudible]. >> i think our student delegates wanted to say something. >> i just wanted to say some of

the things that were raised in public comment, is there any way that we can address public comment because earlier, public comment was filled with students trying to provide public comment. is there anything that we can set up a chat session or place where they can provide public comment? >> yeah. superintendent matthews just mentioned that how we can serve the deaf and hard of hearing communities and the school district, as well. >> i just want today know if we could have a moment of silence. another student died from mission high school, and also, a track and field coach from [inaudible] died recently, so i don't know if towards the end of the meeting, we could do that. >> we'll have a memorial

adjournment, and so we can have a moment of silence. that's a standing item on our agend agenda. it's at the end of the meeting. so for the consent calendar, just a reminder that that one item on k.w.s. has already been heard. so any items wanting to be withdrawn? i'll take that as a no. any items for first reading by the board? any items severed by the superintendent or board for discussion? that's what we're going to be doing with 19, so we need a roll call with the consent calendar, minus 19. [roll call]

>> clerk: okay. that's seven ayes, commissioner. >> is there any public comment on the consent calendar? >> clerk: please raise your hand if you want to speak on the consent calendar. seeing none, president sanchez. >> [inaudible] for separation item 19 on k.l.w. so i think that there's a -- staff has a short framing for

this item for us. >> yes. so item 19 is a public service operating agreement, and it is asking the board to enter into an agreement with a nonprofit entity that was created in order to fundraise for the day-to-day operations of the station and to employ the news team and other critical roles for the station that have served as contractors for sfusd for a number of years. as a contract holder, sfusd would maintain ultimate control, not the board of k.p.m. -- that is kalw, public media. the board would manage the media business of the nonprofit, which would exist to fundraise and to employ people who are currently in contractor roles or positions that are contractor roles that would be

best suited working for a nonprofit entity that is a public radio station. in the agreement, we've articulated and formalized some of the services that kalw maintains, and it's n is -- sf is not responsible for direct funding for the station. kalw continues to train students in collaboration with teachers, and they would continue to fundraise for projects like podcasts featuring young voices. they would continue to broadcast the regular board meetings across the bay area. they would continue to provide public service announcements, including regular reading of the lunch menu, and the current

sfusd employees, which includes the announcer operators and the general manager would remain employees at sfusd, and there would be no outside hiring of the announcer operator positions or the general manager positions. those would still be retained at sfusd employees and subject to any bargaining agreements. furthermore, it's important to note that sfusd will not incur any new expenditures because of this agreement, and it will also free up some time from our budget office and other places where kalw is receiving in-kind support. the benefits of this is kalw will be able to expand its fundraising abilities. there currently are some constraints around fundraising when you have a status that is the sfusd tax i.d. status

versus one of a nonprofit, and one recently example is they were unable to aplay for emergency federal aid during the pandemic, but if they had been operating under this public service agreement, they would have been able to apply for these much needed funds. this is critical for our district to be in complains with a law that came into effect in january 2020, which narrowed the type of definition of workers who could be hired as contractors. [inaudible]. >> sure. >> thank you. >> so there are multiple people working at kalw who would be eligible under this public service operating agreement to become employees of the kalw public media. and that would also allow this to happen more quickly and in a way that's more consistent with the needs of running a

nonprofit radio station. so that's just some context for you, and i'm happy to answer any questions. >> all right. before we do that, i'll open it up to public comment. so if there's any public comment on this item, ka kalw psoa, raise your hand. >> judson, can i participate in public comment? >> yes. i'll call on you, and then i'll go through the list. president sanchez, there's 14, 15 including tina, and 16 now. >> okay. one minute each. >> sure. tina, why don't you go ahead? >> my name is tina [inaudible] and i'm the general manager of

kalw. i'm very excited that this is up to be voted by the board tonight. i strongly urge that you adopt this psoa, and i want to say, i've been at this station for two years. in that time, i have been very honored to represent a staff of announcer operators, which is our seiu representative class, our news room, our front office, and our dedicated volunteers. and i have a feeling that many people were very vocal or very passionate about what we do. this agreement is something that doesn't change the status of relationship between kalw and sfusd to the extent of, like, the services that we provide, the passion we have to work with students. i think that will only increase

our ability to serve students because we will be able to fundraise in a way that we just haven't been able to in the last -- you know, the decades that we've not been a nonprofit. >> thank you. hello, hari? >> hi, president sanchez, commissioners of the board, and superintendent matthews. i am the new current labor rep. i am the successor of kim tree. i am here to speak on my membership of kalw of basically on air announcers and programmers who are currently members of seiu local 1021 and have been for as long as the

contract has been in effect. i'm here to speak to the fact that we have very, very, very -- and i do not say this lightly, commissioners. i do not say this lightly, president sanchez. while i am new to seiu 1021, i come with a long history in the labor movement, and for those of you who are interested in protecting people's rights, and community affairs, as all of you, i've noticed are, and i commend you for all the work that you guys do. every time i watch you on the sidelines, i am appreciative of the dog-eared complicated issues that you deal with. but in this circumstance, [inaudible] and you are hearing

us especially. i appreciate that you are going to hear us. i do want to alert you today as we speak, where totally concerned about the [inaudible] of things that are happening at the station. within the last week, the station has engaged in management and management at sfusd is -- >> clerk: sir, your time is up. >> thank you. i guess it, and i yield my time to my colleagues. >> thank you. hello, angelica. i had to promote you to panelist in order to speak, so your video may come up, but you have one minute.

angelica, are you there? >> [inaudible] is that -- and it seems like kind of a conflict of interest that the le leadership of sfusd is the leadership of k.p.m. one or two dedicated slots that the sfusd community can share is better than none at all. thank you. >> clerk: thank you. hello, matt? >> hi. matt martin. i was the general manager at

kalw for 12 years, and i want to speak in support of the psoa. this is pretty common in public radio whenever radio stations are owned by public education institutions. i want to really support current management at the station and folks on the other side of the district for the work that they've done to draft and craft this agreement. you know, it really formalizes a training commitment, to broadcast informational items like these meetings, and it's going to allow the station to tap additional financial support. i really see this as a win-win both for the station's public service mission and for the educational mission of the district. i urge you to give it your

support. >> thank you. hello, hannah. >> hello, commissioners. my name is hannah baba. [inaudible] on kalw, and i'm just going to talk about the work that we do. i've been hosting for 15 years at kalw as a contractor, and i also cohost the stoop, which is a podcast that broadcasts across the black diaspora. it's a multiple award winning podcast, and it was born at kalw from conversations with my colleagues about being a black person in this world. and from day one, we want kalw to be the home base of the student because it was the only

place that would give up the creative support, the true love of telling peoples' stories and give voice to those who really in the corporate media world that don't have a voice. i urge you to support the psoa to allow this to continue. thank you very much. >> clerk: hello, caller at the 415-506 number. caller, can you there? one more time, 415-516. hello, joseph? >> hello. my name is joe kreitz, and i'm a decades long listener and an attorney and founder of a law

firm. i spent my entire career advocating for the rights of workers. in no way will the psoa weaken or jeopardize the position of any current worker, not now or in the future. the classification of all the other workers is known to be out of compliance with state law, and the responsible party at the moment is sfusd. until and unless that situation is resolved, the district is carrying a legal exposure that should be a concern. the commissioners can recommendly the situation tonight by voting in favor of the psoa. i urge you to vote yes today and approve the public service operating agreement. thank you so much. i yield my time. >> clerk: thank you. hello, ernesto? >> good evening from the

central time zone. i work with the national association of community broadcasters. we're a 45--year-old association that represent broadcasters from alaska to puerto rico. i believe your agenda item is a great item [inaudible] to help these stations to adapt. in my experience as a long time organizers in support of community radio stations, i believe that agreements like this are proven lifting up programming, amplifying diversity, and strengthening the alliance's relationship with the community. thank you for your service, and i've reached out to you with s letter, and i'm happy to serve as a resource should you need. >> clerk: thank you.

hello, ben? hello, ben? hello, kevin? >> i'm here. can you hear me? >> clerk: yes, we can. >> hello. i'm kevin robinson, parent educator in the district. currently, there's noum practicing by, about, or fore students, educators, or families. as it stands, the station, and by de facto, and students are more concerned with what's happening in the privileged districts. it's time to turn kalw over to

its rightful owners. thank you. >> thank you. hello, davia nelson? i'm sorry, davia nelson, go ahead. hello? >> hello. can you hear me? >> clerk: yes, we can. go ahead. >> [inaudible] kitchen sister. we are an award winning [inaudible] and booster of kalw, and i want to thank you four commissioners for writing a letter about the importance of the psoa to the station. we are known for training young adults, youth, and others. we know this firsthand.

when we bring kalw trainees into our fold, we are amazed at their skill. sfusd students will continue to benefit from all the station has to offer, and that's a lot. the psoa will help the station to fluorish. i urge you to pass the psoa tonight, and i thank you. >> clerk: thank you. hello, jeanette? >> hi. can you hear me? >> clerk: we can. go ahead. >> okay. my name's joanne mar, and i've been an announcer at kalw for 35 years, and i've been a member of seiu during that time. i came before you six months ago to express my great alarm at what's happening at kalw,

and things have just gone from bad to worse since then, and this is no exaggeration. over the last year, half of kalw's staff has either been terminated or forced out. this is not because of the pandemic, this is because of job losses. we are on track to lose more staff because of automation. we are now so severely short staffed that this is crippling our ability to function and it's affecting the quality of our broadcasting and sound. i just discovered two days ago that this psoa is on today's consent calendar, and i ask that you put off voting on this -- >> clerk: thank you.

hello. it simply says kalw as the handle. >> this is john collins, a staff member at kalw. i want to say thank you to the commissioners [inaudible] the staff, district and consultants who specialize in this area to create an operational model that kpe exemplifies the best parts of a psoa. [inaudible] especially those who have been comfortable with the status quo. there will always be those who want to keep the same but the landscape has changed. this is a time to adapt or risk

obsolescence. i urge you to move toward a bath that mov-- future that mo us to the best pathway to success. thank you. >> clerk: thank you. hello, marissa. hello, marissa. i'm sorry. go ahead, marissa. >> i'm marissa ortega-welch. i just want to talk quickly about education. it is the heard and soul of what we do at kalw. we're known for it nationally. it is why i love working at the station. we have a continuing ed program for adults making a career change to radio, we work with

people in state prisons. specifically with sfusd, we have worked with students stretching back through the history of the station. since 2012, we've offered a paid summer internship to sfusd high school students. and in january, we launched a podcast called t.b.h., which is by, about, and for teenagers. the psoa, none of this would change. we want to keep expanding the quality and reach of these programs for the district, and so i urge you to please vote in favor. thank you so much. >> clerk: hello, judy? >> hello. my name is judy silver, and i am the project director of the spiritual ed at kalw, a radio

station that began in 2014. over the past three years, we have raised over $700,000 to support high quality documentary style programming that appeals to both local and national audiences. after working with the district for the past six years, i can unequivocally say that the district [inaudible] there is little flexibility to meet our honest needs. [inaudible] i must go through an intermediatary who contracts with the district. our invoices are routinely declined for reasons we do not understand. we also experience delays with

payments. [inaudible] i urge you to support the psoa. it is a necessary undertaking for us. i urge you to vote yes. thank you. >> clerk: thank you. hello, david? >> yes, hi. can you hear me? >> clerk: yes, go ahead. >> so i have a staff member -- actually, i'm not a staff member because i can't be a staff member. we are not staff, we have no benefits, no health care, and no ability to be represented by a union. sfusd has been aware of this for a very long time, and we believe that the psoa is the best and only way to make this right. we hope you will vote in favor of the psoa. thank you. >> clerk: thank you.

hello, shireen? >> hi. can you hear me? >> clerk: we can. go ahead. >> i just wanted to say that i'm also a contractor with

kalw, and as the lawyer who came earlier, i am in a position that i shouldn't be in or i should be employed to be in. i've worked at kalw for two years, and when it comes to the concerns that union leaders and kalw administration are bringing up, it's confusing me. it's my understanding that it's not kalws management that's blocking the process. thank you. >> clerk: thank you. hello, evie or evie? hello, evie? okay, president sanchez.

that includes public comment? >> what happened to ben? >> i'm hear. >> i called the name several times. >> i apologize. i'm not very good with the mute button. so members, my name is [inaudible] and i work for k alw. i wa -- kalw. i want to acknowledge some of the concerns that we've heard from union staff. i've always heard that they are completely assured that their jobs will not change if the psoa is passed, and for union positions, that's true. but for the rest of us [inaudible] who's a very strong and smart leader and has been

pushing to try to rectify the situation, you know, she has realized that we have an inequitable employment situation, and for us to do our work in the way that we should, we need to have a psoa so we can be treated fairly. so i urge you to pass that, and it means a lot to me, and thank you for your time. >> thank you very much for coming out to speak on this item. commissioners, questions or comments before we vote? commissioner collins. >> i'll just go really quickly. i don't totally understand our relationship with kawl, why we own the license and what that means, and at the same time, we don't have any directives in terms of what the programming is. i'm okay with that.

we don't tell other media what they report, but we do provide location for them, and we do, i think, provide some -- some is service in owning their license, and i think, you know, it -- i just want to say it bothers me and people say that they're, you know, providing all this training for years because i don't really know what students we're really training. not to say that it really isn't great programming, and we definitely do appreciate kalws work, but it feels a little bit like tokenizing kids. if you can't say that you're really providing a lot of training for sfusd students, and as i said, that doesn't diminish the really important programming that's going on or the training that you're doing,

but i want to know, you know, for getting value for the real estate that we're providing in kind to kalw. it will affect my vote, but i think, you know -- i mean, how many kids are we talking about every year? if it's five kids or ten kids, you know, i just -- i don't understand why. i know that just bothers me when we talk about kids, as if your whole program isn't education. it's not around education. you're a media, you know, and you're educating people because you're media, but not because you're necessarily furthering our mission. so i'd just be interested in understanding how us providing real estate or location or whatever, how that's benefiting us in, you know, we also provide space for other community-based organizations that provide services to students. so that's not something that needs to be answered right now,

but that's continually on my mind. >> and commissioner collins, we have a presentation on those contents, and that will kind of draw out that information about the general work that just really how our work can intersect with this. that's a big interest of mine, and i think other people have that interest, so we will schedule that as a board agenda item. regarding the psoa itself and the debate before us, any other questions or comments from board members? commissioner moliga, and then vice president lopez? >> i already made my decision on how i'm going to vote, and you'll be able to see that later, but i just want to say i had the opportunity to meet with the staff that work at the kalw, and i just want to say

that there's a bunch of amazing people that work there, people that really care about what they do. they really want to be a part n of -- you know, they really want to be there, people that just care about the job, and i have a lot of respect for all of them. one of the things that i just wanted to put out there was, you know, there may need to be some -- in addition to building up, you know, the capacity of the program but also, like, you know, being open to, you know, how to you build the culture, you know, back in kalw so there's, you know, trust and cohesion and, you know, so they all feel supported? you know, but i just wanted to put that out there, and i just,

you know, appreciate talking to all the staff. they're all really, really good people, and they want to just do their job and get paid for it. they all want to take care of their kids and families, you know, but it -- hearing it, it all just kind of hit home, but thank you for letting me tell you that. >> okay. vi vice president lopez. >> thank you. i agree with what was just shared by commissioner collins and moliga. i, too, am supportive of any efforts to ensure our contractors get benefits and continue to feel excited about the work that they've been doing, and i guess i just want to hear from staff why there's that discrepancy there or why there's not enough clarity or disagreement and how it's going to affect our sfusd and seiu

employees, which i'm understanding is a handful of people, so again -- because we've been having this discussion since the summer, can we just bring that up again and talk about how it's going to affect any of the work or why it's affecting transitions currently? >> yes. thank you, commissioner lopez. i can turn this over, i think, to speak in greater specificity to the general manager, tina. >> yes. before i address that, can i just address our commissioner collins as i think you have some great questions? we do have quite a number of students that we serve because we're in classrooms. so it's over 120 students a year, and that's just in the classrooms, but i'm happy to give a presentation when it's time to do that.

commissioner lopez, i wanted to answer your question about how many operators there are with us. there are currently five, and then could you repeat your question. >> well, thank you for sharing that. i just wanted to make sure that there's no -- that this agreement doesn't affect our current employees. and then, i was also remembering that we had seven, not five, so can you talk about why there are less [inaudible]. >> yes, yes, i can. at the end of the -- so the last number you probably had was f.y. 20, and we're now in f.y. 21. we had two announcer-operators that were released at the end of f.y. 20 based on budgetary concerns. they were based on ranking. one of the people had not been

working at the station. they were considered as needed, and i spoke to each one of them individually. one of them at other times has expressed a lot of support around the psoa, and the one person i was speaking about worked, i would say, less than two shifts during f.y. 20. so we asked to reduce the amount that we were using in this category, which was the operator announcer category. does that make sense? >> it does, so situations like that sound like we're slowly moving away from protected employees. >> no, that's not the case at all. so this psoa -- our sfusd

employees, asfusd employees, we've honored the contract entirely. the employees that were released, one didn't work at the station at all. the number was less than, i want to say two shift -- and one shift is eight hours, so probably less than 16 to 20 hours, and the other employee was also let go at the end of f.y. 20, and i don't know how much i can share about that, but that is somebody who we were very much in support of exactly what you're voting on tonight, and that i have a positive relationship with and is now placed with another radio station, and she's happy where she's at. >> i think i have a couple of other pieces, but i just want to bring it back, and this might bring it back to what commissioner collins was sharing earlier.

does this agreement affect our standing our sfusd's agreement in working together because, again, we don't want to tell people how to do their work, but we want our students to be involved, so will that affect our partnership? >> we actually -- i'd love to answer that, as well. i think one of the valuable things that comes out of this psoa is that we did not have a formal understanding. so when i inherited kalw, and matt martin was the general manager at the time, the station had had a long history of being very autonomous from the district. and while various programs and things like that were in place, they were very much -- other than the broadcasting of the meetings and the lunch menu, everything else was -- was

based on the initiative that had been taken to raise funds to provide additional supports and programming, such as the paid internships for students at the station and things like that. what we get out of that operating agreement is we actually -- we have committed to a set of ways in which kalw, through the k.p.m. partnership, will actually provide some more direct services to the district. so i think it gives us an opportunity to really make sure that we partner on those things. so, for example, there's -- we have documented that there will be -- i'm sorry. i'm looking for the exact number, but a certain number of public service announcement time, a certain number of internships for students, that

there will continue to be the broadcasting of sfusd meetings in whole. so i think that there are items in this agreement, for me, as someone coming into a relationship that was one way, so shift to a place where we're getting more services for our district from kalw, i think that moves us in the right direction, and i would appreciate as our general manager said, to have more r robust discussion with the board going forward. >> [inaudible] commissioner collins can go. that's fine. >> all right. commissioner collins? >> okay. so if they're an independent

entity as a 501-c-3 or other organization, would we allow them to use student and what our relationship is? >> i actually think that would be a good idea. that doesn't have to be spelled out in this psoa, as i understand it, but then, we would want to enter into some kind of agreement as to what you're referring to, commissioner collins. >> because we do that with our other c.b.o.s that we offer in-kind space, we have relationships, right? >> yes. >> that's usually the step two. >> okay. student delegate? >> yeah. i just wanted to bring up, like, the public comments about

student voice. i just feel like at kalw, besides the trainings and promotion of the lunch menu, i don't see any youth influence on it. a lot of students my age, we interact with podcasts via apple music, spottify, and other -- spotify, and other websites. my friend had the chance to intern with them, and i asked her during this meeting, are you aware that they're doing a podcast, and she's like no. she's also a student at virden, and so she wasn't aware of it. also, their format is jazz music, and that's not going to

attract student listeners. so if you're being housed by the district, you should be offering more opportunities for the district. so i don't want to say that you' you're failing -- >> we have work to do. >> yes. >> and i'm pretty sure this person gave a presentation at s.a.c., kevin robinson? he came and gave a presentation at the s.a.c. on more student trerl and involvement. s.a.c. is supposed to get -- we get all the major news first, like, you know, me and kat get

it here at these meetings, and the fact that the majority of us -- well, not me, but the majority of the s.a.c. did not know we have a radio station was concerning to me, too. >> so we do have a lot of work to do. commissioner lam or norton, comments? >> no. they've been covered by the other commissioners. i do think it's important to see what the student relationship looks like. we have a real opportunity to grow the internship opportunity and equity to access at our different high schools, so that's the only thing i'll comment on. >> thank you. so i just wanted to ask our legal council, danielle

[inaudible] issues brought up by the seiu rep, and there was a comment brought up if we don't do this, we're cont contravening law around contractors. >> [inaudible]. >> oh, you're having that glitchy issue. want to try again? >> let me try this. can you -- >> yeah. >> it's the airpods. i apologize. with respect to seiu, so i think miss bly covered it really well. this psoa does not affect seiu positions. if approximate it's any comfort to commissioners, even if the

district tried to, you know, send our seiu employees to this nonprofit, the labor relations act that governs school districts, it wouldn't allow us to do that, so we certainly are not trying to do that, and they will remain separate. seiu will remain district employees. >> and then, regarding the issue if we don't do it? >> right. so i'm always hesitant to share -- >> yeah. >> legal advice in open session, but suffice it to say that recent case law and recent staff are calling attention to the relationship between agencies and independent contractors, and that classification is being looked at closely and differently.

so what you've heard tonight, this would resolve any concerns around how these independent contractors are classified. >> okay. and first, i want to piggyback on commissioner moliga's commendation on the folks that work at kalw. i've talked to many of them, both contractors and seiu employees and have been super impressed with their dedication to the district and employees. it seems to me that there's a fear of seiu being diminished over time. automation clearly is an issue for the seiu folks, so i don't know, tina, if you can address

automation. i don't want to see anymore diminishing of their ranks at the station, and those are the two [inaudible]. >> sure. so those [inaudible] related to our -- the members of people that we feel [inaudible] keeping people at home, safe, and compensated. we are dedicated to that. that was something that as soon as the pandemic started, i was really dedicated, that everybody was really protected whether they are an i.c. or

seiu staff person. i think we've done really well. our fundraising is on track, but we've had to make some difficult decision around certain hours not have a live announcer-operator. i can tell you that nobody's hours have changed in terms of the numbers of hours they're getting, and most are doing more hours than they would have in the previous f.y., because

it's tough work, and it's work that we respect a lot. you know, i see myself as the leader of the entire staff, and to commissioner moliga's comments about moving that community together, of course, that's a priority. thank you for recognizing our amazing staff and the work that they do. >> there has been the comment that there's been a covid exposure, so what's been the protocol around that? >> we have what's called a post contact situation, and we immediately reported it to h.r. the person is already at home, so they didn't have to be sent home. they're quarantining for the number of days that's recommended, and that