>> for spanish you can call for translation. enter pin number 721609895 pound. for spanish interpretation. 1319-382-9676 and enter

665996976 pound. this message will be repeated in other languages.

>> clerk: president sanchez, i'm going to read off the asl interpretation slide if that's okay. >> president sanchez: yes. >> clerk: closed captioning is american sign language translation services -- providing closed captioning and american sign language asl

throughout the board meeting. live transcription can be found here. the attendee will need a functioning camera to interpret with the board. when it is time to provide comment, the zoom host will promote to panelist for video. any member of the public may e-mail comments.

>> president sanchez: the regular meeting of the board of education for san francisco school board meeting is called to order. roll call please. >> clerk: (roll call)

>> president sanchez: section i is return safely together to school right after section b. and in the consent calendar, item 19 has to do with the kow-psl-a, we will be severing that for discussion. all right. before we start, i would like to announce the following, passed by the voters in 2001, the elections commission assumed power over the city and county of san francisco in 2002. the board of education has to the election commission, our fellow appointee has resigned since leaving san francisco, we need to appoint a person to the commission. if you're interested, you are

welcome to submit a letter of interest and resume. i know board members may recall we made the announcements prior to covid but we had no takers. so we're hoping now we will. section b approval of board minutes of the regular meeting of october 20th, 2020. we need a motion and a second. >> so moved. >> second. >> president sanchez: any corrections by the board or staff? seeing none, roll call.

>> clerk: (roll call) >> president sanchez: and the superintendent's report. dr. matthews. >> superintendent matthews: thank you. i wanted to start by thanking commissioner norton and cook for the service on their board. commissioner cook just arrived, so president sanchez, do you want me to talk now or -- >> president sanchez: i was going to do it under accommodations. we can do it now.

we can do it now. >> superintendent matthews: okay. i just wanted to start by personally thanking both commissioner norton who served for 12 years and commissioner cook who served for four, thank you for your service. i just want to tell you on behalf of staff, we just really appreciate you for your questions, your comments, for constantly pushing us. when we think about our core values, student-centered and you have always made sure that whatever you are pushing for is always first and foremost around students. i just wanted to start by thanking you and letting you know each of you will be receiving a -- a framed of our core values and we're definitely going to miss you.

with that, i turn it back over to president sanchez. >> president sanchez: thank you dr. matthews. i wanted to quickly open it up to board members and student delegates. any comments about our departing commissioners? you can roast them too if you'd like. >> vice president lopez: i applaud the commit you have given the school district for over a decade. no one understands how much this work entails and how much sacrifice and commitment it takes to be a leader, especially during this time.

and i will say that i really value your input, your feedback, your wisdom. i'm sad to see them go but i'm excited that leadership is growing and thank you for your tireless work and your institutional wisdom is what i would always look to when working with you and i just appreciate your commitment to the school district. commissioner cook, i don't see you. it's hard for me to talk but i shared a few words yesterday in the celebration dedicated to you and i know we all will be continuing to work together. thank you for getting us here. >> president sanchez: anybody else?

>> i can go. rachel, i will definitely miss you. one of my regrets of my earlier time on the board is really, you know, working with you to just kind of learn from the depth of knowledge that you bring to the school board. i noticed quickly, she know what the hell she's talking about. i knew that with you and mark, we were going to be okay. to a certain extent. i'm happy you get to go on and enjoy the rest of your life and you did well. 12 years is like, we should get you more flowers. then my friend, is he here yet?

i'm rocking the shirt today and continue to be in the coolest school board there's ever been. that's not going to change.

>> commissioner lam: thank you rachel, commissioner norton. i was coming up as a parent advocate when we first met and watching and learning from you and the professionalism you have always brought to the board and similar when i got -- joined the board looked to you for that institutional knowledge and have been following you all these years. i remember you used to write the detailed blogs at 2:00 in the morning. i so appreciate it because it was such a great capture of those moments of what the board was doing and the change that was happening within the board. and i can't thank you enough for what you have brought not only to the school district but just igniting the engagement of schools and families and the community. so, we have also gotten a chance to work together outside of the school district and outside of

public education. we are true lovers of parks and schools, right? and that work is going to continue and thank you, thank you for your service. thank you for all of the heart and soul you have poured into the school district of san francisco unified. and i'm excited for what is next to come for you. thank you. and stevon, thank you, it has been a treasure to partner with you and work with you the two years you were on the board, i have been following you since your first bid to serve on the board and really appreciated the energy, the excitement that you brought when you ran and when you led us through for president really admire your commitment, your values and of course your thoughts of just the world

around us. and i know i'm excited for you and your future and i know we're going to continue to work together and i'll miss sitting next to you, too. i really miss that in person being able to see one another. >> commissioner collins: even when i didn't agree with you, i read your blog and it was helpful and inspired me to write a blog. i'm doing my best to keep it going. it is not easy.

it is different when you're an educator and then a parent in the same district. it is different, your experience of the district. i have always very much appreciated that you carried parent voice with you and parent experience and the experience of families who are most in need of service, families of students with disabilities, the system is not designed well, you know, and we do the best we can and i just really, really appreciate that insight and will continue to reach out for insight and just like i said, you really did bring a really important voice to the board and i think we're going to have more parents that shift in really partnering with families was brought about with you and sandy being on the board together and being a really strong voice for families being true partners in education, not just recipients of services.

i want to say a deep appreciation, love parks as well. glad you'll have more capacity to do more there and look forward to supporting you in that work. additionally, really, really appreciated your leadership as well in the fact that you were willing to shake things up and started it out with quotes from black authors and literary figures and leaders and like i never even thought we could do that. you just changed it up and said we're not doing the pledge of allegian allegiance, we're doing this and it brought me joy and made me appreciate your leadership and being a fierce advocate for the bayview communities for black students and just your resolution hitting it out of the park at the end of your service

with the black cities resolution and look forward to continuing to implement that and make sure it gets implemented. so just deep appreciation for you as well and i know you're going to keep doing stuff. i'll be interested to see what other projects you initiate and look forward to supporting that as well. >> president sanchez: thank you. i'll leave space for student delegates if you want to chime

in. >> thank you for the tweet. i screen shotted it and saved it. hopefully if you run for school board, i'll print it out. >> president sanchez: when you run. >> i also just wanted to add on my appreciation to both commissioners. it's been an honor working along side so many powerful amazing adults and allies to the youth. that's what you guys are. you're allies to the students and i really appreciate -- i'm excited to see that your legacy just like saying, we were talking a lot in cook's farewell and you can see that the legacy is very much going to be generational. commissioner senat

commissioner norton, 12 years, that's a lot of work and thank you for your service and being great allies. >> and thank you for supporting us during the big storm and giving us the praise all the time. that support was really needed and we're thankful for that. >> president sanchez: i don't know that most people understand this is a volunteer job, it is a lot of hours. it's a lot of dedication to students and families and both commissioners embody that commitment and i will always be thankful. i'm a bit teary-eyed right now. i don't often get that way.

both of you have exhibited extreme leadership in really tough times and you both made your mark and stevon with a number of resolutions and the black studies resolution, that is going to be for lack of a better term, a legacy. and rachel, you have obviously done so much work in your 12 years. for me, even when i wasn't on the board, seeing you in action particularly around special education needs and being the voice in that arena has been super important and carrying the torch for all of the work you have done for the student assignment redo has been incredible. i just really want to thank you for your kindness and leadership. if you want to say anything --

you can take the opportunity now. >> commissioner cook: i think i got all my tears out last night. it really reminded me of a beautiful representation of my roots in the city and why i'm here in the first place, you know. i think it was really fitting that reverend brown opened and ended the ceremony and for everyone who knows my time here, the fact that reverend brown was even there is a testament to when you are family, you work it

out. my roots in the black church helped to mold me. i don't really talk about religion very much, especially in this setting, but that's why i had a chance at anything in this life. so i think i got all my tears out. i don't think i'm going to cry some more. but, you know, everyone that i serve with has really helped transform me, improve me. especially when we disagree. but mostly people have been, you know, thoughtful, kind, committed. i think everyone is here for the right reasons. i have served on the floor with incredible public servants, even going back to others.

the time with emily and all of you. i want to say something about commissioner norton also before doing other thank you's. i have seen commissioner norton transform in her perspective what it means to talk about race and be ally of people of color and patient. i said some things that wasn't smart and she just smiled and said okay and was patient with me. i truly appreciate her. and for dr. matthews -- he's the only superintendent i have hired and he's been like a big brother even though i'm his boss type of thing. and this has not been an easy year. so thank you for being committed and continuing to show up and

all the selflessness and doing it for the city that also helped molded you is a beautiful thing for me to see. i'll talk about the marshall community a lot and that's one of the reasons i'm here. i often say it's the best high school in the city and it always will be to me. even the way it was founded, it was founded out of a lawsuit. i have the honor of being the first elected official there in the city. kevin is number two. remind him he's number two and he was kind enough to come last

night to participate in the farewell. i want to thank him and uesf for helping me get elected and our mayor, when she was supervisor over endorsed to support me. always showing up to be helpful and even when we disagree, it has been like a true partner and i really appreciate her. i don't have immediate plans for the future. when i was in my darkest moments, the city and its people showed up for me to help me get through that. so, i'd like to thank all of the

residents and families. you know, i'm not going anywhere. and i'm just mostly in deep gratitude. thank you. oh, sorry -- >> commissioner norton: you all got me a little choked up. i honestly have been like avoiding thinking about what i wanted to say tonight and what i -- the last sort of thoughts i wanted to leave you all with. it's a truly -- it's a really strange experience to be giving up this thing that has been such an important part of my life. and it has been a gift. it has been -- i have learned so much and it hasn't always

been a joy but it has always been incredibly fulfilling and it changed my life. it changed who i am to serve on this board to be a candidate for city wide office and then serve on this board and i'll be grateful for that for the rest of my life. i want to say to all of you on the board, i am so in awe of your passion and your commitment to our students. of course we don't always agree on this or that, there always will be disagreements and things we see differently but what i know is that everyone on this board is truly here for the right reasons and really cares and really works so hard and i have really enjoyed getting to know all of you and i'm excited to see what happens next. i am happy to be a resource to

-- in whatever way i can. and i really appreciate all of the comments about my wisdom. stevon, there are plenty of times i said really dumb stuff, too. you just got the benefit of the last four years when i was finally smarter. so -- i also want to especially call out stevon, how much i have enjoyed serving with you and what a leader you are and i'm excited to see what you do next. i know you will continue to serve and i'm here to help you however i can and support you however i can. i think you have an incredible light and incredible intellect and love for the city and its people and i appreciate that.

i want to say to the staff how much i appreciate how hard you all work, the educators and schools and central office staff. everybody who does their little part in this huge machine that is so complicated and so sometimes not appreciated but the work -- i am in awe of how hard you all work and how much you all care and your professionalism and i have tried to support you and will continue to support you so whatever i can do, also as a resource to staff, i'm really happy to do that. finally i want to say to the last thought is just, you know, commissioner collins what you said about parents is so true. when i first ran for the board, most of the board was not parents or there were people who had students that were enrolled who had students who graduated

but had been out for a long time and that dynamic has shifted, i agree. i think there's much more acknowledgement and partnership with parents throughout the district than there was and there could always be more. i can feel people rolling their eyes. it has become a much more in inclusive district than when i first started. i have heard from all of you the way you think of students with disabilities, the way that you take the perspective of students with disabilities and their families into account, i feel very optimistic that will

continue and i thank you for that. it was a really important reason why i initially decided to take on this work. and finally i just want to thank the voters and the people of san francisco. we couldn't do this work without you. the willingness of san francisco voters to vote for our bonds and taxes and things that are so important in running the school district and supporting the school district, i'm grateful. it is one of the truly incredible things about this incredible city. so with that, i will stop but just leave you with my gratitude for all of these years and this work that i have been privileged to be able to do. and of course thank you miss

casco. i'm taking you for a martiny when this is over. >> president sanchez: the glue that keeps it all together. may the force be with you in your future endeavors and much appreciation for your love for the district. superintendent matthews, do you have more? >> superintendent matthews: i will complete that right now. i wanted to add one more thing, when i first arrived, stevon was here, eric mcdonald, the husband of hydra and myself. four african american bald men and the number of times that i was either called the husband of a board member over and over and same with the others all the time getting us mixed up.

this week is inclusive schools week. the kick off event was last night from 6:30 to 7:30 via zoom. this special community event featured a panel of young adults including alumni and current students who shared their journeys and ent and intersecti. historically inclusive schools week isw has been an opportunity for us to come together and honor all students with disabilities as full members of the school community. with this year's theme of the time for inclusion is now,

there's an urgency of acting in the present moment to rectify injustices across all aspects of our society. to participate or for ideas on how to celebrate, reach out to your child's school or check the website, sfusd.edu/sped-isw. this week is also computer science week to inspire k-12 students to learn computer science, advocate for equity in computer science education and celebrate the contributions to the field. no matter what subject or grade level you teach, you can participate. no experience necessary. many activities don't require computers. read more and explore our tool

kit at sites.google.com/sfusd.edu to see how you and your students can participate. i would like to provide updates for the grab and go meal program. we're going to put up a few slides as you can see. our free grab and go meal program is now available to all children 18 and younger every thursday. free meals are available to any child 18 and younger, no enrollment is required on thursday's, two days worth of meals and snacks, fresh fruit and vegetables and milk is

available. families can continue to pick up five days worth of meals on tuesday's and can pick up free meals on thursday's as well. on december 18th, seven days worth of meals will be available to accommodate the closure. winter break will be from monday december 1st through january 4th. learning will resume on tuesday

january 5th. >> president sanchez: read it again. >> superintendent matthews: that concludes my announcements. >> president sanchez: thank you. item 3 is student delegate reports. >> thank you president mark sanchez and commissioners and community. to start off with business discussion, we have fill a student's heart fund-raiser. we have launched our annual fund-raiser dedicated to raising money for students in transitional housing. we have accomplished the goal of surpassing last year's donations. we can provide for students most at need especially in the critical times. the last day to make a donation is the 18th of this month. you can do this by visiting

instagram. special shout out to our deputy who helped spread the word and provided us a supplemental donation of $500. you guys are amazing and i look forward to wrapping all of the gifts. i was warned about the paper cuts but it's worth it trying to be santa's best elf. >> our second item is the global

youth summit to innovate and create for the better. this event will have live speakers. this event will be december 12th from 9:00 a.m. to 12:00 p.m. via zoom. for more information contact the scc. thank you to the tech team. >> next, we have student leadership engagement. the topic is covid-19 working group session, super session. as student delegates it is our honor to advocate to student perspective on plans to reopen. this task force meeting will

meet this friday at 1:00 p.m. thank you to partners, educators and staffers for the continuous commitment of having student voice at the forefront of the vital discussions. we look forward to the meeting. >> our fourth item is suicide risk and prevention workshop. a public meeting opened to all students to learn about what we can do to prevent suicide. we always prioritize the wellbeing of all students and foster healing in the communities. this meeting will highlight an action plan that teaches us what steps to take when we know someone at risk and much more. it will take place at the meeting monday at 3:00 p.m. thank you to oasis for girls for connecting the team with our facilitator and mental health

advocate. >> our next meeting is december 14th at 3:00 p.m. anyone is welcome to attend our meeting. if you want to attend, make a presentation or want a copy of our upcoming agenda, please conta contact our supervisor and a special shout out to our president mark sanchez, we know this is the last board meeting of you being the president and we really want to appreciate you and we're looking forward to the continuous work we'll have and we wanted to highlight the fact that your open door policy for us students, we are so appreciative of it, we know that without that, our connections with the board wouldn't be as strong as they are today. thank you. >> president sanchez: thank you. it's a zoom door that is always open. and i'm going to try to join you

on the 14th. thank you to our wonderful student delegates. really appreciate your work and your dedication to everybody here in the district. our next item is recognition and resolutions of accommodation. superintendent matthews. >> superintendent matthews: thank you, this evening we have a presentation for the paraeducator of the year. every the lead education nonprofit organization in california for educational equity for all. it is with great pleasure they will present the 2020

paraeducator of the year award to one of our own san francisco unified school district school members. she's the heart and equity centered mexican american bilingual community liaison serving the migrant education student program in san francisco for the past two decades. announcing the award will be the cabe board president ceo and director of paraeducator affairs. >> thank you so much. it is a pleasure to be back with you. i had the pleasure of working with several of you over 10 years ago in the district and i see a lot of familiar faces.

board president sanchez it is great to see you and so many of you all. the role i am working in to promote biliteracy, san francisco unified has been one of the strongest districts in the state that has promoted that and we continue to turn to you. and it's so fitting today that we're here to celebrate the work of our paraeducator of the year. i'm very fortunate to be here with my colleague, our board president and before passing it over to her, our 2020 conference was to be in san francisco last march and we all closely watched the news and of course we knew plans had to change because of the pandemic, but it's fitting that we're here together with all of you here to recognize the amazing work of gina. when i worked in the district i

had the opportunity of working with her at times and as i read the description of her application and saw the history and just the passion she has given to her work, i saw that in full glory when i was a part of the san francisco community. we are so grateful for what you have represented. the passion you have had working with latino parents and all of our parents in so many ways and connecting in the schools, connecting through all the work that we do with our parent advisory councils and working directly with parent family engagement and working with our migrant community. you are the epitome of what it takes to really bring out the very best in our parents in our community making them feel they are welcome and valued members of the school community.

so i say congratulations to you and thank you for your great work and i turn it over to olivia to officially present the award to you. >> thank you jan. good evening mr. president, trustees, superintendent. it is with such honor i am here representing the board and here also myself to honor gina. she has done enormous work over 20 years, serving students preschool through high school all the way through the end of the school year, which includes up to 21 years. your own upbringing gina and your struggles you had really made you the person you are now as you mentioned in the

application that you have a heart for the latino community. you understand their needs, you understand their talk, you understand their culture. and you go above and beyond to really make sure that their needs are being met. not only within the general population there, but also the migrant education where you are there giving them health services, connecting them with anything they might need, housing, food, you are the to-go person. and i would like to read a quote of a former principal you had who is now the superintendent of the oxnard school district and he says he remembers gina as one

of the most powerful paraeducators i have worked with and i'm extremely proud of her and of her contributions to migrant students and families. she is respected and loved by the community as she really represents the spirit, the resiliency and desire of our families to be productive builders of the future of this nation. i am sure that many other people could say the same thing and even more gina. you are truly an inspiration and as you say yourself, i do what i love and i'm proud of what i do and it's with great honor that cabe honors you as the para educator of the year for cabe 2020, congratulations gina.

>> president sanchez: all right. is gina with us? would you like to say a couple of words, gina? hi gina. >> hi. hi mark. first of all i want to thank my families, the parents and my kids, without them i wouldn't have the job. it's not a job. the wonderful thing i do day after day, which is work with my families both in the school district and the general hospital. it's a joy to work with parents and see them develop and grow and work with kids get past the barriers they have when they first came to this country.

and helen, thank you for pulling us all together and working with the communities in the district. and carlene was my mentor, my teacher he pushed me. he believed in me. we worked together. he taught me how to work with passion and love and joy and with just amazing energy.

working with carlene was magic. you could see him singing to the kids and dancing with the kids and i remember i would come to school early in the morning and he would have children in his office and in the beginning i thought wow, this is incredible that he already has kids in his office only to realize that he was tutoring one-on-one to those kids most at need.

as they left the office, he would calendar them in to work with them again. it is a gift to work with him for so many years. and then i want to thank my family because i do have two jobs. i work for the district and then i run to general hospital and i'm pretty much at work from 7:30 in the morning to 8:30 at night and my family has always been very supportive and loving and i know hard-up times. i'm with the community. my daughter once told me that i said you're very lucky because i work in the school, the school where you are. and she was little. she turned and said, yeah, but

you're always with other people and with other kids and with other families. i said you're part of all those families and we're just a big huge loving family. but i know she felt it and i'm very grateful for her, she keeps loving me and supporting me. and jan and mark and all of you who through the years have been also in different ways supporting the work i do. so thank you. i love you all. i feel honored and i feel blessed and i feel very humbled. i've always been impressed with your work. and i just texted him and he texted back yay.

he's happy for you. thank you for your dedication. thank you. >> recognizing this tremendous impact gina has had in the family. we have a strong chapter in san francisco and many others are part of the work and we appreciate recognizing gina for her great work. so i hope to see you soon. it was great to see you here and we are so proud and fortunate to have you be a model for others in the work that you do. thank you so much. >> i do want to thank -- without her being very persistent. i didn't want to do this.

>> president sanchez: we're going to move up the safely together return to learning plan. i'm going to hand it over to dr. matthews. >> superintendent matthews: thank you president sanchez. about a month ago the board passed a resolution calling for a plan to be presented to the board and community to return --

to begin the return for in person learning beginning january 25th. tonight, we presented the plan to the board, it was uploaded friday. and tonight we just want to give you some highlights from the plan. this evening what we're looking for is a consensus around the plan or if there are considerations for changes, then what we're looking for is consensus around the changes, so we may as the board is beginning to talk and discuss the plan, we may come back and say we want to make sure we're hearing you correctly and that the board, this is a change or direction the board wanteds. just wanted to be clear about that. what we're looking for is consensus around the plan or changes you would want to the plan. next slide. so what drives us in all our

work. we consider this on the ground marching orders. we provide quality instruction and equitable support to thrive in the 21st century. with that in mind, this is our frame for we call this our equity frame around the school closures and we know that it's impacted all students but students that have been marginalized, they have been impacted far greater. so, it is our goal to do everything we can to bring back students to in person learning when it is safe to do so. next slide. august 17th we started the school year in distance learning and the goal is to get back to in person learning for as many students as possible when it is safe. so the questions that we continue to ask ourselves are

what indicators are we looking for to determine when we can return. what action are we taking and who is taking the actions and basically who is doing what by when. next slide. as we introduce the fall plan for learning, we have been consistent about phase 1, starting in distance learning. phase 2 would be a hybrid gradual return and that gradual return would begin with small in person groups. this is what we said back in july, july 28th and we have continued down that road. next slide. so, what we're looking at now is phase 2, how do we return safely together. how do we bring back students to in person learning. the board requested a plan be

brought to them and that plan has been brought and it is currently on our website. next slide. so the resolution where this call for this plan came from is a resolution that the board passed. resolution 2011-10a1 to be returned no later than january 25th, 2021. for this plan and one of the things i'm going to say tonight, as we move forward, we know that we're going to have to -- because this date has been established now, it requires us to complete bargaining by december 18th. so you'll see this and i'll talk more about that later in the presentation, the why and what has to happen after that date, you'll see this more as we go forward. next slide. these are the aspects in the

plan, identifying student groups. we have to have health and safety measures in place, facilities and operations need to be in place. all of these are the prep work for getting the student groups back. next slide. what is the instructional plan for students when they return and as more groups come back. what is the instructional plan look like? the importance of personnel and labor to making this happen. how are we going to communicate and what is the fiscal impact. these are all aspects of the resolution that the board wanted to see for the community to know how we're going to get students back to in person learning by january 25th. next slide. big part of this is as we started discussions back in august, one of the things we said, we absolutely had to know

how we were going to make decisions around returning in person learning to in person learning and we knew we had to have california and county indicators that would guide our work and then also, we knew we would have certain indicators that we needed to make sure that were going to prep our work so that we can return students to schools in a safe manner. so, those work streams we actually developed for all of those decisions and they were put on a dashboard. next slide. and this dashboard is available on our website. and that gives the community and the board a sense of the progress being made to be able to return to in person learning. that is all available to the public, progress being made and it's the prep work for us being able to reopen. we have talked about that at several of our previous board

meetings. next slide. so now i'm going to turn it over to -- you're going to hear from different members of the superintendent's cabinet and they will be talking about different aspects of the plan and then as i said, we will at the end come back to you to look at as i said, we're looking for consensus around the plan and what we want to do really this afternoon is spend some time focusing on 2a and sharing proposals and feedback from you about moving the plan forward. i'm going to turn it over to our deputy superintendent of instruction. >> good afternoon. as we have said before, all of this is new and complex but we believe any strong plan should be designed with the users in mind. in this case, our users are our diverse stakeholders, families, students, staff and community.

starting as early as this summer and continuing throughout the fall, we have sought partnership from stakeholders via town halls, surveys, thought exchange, working groups, etc cetera. we have captured here some of the high level themes that were consistent within and across groups. regardless of the time we collected the data and as we continue to it rate on our return to in person plan, we'll continue to get feedback and engage users. next slide please. in addition to the stakeholder themes, the plan is informed by assumptions, restraints and dependencies that keep health and safety for students, staff and family as priorities. assumptions are factors considered to be true for planning purposes, real or certain without proof of demonstration. we assume that our babies, especially elementary students will do best in space that they

know and with staff they know. we're trying to assign students to school of record. a constraint is a limitation placed upon the work ahead of us in areas we must work within. these are fixed and defined for us. so an example of a constraint is physical space. our schools and classrooms are only so big and have so many rooms and our context requires us to think about the use of space differently as we have to social distance. and then there are dependencies, those are the relationships between two or more areas in which one depends on the other to move and complete the work. changing one often times requires you to change another. here is student numbers. how many students and which are interested in returning to in person learning impacts how many classroom teachers we need to come back to facilitate the in person learning. so what it boils down to is

these intersections between safety, students, staff and space. safety in terms of protocols and routines to keep everyone safe. students in terms of which students are we talking about, who is coming in the building and who is going to remain in distance learning. staff, which staff facilitates in person and which staff facilitates in distance and what is the role of the other adults. how do we use our existing space for in person and for the staff to be there as well. these are all connected with each other and inform our steps as we operationlize our plan. i have shared in previous presentations, the priority student groups for 2a. this representation now includes second graders and the enrollment counts on the left

for most recent data. we'll be able to offer in person learning to about 14,000 students pk-2nd. our goal to provide consistency at scale. we set space safety and staff intersect. this is where they become important. this group 2a represents 14,000 students and we know from previous presentations we have the capacity to offer about 15,000 in person seats a day. across all of our schools. this is accounting for social distancing and cleaning entailed. schools come in different shapes and sizes and in different

conditions and families have different preferences for returning. currently we have to consider the what if. what if all of our families in this group alone in these groups alone choose to return. we know it's not likely but it is possible. so as we plan for consistency at scale across the schools, we're saying we're trying to provide the same in person opportunities to every student in the groups. then we know we can do that by actually making sure we are within the parameters and constraints we set. if we're able to do that though, what we know is that to add any additional students means we have to be really strategic and prioritize in a different way. next slide. for that reason, we're going to have to prioritize adding additional students after bringing in the babies from 2a. our original proposal was offering in person learning to students in all the other grades, 3-12 based on this

criteria. students experiencing homelessness, those in the foster system and living in public housing and then those babies we have continued to be challenged to engage via distance learning. to date, we have called the students in this phase phase 2b. i want to break that down a little further. here you can see the student counts in each of the criteria i showed you. because this afternoon's presentation is primarily about elementary return, i have highlighted the numbers for 3-5th in each area. this was the number we were proposing for in person learning given what we know about staffing and safety.

and it challenges us to think about how we might offer in person learning for the rest. how about all of our students grade 3-5. that total number is 12,493 students. there's the breakdown by grade level there on the left. >> sorry, i'm sorry, i wanted to clarify if this new number is including the previous almost 1400 you shared? >> this number is all of our third, fourth and fifth across all elementaries. the slide 17 was just for those who meet the criteria. we come to a couple decision points. there will be many throughout

our time this afternoon. the original plan shown on the left was to offer a place to our students 3rd through 5th based on the criteria in 2b to be responsive to safety, space and staff intersections. many do better in person and we want to see all of our babies return back in person to our schools. if we plan to offer in person learning to all 3-5th students, the considerations on the right are some of the things we want to make sure we surface. as we make the decisions we want to make sure you as the board and our public understand the trade-offs we have to make to do that. we have settled the shape and size of schools vary. the implication here, after bringing in all of the students in -- after offering all in 2a, many schools would have capacity to bring in the rest of the

students. they're all different shapes and sizes. when i say shapes, they're regular buildings with four walls but some have multiple buildings, two floors. that's what i mean. basically after we bring in the students in 2a, some schools may find they have no or little additional space. other schools might only offer to third graders and some may be able to offer to all remaining in grades. another impact of opening up to all is ensuring the safety regulations and distancing for transportation. we'll need more buses because of space constraints. i'm going to talk about other implications but we wanted to

talk about the immediate implications that came up for us. we are also gradually reopening the schools for in person learning to do it safely and learn as we do it. for this phase, we have proposed to open schools in waves, in our first wave as you have seen, opening 12 schools. next slide please. we're showing you each school in each wave. our goal by the end of phase 2a is to open up all elementary schools, all of our pk classrooms and all of our k-5 mod severe classes.

these dates depend on a number of factors. this is just another way to show the information. we have been engaging in a home-school strategy and that is the assumption that students do better in schools. it has predetermined transportation routes and minimal changes to class roster and assignment.

this strategy though also makes us recognize again and attend to the fact that our schools have different capacities and what we already know, the interest of families to return to in person varies across communities and across schools. on the right-hand side, you see another strategy we haven't spoken much about. this one we might have to consider depending on the number of families who want their students to return and the board's decision around offering in person to all third graders,

3-5 or subset. there are a lot of considerations that we detailed here for you on the right. a few of them are we would need to make changes to student class rosters if we do the host school strategy. students will be assigned to different schools and teachers might be assigned from a different school and then of course transportation routes would need to be adjusted. i've tried to take my time for translation sake and i know it's a lot to take in. we've tried to outline in the previous slide some of the considerations across the different scenarios. thinking about student groups and how we assign school sites. we need your direction and decision on the considerations

that are shown here on this slide. do we want to offer in person learning to grades 3-5 students who meet the phase 2b criteria as we discussed earlier or again, schools have different capacities, do we want to offer in person learning to 3-5th based on individual schools, context and capacity. and we need decision and direction around the timeline. do we bring them in before the students named in the 2b priority group. do we bring them in with or after the students. and then finally guidance around the placement strategy. do we want to continue to plan with the home school strategy or move to host school strategy or is there another combination we should consider. there's a lot of intersection of

students, staff, safety and space. my colleagues are going to provide additional information specifically in regards to space and safety that will be helpful to inform how you engage in the discussion points. >> thank you. hello and good afternoon. i'm going to walk us through the health and safety measures that are part of the return to plan. the health and safety measures are based on the california department of health and san francisco department of health guidelines which include surveillance testing, school staff will participate in surveillance testing prior to

returning and every one to two weeks therefoafter. the safe day starts before getting to school. daily self monitoring for symptoms for students and families with everyone who has symptoms being told to stay home. having stable cohorts at schools to minimize the number of people student and staff would come into contact during the day on a regular basis. face coverings, i'll talk about those later with updates that are coming soon. managing site circulation paths in the school so to designate entree and exit points and to minimize cohort mixing. the circulation works in concert with the scheduling. people are moving through the building and not coming into contact with different cohorts. another important part, the plan for when a staff member or student becomes sick.

next slide please. i'll go deeper into the plan for when the different scenarios occur and all of the protocols have been posted to the website as well. and as i mentioned before all of these protocols are developed based on california department of health and san francisco department of health guidelines. however, just so you are aware and i think you already are, these guidelines change regularly, such that we're constantly monitoring them and changing the guidelines and updating the guidelines and pushing out notifications to staff and families apraising them of families. the pandemic does what the pandemic does. we're always playing catch up. what to do if a student or staff member exhibits covid-like symptoms, what to do if a

student or staff member reports testing positive to covid-19 and what to do if they report being a close contact of someone who recently tested positive for covid-19. i'll talk about the first scenario. this could happen prior to coming to school, during the daily screenings at the beginning of school or during the school day. if this occurred during a daily screens before someone came to school, they would stay home and that would be -- we would do different follow up. if this happened during the daily screenings at the beginning of the day, students would be -- student or staff person would be asked to go home. the student of course would be escorted to an isolation room to wait for a family member to pick them up. the other thing that would happen is the area that the student or staff was in would be closed and cleaned, closed for 24-hours and then cleaned.

the student's cohort would be relocated to another area that has been cleaned and disinfected. we call them the overflow rooms. we have isolation rooms at the school site for covid like symptoms and overflow rooms to relocate students and cohorts.

all of the students would be sent home to quarantine 10-14 days. we would work with the department of public health for the next steps in terms of

providing resources whether that be what we call exposure testing, resources for the family, things like that. this is where the coordinated care team would help to coordinate care. the other thing that would happen, there would be a broad communication to everyone else in the building not identified as close contacts and our labor partners. in the third scenario, a student or staff person reports being in close contact of someone who recently tested positive for covid-19, generally if they were within 48 hours of a person who recently tested positive. if this happens, the person who reported being a close contact would be asked to go home and asked to home quarantine. however we would not relocate the cohort and we would not

close down if the person had no symptoms. if the person had symptoms, we go back to scenario one. you can see all of the scenarios have interplay and all of this happens in coordination with the central office and communication with dph. it's a complex conversation and we have to deploy and have more resources for people dedicated to this work. that is what happens around those three scenarios. i'm going to turn it over to the chief of hr to talk about the surveillance testing. >> so surveillance testing refers to the proactive testing of our employees on a regular kadence to make sure we are

monitoring whether or not folks have covid. as we know, many folks can have covid and be asymptomatic. we are making good progress on this front. we are currently exploring a partnership with the department of children, youth and families from the mayor's office and latino task force doing outstanding work on this front in the community. we are going to pilot -- doing testing in the parking lot this thursday and friday in partnership together. that is exciting and we hope to build from there. our testing will be for staff only. this is a question that has come up a couple of times. in the california and san francisco guidelines from the department of public health, students are not required to participate in surveillance testing. our goal is to make sure every site with in person learning has testing staffed externally and scheduled at a ready kadence.

we will get quick notification if someone tests positive and inact all the protocols. we're making good progress and excited and pleased with the

progress on this particular front. with that, i am turning it over to our chief of facilities. >> wanted to just walk through the site preparation process. i'm going to talk through three components, the act of planning being engaged right now with site leaders, the assessment in data collection activities on our school sites. and then third what we're calling our overall stand up process, what are the tactical steps we're taking to make sure that systems are ready to go and resources are in place when in person learning resumes. next slide, please. so again, want to really continue to emphasize the branding has changed on this a couple of times. our return to in person learning

protocol, this is on boarding process for site leaders that is a team process where facilities, instruction and the site leaders sit down together to review not only all of the new guidelines and expectations, but also to provide the technical assistance in coaching for site leaders to make decisions that are right for their site, their students, their families and their staff. and so we understand again, the partnership was our key theme and that is the model for the on boarding process as well. we could be moving faster if i were to unilaterally make decisions but that would not be good for sites and it would not be good for student and family experience. we are meeting site by site with principals to provide them with the tools and resources they need and to ensure there's equitable allocation of resources across sites.

it's important we maintain a consistent pace as we move forward in the waves so we can make sure that all of the sites are prepared adequately. next slide, please.

so what is our overall site stand up process look like? one, of course allocating and distributing ppe and we actually have hit 100% on the dashboard this week of getting our three month reserves for all of our important ppe commodities. hand sanitizer dispensers have been installed, they will be filled and an easy process for requesting refills. we have hired moving contractors to help and arrange and move furniture to make sure classrooms are appropriately configured. i think important to a lot of our viewers, and families and students and teachers, we are running a full systems check on each building to ensure things are in good working condition and we have done classroom and office assessments to check ventilation and hand washing sinks and we're going to work,

depending on the principal and their feedback, we're happy to help configure and outfit outdoor and school yard spaces for outdoor learning. next. site assessments, there are two types of assessments going on right now. one is buildings and grounds, conducting building system assessments, focusing on plumbing and electrical systems, including to the extent they are present, heating, ventilation and there's very few sites that have any official air conditioning installed. mostly heating and ventilation and many thanks to our dph colleagues who worked with facilities divisions staff to complete ground assessments for elementary schools for classroom conditions and particular of

confirming windows, hand washing sinks and the types of site furniture, working window shades and light fixtures. we're going to publish that data if not the end of this week, next week. all of the assessments have been completed as of today. next. our overall approach to ventilation at this point is one, again, we have shared this approach with dph and they have provided an encouraging response that it feels responsible to them and appropriate given our resources and conditions. so first, all our existing h-vac systems will be inspected and repaired. and all filters older than six months will be replaced and where mechanically feasible and beneficial to the room occupants, we'll replace with merv-13 filters. in general, classrooms and

offices without functioning windows will not be used. that is our base threshold and that ground assessment data has been critical for us to determine how many classrooms if any would not be available and so far the good news is, we've done wave one and two of the window count and 98% of the windows have come back as operational. that is positive news and we are analyzing the data from wave 3 this week. next slide please. this is just a list of the common safety supplies we'll provide and for phase 2a and we have -- we are at 100%. next slide please. another commonly asked questions, around partitions and shields. we're going to provide those to all educator desks.

we'll have a desktop shield, all customer service stations have one and to the extent there are large group desks we need to continue to utilize, there will be tri fold partitions and we'll reduce student occupancy at those desks to maintain social distancing. one last night for which -- the data just came through today, was we were looking at the -- i want to emphasize the importance of the planning protocol and that is the place we are reconciling the three data sets mentioned, looking at classroom inventory, student demand and available staffing. right now based on wave 1 data just looking at the classrooms and utilizing classrooms, designating them k-2 uses, we

only have 20% of classrooms left to house 3-5th grade chlthd -- >> another critical component as we think about in person learning is the instructional plan, the experience of the students when they come in person. as we plan for distance learning and continue to facilitate and improve distance learning we have elevated 4 approaches that drive the foundation of our work. you have seen these before, they are anti racist practices, wellness and authentic partnership and consistent structures for support. these are the same approaches

that we have launched the school year with and that continue to be the anchors as we turn our attention to phase 2 of what learning will look like across three instructional models. i said three instructional models because we are offering three options for learning going forward. 100% distance learning and this option is for all students. this is the continued model, the continued plan for our students primarily in grades middle school and high school and then an option for any students who opt out of in person learning offer for pk-2. the other option is 100% in person and this option is only for our students in our mod severe classes and pk classes. those students will be the only group for whom currently we're offering full day five days a week in person learning.

our third and newest option is the hybrid. this entails students attending both in person and engaging in distance learning. some days of the week they'll be in person learning and other days of the week, continuing with the remote or distance learning. this option is for all of our students in pk-2 grade definitely. it is likely for students in 3-5th and probably going to be the option in terms of how to engage for additional grade levels we add. the model we are going to focus on this afternoon in the next slide or two is looking at this one. looking more at the hybrid instructional model. our current thinking about the hybrid instruction is noted on the left. we want to maximize in person

instruction for students in our priority groups. we also want to ensure that the hybrid model is flexible enough to switch to all distance if we need to or smoothly transition to in person learning when and if we're ready to return back to all in person. those intersections i keep talking about in the bubbles at the top, they still require that we're still in the planning and finalzation stage of the hybrid model but the blue section on the right notes key aspects of the model to date. we're really excited i think it was mentioned earlier, we're having a big working session on friday to learn and talk more about the aspects and the model itself and excited to hear from our board and public this afternoon. so as you can see, some of the aspects we have called out as we think about and plan for hybrid instruction, we really want to and have to have stable cohorts

of students to really follow the guidance. we're thinking about having our babies come back at least two days a week in person. two days in person and then three days remote. and then those days that are in person, we want them to be consecutive. just really trying not to create more disruption and think ing about the younger learners especially. a monday, tuesday i will be in person. wednesday, thursday and friday i would be in distance learning. or thursday and friday i would be in person and monday, tuesday and wednesday in distance learning. when students come in person, we want them to attend the full day and all students engaging in in person learning will have one day a week of remote learning allowing for small group instruction and a lot of times for teachers to plan and prepare for the in person. these intersections are still

really informing the fact that we're still in planning mode and we wanted to share what we have today. it's a blue slide. you may have noticed the light blue side usually notes considerations or decision points. we have things for you to consider. it is still the same kind of big questions around how we bring in the 3-5th grade students but this time we have layered on the considerations as they apply to the model. it may help you when you engage in the conversations in a few minutes. if we bring back all of our 3-5 grade students across all elementary schools, reflected in the furthest left box, we know the staff needs to increase. but we also think may happen, the number of in person days will need to change. it's a trade off. if we bring in more students it

has an impact on space and say okay, instead of you getting at least two days a week, second graders, you will now get one day a week to bring more students in with more frequency. per our original plan, we are more than likely still going to be able to do that two days a week aspect of the plan. and another aspect -- another way to think about it. if we are really allowing our sites to differentiate based on context and capacity, then what that means is that our individual schools would have the flexibility to consider different numbers of in person days for different groups it could go from one day to three days in person. but that's a big difference between the first two actions

and the third option. this is the same decision points i offered on slide 24 earlier but layering on the implications for the number of in person days. next slide? we're back again. just toggling between consistency at scale or differentiating based on the context and capacity of individual school sites. i want to offer these three questions again, layered with the instructional piece. basically are we willing to decrease the number of in person days to make room to bring in more students. if we're offering in person learning for all of the 3-5th there might be a compromise for the number of in person days students in 2a get or do we say all the babies in 2a you get that at least two days a week

and then we want staff to plan for the other grade levels or groups outside of that. maybe second graders get two days and third graders get one day. the other option is to again, let it be site by site and let sites decide based on capacity. and the other is staffing and who wants to come back. we're planning for and hope to have the capacity to take in all of the babies in our priority groups and have seats for the students but we know again, who decides to come back, will vary community by community. i'm going to pause and we'll have information for labor discussions and staffing implications and the family communication plan and what we know as we talk about folks interest in returning.

>> i think the board is familiar with the fact that we have been in continuous conversations with our labor partners since the pandemic began. and the effort is to reach an agreement on the return to in person learning. so, given that we're talking about teaching and learning two key groups, united educators and united administrators. today we don't have completed bargaining agreements with these two groups. and i mention that because we're talking about returning to in person learning. we need to complete bargaining by december 18th for us to meet the board's deadline of january 25th for wave 1, pre-k students with moderate to severe

disabilities. and mid to late january for phase 2b. >> thank you greg. as you can see from all of the information that has come before, there's a lot to communicate with families and so we want to in all our communications we share across various departments and the district, make sure we are responsive to the assets of our stakeholders to protect the privacy of student family and employee information to be accessible to all of our stakeholders by language and ada guidelines and prioritize translation for essential information to be coherent and consistent across multiple channels and messengers and an example of that i think can be the challenge of we know that families rely a lot on their

teachers and their site leaders for information and that a lot of the information planning is happening in some cases at the centralized level and some of it through the partnership protocols but the through line to make sure that all of the people that families might turn to for information and support have the information that they need to support families. that we utilize multiple channels to share information and recognize the critical role that site leaders and teachers play in that. and that we support all of our stakeholders with accessing resources, taking action and staying connected. specific to this plan, we have information we are sharing prior to when families return to in person learning and some of the critical pieces of information, how our district is preparing to

bring students and employees back and the health and safety protocols that will be in place, the instructional plan, the process for families in phase 2a to sign up for in person learning and to indicate their choice whether they prefer to stay in remote or return to in person and the process for families to then prepare if they do choose to return for in person learning. once we get back to in person learning state, we need to be prepared to ensure we have communication systems for daily pre-screening, school and district notifications related to possible symptoms or positive tests and managing potential outbreaks. next slide please. so as you are aware, we've had big milestones recently related to phase 2a in person communication and we recognize

as we roll this out for phase 2a, a lot of the steps we will learn from and be able to build on for other in person learning opportunities as they rollout for other student groups and families. we have definitely challenged in terms of families needing to get enough information to make a choice while at the same time not being able to provide the level of information families desire while we're still in the process of things coming together, specifically around knowing how many students are returning.

>> when they talk about ventilation they also talk about air flow. and i brought up a question about what is called air exchange rate which means how air moves through a room and that's why outdoor is safer than indoor. and the chief has also talked about mechanical ventilation. i spoke with some mechanical engineers who have explained to me that we can set up classrooms with window ventilation. so we could have air coming in and going out and then we can -- we can also have co2 monitors

which was recommended by the s.f. department of public -- s.f. department of public health, that those are a method of measuring that we're actually getting -- getting air exchange. and the quoorld ar the world heh organization says you need fresh air moving through a space. and the s.f. department of public health also spoke about this at last friday's meeting and say they were even making recommendations to the state department of public health about recommended air exchange rates. so i'm making a proposal that we ensure that all classrooms are fitted that way and we can purchase these in window fans basically, and it's -- it's a cost effective way to increase safety in our schools and we could also put them in like the main office, but that's the way that we can make sure that we

are not just relying on passive ventilation. additionally, i would like to recommend that all students be required to wear masks and, obviously, this is developmentally appropriate, you know, we all have rules about things and then we have to work with families to help them to follow those rules. but i think that as a parent and as an educator, if everyone does it, it's a lot easier to implement those roles and so i would like to make the recommendation that all children be required to wear masks and we provide them. obviously, that's in the plan to all children who choose to return. and then additionally, this connects with the latino task force that was recommended -- this is the work that they're doing in their community in bringing testing to the community. i would like to make testing available -- and this might be something that staff could clarify. i would like to have testing available to all staff, on demand, not just during the kind of regular surveillance that's

required by the state. the state requires testing once every two months and i know that a lot of staff want to know that they could get tested more often, so maybe, you know, staff could clarify are we guaranteeing currently in this plan that staff can get on-demand testing, but i would also like to work with the city and maybe follow the lead of the latino task force to make sure that testing is also available to students in addition to also work in partnership with the city to support families if they are identified. because i know that some families are concerned about testing and they may avoid testing because they're worried about being quarantined and not being able to work and not being able to get services. those are not things that we could totally cover but i want to make sure that we have a good partnership with the city so that families are more likely to want to get tested if they're worried and so they're more likely to, you know, to follow

the rules and to make sure that they're getting tested. so the three things are ventilation, mechanical ventilation, masking for all students, and available facility for testing. i will share this written document with the commissioners now so they can see what i've just said while we're listening to public comment and then we >> president sanchez:thank you. i wanted to thank the superintendent and staff for the report today. so we can open it up to public comment right now. and we will get a sense of how many folks will want to speak and then how much time we'll allow. >> clerk: thank you, president sanchez. if you care to speak on the presentation that was just given, please raise your hand at this time.

the return safely together s.f.s.u.d. return to learning plan. i see 29 hands so far. 30. president sanchez. okay, so let's give 90 seconds and we'll cap it at 45 minutes. >> clerk: okay. president sanchez, will you keep track of the 45 minutes? >> president sanchez: yeah. >> clerk: okay, thank you. hello, julie? >> caller: hi, there is julie roberts. i want to appreciate all of the effort that i'm seeing the district make to ensure safety in returning to school. that is really reassuring to me as a parent. i am a little concerned that we

say that we're using an anti-racist approach but then we present a race neutral proposal that doesn't help us to have the information that we need in order to determine how to make the most equitable options available. for example, the sites that are included in wave one and two, you will notice that there's large gaps in the tenderloin and it looks like it might be chinatown and excelsior. this is consistent with gaps that we have seen with food distribution. in terms of thinking whether or not we use a homeschool or a home site or a host school model, we have no data about where there are school sites available in the city. and what the demographics of students might be. we don't have demographic information on students who are not -- or having attendance issues. so all of those make it really difficult for to us come out with an equitable

recommendation. honestly as i have talked to families in the tenderloin about the possibility of swapping out some school sites, generally people feel in a neighborhood that is impacted by covid and that has very little transportation that families should have an option. but folks are not clamoring to demand that tenderloin site to be included. >> clerk: thank you. >> caller:now is yourtime to spc comment. i know that you require asl interpretation. >> hi there. my name is janae cobbs. i am deaf. i work at one of the largest deaf and hard-of-hearing programs in the district. it employs over seven staff members who are deaf and/or hard

of hearing and a total of deaf and hard-of-hearing students. and we have faced various equity and accessibility challenges. and our continually denied access to emergency information, to covid related information, to town halls and to board meetings and professional development. it becomes a legal issue of equity because sfsud at this point is on the count of breaking about 15 different a.d.a. regulations. so we give a lot of lip service to equity and i want to know where the rubber actually meets the road. we see these equity issues all over the district. i'm sorry -- >> clerk: this is for public comments on the returning to in-school in-person plan. to speak on agenda items that are not on the agenda, the public can speak during item k -- or excuse me -- during general public comment.

if that's okay. >> no, that's fine. i apologize. yeah, i got the agenda timing confused because of all of the access issues of tonight's meeting but i'll hold my comments until later on. thank you. >> clerk: thank you, no problem. hello, mya? >> caller: thank you so much, and thank you for taking my comment. i'm an assistant professor at the university of southern california, and a parent of one who is a first grader in the san francisco unified school district. i want to thank you all for all of the efforts that you have placed in presenting this plan today for reopening our schools. and i want to reiterate that there's strong data on the safety of reopening elementary schools for in-person learning and that we expeditiously open up all of our elementary schools within a few weeks of the

january 25th reopening date and not wait until march 22, 2020, to meet the d.p.h. guidelines. i also want to say that universal masking will go a long way and should be considered a requirement for having our students and staff back on campus. thank you. >> clerk: thank you. hello, meredith? >> caller: hi, my name is meredith dodson and i'm here as a school parent and as a group representing over a thousand sfsud parents from over 50 schools. many of our families are happy to be served by the distance learning option and to continue to improve and we advocate for that option to continue to exist. and also many of our families and children are struggling as you know and have been patiently waiting for the district to provide a solution for them.

i see a lot of the potential solutions here identified tonight but i also see more questions than answers. and parents need answers and teachers need answers and staff need answers. so honestly i'm a little bit at a loss how to respond to this plan tonight. it's confusing. it's disappointing. less than 1,200 kids or 2% of our students would be invited to in-person learning before march 22nd. a full year into this crisis. parents have been counting on the district for something better than this. we have bringing you ventilation experts and medical experts and private philanthropy support and the city has said let us know what you need and we will get it for you. it leaves more questions than answers for our 53,000 families and students who were not served in this initial phase. so to our leaders, we are parenting doing everything that we can for our kids and it feels that you're not hearing us.

we want our teachers to be safe and our staff to be safe and our students to be safe. and we think that students should wear them and we're advocate for teachers to be prioritized for the vaccine to be safe and we are trying to work with you. >> clerk: thank you. hello, cindy? >> caller: hi. i am going to be reading a letter on behalf of someone that couldn't be here tonight. her name is dainera , and she's a mother of -- within the group of decreasing assistance. i'll read it in spanish to give her her voice. [reading in spanish]

sorry, is there an interpreter or should i read it in english? >> (indiscernible). >> caller: i'm sorry? >> i assumed that you were doing it in both, since you speak both languages. >> caller: all right, i can. i'll continue. [speaking spanish >> we are very worried that the system has not done anything to work. [speaking spanish] for instructional education outdoors. [speaking spanish] and we -- parents and teachers,

we want options. to return back to school. okay, let me just do it in english. it will be easier for you. all right, so her question is, where are the outdoor instruction plans? we are hearing from both parents and teachers alike that they want that option for returning. we are concerned that the district has not yet made further progress on this solution, including the safest way to bring back middle and high school students. sfsud could easily adapt plans from schools that have figured out a plan to bring back all students and teachers to outdoor in-person instruction. jefferson elementary school parents are working on plans such as this currently. holding school outside is affordable, we have the space available, and we have the weather for it. without it, middle and high school students, those most heavily impacted, are left out

of the conversation completely. thank you. >> clerk: thank you. hello, sarah? >> caller: hi, can you hear me? >> clerk: we can, go ahead. >> i want to thank the board for all of their work on it. but, you know, i just still see gaps. i'm in a position where i have the privilege of having child care during the day and so i'm mostly here to speak for other friends in the district from all kinds of backgrounds who are just really struggling. and while i appreciate the work that the board has done, you know, the march return date, you know, which is not completely set and which also includes the bulk of kids, really only allows for seven weeks of school. a lot of the kids from those schools and in those groups, you know, they really need to be back and they really need their teachers. in terms of teachers, i also

just want to reiterate that i want to advocate as a teacher myself and i want to advocate, you know, that keeping teachers safe is of the utmost importance. and so i would just like to encourage the board, you know, to provide clear plans and answers for the teachers that are going to give them a sense of safety. and i also hope that the board would be able to speak out about getting -- you know, when the vaccine becomes available, putting teachers in priority groups. so, again, i want to thank you but i do want to reiterate that i think that parents, teachers, families, students, you know, need more answers, need some of those gaps explained. and also i think more attention needs to be given to the safety of the teachers. thank you very much. >> clerk: thank you.

clynstul? >> caller: yes, my name is spria ray, can you hear me? >> clerk: we can, go ahead. >> caller: thank you very much. i appreciate the board's efforts and the school district's efforts to go forward with the school reopening and want to, you know, to support those efforts. but i also want to speak about my concern that there isn't very much attention being paid to outdoor education. there was a comment about this i earlier by another person and the -- part of what bothers me the most about this in some ways is that the district is constantly talking about how important safety is and yet the district continues to not talk about outdoor options often, if at all, which are, in fact, the safest option. if we want to return safely together we can get the greatest number of people back together equitably by holding school outdoors and considering that as an option. we don't need to be fighting about who gets what slice of the

pie, because the pie is big enough for all of us. when you consider outdoor space you're not talking about a limited amount of space inside that ha has to be cleaned and sanitized to some degree as many people believe, even though surface transmission is not generally an issue. certainly if you're outside, it's not an issue. we can make this pie big enough for all of us and the jefferson parents and the jefferson parents have been working on plans to go outdoors and we could bring so many more people. we could bring back everybody if we talk about using outdoor space as well. i think that people should seriously be considering this and considering how much more we can do for everyone, including during times when people may think, you know you know it's rd wet and we have the climate here and we can do this. thank you. >> clerk: thank you for your time. hello, courtney? >> caller: hello, hi. my name is courtney helen and i'm an sfsud parent with two children in second grade and

fifth grade. i am also a member of decreasing this. and i believe that this plan is not good enough, mostly based on the timeline. i would like to see all pk through second graders brought back with the first wave on february 8th. and all third through fifth graders invited back two weeks later, february 22nd. and i'd like to see a plan at least for middle school and high school students by march 1st, even if it needs to be outdoors on schoolyards and under tents. given the high ar higher rates f transmission and teacher concerns. and finally the idea that your plan states that those least engaged in distance learning will not be brought back in the current plan until march 22nd at the earliest makes absolutely no sense. i think that those children should be prioritized. those struggling must be engaged and their education depends on it. and i support bringing homeless

and foster youth back sooner rather than later. and i want to thank the commissioners for bringing up the point of masks for all students. i think this is 100% correct. young students can wear masks. i have seen them. my own children wear masks every time that we leave the house and i know that children -- it's like seatbelts and helmets. you tell the child these are the rules and they follow them. children are actually much better at this than adults. so universal masking please, thank you. >> clerk: hello, susan? >> caller: thank you. good evening, commissioners and student delegates and superintendent matthews. this is susan solomon, with the united educators of san francisco. thank you for the presentation. a couple of things that i want to point out is that in terms of student testing, u.c. san diego and the san diego unified school district have an agreement and an arrangement for student

testing and i'm hoping that we can work together to make that happen here. i want to ask what kind of support can be expected to make it to this until the bargaining is completed by december 18th? this work of negotiations for those who haven't experienced it before, takes many, many hours. it's an elaborate process, especially because of covid. we have never -- i have been on the bargaining team for about 20 years through this and we have never engaged and experienced negotiations like this because of the pandemic. because of what is required around safety. i want to add in terms of that also that special education has its own specific needs for health and safety. and we are prioritizing the students with i.e.p.s. and so everyone, including all of the parties on the

negotiations committee, usf officers and staff and educators themselves, have been working very, very hard on negotiations, taking many, many hours. it's only yesterday that we found out that the expectation to complete negotiations is next week. so i do urge you, and, by the way, the negotiations are a legal process involving the participation of equal parties. so i do urge the board to consider what is meant by saying that negotiations need to be completed by next week. i'm sure no one is suggesting that there's historical rights of workers represented by a union will be taken out of this process and so let's work hard to get the agreement that we need. thank you. >> clerk: thank you.

hello, piper? >> caller: hi, my name is piper. and i want to say that we're four months into the school yeaa 10-year-old out of school for a full year at best. the c.d.c. and fauci, and the san francisco department of health and the mayor -- and they have been saying for months that schools should and can open safely. a plan for our child's school to return march 22nd is not soon enough. why is there a gap from february 8th to march 22nd? that's a huge gap. i cannot understand why districts all over know how to do this and we're still talking about bringing a handful of schools into in-person. distance learning is the most heartbreaking experience i've ever had as a parent. this spring is so awful that we put our sixth grader into a

learning camp in the city, and they're fully masked and nurtured with adults and safely interacting with her peers and it's the only reason that we are still here. i do not want to leave san francisco. i do not want to leave our community but i have no idea that progress could be so slow. and coul with so little urgency. we were counting on you and i'm so disheartened to hear how few students are planning to bring back. thank you. >> clerk: thank you. hello, amanda? amanda? amanda? >> caller: hello, hi, sorry about that. my name is amanda and i'm an sfsud parent of two children in elementary school and i'm extremely concerned about the well-being of my children and all children in sfsud. i want to thank everyone for

your detailed and thoughtful presentation tonight, particularly grateful for the deputy superintendent and hearing you call my kids babies made my momma heart sing. tonight i wanted to share how my babies are doing. my fifth grader attends all of her zooms and finishes her work in about two hours a day. and sometimes there's as few as three children attending and she's often the only one with her camera on that answers the teachers' questions. and she spends the day online and finding new ways to hide that she's playing video games and watching youtube. her physical and mental health are suffering. and my second grader has an extraordinarily gifted teacher who keeps her actively engaged for much of the day but by the end of the day she's full of unexpended energy that she's throwing temper tantrums that we haven't seen since the toddler years and regrezzing. my girls have every advantage in this situation. my husband and i work from home and we have plotted with another

family and hired someone to supervise them during the school day and they both have wonderful teachers. and yet they are struggling mightily. as you know the san francisco health officer authorized schools for in-person learning in september. while my younger child is slated to go back as soon as march, my fifth grader doesn't have a target date to return to school. i know this is -- >> clerk: thank you. hello, jen. hello, jen? jen, are you there? hello, christina? >> caller: hi. my name is christina clemm and i'm the mother of twin

kindergarten students and a second grader in the sfsud school system. my kids struggle and our family has lost a third of our income due to my inability to work more than on a reduced schedule. i'm pleased to see the progress and the diligence that has been shown -- i was speaking on mute, sorry, guys. my name is christina clemm and i'm the mother of both twin kindergartens and i second grader in the sfsud system. my kids struggle and my family has lost one-third of my income to work more than than on a reduced schedule. i'm pleased to see the progress and the diligence that has been shown by the board and the staff in the meeting today. however, to say that i'm disappointed with the plan is an understatement. we need to be safe but we need to move much, much faster. by my reading of it no more than a few thousand students will be offered in-person before march 22nd, that's 3 1/2 months away. two-thirds of pk-second graders

won't be offered that. that doesn't feel equitable. my ask is that all schools ready and willing to open on february 8th to be allowed to do so. science is on our side. dr. fauci and state and local health agencies all agree that schools can and should be physically open with the right precautions in place. many believe that to be true, even during a surge. kids don't have the same receptors to transmit the disease as adults do. and we want you -- and i urge you to make in-person learning a reality for our kids as soon as possible. i have seen a lot of barriers discussed in the meeting. thank you for your time. >> clerk: thank you. hello, tara? >> caller: hi, my name is tara ramos and i'm a parent of a sfsud second grader. you can probably hear my kids in the background.

i'm also making dinner right now. i am also a teacher/librarian at sanchez elementary school and i'm in the usef teachers' union. i'm speaking when deputy superintendent blythe spoke about engaging stakeholders and she mentioned the survey, i wanted to just let everyone know that the survey was subject via email -- was sent via email to all families and that in my view is not the most equitable way to reach families and it's not the most equitable way to gather data. and it's also required for families to fill out that survey in order to get a spot. and so if families don't receive the survey or if they don't read or read in one of languages that is not on the survey, they will not have access to the survey. and the district has put the onus on school sites to reach out to all of those families who are not filling out the survey

on their own independently by finding it in their email inbox. so at my school site we have divvied up and split up a list of families, you know, among the staff members and i'm a teacher librarian and so i have people on my list and we can call people and assist them in filling out the survey. because we want every family to have the chance to fill out that survey. but it should not be put on us as the site. the district should have had a plan on how they were going to reach out to families and those who don't check email inboxes or not read the email to make sure that all families were able to access the survey. thank you. >> clerk: hello, tom? >> caller: actually, this is lisa chat ham, i'm using my husband's account. i'm a special ed teacher, and i had a few questions about when

we return as well, and maybe we'll go over it more later. but it seems like if i go back, and it's just my class, i'm assuming that i'm not going to be at my site. i don't understand how that really works. are we all going to be in one middle school, like how is that? and will we be at school all day, even though my kids have -- are in other classes for half of the day. so there's a lot of questions that i'm curious how that is going to work because it just doesn't seem like a very good fit if i'm not in my classroom. >> thank you.

and similar to others, i am disheartened but i'm encouraged to see that there's pending and the survey rolled out similar to the parent that just spoke and we have asked for a lot more communications that came out in a way that actually resulted in a lot more questions from parents. and then the f.a.q.s shared or the recommended masking left a lot of our responses in limbo, i think that while there's an effort to make communications happen they need to be clear and maybe just running by and seeing the types of questions and the type of issues that might result if somebody misinterprets it could go a long way as future surveys get sent out.

and we can make the future ones a lot less. thank you. >> clerk: thank you. >> i'm the parent of a fourth grader and a kipped be garten at sfsud. i thank the district and the board for the work that has been done so far and i want to thank the parents that are here and not here tonight. and i have a fourth grader with special needs who is not in a specialty class. she lost a year of academic instruction. she cannot learn remotely. and i have a kind gartner who

cannot learn remotely, no matter how great the teacher is. they are under mental health strain. the regression that i have seen in both of my kind gartner and my special needs fourth grader is devastating. this plan is not good enough. thank you. >> caller: i was a member of the logistics team and it's then that we offered up outside

classes as a possible alternative to distance learning because there's no high school sports being played now and we could use all of the available football fields in the city. i even put the team lead in touch with the event company that supplies tents, among other things. the response was that the district would get back to them. and it was also in july that i and others had submitted a waiver to the city health official to allow school for most vulnerable students and it was never attempted. while other schools and districts and cities and countries have found a way to open schools, we are still in the planning dashboard phase. we keep hearing executions from it's donald trump's fault and the science and data says that it's safe. well, it has been for a while. to it's the union's fault, it's the district's fault, etc. the educational repercussions will be measurable. the social and emotional toll on our children will be harder to

track. since the beginning of this pandemic, there's been a lack of transparency and a lack of communication and a lack of cooperation and a lack of viable planning and implementation and a lack of leadership from both the district and unions. the cruel joke is on the families and the students of this district. thank you. >> clerk: thank you. hello, brandy? >> caller: hi, good evening. my name is brandy bow an and i'm an organizer at coleman advocates and tonight we're introducing the coleman advocates framework to reopen san francisco public schools. we want to push what sfsud has presented thus far to a plan that centers the needs of black, brown, low income and special education students. we have a few folks that will be speaking after me that will provide summaries of our equity

framework and that includes two young people speaking on their experiences, along with our youth organizer natalie kim and our parent organizers, milldric coffee, and this is important because black and brown families in the southeast almost universally are struggling to have their basic needs met. a lot of them are facing evictions and people are moving in with family or are entirely unhoused and many are unable to pay utility bills or to put food on the table. our young people as well as adult family members are experiencing depression, anxiety and stress. and declining physical health. we need our san francisco city leadership and the board of education to take bold immediate actions to create a safe environment supporting black and brown young people to work to implement this framework and we're asking all of the parents and the students listening tonight to stand in solidarity with black and brown families as we ask our city and district to

use this equity framework to reopening schools and you can text equity to 474747 now to show your interest in learning more about supporting this city-wide initiative. thank you. >> clerk: thank you. hello, caller, 456217 number -- caller, are you there? one more time. caller, 627 number. 415 -- okay, moving on. hello, greg? >> caller: hello, thank you. i would just like to say that this plan is inadequate. that march 22nd is over 3 1/2

months away. and that online learning is not acceptable for young children, it's just not. and that not only are you harming our children and our families, but you're -- our communities are being destroyed. i know so many people who have left the city because of our school district this year and your handling of this situation. it's heartbreaking. and it's not just anyone who is leaving, it's the people that care the most. the people that run parent clubs. they see the incompetence here and they gave up and they left. that's heartbreaking. that's all. >> clerk: thank you.

hello, cassandra. >> hi, good evening. this is cassandra, a seventh grade english teacher. i'm also on the bargaining team for uesf. and i wanted to reiterate a point that president susan solomon brought up around the timeline and it was alluded to in a couple of cases during the presentation around how long it is taking for us to come to agreement or even just to understand some of the information as it continues to change, of course, that is understandable. but a december 18th timeline is quite shocking. further, another timeline in the presentation today of concern amongst teachers that i was speaking to was the 10-day timeline to come back to in-person or for orientation for

families is excellent, but i'm worried about time for teachers to plan. to physically to come into the room and orient and to set up a classroom, much in the way that we have done in the past. and especially considering the crisis and the nature of this environment, we want to make any students who come into our space feel as comfortable as possible given all of the constraints. and so time for teachers to plan physically, also to plan curriculum. and another concern which has been brought up and i want to highlight that hybrid teaching should not be to one individual teacher at a time. we have seen this amongst colleagues in other states and those of us who are educators who have been in the classroom to address multiple kids at one time is difficult, but to do so digitally and in physical form is undue strain on professionals. thank you. >> clerk: hello, latoya?

>> caller: thank you. good evening, president mark sanchez and commissioners and the staff, superintendent dr. matthews and your esteemed cabinet. i'm the parent of three current sfsud students and while i'm a parent leader in the community, at this time i'm speaking only on behalf of my family. we want to say thank you, we appreciate the hard decisions in the best interest of 54,000 students and their families. i don't know how many educators or staff members and their families and our community partners and their families. while there was a need and desire to return to in-person learning i want to appreciate the labor and strength to stand strong during extraordinary times. and looking at the total number of new cases and new reported deaths for states that did return to in-person learning, i feel blessed that my kids are served by a district that are focused on saving lives without getting on board with other districts and private schools.

but at this time i have to ask -- the first ask is that, well, number one, i support the plan, but the first ask is as a district that we consider to adopt the hybrid model. as sfsud's business as usual model and not just as a disaster or a pandemic model. online learning has been successful for some students and our hybrid model shows humanity and education. and then the second ask, while planning for learning, we look at the result of the criminalization of families. and not just an academic plan but a services planning. >> clerk: thank you. hello? >> caller: hello. i am in 10th grade. i feel that kids would feel safe at school.

(indiscernible) and those requiring special needs to go back to the school and get more support. there should be more support on black and brown students, such as mental health support, financial support, health support, and transportation support and how we support the youth and their families for reopening schools. their voices should be heard. i encourage you all to reopen schools and using equity framework and include the voices of the communities in this planning process. you cannot provide an equitable solution, to all of us, especially the students. and we would like to be part of the conversations, and text to 474747. thank you for your time. have a wonderful night. >> clerk: thank you.

hello, seth? >> caller: good evening, and thank you for taking my comment. can you hear me? >> clerk: yes. >> caller: great. my name is seth brensel and i'm a parent of a child at the amazing big blue, otherwise known as glen park elementary school. i'm a member of decreasing the distance and i'm here on behalf of parent members. there have been a lot of questions about teachers, staff and parent safety. we do not understand why this plan as presented allows children under the age of 10 to attend school without a mask on. my daughter has been successfully -- she's 9 -- wearing masks for eight months. whenever we ask her, whenever she's inside. to protect teachers, staff and student safety, parents request that the mask requirement to be for all children returning to in-person instruction. they can do it. kids are adaptable. we request that sfsud include in its plans the measures to

increase the teacher, staff and student safety. we have emailed and asked to help with side assessments but nobody is getting back to us, so it's clear that mor more help is needed. we know when we ask our teachers to take risks by returning to schools that teachers are essential workers and we need to keep them safe and ensure they get all. of the support they need. our teachers are amazing and they are doing amazing work. we at decreasing the distance return for the safest return to school and that includes advocating for teachers and para-professionals and school staff to be prioritized for the covid-19 vaccine just after our essential health care workers. thank you so much, and have a good evening. >> clerk: hello, laura? >> caller: i'm a parent of two young children, one at glen park

school. while our teacher and principal are doing an amazing job, the fact is that he's never met his classmates and has no friends and he's not seen other kids outside from his new school environment since he enrolled in august. i'm heartened to see the return to schools, and january is the lucky number for some students. many parents tonight have expressed viewpoints of bringing back more students and i fully agree with the points they made. and about the requirements that only students grade eight and above wear masks, my preschooler, has been back in preschool since september 1 and he's almost 3 and he wears a mask every day. he sees his friends at preschool, ages 3, 4, 5, wear masks so can our pk through second graders. the science is strong about the efficiency of masks and i ask that you require all masks for teachers, students, administrators and staff. thank you.

>> clerk: thank you. hello, cliff? >> caller: can you hear me? >> clerk: yes, i can. go ahead. >> caller: all right, thank you so much. hi, everyone i am cliff yee and a member of decreasing the distance and a parent. and as someone that works in development i give a shout out to coleman, i see you. i want to talk specifically about the sfsud in-person survey, d.p.d. has asked families for feedback about this survey and we were able to share this with dr. matthews today and we hope to meet with him to share more about our other findings. two of the biggest concerns from the families that we surveyed is, one, some families are holding off on responding to the survey and i think that it speaks to the 40% completion rate that the district referenced earlier because there's not enough information on what will happen based on the responses. and other families are saying yes to everything because they

think they can change the response later on when more information is coming out. so earlier tonight when we heard from the district staff about the surveys, including that these were the most essential questions to ask, and that they've had a 40% completion rate, our concern is that the district is making assumptions based on the data they did not fully have with regards to what the students want in regards to in-person or continued distance learning. so seeing that these are the essential questions to be asked to other families we encourage the district to survey all sfsud families and maybe doing that by early january so that way you have the complete and the accurate data sets that you need in regards to what families want for their children. thank you so much. >> clerk: thank you. hello, suzanne? >> caller: hello, my name is suzanne ike and i'm a nurse at

ucsf and i'm a parent in the san francisco unified school district. i have one who graduated last year and a senior. i see firsthand in the emergency department how the school closure is affecting our children's mental health and physical health. not just teenagers, but k through 12. i also want to address the fact that since my children have been in kindergarten they have been going to public schools in san francisco, and i and other parents have continually been disappointed in this district's response to many crises, so this really is no surprise that things are falling apart here now. this plan has so many questions and holes in it and does not address -- i can't believe that you have had since march of last year and this is the best that we could come up with is to have these few number of students

returning. and most of them not even returning until march. this is crazy to me. i also want to say that i can't believe that we've heard from union representatives here that they are shocked to hear that they're supposed to come to an agreement by next week. that is crazy to me that they didn't know this, but the district is announcing this in their plan. new york, one of the biggest school districts in the country, has been able to bring their kids back and san francisco, who has lost many of your families due to their incompetency in dealing with this -- >> clerk: that is time. >> caller: cannot get it together. please for the sake of our children, please. >> clerk: hello, melanie? >> caller: hello, can you hear me? >> clerk: yes, go ahead. >> caller: yes. equity and social justice are important to the board of

education. they're important to me and my family and they're part of why we're in public school in san francisco. because we want diversity and we want exposure to all of the riches that san francisco offers. and allowing public schools to open and -- excuse me -- allowing the private schools to open and to leaving the public schools close is increasing the gap of inequity of students and it's a travesty. parents who can are leaving and this is detrimental to san francisco unified for years to go. i am curious to know how many have left the san francisco unified school district because of the lack of action of the board of education. and my son is in kindergarten and every day he tells me that he hates school and it breaks my heart. he has one hour and 15 minutes of live teaching which includes videos and read-alongs. so it's not real teaching. i am teaching, i am parenting, i

am working full time. my husband and i work full time, we have zero support and we've had zero support since march of last year. if a return does not happen until march it will be a year where we've had no support and it will be seven weeks that my child will have for his first year and his introduction to san francisco unified in kindergarten. remote learning for kindergarten does not work. it is not effective. social and emotional learning is being lost. >> clerk: thank you. >> caller: thank you, mr. steel for hosting that meeting. >> president sanchez: i want to thank the members who spoke for their comments. board members, there's some questions that the staff have that they want some guidance on and then we have the amendments put forth by commissioner collins. so why don't we tackle the -- do

you want to say something? >> when it's time i just wanted to make some clarifications, you know, that may -- as far as to my recommendations. but we can cover that when we're talking about that. >> president sanchez: okay. so specifically there's three or four questions -- i don't know if you want to post them up again for the board. but if any board member has a comment right now or a preference you can speak up. go ahead, commissioner. >> i just wanted to ask if -- if mr. steele, if you could put the deck back up and it's the third to last or the second to last slide. thank you. >> i won't be able to see everybody, so, commissioners, take that -- if you want to chime in, i know that

commissioner lam will go first but i can't see everybody. >> thank you, president sanchez. i just have some questions before we dive into the discussions that deputy superintendent has posed to the board. one is around the real -- what we know is the real social distancing capacity and the limitation. so with that analysis i would like to ask if outdoor spacing, square footage, is part of that planning and what we know how many students we can bring back to that homeschool site? >> i'll start and i'll let don finish up, commissioner lam. as we plan for our schools in each ways, you have heard about the protocol that is being done with each site leadership team. we are including and considering

the use of the outdoor space of that school site as part of that planning and thinking about how to best leverage that site or that space. that said, i want to distinguish that from an outdoor school and we might take part of, instead of the school there. so we're thinking of how to use the existing outdoor space of our school sites as we plan for our various ways. we have not started a school in a park, for example and i want to make sure that the community understands the distance between the two. as we look at the outdoor space, we know that as we try to move from indoors to outdoors it's not as simple as take the kids outside and let's start teaching. there's definitely a shift and there's materials and supplies that are needed. so as we think about that we're thinking about the implications in professional development and planning. (please stand by)

>> thank you definitely under consideration and it's driven by the school site and in deference to principle and the cohort leader's directive. >> thank you. um, following up to the different ways between wave 2 and wave 3 and that six-week between each of the waves as we go to scale to up to 450 sites, can you please share and answer to why that six-week gap was happening between those six weeks and what is the

possibility and how we can accelerate and understanding what those barriers may be and how to tackle all those barrie barriers? >> commissioner, i'm happy to start that and deputy superintendent, please, feel free to jump in there. the sizing of the waves was important for one, we wanted to proceed with a gradual return strategy that allowed us to learn along the way and the six-week timing, if we went back to the wave one, two and three, planning protocols slide, i don't know if we can go back to that, but i was showing that we're starting wave two planning with about 25 sites tomorrow and there are four workshops that need to occur with each one of those site leaders and we're doing it virtually but at the end of the day, each of these sites is getting an in-depth site walk through and that ranges in time from a half an

hour to two hours and to go through the site allocate the spaces, plan out the circulation and flow of students and then also sub subsequent work on the part of facilities division staff to document all of that and a consist apartment format t will inform our dph applications. when you talk about doing 25 site walk each of might take two hours and benefit from having, you know, facilities division staff there to provide technical assistance, and support to principals and cohort leaders, it's a big chunk of time and as you then double that and think about starting the next wave in mid yan and doing that for 50 sites it's a significant bandwidth change. if you wanted, and you know, hopefully i'm just being candid right now, if you wanted to accelerate that timeline,

there's two real pinch points that i see that would require real trade offs of different types of work. you would be really shifting the responsibilities of doing all the thinking about site planning and staying in compliance with d.p.h. guidelines and preparing the map and all the application materials that would be shifted straight to site leaders and their supervisors. the second piece is at this point because we have been working again wave 1 repairs are done and we are in the middle of wave two and we are right now also just running up against the time and effort and constraints of our own building and grounds teams and in terms of the mechanical-electrical plumbing staff to do system checks for all of this work so i was

thinking about the tightest schedule we can accommodate sensing there's a request. there's the stand up process and we have been also coordinating moving contracts to support principals as well in moving furniture and the like around. it would be compressing all of those activities in a much shorter period of time and with the available bandwidth of folks to really triage and organize all that work and i would be very worried about things falling through the cracks so, i am happy to continue to think about from the facilities perspective, i'm not speaking for instruction for ways that we might be able to shave a week off here and week there and i don't know that you are going to be able to recover the entire six week gap just given where we are in the planning process and the holidays about to start.

is that something similar to what the dsw staff was able to support from the city. is that something that can be beverageleveraged in a different capacity for this next phase of implementation between wave two or three and the way it's 30th ten shaly addressed. >> i'm hesitant and floor plans

and fire codes and that kind of planning, we could train a few more people and you know, i think that would help. again, i'm not sure that it would shrink down the entire six weeks but i think it would be helpful. unlike the site assessment process which he created, initially over the summer, we were doing all the site assessment and every piece from the building systems to you know, the classroom window counts ourselves and quickly discovered that that was not going to be there are things as

site leaders they hold a lot and it's not what they do. again, wanting to bring our staff and our students in quickly but as safely as possible our school leaders have really relied on the expertise of don and the team and appreciate that thought partnership. because every single move that you make on the site has to be thought through in a way that we've never had to think through it before. and everything in terms how you get in the room and out of the room and who is about to come in the room and you get to use and which areas do i get to use and all that stuff is being thought through in a different way so that approach that don spoke about, i think it's been essential and it's our intent to not just do it but to do it well and it gives our site leaders i

don't want to put more on our site leaders and that's right, their expertise needs to be focused on the instructional site and getting our students and families comfortable and what that return looks like so, i just wanted to is there a way to build capacity and how can we bring our city partners and philanthropy and everyone, this city and this country right now is standing up like standing with the district and ensuring our public school students can get back and safely in our educators back and safely and possible and because we know

that everyone is struggling, this is, i don't need a name what has already been sad for since covid has hit and that's just with my inquiry as really just trying to understand like we don't have to do this ourselves and we learn into what our expert teaching instruction and if there are other ways that we can bring in those resources and capacity, then we just need to be explicit and to do so. >> my response and just thinking the staff, i know i've been tremendous work, pressures coming on all fronts and i think i've been vocal about this and that it is trying to tackle how do we accelerate with bringing more students back and again doing so that is systemic and

i'm looking forward to the conversations and questions and some things others can do and some things it's important that principals participate in because they're going to be holding -- they're the site leaders and they're holding the work so it sounds like we're trying to off load the stuff they don't need to do but there are critical aspects of planning when it comes to students and staff flowing through the buildings and they need to be a part of thinking through and that in doing that, they're also building awareness and the safety requirement and things like that is there a correct summary of why it may take a little bit longer because it does require involvement from site leaders at a certain way? >> that is an exlent summary.

>> thank you. >> we want to add to that commission, every site is different but even if we tried to make the cookie cutter, this is how you do it, it wouldn't sit on to every site for all the reasons you just said so thank you for that. >> i don't see everybody at the same time but i would like to tackle of questions in front of us, the summary of the element decisions. it may be that people don't have a preference one way or another and we can leave these up to staff but, if you have an idea or if you have a preference right now, this is your time. >> president sanchez, i wanted to follow-up on that and was wondering it's easier for me responsive is after discussion so i know that this is on the floor and commissioner collins amendments are as as well. i would need to pause before i

made this decision if that's what staff is asking of us. >> pause to do what. >> if you have questions about the different possibilities or if you want to start off the conversation. >> i do. >> i want to reiterate what commissioner lamb is saying and i just want to share with the public we're all suffering and going through issues and so, i feel like we need to keep that in mind and keep that at the center and when we're talking about working together. because right now, it is coming

from all kinds of the pointing of fingers and it's something is that i was hearing today and this process and this plan is imperative if we it will show she's steps bear hundreds of them in order for us to do it, it has to be put in place and it takes a lot of time and it is a lot of intricate details but it's also the difference between life and death. so, again, like, i know it's not quite where we are but i am seeing the city and the state step up and i am seeing the school district making these asks and decided going to be one

of the questions that i have for our staff and i am urging us and putting it out there given the level of efforts and urgency and i've been hearing and understand fully so, just to begin my questions of individual schools and i am leaning towards that but i think i guess i'm having trouble understanding how to make that decision until we figure out who is coming back to in-person learning and who is interested and that kind of it

was the host and home strategy. until we know what we're working with, families won't have an idea of whether they're going back to their home school or a host school, correct. >> well, can i make a clarifying question. it sounds to me like what we're wrestling with is if all three to fifth grade students if we invite them all back they can't all fit in some schools. even if we have staffing. and we don't know about staffing so it's another variable but even if we did have staffing, you know, some students wouldn's wouldn't have the capacity so we would have to make a choice to do hybrid one day a week or do a host school. three things are in play because if it's just a smaller group of students, we could have capacity at every school and if we say all three to fifth graders,

then, eithe either the host schr one day a week is something we have to consider. is that correct? >> thank you for clarifying. is that -- did they say yes? i didn't see a head nod or anything? >> yes, there was a head nod. right now we have physical capacity for all schools and if we're doing home school now and to take all kids and hybrid for k-2 but if we expand that to 3-5, not all schools have the physical capacity to take every single kid so that's when we would have to consider reducing the hybrid days or doing a host school because some schools are bigger and they could accommodate more kids. i. right. >> that's accurate. maybe w>> right?>> we have to dr

priority, right. if our priority is to bring back to make availability to all and think home schools are valuable because they want to teach from their own classrooms and parents want their school communities so if i would prefer if we can't fit everybody that wants to come back and my rev and we would explore outdoor learning to expand our capacity for third through fifth graders at sites that don't have enough space. that's a pr a proposal that i wd make and if that would be a

workable, you know, proposal and it would be prioritizing a group of students and open up as we see where student interest is and more space at a site. >> it's been in line with what we've been proposing. i would just need to understand more details about what you mean by that but otherwise, yes, we've been planning to bring our third through fifth graders in by prioritizing those babies who are experiencing homelessness and foster care and public housing and have not been able to engage remotely and we've been plan to go do that with the home school strategy and we've been proposing and then the two other options are we have to rethink that the strategy if

we're getting in all of our babies and that commissioner lopez, might force us to rethink the home school strategy as we have schools that have limited space. and then just the really make sure everyone is clear on that third option, you've heard families from glen park and jefferson, there's there is an opportunity to do it site by site where you know, the sites respond to the interest and based on their capacity and their context, of course, that then is no longer guaranteeing that every student in a group would get an inperson opportunity to that's the option. >> any other commissioners? >> commission it would give us the and they think it's another upcoming important and.

>> do you have that. >> do you have that action? >> it would be a region. >> and we are planning to meet with the organization and design some of the questions and some of the questions that we send out to all the other groups. and so, we send these out most by the first week of january.

>> >> i'm can everybody else and it seems like a complicated and there's a lot of variables to weigh here and i just think beer going to need more and guidance have the staff on what the trade offs are and the younger they are, generally the lessen engaging and impactful learning is so i agree with who are

suffering and who are having the biggest negative impact with online learning. that's the guidance i would give. we're not talking about the amendments yet. have we gotten into the amendments? >> no. >> so those are my comments for nownow. i just want to see how the kids come back and option one to me is where i would really like to learn towards. but again, there's just not

enough information to actually make a concrete decision on what actually makes sense for us in terms of like, how we want to move forward. there is this thing around the other option of third graders and fifth graders with phase 2 with our focal students and we need to focus on our focal student but also, i wanted to say that the definition of suffering and let me just say, the current data that we were providing with and curriculum committee the other day it says there's a huge need and the learning lost and the absentees for these focal groups are high and that i get and i think we need a strategy to figure out how to be able to, the word is reengage, right, so to me i'm

just a little curious around like if we focus on our focal group, which we should, right, with is the engagement because i'm not really too sure, you know, how many of these families want to send their kids back to school and i don't know how many families are homeless families are even in contact with the idea. and so, it's hard for me to say, you know, we should go down this path when, you know what's if we do go down that path and we don't really have kids that are showing up. i think kids are going to show up but i still there's a potential to say that we should focus on focal students and focus on the students that need to be here and that are not part of the focus student groups, right. because again, like for me, the suffering and the impact on how this is rippling through the district it's different and it's beyond.

>> josh: economics and i'm a crisis worker and i'm seeing, families from a different range of communities that are impacted by covid-19 so, i really do want to know how many of these studentthesestudents are ready k and ready to be learn and be present. so that's something that i'm just thinking through. i would really like to see a mixture of that right now. i think the focuses might be too tight if we can it open it up a little bit more. i would need a little bit more information so that's just my two cents right now. i have a couple regards in the presentation but i'll focus it based on this discussion right now. >> i have a clarifying question. >> so, commissioner, i heard you

both say that you want all the babies to come in. and then say that you are also open to this idea of us prioritizing students in our focal groups but expanding the focal groups. when we talked about priority groups for this presentation, for third through fifth and our students experiencing homelessness living in foster care and public housing, are you proposing you might be ok with that second bullet if we expanded the criteria to include other focal identifiers. i want to clarify it and i'm trying to take notes on everything else. >> you hit it on the head. we should have a more general look at, you know, the population that actually needs to be back in school, right. because t. there's all the types of families who have different issues that are currents in

their lives right now and that need to be their kid back in school and there's also maybe a focal student or kids living in public housing who actually doesn't want to come back to school and thriving and striving with distance learning at their home. i just think those conversations need to be had and we're really targeting the skids that need to get back to the classroom as much as possible. >> thank you. >> yes. >> my sentiments actually align with what commissioner moliga just said especially on the point of expanding what we mean by suffering and trying to get a sense of what urgency looks like by family and who we can accommodating so many considerations and the spirit of

what i want to see happen obviously not violating any of the compliance with as much as possible related to life around public-health guidelines. we try it get as many people back as want to be back as possible and at this point we don't actually even know the real answer to that and based on a lot of the public comment, it's so interesting with these meetings and what i hear from people doing the work and how varied the responses are, hearing from educators that are doing home visits because they can't get a hold of people and i'm sure that's not like i'm sure they're doing that, right. and hearing folks that we heard

tonight that are really concerned about returning to school so this is such a hard problem and i know what we hear isn't isn't completely representative of people's willingness to go back and restart and with that said, thank you to the staff for trying to move as much as this as portable and i'll leave it to the rest of the conversation to someone else. >> all right. vice president. >> i did want to ask a few other questions and start with going back to chief kamala and a discussion as far as some of the schools that have not been prioritized or parts of the cities that haven't been

prioritized and where we are in the ability to include schools specifically in the tenderloin or chinatown or other areas of the city that have been named that are not part of the waves that we see currently. >> yes. >> go ahead, sorry. >> commissioner, i've actually, my understanding again is that the sites that were chosen for wave one and wave two have been driven by our emphasis and desire to prioritize early education students and return them to their home classrooms and i am not the person i think to comment on or provide additional context on the history of program location decisions and that led to the distribution by -- someone is

home. >> i'm going to let them finish that thought because i think we've got the same idea. >> so just to remind you all, when we were identifying our schools for wave one, we really wanted to find schools that had two or more of those priority groups and that's what she was referenced so we looked at schools that had sdc classes and early ed classroom spaces aside from this we have five early ed stand a loans that were included in the first wave so when we were identifying the elementary schools to add that's how we identified. with wasn't where you are in the city but do you have those two priority groups and then we wanted to spread it out across the city by having at least one school in each of what we call cohorts and kind of represents the span as a city but not

necessarily and so that was our first staff. one that we could learn so we started to learn and two we can make sure we were targeting those priority groups that we identified and the second wave, the same facilities was also a consideration and the second wave that criteria stay true because we anticipated learning a lot and quickly from the first wave of schools and so we weren't trying to exclude any particular school or any particular part of the city and we were trying to be strategic to make sure the school that we opened was able to dedicate and focus on the priority groups we named and give us a chance to learn and you can see schools from wave one to wave two and there's a two-week gap in between those but i do hear the communities' feedback and a lot of the questions around the wave three schools and that was just us completing the opening if you will and just adding on all the remaining elementary school sites. i want to name that i have joya

here with me on the call. one of my executive directors and she's been involved in this work and so every now and again she might chime into tell you who she was in case you are like who is this chick talking, just fyi. >> thank you. i ask that to clarify and make clear our decision-making process and two, just because in our buildings and grounds committee the question came up giveagain and it being no more n 26 sites is within our capacity for that wave but whatever school it is, is i guess up to us. that's why i wanted to just bring that up and have that discussion. and this is the idea we would be using the home school strategy. >> yes. >> a couple more questions.

if wore going back to our home schools, have they not had that we can share now or is it based in two reopening process at each site. >> >> what are our plans to bring our preparation for the future. >> yeah, to give teachers time to prep their classrooms again, get reacquainted with their space since we're going to be teaching in a much different environment. what planning is afforded to them? >> that is part of the on going discussions. >> only named that because i think that is actually going to need more time, right, for them

to -- when we all decide, as a whole, with educators, what is appropriate, i'm sure that probably is going to need a little more time to give them that. >> so that is a part of an ongoing discussion. danielle or greg, do you want to add anything or say anything? >> no, dr. matthews. that's exactly what it is. it's an ongoing discussion and we need to be clear on what is happening in the 10 days and whether 10 days is enough. this discussion points we need to get on. >> ok. >> thank you. >> and then lastly, is there any part in going back to what commissioner lamb that we can direct to the city as an ask or question given that they've offered financial support, offered the city workers and

they've offered a lot of verbal support so what can we pla layot and make clear in this plan to get this going? >> there is to anyone and all the people in this planning and we need like details asked to make to the city and. >> the support we need around testing. the city has stepped up and right now, you saw from mr. menezies the establishment of the exploring of partnership with the latino task force and that's through discussions with the city to establish our

explorers and this partnership so that was one ask and we're going to continue to need assistance we know and as more and more schools come online around testing so that is going to be support, i would say both in-person he will as well as any costcosts providing that personl and that's one ask for sure. when we get into some of the -- we're not voting on the plan they're actually like, suggestions for changes to the plan, but when we get into those discussions i'm sure, i think commissioner started down the road of saying, the possibility of ask around the ventilation so definitely if that's a add on, to the plan, then for sure we would be asking for support in making that happen. if that's added on and we would need to talk about that or we'll talk about that when we get to the addition.

that's what immediately comes to my mind. i don't know if other staff members have other thoughts around direct request to the city whether it be staffing support or dollars that are needed in terms of supporting moving the plan forward. >> did we have anna insurance we were going to get support for testing? i thought we lined that up with the city through dph? >> we're exploring that right now. dr. matthews, i might add on this was discussed at the budget and doesn't services committee last week that i believe ms. wallace actually highlighted this when she talked about the fiscal impact that the two largest potential areas of

financial costs and the timing and the configurations of how many campuses we otherwise reopened but the two and areas are custody tote wraps and secondary level and we're at a pretty early stage in terms of planning for whether all of our campuses might be reached or whether it's a subset of the campuses and that will have a significant baring on the potential need for additional custody towed y'all staff and with respect to the classroom staff, teachers, para educators and in particular, and the instructional team in planning phase 2-a is not as i understand

it it's not assume tag there will be additional positions or significant additional costs but the individual staffing plans will need to be developed based on the responses of our families and they will snow more about in short sort because of the initial survey to the phase 2a families that we requested responses by this friday so that will give us a whole lot of additional information that about whether existing staff and ftes and substitute resource that's are already budgeted and how closely those existing resources will approximate the need we see from the individual

choices we're going to share as much information as we can as i think was featured in the slide that chief wallace described on the fiscal impact and asked for some scenarios and we tried to feedback tonight and we'll keep doing that and as we get more information about the choices and staff has to make. >> >> although deputy superintendent we don't anticipate an increase in cost for staff and we knows there's materials and supplies increase and one of the things that new in this new way of doing school is every student needs to have their own materials. there's no more wore going to all share the crayon box and so

wore going to be purchaseing and collecting and configuring kits and hearing about families of ways they can help as we open as individual school sites we'll ask for families and in that regard and to help us get everything ready for the babies to come in as well as more books and more resources and to go home and school and those things to stay at home or stay at school it will be a need and a continued cost especially as we reopen for in-person and then also as we get our classrooms together don and team are going to be moving the heavy furniture at all and there's this stuff in the classroom that we're likely going to be leverage our family just like at the beginning of every other school year we're going to get the school in the classrooms reads' for the students and the staff so that's going to be a need that we'll be expressing later and we're going to plant that seed now for folks who are looking for things to do. >> so, i mean, superintendent

math use, do you have a sense of direction. we're lock at elementary decision and it doesn't seem like there's a lot of board direction going on here. >> can i make a statement to that just to the commissions before super inten department matthews' response. >> sure. >> thank you. i just think what i talked to last week and i think what she explained to me was that like some sites like brett hart has a capacity to take every kid if they wanted to do that in a socially distanced way but a school like harvard wouldn't but i really want us to be prioritizing based on students and not based on physical space and so, i just think it's, i appreciate staff because that's the way they're thinking and i feel like it's very important for us as a board to articulate, it's not whether we want to extend an opportunity for all

students that want to come back and if we can take them all back we should. we're going to to stick with a home school strategy which i support that means we have to have a priority and that means we have to prioritize based on students if we just open up a school and say first come first serve, then it's going to privilege families that are at schools that have more space and it's also going to privilege students that parents more easily fill out surveys which we talked about earlier some families are online if they are filling out surveys now and other families are harder to reach and they might be from groups we would most want to serve so i think it's important for us as a board and i'm putting this out to other board members and commissioners it's important for us to provide strong direction if we have equity and serving students and that is just my -- and as i said, it's in line with staff recommendation and i appreciate

staff in aligning it that way. >> >> we don't have enough information and or the surveys and that first wave coming back so we don't have 40% and surveys and i know there's a whole discussion maybe to be had about how to do this survey better next time and we know there's a lot of leg work from the school sites and hopefully from central offices supporting school sites and reaching the families who have not filled out the survey and we need that critical information that we found in amount surveys and accurate count of who wants to come back and we don't have that and that's why i'm reluctant to give really any kind of rel direction here because we just don't have the data. >> the question you asked was around consensus. i definitely appreciate commissioner collins' request

for providing a strong direction but i would say the consensus we node more information to be able to give that stronger direction. >> yeah. i mean, we might be able to be updated at the committee of the whole at the next meeting and right now it doesn't seem like we could give you some -- we could give you one of these bullets but it might not end up being what it is when we have all that information. at this point. >> so, we can just leave it there for rye now unless everybody and commissioner lam. >> i had a clarification just to be clear. to superintendent is if because you are not -- you are hearing from the board, and some more information is needed and i just

want to be clear does that slow down any of the planning that is in process that the staff needs in order to make sure that we hit those milestones that we put forward. >> we will come back with what we think is the recommendation or what we think and we'll move forward on what we think is best and i think this we wanted direction and we put these in front of you to try to get direction but like i said what i'm hearing is, more information is needed so we will come back with a recommendation and we'll be moving forward until so the answer to your question, i to il move forward in a direction. >> ok. >> ask i have specific questions for staff not to answer tonight but i want them on record and they're follow-up that we can get for their meetings.

>> i just wanted to know how we're planning to report to the public or to families school or classroom closures and what our plan for reporting is. i wanted to know, i've heard from staff they want to know if they want to get tested because they want to just go with their own hospital is that a possibility? and i wanted to know if this is more for the city but if we can work if staff with work in partnership with out of school time programs or dcyf or the hubs to cover students so if we're having hybrid and if they're two days a week to keep kids in a pod and maybe provide after care and so they can stay together but we can still meet childcare needs for families that will be having trouble doing a hybrid based on

childcare needs and i think families have to come to in order to do to the first day is that a finally think actually i want answered. i want to support schools that aren't responding and there may be schools that have more of those and i want to support site staff so you can get back to us off line but i want and i'm willing to support and is there a way that central office can help making phone calls and doing outreach to families so we can unburden some schools that have a lot of families they still want to reach and their surveys. >> that was a point and i hope to get central office can support the sites that have numerous families that have not responded and these are families

and i don't know if you have a response for that and superintendent math use. >> we will talk to them and we will get ways that we can support and ways we can offer to support or want to support. >> returning to commissioner collins, technically this is not something that is set a resolution that we're voting on and maybe some guidance for staff around ventilation and masking and testing and so -- >> this is the second one with masking and we have some late-breaking news and on the masking question and from d.p.h. >> yes. >> thank you, dr. matthews. so, as i mentioned, i had more information on the face coverings. and now i am able to say that

dph guidelines have updated today and they now require tk through 12 students to wear masks that all kinds and there are epps sunshines and that the guidance has changed and our goal is always to follow the guidance so our guidance will change to follow dph guidance. >> can we extend that? can we extend that to the pre-k? >> even if it's on the -- it's pk. >> can we expand it to the pre-k? sfusd? >> only age group that we could not expand it is 2-year-olds and the district and the board can give direction and extend it to pre-k, yes. >> any comments from board

members on the three items or one at a time the masking since we're already on that item is there any opposition to requiring masking? it doesn't look like there is so there's direction. >> i'm sorry. president sanchez, you say anything for and how quickly we'll be moving to that if something in the future what is our process in incorporating those new guidelines? >> yeah, i mean, as i mentioned in my presentation earlier, the guidelines changed we're doing

that constantly and i'm going to say it could take us a couple of days to be able to rechange and get things out to people but we're doing ton a constant level. this is at least the fourth or fifth changes in probably less than a week to the guidelines and we're just dodges tantly updating and pushing out information so i think we're trying to get better at and also there are a lot of different communication ways that we can do that. we continue to strive to communicate as quickly as possible. >> all right. can we move to the ventilation. >> can i read the statement that i just so that it's clear, can i read the statement i sent to superintendent matthews and other commissioners. >> yes. >> it's ventilation plans must address air change rates censure all classrooms for air change

rates and the world health organization recommends six times an hour. last week sf public of department recommended four times an hour. and my recommendation is that we provide mechanical ventilation in all schools to ensure air change rates are met in all classrooms. >> sorry. >> i'm having a hard time. go a little bit slower. >> i apologize. so provide mechanical ventilation in all schools to essential sure air change rates are met in all classrooms and in the main office or areas where there's staffing. develop a plan for outdoor classrooms in spring. i would like to see a planned especially for upper elementary, middle and high school to expand safety and capacity and also develop a plan for upgrade to hvac systems in the fall and as bond programs allow so that's just for the future as a note. so that is my ventilation.

>> ok. all right. so, maybe you want to answer this question. >> why di don't i start and donu can talk. this one, i'm going back to the earlier question of for example, will be not having a decision right now slow us down. we will go ahead and make the decision and come back but this one, if we, if it's having the mechanical mechanisms in place to have the change rates for air it will. we're not putting those in place by january 25th. so i wanted to be real. i don't know if this is a goal. >> i was told -- if we partner with the city, this is not something we can do alone but i have spoken to mechanical

engineers and window-fit fans fit into windows and some windows might have to be retro fitted in order to fit them but if we put an rfp together we could meet the deadline. it's whether we have partnerships with the city and whether we can turn around and rfp process in order to get contractors to come into schools and fit out the windows. so, i'm hearing differently. like i said, staff, you know, need support and getting the rfp process but i think this is -- i've spoken to folks in the private sector and this is physically and an easy fix. >> we have our -- >> i wasn't finished. >> sorry. >> so, my assessment and don, you can also come in, please, is

that in order, as we're trying to meet these time lines, one of the responsibilities -- [please stand by] prestidents'

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