>> president lopez: regular meeting of the board of education of is now called to order. roll call please. [roll call]

>> president lopez: thank you. i know some commissioners will be here shortly. i did want to begin by saying and sharing my immense gratitude for all of the work we have been able to accomplish together since the beginning of this pandemic. i know there are still many questions and details and fears. what we have been able to do is truly work together in unity with our labor partners to come up with something we can all feel comfortable with. no one is immune to the pain that we are feeling. we have historically depended on our schools as safe space to hold us during tough time. from the beginning of the pandemic, our closing of schools on march 12th, and city leading soon after have been

centered on safety first. saving lives, offering resources, feeding families and maintaining learning throughout this crises. that continues today and it's that value that allows us to be a leader. i realized none of this is ideal and even through all of our accomplishments, big and small, we all continue working extremely hard to make it better for our students and families. i know we will do that together and rebuild trust within our city. we see the health conditions improving and we'll continue to take advantage how well we are doing. we are working hard to get our teachers and staff vaccinated and seeing more opportunities arise for us to provide -- i want to thank our students and families for having patient and understanding the real fears that pandemic brought to our children, family and staff. handling with immense care will continue to be our priority and guarantee we will do it right

together. now to begin this meeting. session a, general information. session b, opening items. item one, approval of board minutes of the regular meeting february 23, 2021. i need a motion and a second. >> so moved. >> second. >> president lopez: thank you. roll call vote. [roll call vote]

>> that's five ayes. >> president lopez: item 2, superintendent report. superintendent matthew? >> thank you president lopez. good afternoon everyone. this week start the trial in the killing of george floyd and last week house lawmakers passed the george floyd justice policing act. a bill that will make it easier to pursue claims of police misconduct. the killing of george floyd sparked anguish and protest that galvanize the black lives matter movement. anti-blackness is deeply rooted in our country given that country was founded on white

supremacy to ensure people in power stay in power. the pandemic has brought lot of pain and suffering for many and with it conspiracy theories, scapegoating asians for covid-19 pandemic which has been embraced in many areas of the country and has resulted in the rise of anti-asian violence. we cannot be silent about the scapegoating of the asian community. as we stood together against the murder of george floyd as, we have top stand together against violence perpetrated against any member of our community. right now there's an increase in violence against our asian brothers and sisters. it is unacceptable and we must recommit ourselves to creating safe communities for each and every person. around the world, millions of people celebrated women's history month in march.

schools in san francisco unified offered things year around. a group of kindergarten and fourth grade girls called tech queens, meets virtually after class to build community and talk about tech and perseverance. schools computer science and tech classes are learning about women in computer science and stem plus each week all k5 students learn about a woman who broke barriers to achieve her dreams. these women includes nasa mathematician catherine johnson. thurgood marshall academic high school was recognized through teaching four part series acknowledging the contributions of black women

throughout history and contemporary time. the series will include black women that are not only african-american but highlights a intersections of blackness and other ethnicities globally. this week is also national school social worker week. a time to focus on social workers in the san francisco unified district. they are essential. they seek to ensure education opportunities for all students, ensure that students are safe, healthy and ready to learn and promote respect and dignity for all students and family. here are a few ways to celebrate your social worker this week. send them a personal thank you note, consider mentioning specific examples of why you appreciate them. promote thank you appreciation notes to your social worker from members of your school community, encourage cards, drawing or virtual messages from

students. for example, this year you taught me or i appreciate my social worker for. the school planning summit was on saturday march 6th. the work of our school site counsels came to critical part of the planning process as they work together on each site school plan for student achievement. the academic plan and budget for the 2021 school year is happening during the schools. resources from the summit and other planning tools can be found on the district website. each year in early march, we celebrate national food breakfast to highlight the importance of starting off our day with a healthy meal. we serve our one millionth meal of the school year in early march. this year i'm excited to say

served additional 6 now more breakfasts. we're up to 1.6 million breakfasts since school buildings closed last march. sfusd families can get breakfast for free at 18 sites on tuesdays and thursdays. five breakfasts on tuesday, pick up along with five days worth of lunches, fresh fruit and veggies. get two breakfasts on thursday along with two days work of lunches, fresh fruit and veggie,as well as cereal, bars, muffins, oatmeal and breakfast sandwiches. find up to date locations, time schedule and what to bring at

sfusd.edu/schoolfood. president lopez that concludes my comment for this evening. >> president lopez: thank you superintendent matthews. moving on to item 3, student delegate report. >> thank you, president lopez. good evening community. before i begin, i would not feel right moving into delegate report without acknowledging that tonight will be myself representing student voice. student delegate hines-foster has a student delegation. we have sfusd newsletter. we met to give feedback on the new sfusd high school news letter for students.

this newsletters reaches students across the board. this feedback is shared with caring at our last meeting. thank you to karen for reaching out to our council. this year our theme is quited in leadership, advocacy from a distance. our workshop, keynote speakers will be reflected of this theme and what it entails in year youth summit will be on friday april 23rd, 2021. thank you to the student representative that reached out to the school campuses staff to find the perfect date. s.a.c. uniforms are on their

way. they feels immense pride to be part of a long leadership team. the uniforms will arrive tomorrow and will be distributed to our team soon. thank you to kaylee lee, our treasurer for organizing and designing this year's uniform. i'm super excited to wear with pride. our next meeting will be march 22nd at 3:00 p.m. the sac is a public council and anyone is welcome to attend our meetings. if you like to attend and make a presentation or would like a copy of up and coming agenda, please contact our supervisor. mr. salvador lopez. that concludes my report. >> president lopez: thank you for sharing that. we do have student delegate shavonne hines-foster family in

our thoughts. item 4, recognitions and resolutions and commendations. there are none today. item 5 recognizing all valuable employees, river award. there are none done. section session, public comment on non-agenda item. please note that public comment is an opportunity for the board to hear from the community on matters within the board jurisdiction. we ask that you refrain from using employee and student names. if you have a complaint about a district employee, you may submit it to the employee supervisor. as a reminder, board rules do not allow us to respond to comments during the public comment time. if appropriate, the superintendent will ask staff follow-up with speakers. today as usual, we'll have 15 minutes starting for our sfusd

students and 30 minutes for general public comment on non-agenda items. item 2, comments for sfusd students. we will hear from sfusd student who wish to speak on any matter. students will have up to two minutes to speak and up to 15 minutes of the general public comment period. students may also speak on any other public comment time throughout this meeting. >> thank you. 15 minutes is for students only. please raise your hand and you'll get two minutes each. hello, maya?

>> i'm not a student. i'm going to pass this opportunity. >> thank you. hello, sam? >> i lowered my hand. i'm not a student. >> just a reminder, once again if you're not a student, you should lower your hand now. you will receive another opportunity after students speak and we go to regular public comment. right now, if you're not a student and your hand is raised, please lower your hand. thank you. >> hello. i have four mothers from students. they asked me to read. i'm an adult but these are students. is it okay if i read them? >> clerk: president lopez? >> president lopez: if it's on behalf of students and they

weren't able to attend, i'm okay with you reading that for them. >> thank you very much. the first one, hi i live in san francisco. i attend marina middle school. thank you president walton for helping get our students back in the school this spring. i have been waiting for a full year for date and plan my return to school. there's still no plan for me and friends to return in-person learning. i feel lonely, isolated and sad. it's very important for me to go back to in-person learning because learning from computer remotely without computer interaction is difficult. i feel like i'm not learning the same way in the classroom. i feel i'm falling behind and not learning what i should be learning. i'm begging you and the other san francisco leaders to step in once again and push for a date and plan for giving me back in

the classroom this year. thank you for your time. that's the first letter. i have two more. >> clerk: you have one more minute. >> hi, i live in sunset, i'm a sixth grader. i started my first year at the school without meeting anyone in-person. sometimes i feel i'm in elementary student. thank you to supervisor walton for help getting students back in the school. there's still no plan for me. please assist me because every kid should have a chance. six hours of education are only getting three. school is not interesting or fun without friends because you lack and share social experience. if you have friends you can improve your social skills.

do you remember the people you met in middle school. i'm begging you to push for a date and plan for getting me back in the classroom where i do best. thank you. >> clerk: thank you. morgan? >> hi, i have an element school student who wants to say something about distance learning. >> [indiscernible] >> do you want to go back to school? >> yes. >> do you have anything else you want to say? >> no. >> thank you. >> clerk: thank you.

>> hi, i'm sixth grade at a.p.g. i really like to go back to school. i find that when i'm online as good as my teachers are, it's just a lot harder to interact with people. people in the class have the camera off. which makes it hard to talk on the screen. it's hard to communicate with my teacher. i try to send them something and they don't respond. i don't get the social experience that i had before in elementary school. i like to talk to people. i really like you to reopen the schools and thank you for all you're doing. >> clerk: thank you. steven? >> hi.

i'm a high school senior. i'm representing students in this district because i'm a member of team enough. i'm the national chapter coordinator of this organization. it's a gun violence prevention organization that organizes young people to make our community safer. i want to speak on the importance of parents to students. i done these presentations before in different municipalities across the state. as a high school student myself, i understand the importance of this legislation and the importance of educating others on gun safety. i know it does save lives. i think it's also important, even though that we are fighting for this type of legislation, as a state level for all parents to be getting notified, i think it's important that this school

board gets ahead of the curve. the most important day to act on saving lives is today and it's not tomorrow. we've seen this pandemic increase gun violence in an unfortunate way. more people at home, we're seeing more unintentional shootings and more unfortunately domestic violence with guns as well as firearms and suicide. suicide makes up two third of gun violence every year. it shows the importance of education on safe storage can drastically reduce that as well. also due to this pandemic, people are also under a lot of stress and there are other social factors and environmental factors that are dangerous and could lead to increase rates of suicide that's why it's important for safe storage to be

a top priority. that's why i think they should continue to do that and continue to push for the information out to parents. i like to consider the work that i do not political as well. saving lives is what everyone should be about. as a student, i want to see all my fellow students graduate as well. thank you. >> clerk: thank you. >> hi there, one second. >> hello. i hear i get to go back to school and i'm excited to go back to school. i do not like zoom at all.

thank you. i hope i can go back all the time. [indiscernible]. thank you. >> clerk: thank you. >> i have an eighth grader here, madison. >> hi, i'm madison, i'm at eighth grader at roosevelt middle school. i really want to go back to school because distance learning has definitely affected my learning. distance learning has never been a proper substitute for in-person school to me. working on a computer on a desk at home is not the same as being in a classroom in an environment made for learning where you have all the tools to succeed.

even in the best situation, i'm in a relatively good situation where i have good wifi and i have a quiet place to work, i still don't think i'm at my best because distance learning is not comparable to real school. i know lot of my friends feel similarly. i really hope we can go back school. thank you. >> i have a sixth grader here too. >> hello. my name is connor lee. i live in the mission district. i attend roosevelt middle school as well. online school has been tough on everyone during the pandemic. the teachers, the staff and the students are all tired of it. i believe, at least. you can see online that the

teachers don't seem enthusiastic in their work as in school. this is my first year in middle school. i feel like it is very important for me to interact with new people but online i can't. it's very hard for me to communicate with others because people often have their cameras off and won't talk in class. i hope to go back to school. thank you. >> clerk: thank you. meredith? >> hi. my name is sonia, i attend mission high school. i've been waiting for a full year for my return to school but there's no plan for me. i'm going to be a senior next year. unline-- online school has left me unprepared and unmotivated.

i sit in my bed or at a table and stare at a computer via zoom all day. i'm the only kid in class who participates. my mom has means to provide for the home. i'm thankful for mission teachers who continue to do their best to give us the education we deserve. i'm being you as leaders to get me back in the classroom where i do best. thank you.

>> clerk: hello, gabriel? >> hi. i'm a sophomore at lowell high school. bunch of athletes all over the bay area trying to -- [indiscernible]. there's no season. thank you. >> president lopez: i like to interject quickly. we said at the beginning of the meeting that our q&a section will be utilized for the deaf and hard of hearing. we really respect listening to students and providing the space to do so now. if you like to make public comment, please do that. do not use the space for q&a to send messages because it's not

going to be utilized as effective and helpful for the deaf and hard of hearing. >> clerk: hello lizzy. >> hi, i'm a high schooler. from an arts perspective, it has been the most challenging thing we had to do. you cannot sing online on zoom or play an instrument online on zoom. our students are not getting the same level of instruction. when i'm in dance class i'm five feet away.

i have not had a school year of high school, i been out of high school longer than i have been in person. i have not seen friends in over a year. i go outside once a day because there's not much i can do when i do outside. it has been disheartening to see lack of movement and lack of action. i know you're all trying your best but -- [indiscernible] we're learning from computer screens and there's a high rate of kids who feel isolated, alone, mentally depressed abusive parents who has no place to turn to. you have teachers who do not turn the cameras on or interact

with their students. i believe the point of education is a relationship between a teacher and student foster acknowledge and at this point, there's an total lack of disinterest in school. total lack of interest of classes that are watered down. i'm supposed to take an a.p. test this year. i'm supposed to take an in-person a.p. class when my school is not in-person. >> clerk: thank you. this will be our final speaker.

go ahead. >> i have two daughters at sfusd. i want to take a moment -- >> president lopez: sorry, this section is for students only, sfusd students. >> i'm speaking for my kids who are currently in class. >> president lopez: you'll have an opportunity to do that soon. >> okay, sorry. >> president lopez: thank you.

>> i'm aaron jones. i'm a junior. i will be a senior next year. i'm one of the students who talked about -- [indiscernible] i know that, it's not going to be possible for all students and all teachers to turn their camera on or even participate due the surroundings.

i want know what will be happening and when will get an opportunity to actually go back to school? i'm not really comfortable being at home all day and doing homework and have nothing else to do but to go to sleep. i'm done with everything that i have to do. i end up becoming one of those people who love school because of quarantine. it's very complicated at this time, especially dealing with some of the problems, with the outbreak of covid happening or students not wanting to go back as a result. because they're not wanting to be at risk.

i'm mostly asking what will we be doing to make sure schools will be safe and how will we have classes? would it be online for some? >> clerk: thank you very much. president lopez that concludes the student section. should we continue on to the general public comment? >> president lopez: yes. we will allow 30 minutes. >> clerk: one or two minute per person? >> president lopez: one to open up opportunities for more speakers. this is on any item not on the

agenda. >> clerk: reminder, this would not be the time to comment on return to in-person learning. that will be coming up shortly. lizzy? gregory? >> hello. i like to ask what the district is doing to try to get as much of the state money as possible in terms of the recent bills that were passed with school funding included? thank you. >> clerk: thank you.

gerald? >> hi. thank you for your work on reopening. what i like to ask is for the district, if you could make some kind of commitment or declaration that you intend to reopen schools full-time in the fall for five days. i do understand that there are things that are unknown. in my mind, given the direction of how things with the pandemic and vaccines are going, it seems that should be the primary goal and that other things should be really planned as contingencies. it will be very helpful to parents and teachers and students to have the assurance that you are -- it's your strong intention to bring us all back full-time in the fall. thank you.

>> clerk: thank you. hello, tom? >> i'm a special education teacher at a elementary school. i really hope, i'm not sure if this is the right place, i would really like to push back on the testing. when we got training how it will be administered, it's difficult for students who have i.e.p.s. the platform is really complicated and really difficult. i don't think we'll get the results that we're thinking or hoping for. i push the board or whoever who can help sign petitions. i don't think it's really assessing what students know and we're taking it to take it. thank you very much. >> clerk: thank you. hello patricia? >> hi everybody. can you hear me?

>> clerk: yes. >> it is beautiful to see all your wonderful faces. i went to monroe and balboa, being the first to ever graduate from high school in my family. i'm disappointed in the hiring and firing practices of sfusd. the powers that be do not understand the work that has come to create pathways for you to become teachers. 12 years ago, i said frisco kids should be frisco principals. since then, sfusd has invested time and energy into these pathways. a week ago, my friend born and raised in the mission, received a non-reelect with no cause letter from her department in school health program. all parts of our district must be bought into this powerful idea. you can teach in the same classroom you learned in. as someone who is blessed to have a job with the ability to

support families at my elementary school and my high school and the space that is now jordan, we have a different drive than someone that wasn't raised in the city. >> clerk: that's your time. >> we have a different passion that goes beyond a paycheck. i urge you to look into your hiring and firing practices. >> clerk: angela? >> hello. i'm currently a student teacher at mission high school. since fall of 2020 i worked with planning and implementing wellness curriculum for the 12th class. >> clerk: please refrain from using names during the public comment.

>> her expertise in the field is justified not only with high merits as she holds masters in public health but also in her remarkable skill and experience as a san francisco educator. the retention of this individual, latino sfusd educator especially in a time for our school and youth need wellness education, support is imperative to sfusd upholding their claims to equity. i'm asking the board to vote to rescind this person's nonreelect and allow her a long time dedicated sf educator to continue to work at sfusd, thank

you. >> clerk: screener 19? >> i want to acknowledge that the people on this call are not the enemy. you guys show up. i know you guys are here to help. the enemy is just indifferent, people not showing up. i want my kids back. i don't know we can put them back when we haven't vaccinated all the teachers and staff.

i may be there's some kind of middle ground where we have some other vote. [indiscernible] >> clerk: thank you. sharon? >> hello. first i like to note, the challenges that parents like myself who are not only working full-time but supervise distance learning have been participating in these meetings. i worry that many families are being left out and they would show up if they could. my main concern is lack of

attention being paid to middle and high school students and their return to in-person learning. this board has failed to provide any plan for students almost a year now. as far as the agenda item on reopening in the meeting, it's absent any plan for them. certainly true that preschool and elementary school students have many obstacles in this group learning, i appreciate the attention made. we need a clear path forward for students in middle and high school. if in-person school is safe for k-5 students, middle and high school students can be accommodated. >> clerk: thank you. point of clarify for myself, folks that want to talk about

middle and high school reopening is that fair during this time? >> president lopez: the reopening discussion can happen during the item. >> clerk: reminder to public, anything related to the reopening please save comments to later. it's early in the agenda. jose? >> hello. good afternoon. i want to offer one greeting to all of my colleagues on the board of education and to superintendent matthews. i group up in san francisco, i went to sfusd for elementary school, middle school and high school. i worked in san francisco and now in the east bay. i been in san francisco for over 20 years. i would like to ask the board to

please rescind non-reelected citizen. >> clerk: again. please refrain from using names of staff members or students during public comment. >> sorry about that. she is a student colleague. she has excellent cultural competence and is a highly qualified bilingual educator. she's student alumni. she's a leader of the mission district and the latino community in san francisco. she is an asset to san francisco unified school district. it will be a huge mistake to lose her. there's been a mistake at some level within the institution. >> clerk: thank you. ruth?

>> hi. i'm a gun violence prevention activist against gun violence in san francisco. our brady chapter extent an e-mail yesterday to all the board members with a letter attached asking that you put on the agenda at your earliest convenience as the issue of sending a letter to all parents and guardians about laws related to safe firearms. i hope you will read this e-mail and you'll act to put this issue on the agenda. it's a really important issue. it is not at all controversial. this is something that the sfusd did in 2014 that needs to happen again on a regular basis so parents are informed about safe storage to keep kids safe. thank you for your time. >> clerk: thank you.

jerry? >> hi everybody. good evening. good afternoon. happy to see you guys. my name is jerry. i teach third grade. i'm here also in support. i want you guys to check out that non-reelect list. there's lots of names on there. there's some really important name in there that is a teacher. i worked with her for seven years. she's born and raised in san francisco. she's latino. she got a degree in public health. she is all about her students. she knows how to work with many different kinds of students. she teaches theater. i think it's really important

that we look into the school health department. it doesn't sound like there's good practices in the health department. thank you. >> clerk: thank you very much. sandra? >> hello. i'm from the mission district. i want you to reassess this non-reelect status list. there's a latino on that list. she's got a masters degree in public health. just like you want to diversify the board of education, you want to provide access to our students, what about the teachers? the students need to see reflection of their faces. you need to make sure people born and raised in frisco that are on that list and competent with masters degree that can be teaching. she is very, very well

qualified. i ask you all to please reassess this list. as a parent, i'm a parent in this district. my son goes to this district. >> clerk: thank you very much. savvy? >> thank you. i'm echoing some of the comments that have been said. i'm asking the board to vote for the non-reelect that you have been hearing about. i have a real privilege to work with this person and when she was with the metro college success program at san francisco state. i know her to be brilliant and

kind with a deep heart for the students and the work. her commitment to equity is unparallel. she's a teacher from the community. we really think that her position needs to be reinstated. she is really focused on equity. she has a heart for the health and wellness work that she's been doing. she's someone that i really feel like has made a real impact in her community and will continue to do so. i urge the board to rescind the non-reelect for this particular faculty member. >> clerk: thank you. >> hi. i'm a up and coming sfusd parent incoming kindergartener. i'm here to talk about --

[indiscernible] -- it's about sfusd enrollment form at the pre-k assessment unit special ed. i want to say that the form asks where the child -- it says gender and there's two boxes, one male and one female. i'm getting worked up. i think it's pretty sad that we don't allow people to be who they are. we only having two binary boxes on the form. it says on the form that the last time it was updated in september 2016. there's been several times i done public comment and i asked sfusd to please update their forms. please spell our kids name correctly. when i got a letter back from the sfusd pre-k assessment unit,

they misspelled my child's name. i want sfusd staff to know that. that should be included. we need to be seen. please make these corrections so we can be more inclusive. thank you all for all the work that you do. >> president lopez can we have staff follow-up with that parent? thank you. >> clerk: christine? >> i'm also here to ask the board to vote rescind non-reelect. i'm a part of the public health community. i know that school need her work

and heart. there's going to need to be a focus on health and wellness. everyone is returning to school carrying trauma of the last year. students are coming off a difficult time with both physical and mental health. there's no one i can imagine doing this work better than this person. we need teachers of color who tend to better understand the situations that students of color might face especially important now as we see the disproportionate impacts on covid-19 on black and latinx people and across the country. >> clerk: sophia?

>> good afternoon. i was raised and born in san francisco. i'm asking the board to vote rescind non-reelect status. as someone who works in the field of public health, research and advocacy including with this individual, we know it's critical that health education and wellness efforts are in place at school. as a former colleague of a person who folks are referring to and someone who look up to her, i know she's a person who is uniquely qualified to physical that role. i met this person when i was a new faculty member at sf state. working in a program for first generation low income, primarily black, indigenous and student of color including so many from sfusd. it's my understanding she was recruited to work at metro. i very much see why.

>> clerk: thank you. >> good afternoon. i'm both a parent of a child in sfusd and bilingual teacher. i like to ask the board to rescind the non-reelect colleague. this is what institutional racism looks like. driving out people of color creating a work environment that is not conducive to embracing a diversity of ideas and experiences. that create a rich dialogue about how to best serve our students with the most need. through all other work, our colleague has thrived.

we call on the board of ed to rescind this non-reelect a system where a person of color can be pushed out without any transparency behind final decision. i'm deeply disturbed what steams to be a clear pattern of discrimination coming from people in position of power. based on what i heard, s.h.p. seem to be creating a working environment where people of color voices and ideas are not heard or not values. please reconsider the non-reelect. thank you. >> clerk: meredith? >> hi. my name is meredith. i have two kids at sfusd. i graduated from --

[indiscernible] my daughter want to share something. hold on a second. in less than two weeks look like the bars will be open but the schools won't be.

>> clerk: thank you. whitney? >> hi. i've been a teacher at sfusd for 13 years. i wanted to speak to the fact that hr and benefits department it has been for the last 14 years almost impossible to contact and get help from. now we're working remotely, these departments have disappeared further. they will only respond by e-mail and they claim they do not have access to district phone and cannot speak to staff members on the phone. we as teachers don't have access to district phones we've been tasked to make wellness calls. i think it's a disservice to our district to only have one or two individuals in charge of hr benefits and leads for thousands of teachers. i know so many teachers who had to go down to 555 to get an answers. now that's no longer an option.

>> clerk: thank you. tina? >> good afternoon members of the board. my name is tina. i'm s.f. state faculty and alumni t-12 schools. i'm asking you to vote non-reelect to allow our colleague to continue to serve the district. what you're seeing here is -- those of us who grew up in the city who made the decision to stay and to fight for the lives of our young people include education work. it's made decisions for how the education degree we get so we can come whack and -- back and show up for the young people. we understand what students

looks like. >> clerk: heather? >> hi. i like to see better communication from principals and the district. our principals only communicated with parents three times in the past year. other families are receiving communication once a week. families are frequently confused by communications that leave many questions unanswered. there's great inequity regarding school specific communication.

communication is everything. please do better. please require principals to communicate with families at least once a month. thank you. >> clerk: thank you. mark? >> good afternoon sfusd board of education and community. i'm asking the board to vote to rescind the non-reelect status to allow a long time and dedicated sf educator to continue to work at sfusd. my name is mark baptista. i'm a community member in the san francisco community. long time colleague to this individual through the metro college success program at s.f.u. i urge you to rescind the non-reelect status of this individual and she's a critical pedagogue for our young people. i urge you to be transparent about the decision-making like

this one. it came as a surprise that her position was terminated. i hope that you're able to see how invaluable she is as a critical, home grown latino educator. we need more health and wellness educators and services to our students. thank you. >> clerk: thank you. charlie? >> hello. i'm a parent of three sfusd students. i'm calling to express my support for home grown teacher, born and raised in san francisco mission and excelsior district. this teacher has been on special assignment with school help programs. she was previously tenured. after completing her masters in

public health, she returned to the district where she worked in multiple school sites. last month, this teacher was terminated with a non-reelect status. with approximately 12 staff, this teacher will be the fourth latino educator to leave within the last two years. we need to support and retain teachers of color from the community with a track record of excellence at sfusd. i urge the school board to reverse the non-reelect status and reinstate this teacher to the district to continue to make a meaningful impact, especially now as sfusd gears up for reopening. thank you. >> clerk: hello, eduardo? >> hello.

i also like to support the particular educator that was talked about earlier. reversing the non-reelect status. i would like for us to consider -- concern which is about the data that is being harvested by mega companies, which is google. i'm concerned this is public and private partnership that's done. >> clerk: that concludes the allowable 30 minutes for general public comment.

>> president lopez: thank you. there will be more opportunities throughout the meeting on all items to make public comment. moving on to section d, advisory committee report and appointments. report from p.a.c. >> i'm the coordinator for the parent advisory council to the san francisco board of education. i will be joined to presenting this report by our p.a.c. secretary, michelle delaney who will introduce themselves later in the report. before we begin, we would like to give a special appreciation for board of education secretary esther casto for her dedication to detail and to the students, family and staff of sfusd. thank you esther for all that

you do. i like to take a few minutes to address what happened at the february 9th board of education meeting. are you -- we sought to recruit and appoint candidates. to bring our unique experiences and perspectives and energy to this work. it is important to note it's more challenging. not only as an excuse but as a point of understanding. we recognize that we need to pull back, rethink and update our systems and strategies for outreach, vetting and presentation of candidates to the board of education. we also see the need for deeper

understanding about where our work intersect. as well as the needtor stronger connections to community base groups outside of sfusd who are have stronger and much more trusting relationships with families. this work began immediately following last month's board meeting. i would like to take a moment to appreciate all the parents, guardians and caregivers who reached out to the p.a.c. to inquire about what we do and how to apply and those of you who i haven't to responded to, i will get to you right away. i like to appreciate the community organizers and those who supporting families who reached out and had conversations with us how to support access to this group for all sfusd families. i would like to appreciate the board of education commissioners who have reached out. i have had really great conversations about creating deeper understanding and strategizing on outreach

opportunities. it is my hope as we continue to work forward, we'll develop structures that allow for meaningful dialogue between the board and the p.a.c. creates space where we can ask questions and work towards greater understanding and not make assumptions, that we can work together. primarily for the sake of all our parent volunteers, not just for the p.a.c. but across all advisory groups. i hope we can acknowledge and appreciate the work of all parent leaders and volunteers whether at the school site or district level, whether on the parent advisory council or other advisory groups or in collaboration with the community-based organizations that help to support our students and families in our district and city. i continue to invite anyone who like to support this work. we welcome your partnership.

thank you and will turn it over to naomi and michelle for the p.a.c. report. >> thank you, sorry about that. i'm naomi, i'm chair of the p.a.c. this year. i'm going to speak a little bit off the script for a moment and just -- i want to acknowledge and appreciate all the hard work that the commissioners have done with president lopez's leadership with the difficult conversations i'm sure she's had to have with many people. the work with all the union partners. it's almost like when you binge watch the tv show, you think you know the tv show.

i kind of feel that way with the board and all the people participating in this very complex situation. you start to feel like you have these relationships, even though i haven't met to any of you. i feel like i know you. it does get harder to have objectivity. that being said, i will read our report. i have a seventh grader at aptos and 11th grader an jewish community high school. before we get into the business of our report, i want to add on to michelle's comment about board of education february 9th. i'm upset about nomination ended up. i do not want to open up a new can of worms. i was disappointed how things were handled. that the board of education e-mailed us to request a more diverse candidate instead taking up two hours of the public's

time. i have been voluntarily for -- volunteering for the district since my older child was in kindergarten. i always felt respected. that was the first time i ever felt disrespected in a volunteer role. it was difficult evening for me. i'm not letting this incident take the wind for my sails. i want to continue to advocate for public school children. many parents are not able to do so. the role of the parent advisory council is to represent parent voices and perspectives in order to inform the board of education policy discussions. this is our report for march 9, 2021. as a reminder, our top three priorities for this school year are, communication between the school district and families, between school sites and families and between the district and site administrators. number two, all things related to instruction and learning

during the global pandemic including distance learning return to in-person learning and hybrid learning model. number three, issues of equity which permeate all aspects of education and access to services including the ability to have one voice heard. tonight's report will focus on our recent p.a.c. meeting, the proposed return to in-person learning and ongoing initiative which the p.a.c. is actively involved in. in our march 3rd mack -- p.a.c. meeting we did work to examine the system through anti-racist lens. we started with reflection values that we hold. values that p.a.c. members held up included being open to possibilities, trust lived experience and wisdom, make power more accessible, emotions are good information, conflict,

normalized failure and center rest and relaxation. we discussed prioritizing meaningful dialogue over rushing through a p.a.c. agenda. we have decided to separate our formal items of business such as administrative updates, budget items and meeting minutes approval from our monthly meetings where we focus on current issues. business meetings will be held quarterly and will remain open to the public as required by the sunshine ordinance. the majority of our meeting was spent discussing current events related to the priorities of our communication, learning during the pandemic and equity. p.a.c. members shared their experiences with most relating that their school sites are doing a pretty good job. the information from the district will be better broken down into shorter e-mails with more bullet points and less jargon.

p.a.c. members had questions, frustrations and concerns related to the district's distance learning update from february 23, 2021 including wondering about plans for middle and high school, which i know is going to be later on. a lack of clarity around scheduling, use of outdoor space and continuity of service for students with i.e.p.s -- i.e.p.s. are we doing the right kind of research for those families that are not wanting to go back and

helping them support them better. is it a lack of information about what's going to happen in school or a trust in the vaccination process. inability of essential worker to adapt their schedule to a partial school day or lack of information when out of school programs will resume operations at their children's school so they can have full day of school and after school program. parents are wondering what will be available in terms of covid testing, vaccinations and information for families. i know it's not the job of the board to fix these things, p.a.c. expressed concerns that so many students are identified experiencing homelessness. in regards to communication, we are addressing these points all together that they are deeply

interconnected especially as we look to return to in-person learning. first wave of students will be returning to in-person instruction on april 12th. we hope this will ripple out the positivity and we'll see the return of more students following in succession. we greatly appreciate everyone who spent long hours in negotiation that resulted in this moving forward. we also acknowledged the hard work and dedication of our teachers who continue to respond and adapt to the conditions that year brought. we have heard the teachers and they are concerned about the proposed schedule of teaching students in distance learning before and after teaching students in-person for four and a half hours a day. we hope teachers will be provided with a reasonable schedule to make this

transition. now i'll turn it over to michelle. >> thank you naomi. hi, my name is michelle delaney. i'm a parent of two public school students. i like to echo what my fellow parents mentioned. we ask the district to communicate with families about the updates and changes. as you heard from the parent during public comment, lack of details led to increased confusion on parts of parents. >> maybe slow down a tiny bit for our interpreters.

>> oh, thank you. parents need clear and concrete information in order to plan for the time. in addition, getting through the remainder of the school year, parents are wondering what the district's plans especially those in middle and high school. providing an answer now allows parents time to plan accordingly, questions of an extended school year further complicates and creates anxiety for students and families. we need to have support for students and families and educators. we need to ensure we as a district, actually provide each and every student with an appropriate education. key areas of the p.a.c. collaborates with the sfusd

staff, family and community partners to improve the educational experiences to students and participation and inclusion of families include, one, the ongoing collaboration of the various family advisory groups, next advisory alignment meeting is scheduled for 1:00 p.m. on monday march 15th, local control and accountability plan or lcap task force. the task force meetings are held the first thursday of each month. the next meeting will be april 8th from 3:00 p.m. to 5:00 p.m. and the student assessment committee which brings together staff, educators and parent advocates to explore the ways we evaluate and communicate. remaining committee meetings are scheduled for wednesday march 17th and may 12th from 10. the p.a.c. is actively reciting

new members for the 2021-2022 school year. we held the first session on wednesday february 24th. path coordinator, and p.a.c. chair, facilitated and were joined by board of education president gabriel lopez, participated with parents and guardians as well as community advocates who support sfusd families. we share information about the p.a.c. and the application process and fielded questions from participants. as part of our updated timeline and recruitment process, we are scheduling more informational sessions and looking for community-based organizations who like to partner with us. we are updating our website.

interviews will be conducted in may and proposed candidates will be presented in june. the next p.a.c. meeting, attending the meeting is a great way to see firsthand what we do. p.a.c. meetings are held on the first of each month. our next p.a.c. meeting is scheduled for wednesday april 7th from 6:00 to 8:00 p.m. via zoom. p.a.c. meetings are open to the public. we encourage everyone who's interested to join us. translation and interpretation can be provided. if you're interested, or if you have questions or comments, please contact p.a.c. coordinator pac@sfusd.edu. this concludes our report. we thank you for this opportunity and welcome your questions and comments, thank you.

>> president lopez: thank you for that report. before we have discussion, we want to open up to public comment. >> clerk: we have about five hands president lopez? >> president lopez: let's do two minutes each. this is on the item that we just discussed. >> clerk: reminder, you can speak now to the parent advisory council presentation. hello, david? >> my apologies. my request for public comment is on a separate agenda item. >> clerk: okay, thank you.

betty? are you there? maria? carla? >> hello everyone. i'm the membership chair for the community advisory committee for special education. another parent and educator advisory for the board of education. i wanted to uplift all the great work that the p.a.c. has been doing. remember these are volunteers,

naomi and michelle, they are taking their time and energy to help to create spaces for families to have a voice. michelle is such a great leader in helping facilitate that. every one who wants to have a voice, please reach out to our advisory. we have a specialty, does not mean we don't work together to uplift voices. i want to thank you all for your time and attention and incredible thoughtfulness in your presentation and in your dedication. thank you. >> clerk: heather? >> thank you to the p.a.c. for all their hard work and for speaking up regarding the mistreatment of staff. it was awful and embarrassing. they didn't give him a chance to introduce himself or speak. please do better, please address the situation.

please apologize. thank you. >> clerk: julie? >> hi. i wanted to thank the p.a.c. and coordinator, michelle and in particular for the thoughtful work that the p.a.c. is gong to ensure representatives have a voice. this isn't an issue that the p.a.c. alone is addressing. the city of san francisco has a resolution which directs boards and commissions across the city to work to remove barriers and become more representative of our diverse families. i encourage the p.a.c., i appreciate the work that you are doing, to try to understand the barriers to do targeted outreach to ensure the p.a.c. does represent the families of san

francisco. we have the benefit of having a board that is actually reflective of our student body which is not the position of many of the boards and commissions across san francisco. i want to commend you. i know it's difficult. you're not alone in it. i appreciate the thoughts you're putting in. thank you. >> clerk: ronan? >> hello. i'm the father of a kindergartener at sfusd. i like to thank the p.a.c. members for their work and dedication. i really appreciate that we have people speaking for the parents of sfusd students. i'm completely disturbed by the b.o.e. lack of interest in what parents want and they don't value our input. this really was shown when the

staff was disrespected. it was unprofessional. this is a i parent in the lgbtq community with biracial children. you can't respect his desire to volunteer on a committee that has bunch of opening? we don't feel heard as parents. i think that needs to change. thank you. >> clerk: brandy. >> i want to start off my comment just reminding folks, no one parent speaks for everyone. i wantly to commend the p.a.c. for all your hard work.

i know there's been a lot of pushback. i hear a lot of anger over what happened a couple of weeks ago. i want to share my experience as a parent of a very large speaking population. this does open up the possibility for parents from our chinese, vietnamese, arabic speaking communities to serve on the p.a.c. i hope that you can let go some of that anger and just welcome this as the opportunity to have more diverse voices on your p.a.c. i know it was hard. as my teacher tells her students, sometimes mistakes are fortunate things. we can learn from them and i think it really is -- there's a great value in making sure the

p.a.c. does not have a disproportionate number of white parents. that's really important, especially in a district where only 18% of our students it identify as white. that's really important. i felt that everyone can let go of the anger, move on. this can be a learning opportunity and view it as something positive instead of something to -- i think it's time to let go of that anger and see this as a learning experience. thanks. >> clerk: thank you. >> hello, can you hear me? >> clerk: yes. >> hi, i am a parent who is also queer. my pronouns is they and them. i'm a person of color and i'm indigenous.

i wanted to say thank you to michelle and thank you to the p.a.c. for all the work that you all do. i'm also a parent volunteer. i've been volunteering before ivy street even a parent. i really value the work you all are doing. i'm valuing the targeted outreach. i think that's really important. i think it's really important that we also remember when we're thinking about lgbtq community, there's intersections with that. so many -- that's why now when you look at the rainbow flag, there's a black and brown strip there. we need to remember the intersections that we hold. i want to remind people as a very proud rainbow flag waving parent that i am of my child,

i'm also really excited to urge you not to think of folks of sexual orientation. think of in terms of gender not only in terms of transgender but trans parents, non-binary parents. think being those parents. thank you so much. i love your volunteerism. i love watching your reports. i don't say much, i really value your efforts. i can't wait to have a multicurl rail amazing multiracial p.a.c. thank you so much. >> clerk: thank you. >> thank you for taking my comment. i want to express very deeply my thanks for the work of the

p.a.c. has been doing and for your efforts to represent parents in the san francisco unified school district. i personally tremendously appreciate your work. i wanted to say that. second, i wanted to address the issue that's come up again. and express a few thoughts about that. there's been talk again about diversity and who is diverse. seth is diverse. he would have been the only man on the p.a.c. he would have been the only lgbtq person on the p.a.c. if we look at diversity through only one lens of race alone and nothing else, we are missing the many forms of diversity in the world. race is clearly something we all need to look at and concern. that does not mean that it should be considered through every other criteria and aspect

of a human being. human beings are multifaceted people. the p.a.c. itself is a diverse group. there were many vacancies on this p.a.c. i would really encourage people to think about what they are doing. not to be attacking parents, volunteer parents who are trying to give their time and effort to caring for the children and families and staff and teachers and all sorts of people in this district. please consider that we are people spending our time and efforts to help out and trying to act for the broader good. we all certainly may disagree, there's no excuse or reason for the harm that was inflicted onset. i would hope that the board will be able to own up to that and to

repair the harm that they have done to him and his family. thank you. >> clerk: hello, miesha? are you there? >> yeah. can you hear me? >> clerk: you're breaking up. you have a bad connection. very bad connection. we cannot hear you. you have a very bad connection. i'm sorry. maybe try calling back. thank you. president lopez that concludes public comment on this item. >> president lopez: thank you. if miesha does return, let's

have some space to hear them soon. i do want to open it up to commissioners if you have any questions or comments or student delegate correa almanza. >> yes. i want to extend my appreciation to michelle. i really admire the way that you lead the p.a.c. and thank the p.a.c. in general. i'm excited to see these new implementations and how far it goes within our community. i want to say i apologize to any parent who felt disrespected when it comes to conversations about diversity. it's very complicated because it's objective and it means different things to everyone. i hope that in the future it can be something that is used for the better and to open our minds what it means to be diverse and really acknowledge everyone's

perspective. i'm excited to see the p.a.c. grow. >> president lopez: thank you for sharing that. commissioner boggess? >> commissioner boggess: thank you. thank you to the parent volunteers and the p.a.c. for all the work that you do. as a new board member, i guess my struggle is really with the way that our parent advisory kind of system works right now. i really feel like it doesn't give enough power to parents or really students or anyone in the process. lot of the concerns brought up don't always get addressed. as a new board member that's something i'm commit to fixing. one of the issues around the

p.a.c. is for the other advisory committee, we need better alignment with the district communication plan and how we reach families so that burden is less on advisory committee and more part of the district regular work. it needs to be consistent and connected to kind of how we reach out and communicate with families in a regular way. i feel like we need to support, financially support our advisory committees both through paying people who participate as well as providing like more staff support for them so they can do more to function and develop student and parent leaders in a real way. i say this as we have gigantic budget deficits. i think acknowledging for me to say coming from someone who

worked doing advocacy work outside the school district. there's a lot of -- there's a need for a lot more investment in the way that we reach out and work with families. really hire parents to be that connection to other families and it will be part of that. i'm really interested to figure out ways that we can solve those strategies. i would prefer to figure out ways to appoint a full slate of people to the p.a.c. as we move forward. i know that is a deal thing to do in the moment. i do think for me, it feels better to see like a full slate of people representing the whole city and having an understanding how this group diversity matches what i want to see from parent advisory council. i'm still in the process of reaching out to follow-up with you all to be in conversation. for me, just really figuring out how we have a more deliberate

process. >> commissioner lam: thank you to michelle and other p.a.c. coordinator for all the work that you continue to lead. i want to extend my personal apology to michelle and naomi and the disrespect. i served ten years as a parent volunteer as well with the school district prior to serving on the school board. i know and recognize just the time, effort and the care that goes into all our parent

volunteers. not just the parent p.a.c. but across all our advisory committee. i wanted to express that. i also want to express the importance of as we do look forward how important both the experiences of diversity, racial, economic, you name it. that we do need to ensure that our p.a.c. advisory committees are represented. i heard from several organizations and community-based folks post last month's discussion around now engaging. i that really speaks to parent p.a.c. jumping right into the resolution. i wanted to express that.

>> vice president collins: thank you for your epresentation. thank you, michelle, for your leadership and parents for volunteering. i've been a parent volunteer on the african-american parent advisory council and just like a general volunteer. i know the tireless work that

families do in order to help our district be better. it comes at the expense of spending time with our own families. i appreciate you giving your time. on that note, i wanted to say that i've been asking staff how we might stipend families to participate. i do think that it is -- it's -- you're volunteering because you love our district and you love our kids and you want to support our families. at the same time, i do think it's a barrier, especially for low income families who may not be able to participate. i was wondering if staff could follow-up and let me know. i've been talking about this over a year.

i consistently say that we should. i know commissioner sanchez is also stated, we have shared values that we should be able to stipend parents. they are providing free labor for our district. i was curious if staff can respond and let me know. >> very recently, i directed staff per the board's request given that i'm hearing from variety of commissions this is important to us to give us information on that. i imagine we'll be hearing about it shortly. >> vice president collins: we'll be hearing about it in a board meeting? the public will be interested in knowing. the second thing is, i guess, i also wanted to ask about -- one of the areas of representation that i feel like we've

consistently struggled with. i think it's true in general not just with the p.a.c. but i think specifically is with monolingual families and chinese speaking monolingual families and other groups that are not represented. i was wondering -- i know that you have said that translation and interpretation are provided on request. even requesting becomes a barrier. especially for spanish and chinese. i'm wondering if those can be regularly provided? it's more likely folks that show up or find out, will feel welcome. i know we can't provide every language all the time. is that something we can commit to for future meetings?

>> i want to say that there are lot of complications around the stipend issue with the package of ab5. that is something that needs to be careful with that going forward. there are lot more constraints on that now. we really want to be cautious, -the other advisory leads, they want to be cautious about putting stuff out there and making promises to families and can't keep. i would love for that to be part of the conversation. in relation to the interpretation piece. the p.a.c. has an extremely tight budget.

i'll be -- honest, we don't have the money to pay. we have spanish that's offered. we don't have the money to pay multiple interpreters to show up for the meeting. if that is something the district can help us provide, -- let me just finish. the other piece as we go forward and look at the budget for the coming year, that's going to be something we will need some assistance with and make those accommodations. that's coming up. >> vice president collins: i'm a little disappointed that interpretation is an added expense that's creating budget -- you guys are having to make budgetary decisions about what languages you can support when our district has always had a policy when there are parent

meetings, you can make a request. generally, for parent meetings at school. you as a district department are feeling constrained. i'm sorry for interrupting you. it's deeply disturbing to me. that is not okay. i think as a district, we need to make a stronger compliment to -- commitment and it shouldn't be a budgetary issue worrying about language. superintendent, is there some way to commit, spanish and chinese. we have them at our board

meeting. they should be at our p.a.c. meeting regularly. that seem like a basic commitment to provide. >> one of the things that i was speaking about, it's more around when one board member or two board members makes a request, this is what i was speaking with president lopez about, if we know that it is the wishes of the board and absolutely. what i ask for president lopez then to circle back to find out if these are the wishes of the board. in terms of the stipend, that's a recent request. i know you have said many times in the past. until we know the wishes of the board, which means the direction of the board. >> vice president collins: stipe nd is one thing. that will be a policy change.

resourcing advisory body that is a district body to interpret for a large -- we have large numbers of families that are chinese speaking and spanish speaking. at a minimum, for me that's a question of following our values as a district and equity-focused district. that's not something that i would think, -- if we can chime in now, all the commissioners -- we can thumbs up and we can do that. i don't think that should be a discussion point. i'll go on the record saying that. additionally, i'm hearing from families that if the application is online and it's in a pdf, that is also a barrier for low income families.

this is an open question that you don't have to answer. i'm wondering what can we do, especially during a pandemic. it's different during the school year. just an open question of how we're helping reduce those barriers. i would love to see representation for foster youth as well as unhoused families and those families that are harder to connect with. you need more resources to also do that type of outreach. i don't expect i would need help with that. i want to put that plug out there. >> about the form actually. we mentioned in the report that our application form has been converted to a google form. we are currently about to rerelease and update on our splash page on the district website.

that will have the new google form. it will automatically translate to all of the languages. all the information on there will be. because our web pages is out of date, we will archive that and keep the information on the last page and work on updating our website and making it more accessible. that should be up very soon. i want to appreciate the support that i've had on that as well. in terms of diverse representation, you can ask some of the past members, i want representation from folks that we typically never hear from. that includes like families experiencing secondary incarceration, families experiencing homelessness. we recognize that this commitment might be even more challenging for folks in most

situations. even if we can't -- if they're not able to serve on the council, how do we still create paths for us to hear from them and represent their experiences in our work? that is in process. >> vice president collins: i have an idea. thank you very much. i want to say thank you again all of you for your tireless work and i really appreciate your voice and i want to support your work and your ability to actually be a voice for more families in our city that aren't able to join us in these meetings. thank you. >> president lopez: thank you. i did want to acknowledge the teacher who was able to implement that pdf application into a google form and help create that. they reached out and offered and we were very thankful about

that. i did want to acknowledge that the p.a.c. report is translated in spanish. i feel that is really helpful and really appreciated of this effort reaching out to more people in a way that's helpful for them. i do appreciate you all and the report. last thing i want to say, this board, which is majority parent board, has been acknowledging lot of the issues that we've been seeing and discussing. we do recognize that it is difficult. when we're talking about this, it isn't one sided it's not just race and it's -- accountability and privilege. when we're talking about parents we're talking about all parents who are and who are not here. thank you for being here and for

everyone for supporting this work. we'll will be moving on to the next item. thank you so much. section e, discussion of other educational issues. superintendent matthews. >> thank you, president lopez. now moving into the presentation on the return to in-person learning. thank you mr. steele. we start every one of our presentations. so many of our district meetings, all the meetings that i run as a reminder what our mission is.

every day what we strive to do is to provide each and every student quality instruction and equitable support required to thrive in the 21st century. we have a focus on that. it allows us to zero in on that the equitable part of this mission statement. we know that certain students are going to need more. we want to do more -- most that we can to ensure the students are given the instruction they need and the support they need to thrive in the 21st century. today we'll be talking about the timeline for reopening. the tentative agreement around instruction, testing and vaccines and family surveys. i'll start with that. we'll start with the timeline. i want to start with commercial. those surveys for students in 2b went out today.

families, then reminder for our principals, please on a daily basis, remind your families to get those surveys in. we need that information so we can determine how many of our students and families plan to return for in-person learning. we will start with the timeline for reopening. as we said before, these are the factors that continue to and will impact the timeline, the spread of the virus. the availability of vaccines and the tier that we are in as a community. these what we'll look for as we are moving the timeline getting those dates straight so we can get our students back to in-person learning. from the very beginning, we have

shared these decisions. i want to make sure everyone knows that is how we're making the decision, how we're determining how we will be able to bring back students for in-person learning. because we have negotiated our health and safety m.o.u. that middle box has changed to if you're in red, that's what this slide is demonstrating, in red, staff needs to be provided the opportunity for vaccines before we move on to in-person learning. which is the column on the right side. that column is actually all of the items on our dashboard. this is in orange. you noticed that middle box is gone because in the orange, vaccines aren't met in the m.o.u. that's not something that we have to have.

you can see that if all yes from the city and county, we'll move to returning to operation indicators, which are the indicators on our dashboard. you'll hear more about the vaccine in a few minutes. we have made major progress around getting our staff vaccinated. which i'm extremely proud of our staff. one for stepping up and putting pressure on getting vaccines here and then being able to have the opportunity to offer for our entire staff. this is our timeline that i was talking about earlier. this is on our website and basically what this does, it goes over the date and the ways

it will return. you can see march 15th, the assessment center is slated to open. on april 12th is when our first wave will begin. that's when our students will be returning to our campus. i'm not going to go through the entire timeline i do want to say, you can see on the right side that the dates noted here are depending on a number of factors including meeting all in-person learning readiness indicators as outlined. that means we need the information back from staff and information back from students who choose to return. we want to make sure staff has the opportunity to be vaccinated. all of those dependent on a number of factors. our goal is to meet each and every one of those dates to return and get our students back and get those wave of students back in our sites. they are dependent on a number of factors. we want to ensure we are doing

everything we can. staff members going out and getting vaccinated. critical piece is also that our partners are doing all they need. next we're going to bring you up to speed on the tentative agreement. >> thank you, superintendent matthews and commissioners. i will give a high level overview of some aspects of the tentative agreement that we reached on friday night.

grades involved are the students in early education, pk through 5. students that are not covered in this tentative agreement with grades 6-12. we are going to continue to consult with uesf on the structural schedule for the return of these students to in-person instruction. in terms of preparing for return of students. two weeks notice of the date for the start of hybrid. this is to provide employees with that two-week notice. providing teachers with access to the classrooms at least two weeks before for in-person only instruction. then -- teachers will do a brief check-in with students and remainder of days will be spent

on a synchronist learning. in terms of accommodations, teachers will retain overall responsibility for the class. it's an important point. substitute teachers will be assign to provide in-person instruction or to supervise or assist students in the classroom. physical distancing, 6 feet. between persons whenever possible, follow the current public health guidelines. teachers desks will be 6 feet away from student desks and stables. once classrooms are open, we

won't further reduce distance between desks. looking to minimize face-to-face contact with desks and then student desks may be placed four feet apart to accommodate all students on teacher's class roster. just to underscore this, we worked hard to make sure that teachers -- students stayed with their teacher of record that they started the year with. in instructional schedules. students will remain with their current teacher when they return for in-person learning except students that may be reassigned to other teachers in the same grade level at the same site to enable the teacher to provide instruction on schedule a. maintaining current teacher student class rosters necessitates all pk5 schedules to be adjusted to one of the following start times for in-person learning.

8:30, 9:00 or 9:30. distance instructions will not begin before 7:45 a.m., in-person instruction will not begin before 8:30 a.m. the new schedules will be announced as soon as possible. for pre-k, early ed student, schedules will follow the pre-pandemic schedule for tk -5, there are two possible schedules depending on the spaces available. schedule a, teachers will one in-person stable group and schedule b, teachers with two in-person stable groups. special day classes, full day instruction for all grade levels will follow schedule a to the

greatest extent possible. next slide please. here is schedule a. take a moment and there's a lot to absorb in this. you'll notice it's a five day a week schedule. prep times are referenced before and after school with a longer prep time on wednesday. again, in-person a, five days a week. then we have distance learning before the block is 7:45 to 8:15. then continuing after the prep time block from 1:45 to 3:15. that's schedule a. testing and vaccines --

>> thank you oon the testing. we did request for proposal that we released closed on february 22nd. we received 14 proposals and we scored them that same week. sorry, intent award letter was sent out on march 1st. we are still working through the five-day working period. that's standard in all request for proposals. our goal is to have staff testing begin to be offered week of march 22nd and student testing offered the week of march 29th. >> thank you. as a reminder, where we are and why vaccines are so important. for us to open in the red tier, which we are currently in.

folks have to be -- our staff have been vaccinated after the recommended dosage of if we're in orange tier, we don't require vaccines as recommended dosage. by the time we bring students back, we make significant progress over the last week. we gone through a drought to deluge. last week, we secured 4000 codes that work on the myturn on california's website. we prioritized staff to waves 1 and 2. >> i'm sorry, you're going way too fast. >> no problem. we got 4000 codes last week. they work on the my-turn website. we districted them to staff for waves 1 and 2. we distributed to elementary wave 3 sites. we've been doing in-person work

like our student nutrition staff and our custodians. actually this slide is now out of date. over 2000 staff have confirmed they've been vaccinated via the tracker that we launched last week that we're putting in e-mails to staff and publications. we have secured more opportunities. when i wrote this yesterday, -- walgreens offered to vaccinate our staff this thursday, friday and saturday in the parking lot of 555 franklin. they have 1500 doses of the johnson & johnson vaccine. we received news a kaiser has enough to vaccinate all staff. you can book an appointment with kaiser even if they are not your medical provider, you can come down to 555 this week to get

vaccinated. we're excited how quickly this moved and how many folks have been vaccinated and all the opportunities we have for folks to get vaccinated this week. that is all really exciting. >> hello, thank you. good evening commissioners. i'm going to provide on behalf of many colleagues, a short update about the new survey that dr. matthews mentioned at the beginning of the presentation. this is hot off the presses, virtually speaking. a survey went out this afternoon. i'll say little bit more about the details to whom this was pushed out. in short, back in november and

december, we administered our first survey what we've been calling for some time our phase 2a families. pre-k through second grade and students in special day classes with moderate to severe disabilities. we're building on that survey by pushing out this latest survey. in both cases the responses to the surveys will be use to design schedules for this spring and specifically to allow families to express their preferences for returning to in-person learning, when the opportunities are made available or continue in distance learning. our surveys are in multiple languages. there will be additional information prior to for those families who choose to have their students return to in-person learning.

there will be another comprehensive set of information that's distributed to those families before the first day of in-person learning. in terms of timing, like dr. matthews mentioned, the survey window open today. it's a short window because we need to hear back very soon. this is the shorter window we had in november and december. by this time next week, march 16th, we need to get all of our responses from the latest survey. on one note, this is important for some families who may otherwise be getting lot of news from the district over the next few days. around the same time, we're also sending out assignment offer letters for next school year, school year '21 and '22 for those families who applied for assignments next school year.

we hope that families will not be confused between these two separate contacts. they may hear from us around the same time and hopefully people will help us spread the word about the distinction between these surveys for spring versus the assignment offer letters for the fall. in terms who has now received the new survey, these are going to families of all students in third through fifth grades. then what we've been calling our phase 2b focal students in grades 6-12. namely foster youth, students experiencing homelessness and newcomer students and students with less than 40% attendance in distance learning. we describe that group as the

students that have been least engaged or we've had least success in engaging in distance learning so far. one more note is that phase 2a families, the recipients from the original survey back in november and december, may update their prior responses not through the same channel but the survey but through parent teacher conferences or their school sites this week. one other note is that we are following up on the survey which went out through e-mail. we know that's not a perfect way to gather the information that we need. we are also sending an auto tiler and text messages to families we're hoping to hear back from that would have received. this is for all families but especially for those families that we don't have the correct or any e-mail on record for.

we're going to be following up by text and auto dial. i believe that's it. back to dr. matthews. >> i wanted to turn it back over to president lopez, i want to follow-up on your opening comments that in order for this to happen, for us to get to this place, we know it isn't a perfect place. there are many students who we wish we were able to return. but we aren't at this time. with that being said, it could not have happened without a strong partnership with people coming together. it's one of the things i talked about nine months ago, at the end of the day, we're all in this boat together. we know it's not perfect and

it's going to be a bumpy ride. none of us have been at this stage, we haven't been at a place where we're trying to bring students back to in-person learning coming out of a pandemic. we know it's a bumpy ride. we know things will get right and things we're going to be challenged with. but the important aspect that i'm hoping people keep in mind is that we are all doing this together. one of the norms that we have when we're in meetings is to assume best intent. we hope that you would assume positive intent on the part those trying to bring the students back to in-person learning. i will turn it back over to president lopez. >> president lopez: thank you superintendent matthews and to staff for all of your work and

for the presentation and update. i do want to open it up to public comment before we hear from commissioners and student delegates correa almanza. i'm going to limit it to 30 minutes. one minute each for public comment on this item because we are having it every single board meeting. >> clerk: please raise your hand, you'll have one minute to peek. you'll have a total of 30 minutes. meagan? >> hi. i'm a special educator. i work in a special day class for most of my educational career. last night asat and discussed

the reopening plan with other special educators and i think we were all bit disheartened. it was clear that the plan doesn't represent what really happens with our school with instructions particularly with students with disabilities. they have very unique schedules and needs. so many individuals work with them. looking at the special day class schedule, thinking how are students in secondary going to spend all day in the same class with one teacher with recess? it felt very much like we were looking -- the entire plan, i felt like we were looking at a plan created by people who don't know how students learn in schools and how we do our teaching. it didn't feel like there was a connection between those who made it and do the work.

i strongly urge the board with to work with the district to come up with a plan that take into account how educators teach and students learn that it's doable and possible for us when we return with our students to our classrooms. thank you. >> clerk: hello, amelia? >> please work with educators to change the proposed hybrid learning schedule so they allow for adequate preparation time to plan instruction for two very different models of education. these schedules do not provide equitable instructions for our distance learners and create harmful working conditions. four days a week, elementary teachers are only given two 15 minute windows of time during the entire work day. this is not prep and calling it that is insulting.

the two hours given on wednesday is not sufficient to plan for 30 hours of instruction or do anything else educator have to do like grade or call home! i'm emotional and i'm not an elementary school teacher. we know the class and racial disparities and intent to return survey. who are we prioritizing and discarding and exploiting. thank you. >> hi everyone. i'm advocacy chair for community committee on special education. i like to thank everyone for all the work that went into this agreement and getting us there and also so much and time and

energy. i'm so grateful for everyone prioritizing us getting back to in-person learning. i want to piggy back on meghan's comments from earlier. evil -- i'm looking at the appendix of the presentation, i do not see asynchronous option there. will they be offered asynchronous option too. how does that impact the teacher and their case load. transportation is given and we're working on that. the assessment center, i'm excited to see that will open next week. also i want to recognize 75% of students with i.e.p.s actually sit in general education

classrooms for the majority of the day, not special day classes. hopefully we're prioritizing support and therapy and just thank you. >> clerk: you have one minute to speak. >> hi. i'm a parent of a student at jefferson in the second grade and a.p.g. in the sixth grade. i want to comment, i'm very concerned about the absence of any indication for middle or high school apart from the focal groups which represent important population but certainly not the significant majority as far as i can tell of middle and high school students. we can't be leaving our middle and high school students out in the cold and not have a plan for them. we need them to return as much

as anyone else. i wanted to speak about outdoor learning in conjunction with elementary school and middle and high school. there are so many schools in the city that have large spaces. they have large spaces even on site. such as schoolyard and fieldings. people can spread out all over the place. i was at a.p.g. this past weekend and see how much physical pace is there. there's enormous amount of space. for places that don't have space i can use adjacent public spaces and nearby parks. i strongly encourage the board to use this space to raise the capacity and get students back. thank you. >> clerk: romero? >> hello. i'm a fifth grade teacher. which is a citywide school. as i talked about the proposed

schedules with my colleagues, i appreciate dr. matthews opening saying that our goal is equitable support. what this looks like to many of us is separate but unequal education once again. their intent to return survey showed that our black and brown students are ones more likely to stay home. they are the ones who will receive teacher interaction or instruction from 8:30 in the morning until almost 2:00 in the afternoon. that's the time when children are most likely to learn. they are going to be left out of so much not just interaction but learning, being taught by teachers who are either at the start of their day or after a long day. there's also no mention of transportation which for our school is critical to maintaining our diversity. [please stand by] best with our

if we have that little time. and, in the afternoon, there are no break schedules at all so we'll have to put the teachers in the humiliating position of having to beg to go to the bathroom. the other thing is that we are going to be teaching on two completely different platforms. whether they plan to stay at home or come to school. we need more prep time so that we can do the very best for our students. please allow the teachers to have more input into the schedule. >> forgive me if i miss pronounced burko. >> yes. that's me. i have two kids one in elementary and one in middle school and i would like to thank the board of education and everyone who worked so hard

over the past year to where we are today. these three openings for the elementary schools have given us new hope. but we are asking some questions. my middle school school is eagerly waiting for school to open as well and he asked me this morning if things have opened up around san francisco, why are schools not? schools are more important than a lot of things that have opened and so, you know, with online schooling, unfortunately, it does come with some disadvantages that are now we're a year in and they're outweighing disadvantages. so, you know, from health issues and increased screen time and mental health issues especially in our teenagers, i urge the board strongly to re-open all schools including middle and high school as soon as possible. and, i understand it cannot be perfect and we have to start

somewhere and i hope we get there. thank you. >> thank you. hello, ms. allen. >> hi, my name's alena allen and i'm a newcomer math and spanish teacher and i wanted to speak a little bit to the schedule and i really just had a question for people at the district and the question is what can you actually get done in a 15-minute prep period? if you've ever been in a meeting or an educator, what do you do for the 15 minutes after wards. the call that 15-minute prep is laughable and insulting. i used to work in retail and what you have in the sub period is what we would consider a rest break which is mandated by law. i've been so dehumanized when my employer decides they can plug in our mandated prep time

and not take one second to think about how i am an educator might experience that time. it's truly baffling to me that an educational institution is so out of touch of what the daily life of education is like. i teach three sections of newcomer math. if three of my classes are supposed to be coming back, what am i supposed to be about the other two? i'm feeling stumped about what that be for a middle school ask or a high school. but i have absolutely zero faith that the district can figure that out based on what was released for elementary schools which is a lot less complicated. >> thank you. >> hello, julie. >> hi. my name's julie. i want to appreciate the fact that relationships with teachers and students are maintained in this agreement. that just is crucial. it does feel like the schedule is at the expense of online students and, you know, that

the ability to maintain that relationship between student and teacher was really on the backs of teachers. so i want to appreciate the educators who are part of making this agreement for being committed enough to take on extra hours to maintain that relationship with families. but i just have to say, this is not making me feel the hope that some other folks are feeling. i'm actually feeling weight. this is a complex issue. i'm sad that we're here. i hope that as we're hopefully thinking about how we've recovered from covid that we look at how we're supporting families and ensure that we're not doing that on the backs of the families who are most historically underresourced and at the expense of educators. thank you. >> thank you. hello, emma? >> yes. thank you. i am a 1st grade teacher at

paul revere. my name is emma and looking at the schedule for the first time, it hit me that i will be teaching for more hours than i ever have, but providing the worst quality education that i've ever had in both circumstances. i'm a 1st grade teacher, i teach students how to read. my biggest tool for teaching students how to read is small group instruction. my students are at a huge range of reading levels. and, so in order to move them as readers, i need to be able to provide them with targeted instruction. it sounds like with distanced learning with required 120 minutes of synchronous instruction of students. what i've been doing up until now during distanced learning is prioritizing my small group instruction. i'm worried that i will not be able to teach students how to read without being able to

offer small group instruction in either in-person or distanced learning context. >> thank you. hello, ms. fields. >> hello, can you hear me? >> yes. >> great. thank you. i'm being asked. i'm a kindergarten teacher at sherman. somehow teaching kindergarten students on the carpet no guided reading. i'm having a very hard time imagining how this will work. i felt the same way when i started distanced teaching, but at least i was given prep time to figure it out. somehow i forced a class of 5 and 6-year-olds to sit in a chair for 4 hours and 50 minutes straight with no break. from this inappropriate schedule. when will we have time to attend ieps sfts and communicate with families.

when are we providing this curriculum. i'm being asked to do the john of two teachers with the pay and prep time of one teacher. my other concern with this schedule is it clearly prioritizes students to return to in person instruction. are we meeting the needs of our black and brown families when we have the scheduling a huge chunk of time for them to be doing independent learning. thank you. >> hello, julia. hello, julia smith. >> hi. thank you. hi, i'm a teacher. i've been teaching in san francisco unified for over 25 years. i'm a parent of an 8th grader and i teach 1st grade at roof top. i like many of my colleagues want to return to school when it's safe which is why we've been going out of our way scrolling computer screens

trying to get vaccinated before any district was from any district coupons or codes were provided. when i saw the schedule that was proposed by the school district yesterday, i was completely shocked and just, you know, just cannot believe what has come with this. to think that a teacher can have direct instruction for the entire time that they are contracted during their contractual hours is completely ludicrous. to think that teachers can adequately provide the type of education that our student in san francisco unified deserved without any time to prepare, any time to assess, any time to provide anything is just unbelievable and the district needs to do better in terms of providing a better schedule that meets the needs of our

students. >> thank you. >> hello. ocasia. >> hi. thank you. like many of my colleagues, i would like to comment on the district's proposed schedule as a teacher. the schedule as teachers to essentially become robots giving us no real time to plan, high quality instruction, or just any instruction at all let alone anything fun or engaging or, yeah, high quality that we lied to give to our students or the myriad of other things we're constantly doing in the day. if this schedule was to go into effect, i don't know how i could teach. it would be just -- it's like beyond my imagination. i would like to know if the people who made the schedule have recently taught and if they would be willing to teach to work day by day with this schedule because, honestly, it's just unimaginable. and, asking the students that were distanced learning that were basically pushed aside to start at 745 tm a.m. on some of

these proposed schedules, like it's just honestly despicable. please reconsider. thank you. hello, meredith. >> hi, thank you. we as meredith will have doubts. we appreciate the progress and i'm sure we know how hard everyone's worked to get to this point and we also have some concerns like the others with the teacher schedule. i've been hearing from a lot of teachers who realize it would be extremely difficult for and from a family perspective, the fact that middle schoolers and high schoolers are left out in their return plan. kids, 75% of them are left out. that's a problem. we just want to hear that for the fall at least if this is what we're going with with the spring. can we get your commitment.

can labor negotiations start? when? when can they start for the fall so that we know that all students will get school five days back in the classroom by the fall and that we'll work for teachers and students. thank you. >> thank you. hello, tara? >> hi. my name's tara. i'm a teacher and a parent. i'm a special education teacher and i'm very happy we've come to an agreement with the district and we've come to an agreement so we can return to in-person. hold on. my kids are doing homework. but i'm very concerned about the schedule. there's no time in there for me to do the ieps or adjust work. like i do adaptations. there's no time for me to do

that for my students in the schedule and i'm already working until midnight and i can't continue to do that for the rest of the school year and there's no time for me to collaborate with the teachers on the schedule. we need to be able to meet and so please reconsider the schedule and think about it in that equity lens, please. thank you very much. >> thank you. hello, chris. >> hi, i work at george washington high school and i'm a special education teacher. i'm disappointed and frustrated with the numerous well thought out by the ues bargaining team. you're planning to expand the group of students and i love that. but what you have bargained does not work for my high

school students. nor does it work for the students who are included for about 50% of the day in general education. and, every time the special education committee from uesf goes to district for health understanding what to do or collaboration trying to problem solve when an agreement doesn't work for our students, they come back with more questions or answers than solutions. i'm also really worried as someone who used to work at the elementary level about the obvious inequality of the direct instruction time provided to students in distanced learning. your schedules for in-person provide four hours direct instruction for in-person students and two a day. half the time. >> thank you. >> for students in distanced. thank you. >> hello, meredith. >> hi. i'm meredith, the other meredith as i refer to myself

and i as you know, i have kids. which we don't even have anything on the dash board saying about whether or not our site has even gotten an application in. i believe that our principal wants to move forward quickly and yet, i haven't heard anything about how we can help with that and parents and what we can do to expedite that process. i see no reason why we couldn't open on april 12th if it's just meeting the districts, why can't we get that faster. and i hear from the teachers about the instructional hours. but for the past year, my student has -- my 1st grader has only gotten less than 60 minutes of in person, synchronous instruction in person per day. so to think we have to do a little extra now five weeks max numb doesn't seem to me to get rid of this agreement or slow

down the process. but this is not going to be perfect, but let's go forward and start because we can't start soon enough. >> thank you. hello, brandy. >> hi, my name is brandy markman. i just want to stand in. i'm a parent and i want to stand in support and solidarity in support with a lot of the teachers calling in. i feel like what teachers are being asked to do is disrespectful and i know four of you have been teachers. would you want this to be your schedule? this is a lot to put on our teachers and i know there is this mad rush seemingly to squeeze in the last of these in-person learning, the last seven weeks of the academic year, but think about long-term. we know a lot of teachers are very burnt out and thinking about leaving the profession. this doesn't sound like what they need right now and i just

want to echo to other people concerns about the distanced learning really being suffering during this. most of the children at my son's school are cantanese and so a lot of them want to come back to in-person learning and so that's really a disadvantage to many of our students. reduced price lunch and also do not speak english as a first language. so i just please ask you to have more empathy. if we want our students to respect each other, we have to start by respecting our teachers. >> thank you. >> thank you. >> hello, jerry. sorry if i'm miss pronouncing. >> hi, how's it going? [inaudible] >> i'm sorry. you have a really bad connection. i could hear you at first, but

now we cannot. >> [inaudible] >> i'm sorry. we can't hear you. call back and i'll be sure to call on you. okay. i'm sorry. >> [inaudible] >> hello, cindy. >> [inaudible] >> hello >> cindy >> yes. can you hear me? >> yes, you can go ahead. >> thanks. i just want to say thank you so much for everyone today . [inaudible] i have a student and i'm sort of [inaudible] i, you know, i know that not all the seniors are going to be

[inaudible] that want to come back. and the board of education there's something i hope you guys can do something for them. i'm also thinking of the teachers and [inaudible] -- are there other ways to consider? you know, could we do like other schools do. [inaudible] thank you. >> thank you. hello, tom. >> hi, can you hear me? >> yes. >> all right. i'm an rsp teacher at an elementary site. i think the notion that teachers are complaining is definitely not the case. i've heard the passion from my colleagues whom some i've never

met and it overwhelms me. so if we look at the schedule, is it really best for the students? i have to collaborate with an rsp teachers for k-5. i'm already running around and my schedule's very difficult and i'm willing to do what i have to do but i don't want to see it on the backs of teachers. so, please, reconsider and think of it's not about just the teachers but it's about the students. thank you very much. >> thank you. hello, jeff. hello, jeff. are you there? hello, jeff? hello, jennifer?

>> hi, can you hear me? >> yes. hello. >> hi, my name's jennifer. >> i'm sorry. jeff just picked up. go ahead, jeff. >> sorry. i was distracted for just a moment. i wanted to first of all thank the board for at least starting this process of getting the students back to school and i wanted to encourage some better communication. i think i've seen the press releases and the information released, but it's still unclear. i have a son in the first grade at daniel webster. it's not even clear what day he is to return. i think that also goes with what's happening in the fall. a lot of parents would like to have some reassurance that we'll be back in the fall. and, third point i'd like to comment on is i'm just a little surprised now to hear that the school facilities aren't ready in all cases. i mean, i think the original

plan was to open up in january and the issue at that point there's been negotiations with the teacher's union. but i'm just a little surprised that the site work isn't done yet. i would encourage the board to try to get this going as quickly as possible and also bring back some of the older students as well. thank you very much. >> hello, jennifer. >> hi, my name's jennifer and i'm a teacher on special assignment and i also have a 1st grader in sfusd. the district imposed schedule with arbitrary and inequitable hourly requirements for instruction is really concerning and it basically guarantees that instruction for all students in distanced learning and in person will suffer under the schedule. so on monday, tuesday, thursday, and friday, teachers are going to have to decide during their 15 minutes of prep time whether they get materials ready for their students or go use the bathroom. for two hours on wednesday

only, they'll have to plan lessons for a whole week for two different models. review student work and make changes to lessons based on that. plan accommodations for students with ieps. hold ieps meetings in the day. call parents, collaborate with colleagues, check in with special ed teachers, parents, social workers. write and answer e-mails. i don't know when teachers will write and answer e-mails. maybe even attend a pd. doesn't sound like there's going to be time for that u. all in two hours on wednesday. this schedule is inhumane and treats teachers as baby sitters and not professionals. >> thank you. hello, jeremy. i know your hand's not up. but i want to give you a chance to speak. >> guess what i'm doing guys. i'm preparing lessons right now for my third graders in spanish.

i like this. i like to prepare lessons. i like to be planned and i like to differentiate instruction. it's one of our strengths. you know, i've been here 16 years. i'm good at differentiating instruction, but i need time to plan. number two, i'm a parent. i got the survey. i filled it out, dr. matthews. sent it already. but, guess what, i was talking to my parents. i talked to seven parents today at parent conferences, they didn't get it in their e-mail. they don't know how to do it. they want me to help them. i can't help them. i think we realize a lot of parents don't have parent view. they need support in filling out these forms. i'm wondering how can we do that. we want to get some accurate data of who wants to return. we need parents informed that schools are going to be open. many of our families we didn't even know. thanks. >> thank you.

president lopez that includes the allotted time for public comment. >> president lopez: thank you for that and i will remind everyone we'll continue to update you all on this item at all of our meetings. we're providing more and more opportunities to hear from you all and continue to update. i want to open it up to commissioners beginning with student delegate mansa if you have any questions or comments to discuss. >> i do. i have two questions. my first one is this survey that is going to three through five grades. a clarification i have is how will families officially finalize their decision. will there be a separate enrollment process or do students just show up to school sites? >> thank you, student delegate.

the survey responses that we get will be used to prepare the registration packets that go out to the families. ten days, our aim is to send those out ten days prior to the respective child. within that light, this is the response that will inform whether we will have a schedule that accommodates them on particular days. so it depends on how many families' request. and possibly at a given grade. so that will allow us, our team to design the staffing, the schedule, and, if needed, the combination of hybrid schedules. so this is the time for our

families to tell us the references and as we mentioned before, if families responded previously to the initial survey back in september. and the response they provided at that time. then they should do so -- someone has their -- needs to mute their mic. dawn, you need to mute your mic. >> sorry. hello. >> yeah. you need to mute. >> sorry. my daughter just came home. sorry. >> so student delegate correa almanza did that answer your question? >> yes it did. my second question is that lots of my teachers have interpreted this live graduation as an in-person graduation. is this accurate or does live

mean just not a youtube video? >> the current plan for graduation is to plan a live, in-person ceremony for our seniors pending our ability to do so while complying to health and safety measures. >> thank you so much. that's great news. i also wanted to say that educator's spot for vaccine access announced through unity, all staff will have access to vaccines. this is so amazing. i personally celebrate any time i hear someone i know gets the vaccine. so you can imagine the joy i felt. it's almost going to be our one-year anniversary of shelter-in-place. and, now we can finally see the light at the end of this tunnel. thank you to the staff for building out of thin air. thank you to the educators who

are on the front lines and who consistently advocate for the students and themselves. thank you to the parents who show up to these meetings, show up for their sons, daughters, loved ones and fight with love. the same way the passionate teachers are talking about their very valid schedule concerns. i also ask with all due respect to also think about the burn out that the youth are feeling one year into this. it is very hard and i hope that the teachers who are listening to student feedback especially on workloads. so many of my peers are suffering and get no break within their long days. all work is homework right now. so hours of after school homework does not help students the way you think it does. i do not blame each teacher for this or take right of way on the concern but i wanted to talk about this. finally, i wanted to address the student who is are on call tonight. i had so many of you during

public comment which makes me so proud. this quarantine has proved that you are stronger than ever imagined and you are capable of everything. you have even survived the isolation and immense loss of a global pandemic. to my high schoolers and middle schoolers, i feel you. we have been wronged by this virus. as a senior, most of my high school career has been in distanced learning and it is extremely disappointing and heart wrenching. there's no possible way to sit here and sugar coat the feeling. my class of 2020 experiences and the way we have been let down in our last year as high schoolers. i was 16 when this quarantine started and now, next month, i will be 18. all i can say is that in this moment, it's time to hold on to this hope. this chapter is finally ending and the next one is being written right in this moment. so [speaking spanish] we are stronger than the person we were when we entered this.

thank you so much for answering my questions. i'm really excited for you snow the writing of this next chapter. >> thank you to our student delegates and your continued hopes for all of this. we really appreciate it. commissioners, do you have questions or comments? vice president collins. >> vice president collins: thank you. i just want to appreciate our student delegate katiya for her words. i think she's right. this is a really tough time. i mean, i think we're even beyond pandemic fatigue. i think if there's another term, somebody needs to come up with it. and, but i do think we are

turning the corner and hearing about vaccines and the fact that we have educators getting vaccinated and also now community members like walgreens and kaiser stepping up to make it easier to do that i think is such like welcome news and so i do want to even though things are hard, i think it's important our student delegates are reminding us too that we have to look at what's hopeful and what's new and i'm also very excited about the idea of students being able to return to classrooms and meet their peers face-to-face in some cases for the first time. so i think that's also something to celebrate and work towards and have hope. i guess i just wanted to ask some questions of staff and this may be a question that's been asked before, but i think

it's helpful for the public because folks join us at some meetings but not all meetings. we were all eager to have schools open as soon as they can to families, but i know there's a lot of stuff behind the scenes and sometimes it's hard to know all the parts. when it comes to getting buildings ready as to why we can't move faster? i know there's a process as far as physically getting them ready. chief can you just kind of generally explain why are we staggering? why can't we just open them all as they're ready? anyway. >> great. and, i'm happy to answer that question. i welcome more detailed

questions as folks have them. our focus for march. one i want to let folks know is we started this process in terms of physically preparing sites in january and actually earlier than that in terms of counting all the windows that need to be counted and assessed. so we have been moving. we have been working since early fall to get to this point. the target has also moved as we have been working. so as we have planned initially, we were talking about small groups of local students and a gradual return for january that was sized around 500 students or a 1,000 students and now we're up to talking about 1,664 classrooms to house 15,000 daily students across our elementary school sites. so we have been constantly scaling up as we've gone along, but as earlier schedules showed

where we wanted to have wave 1, wave 2, and then 50% of wave 3 sites ready by march 22nd, we have now tried to meet the aggressive schedule the board has set. we're actually going to be able to get even most of our wave 3 sites like physically prepped and ready earlier for april 12th. there are sites, though, there are about 15 sites that i think won't be ready physically until april 19th. so we are planning 50 moves during this month in 30 days. we then have to follow those moves with moving companies with the sites expand out process for all times and all the you know taping off water fountains, and then we have to schedule dph inspection which can't proceed independently from instructional leaders. we can't just schedule the dph inspections one after another

twelve a day without principals participating. so we also need to accommodate while principals, superintendents, and executive directors are still trying to drive distanced learning. so they also then need to be pulled off task to come and do these dph inspections. so we have a lot of balls in the air and we are also still trying to be respectful of principals and instructional leaders' time and give them at least five day's notice so everyone can be successful. so i think all that is -- we're trying to do a lot of volume in a short period of time and staff up all different steps simultaneously communicating this to all the different sites. we do need to make sure that dph has a chance to inspect the

sites. they have been extremely responsive and we are also just constrained by how fast we can move on a day-to-day basis. again, we are doing 50 moves, 50 stand-ups, 50 inspections all within a period of about 30 days. so i'm happy -- yeah. >> i appreciate that. and then additionally, i've been hearing questions about the schedule and um, i was hoping the superintendent could talk about that. i think the original instructional schedule that was proposed, it separated in-person instruction with remote instruction and this one looks like a combination of the two so i was wondering if you could speak to some of the

concerns around -- or just how we arrived at this schedule and input and, you know, if you could clarify that. and, then, also the second question is folks are concerned about middle school and high school and i wanted to know if this schedule, i didn't think it would apply to middle and high school, but i wanted clarification on that as well. >> thank you, vice president collins. so i just wanted to respond to a couple. so i think language is important and a couple of the -- our instructional partners, our instructional teacher who is are calling in. they started with the district imposed schedule for the district proposed schedule and i just want to say, first of all, neither of those are correct. we propose the schedule that allows teachers to focus on in-person or virtual teaching. so teachers would be doing either one of those. you need to be an in-person

teacher or a virtual teacher. that's what we proposed. but the whole process of negotiations and going back and forth is to have conversation. and, we heard clearly from our education union that they wanted instead to remain with their current students. so they remain with their current students. you're not going to be either in-person or a virtual teacher, you're going to do both. so when we heard and we went back and forth and had conversations with them, with the schedule that you see, we were able to meet that interest, the interest of teachers remaining with their current students which was clearly what our educators union wanted, we were able to meet that union and the schedules you see are a result of that compromise. that's how we arrived at that

current schedule. >> vice president collins: and does it apply to high school as well? >> i'm going to ask. >> the schedule has been shared currently apply to students in k--5 and students in our scc classes. >> president lopez: so if i'm a teacher at high is that schedule going to look different? >> i'll have chief robertson speak to more. but that day five days a week is for sure across the same of all of our special day classes. >> vice president collins: okay. but they're not integrated which functions more like a. chief robertson, please help me out. >> really i've never had anything this complicated in my

world. so the schedule c is designated for the mod severe classes. and, each one will have to be a puzzle. we'll see the data when it comes back and how we can construct the time in the classroom together with the resources in the room. something that our partner lee fischer brought up is going to need a further look for the high schools in the mild mod sccs because they don't spend the entirety of their day in one space. they might have one class in an scc, in one classroom say for history. and they might have another special day class for english and then another one for math for the rest of the day and that is going to pose another real deep dive look at how we're going to be able to support the kids if and when they are returning to the school sites.

>> vice president collins: okay. i'm just wondering -- it sounds like we're sort of in progress and we're going to have to return and see what the challenges are and i would just love if we can be informed and support it in whatever way we can. >> i will say we're setting aside a date with our special ed and we're going to go through the deck and hopefully we can have some modelling up and we can start to look at the language and kind of map something out. there is a provision in the mlu to consider additional supports if necessary if it's a list that is just too big for the staffing at hand to take on. >> thank you. >> thank you. i see commissioner boggess and

then commissioner lam. >> commissioner boggess: yeah, i feel like the number of people and providing comment like 30 minutes, just feel like it's a short amount of time for me and so just to kind of lift up that. but questions that i had for staff are essentially how much should families have faith that this time line won't change for the student populations included? >> one of the things i said is that there definitely are a lot of implications. we're going to do everything we can to stick with the time line and come as close as we possibly can. there may be a school or two that possibly need to move. so i think we'll be able to meet the time line.

>> commissioner boggess: thank you for that clarity. the next question i have is how many students do we expect will be coming back with each of the shared re-open dates? so april 12th, april 19th, april 26th? is there a specific number of students we're expecting or is the capacity of students that we have collectively that we're expecting for those dates? >> i can get those numbers for you before this presentation is over commissioner boggess. >> commissioner boggess: okay. thank you so much. >> definitely for 2b wave or wave 2, those numbers will be as you know, we're just sending out those surveys. so those numbers would be like outside estimates as many as can come back. but we know that not all students are returning. >> commissioner boggess: okay. thank you for that. i have so many questions.

i apologize for my other commissioners as i try to go through these quickly. there was a slide that talked about testing goals and it didn't have any numbers on it in regards to kind of our goals for that. is that just to assume that our goal is to kind of regularly task as many of our staff and students as possible or are there like specific numerical goals that i've seen and also around the vaccine? i guess an additional question is is there a time we expect to have the majority of our staff vaccinated and kind of what is the timeline for that? so, i guess, both in regards to testing and vaccines, what are kind of the expectations and timeframes for those things? >> commissioner boggess, i can talk about vaccines. so our goal is to offer every

staff member to be vaccinated. whether or not you want to be vaccinated is a personal choice. so our goal is to make sure everyone has the opportunity which we believe that we have now done. which doesn't mean we're not going to keep sharing opportunities and as we learn of opportunities taking advantage of them. but every sfusd staff member says they can get vaccinated through kaiser. we have the 1500 slots open with walgreens that are not all booked. we sent out 4,000 codes last week. our goal is to make sure you are a staff member we're providing the information and opportunity to do so. so that's kind of our goal there and i'll let melee speak to the testing component. >> commissioner boggess: can i ask you about the access codes first? do you know of how many access codes. can we actually track how much our codes are being used?

>> no. we asked that and the state website "my turn" doesn't have that functionality. but the only thing we can track is the number staff gives us back. i think it's about 500 folks who have told us thanks but no thanks, i don't need this because i either don't want to be vaccinated, but we don't have any reporting from the actual website telling us the usage rate of the codes we've heard back from. does that make sense? >> commissioner boggess: that does. are we doing anything to get to 555 franklin for these days that vaccinations are happening there and what is available to support staff to actually be able to access the facilities and what's kind of being offered there in the next week or so? >> yeah. that's an excellent question. we haven't offered any supports around transportation. i know the questions about mta

are high on a lot of people's minds whether it's for vaccines or whether it's a return to schools. but i don't have anything concrete i can offer you about transportation for the vaccine unfortunately. >> and, if i can add to that, the discussions we've had in planning, a lot of the conversations are in spaces that are accessible through public transportation and i have conversations related to staff who have emphasized areas around the city that would be helpful for their members. so i know there's potential for future opportunities and resources with vaccines and to be able to plan that around the city so it's not just 555. >> commissioner boggess, did you have any other questions? >> commissioner boggess: no. if you can answer the question about testing?

>> okay. great. i wanted to make sure you got all your questions out. we're really to span out the testing of opportunity -- the testing opportunity of staff the week of march 22nd. we do know we have the spring break. so we're working in between that. the agreement requires bi-weekly testing for staff while we're in the red. if we're in the orange, it would be 20% of staff. so we're planning for all the contingencies with families. as i noted, we're still in contract negotiations in trying to understand the cost, you know, some of the choices we're going to have to make with cost since we want to make sure that we're doing what we agreed to do and it's as cost efficient as possible so that we have funds to do all the other things we want to do as well. so we will have more to report next week to the board because

the contract hasn't come before you yet, and when it comes before you, it will have the details in it. we will be meeting. our whole plan is to feet our agreement and stand up march 22nd for staff and probably the week of march 29th for families. and, we do want to get everybody in at least seven days before the in-person learning starts so by april 5th to have everybody have an opportunity to come in and be tested. and, if you had any followup questions. >> commissioner boggess: i don't have any followup questions about that. i will make space for my other commissioners. my next question is about the survey as far as the survey for folks coming back. what is our -- do we have like a target goal for a family in participation or response from the survey and how is that kind of broken up geographically across the city if there is one?

or kind of how are we making sure we have an equity goal response in who's responding to our survey? >> commissioner, i'll make a first pass and i welcome any colleagues to help with the collective response that were more directly involved in the first survey. so our aspirational goal, of course, is to hear back from all of our families 100% or as close to 100% as possible. and, dr. matthews mentioned in his opening remarks that we are really looking to our school leaders to be a big part of affirmatively reaching out to our families each day. as i said, the window is short and so he i believe personally has direct audience with many

of our school leaders and is pressed upon that we need their support on this quick time frame to personally reach out or to have their staff reach out to our families. the place where i would ask for some, maybe some assistance from colleagues is the response rates to the fall survey. i believe we heard back from i think approximately 70% to 80% of our families and we would certainly want to meet or exceed those percentages, you know, as a practical goal, but hopefully get close to that 100%. and, there are some steps about what we would do when we would don't have information about responses from families especially in our local populations and, again, i would welcome any colleagues to add

to what i've shared. >> i'll just add that one of the -- we know that one of the most successful ways when the numbers weren't as high as we wanted them to be was that when the leader of the site and either the teachers at the site or the support workers, the wellness staff actually reached out and increased those numbers. so that's why we're definitely leaning on because there's the connection right there that they're definitely much closer than central in terms of reaching out. so we -- as i said, we're asking principals and then their support staff that continue to reach out to get the numbers. we want to hear as you just heard our aspirational goals from each and every family. so that's what we're pushing pushing for. >> i'll add one other thing. the individualized survey links for each student. so if a parent calls and says

they didn't receive the survey, they can actually find the survey link for the parent and fill it out with them. the questions are very simple. it takes about three minutes. so the resource link is ready and standing by to be able to do that. and they have, they take calls between 9:00 and 1:00 monday through friday and have language capabilities. >> commissioner boggess: yeah. i definitely appreciate that additional information and kind of understanding and looking at like a minimum expectation of 70% to 80% of participation but really shooting to get as close to one hundred% as possible. one thing that i was concerned about was just around how do we get the low engaged students who have beenn't been attending reengage especially kind of being focal students and kind of what additional resources have been allocated to reaching those families to support them to both engage in this process

as well as to kind of reengage in the educational process? >> might i ask you to help field that question, deputy. >> yes. i was trying to find my unmute button. i would say that is definitely one of the significant lists and roles at every site. even aside from survey or return to in-person interest information, that's the team that looks at attendance and engagement and tries to identify those babies who've not been engaged regularly and try to make plans to reach them. you know, commissioner boggess, for us in the remote world, that's even harder. the ways we would tap in and check in on families is very different these days. so a lot of teams are doing is

partnering with their ceos there's much room for improvement and growth and we really find it hard to reach folks we cannot physically go to and reach folks. so that's my short answer to that one. it is a lesson. we are really trying to leverage the conference. we have a really high participation rate for conferences believe it or not so that's not going to be one of our main ways to reach out to families whose students might not even be engaged without them knowing that. >> commissioner boggess: no. i appreciate that. and i just really wonder if we have adequate staffing at school sites to support that to be done effectively to levels that we want especially kind of given the current pandemic. i have one last question. and it is essentially if we could just have maybe the superintendent or whoever you feel is the most appropriate person to just talk a little bit more about all the students not in 2a and 2b and the time

line for them and what folks should be expecting from that. whether we should be expecting to return to normal as we think about the next school year or if it's actually a hold on and wait phase? i feel like we've been staying that there's a lot of things that need to be worked out but i think just talking directly about those students would be helpful to students and families who weren't highlighted in the presentation, but who want to be highlighted in the presentation. >> yes. so, currently, you know, that's one of the areas we realize that many more students are anxious to return. i think that you heard from educators that we are desperately at a point to where we want students to return. i think a couple of things. first of all, definitely as you heard, the chief speaking, it's

definitely going to be a lift to get all of our 3rd grade back. we definitely do, you know, we have priority population at the secondary level and so we are going to have some students at the secondary level returning. i'm sure the numbers of students who want and families who want. i will say this, you talked about the return to normal. i am apart of a group of superintendents and county dph workers and that's one of dph staff throughout all six bay area counties and that's one of the questions we're asking now and so we will be asking now to shortly say what the fall is going to look like which we've heard a number of parents already start to ask. we're doing everything we can

to get dph and my hope is they'll be able to do some predictions. but currently right now, we're not at that place. but we know that the tiers, we're definitely at red now. i'm confident we're going to get to orange as well as more vaccines get in arms. all of that is becoming a recalculation of where we are with tiers and where we are as a society. i think you've heard or you may have heard over the weekend, cdc was starting to make some predictions about when people who have been vaccinated, two weeks after their either their second vaccination or two weeks after the johnson and johnson vaccination that they can begin to get into groups with other vaccinated people. so all those things are happening is that may way of

saying my hope is that the fall is going to be much more normal, but it really is going to depend on dph which we're trying to, as i said, hopefully get some kind of prediction around what fall is like which we're hoping is going to allow us to return to a much more normal state. >> commissioner boggess: thank you so much. i have some brief final comments and then i will stop talking. i would just say for me, i don't feel we can truly re-open our schools in the same way we closed our schools. that we actually have to really think differently about the way we are performing education and the way that our whole school operates. i definitely am committed to re-opening as soon as possible, but as safely as possible and really making sure we're not jeopardizing the lives of staff or students. i definitely feel compelled to figure out a way to restart sports programming and offering for students and find a way to

expand them even though we don't necessarily have the funds to do that as well as figuring out a way to extended school year and the school day and increase our staffing to be able to do that to provide students to individual learning that they need and really to say that all students deserve access to the best programming that we have in our district. and, i think even though i know that i have some challenges with our current plan, i'm fully committed to making this plan successful, and i think we all need to work to do that, just understanding the moment that we're in and the crisis that we have that we may not all feel that it's perfect, but we all have to come together and push together to work towards these solutions and so i just want to add those comments and thank you. and, hopefully, someone will get back on the additional question i asked, but thank you so much. >> that question was the numbers for 2a and 2b. so, for 2a, that's our students

and our students in our scc program pk 12 or pk 13. it's about 14,318. and then, for the students in 2b, our priority populations including our middle schoolers and high schoolers, that's about 5,491. for both 2a and 2b it's a little under 22,000. >> commissioner boggess: thank you very much. >> thank you for sharing that information. and, i did want to -- >> reporter: i just wanted to remind -- i'm sorry. i apologize. i just wanted to remind that's every number of students returned. >> yes. that's the total number of students. that's not taking into consideration interest in returning. that's the total number. thank you, dr. matthews. >> thank you. and, i did want to provide an opportunity. apologies commissioners. i know president questions have

been raised to panelists. >> hello, susan. >> yes. thank you. and thank you president lopez. this is the united educators of san francisco and i'd like to offer what i hope is some context and some important clarifying points. while it is true that uesf and sfusd consulted regarding the schedules, we did not bargain them because schedules are not a mandatory subject of bargain. this is a legal point. it is true. the district made it clear and we agree with the interpretation of the law. it's not a mandatory subject of bargaining. we did bargain on the impacts of a school schedule and that's

what you'll see when you see the tentative agreement. are working conditions, conditions and class sizes, prep time, etc. um, i agree that teachers staying with their students they've had all year and students staying with the teachers and classmates they've had all year was the priority for educators. but while the district's initial proposal or suggestion about class sizes moved a lot of students to do different teachers increased class sizes, create a combination classes, that was the initial idea that we were given. we thought we had a suggestion that was better. and, in fact, in the press conference yesterday, the district did acknowledge that this schedule would keep teachers and students together as they have been all year.

[inaudible] -- in consulting with the union, it was also made very clear to us that it was a high priority of the district to have full days of instruction and as many days a week as possible. we did our very best to come up with ideas to share with the district about how this could work. we have now heard from the people who will be doing the work and they have said that this schedule is going to be very difficult for them especially regarding prep time. and i think it's time again in light of the fact that we are all trying to get students back in school and it looks like we can get students back in school safely. we've done a lot of work on that, but it is time to stop blaming us, blaming the union,

and blaming teachers and blaming educators. we're working just as hard as we can to make this happen and so we need your support on that. if teachers are saying that the schedule is going to be very difficult and will make it difficult to be successful with students, i think we all collectively need to take a look at that and still provide as much in-person instruction as we can and not forget that we have students who are in distanced learning who need our attention too. thank you very much for this opportunity to clarify. >> thank you, president soleman for being here and sharing that. i see a number of hands from commissioners and we'll be going in the order of

commissioner lam, commissioner alexander, and commissioner sanchez. i do want to remind, if we have a number of questions, if we can maybe bounce around to hear from a variety of commissioners and making sure that you get your questions answered, but we also hear from more voices. >> thank you, president lopez. i just want to first thank our staff and educators as we steer through [inaudible] -- and our covid recovery and how excited and thrilled i am that we have been able to reach an agreement both on health and safety of all of our -- with our labor unions as well as the instructional tentative agreement with united educators and really appreciate all long

hours and work in collaboration to making this happen. so i'll just start with going back to our vaccinations. daniel, can you clarify around and, thank you, so excited about all the work that the team has done around the vaccination. specifically about kaiser. around are those like codes if you show up? just so we can understand what that will look like given the 4,000 from the state, the new operations at 555 with walgreens in partnership there, just to round that out. >> thank you for the question, commissioner lam. it's a good one. you can now go to their website and we assign everyone the correct link and you can make an appointment, but there's also a phone number you can call if you can't do it that way. you go to a survey.

there's a link for i'm a kaiser member, another for i'm not a kaiser member. and then you go through that interface and sign up with kaiser that way. >> thank you. and, then, my assumption is most of this announcement is going through just directly to our employees and if there's any information, social media that's quick, i would also suggest that we can also help get that information out. >> yeah. i've been coordinating with deputy superintendent blithe. we've been tremendous getting the word out. we have gotten a direct e-mail blast out. we also sent a text message to all staff members about the walgreens opportunity. and that was in addition to some of the all staff messaging we did last week. we're mindful, but there are some employee groups where there are tech issues and so we're working closely with their supervisors to make sure there's a plan to get them

information to employee populations as well. because we recognize a lot of this is happening over the internet because that's just how vaccine appointments by in large are being done besides this phone number kaiser has offered. we're trying to be thoughtful about getting the word out. we're also in a time crunch. for the most part, walgreens has 1,500 shots you can use them by thursday kind of thing. so we're all kind of racing against the clock to get the opportunity out as fast as we can. >> thank you for that. so i'm going to switch in to now around time lines for wave 3 and grades 3-5. superintendent, i know [inaudible] to answer that. i know it's tied to the surveys and the return. if you can remind me and, folks and the public tonight, when can we get some more details about the specificity around

those sites for wave 3 schools as well as the upper elementary? >> as we get our results back, there will be more specificity especially around the number of students that we can expect so that if we need to expand or if we need to, you know, change the days, the number of days students can return, our numbers students can return for in-person learning. that will be done. but, right now, what we're really looking at is looking at those returns on the surveys. >> commissioner lam: so estimated two weeks we should be able to finalize a schedule? how long is it going to take? >> i would say two to three weeks. >> commissioner lam: okay. thank you. around the shifting to middle school and high school around

the focal populations just for clarity, you know, the current tentative agreement explicitly states it is pre-k through five. have those conversations, what's the timing there and as far as being able to confirm, you know, what that scope looks like for our secondary students in the focal populations? >> i'm going to ask danielle or greg. >> i'll jump in. and, if you hear this please correct me. we have offered united education three dates next week. >> that is correct. >> commissioner lam: thank you. shifting to the state funding.

in budget and business services, we talked about, you know, not only the incentive funding around the return to in-person learning and for the public or for folks to name that there are a couple key pieces to that full package is that one to pre-k to elementary 5th grade and correct me if i get this wrong. so it's pk through five in-person learning. focal population kindergarten through 12th grade as well as a full secondary grade. it is, you know, from my perspective how important it is to be able to see what those opportunities and possibilities are because those resources and funding are extremely important for the district. in addition to that incentive funding speaker package is also around learning recovery.

some are a whole host of education opportunities for our students moving forward. so i just wanted to name that the incentive funding is not the only piece of the governor and state legislature's package. so i'm just wanting to get some clarity around timing around where that analysis is and the planning so that the board can understand, you know, what are the possibilities of leveraging those dollars back locally. >> thank you, commissioner. i'll share a bit about that and i'll just say up front that this is still being analyzed. we're looking at it actively, the team, my colleagues, dr. matthews and i are looking at this actively. it is, as you said, those requirements are the correct

ones. i might just modify one small piece of what you said. i think you said that the focal populations extended from pre-k to 12th grade and technically, it goes from tk, not pre-k, so with that one modification, you got it exactly right. and, really, as we've said i think in the rules committee and the budget and services committee, the element that's most challenging for us that sits -- that's toughest compared to the plans that are already in motion is the condition of offering in-person learning to one entire secondary grade. so the other aspects of the conditions aside from some timing disparities line up

pretty well with our plans, but that's been something that we haven't defined as concretely or we haven't published a plan to all students in a grade. so we have, the team has much work to do on multiple fronts to execute on the plans that are already in motion and the commitments we've already made. and so we're looking at that question very actively as i said and we just need a little bit more time before we come to a definitive conclusion on whether that will be feasible and i will say it is a tough list for us to meet that commission and so i don't want to overstate the odds that we're going to be able to meet

that, but we're looking at it really actively. in terms of timing, the dates for the legislation or that's outlined in the legislation calls for full funding for districts that meet those conditions to return their students on the first instructional day april 1st. and for every day following april 1st that there is a delay or a day that falls past that day, that would be a 1% reduction in the total amount of funding that the district would otherwise be eligible for. so it's 5% every week and the outside limit for eligibility for funding is may 15th. so in our case because of the timing of spring break. the first instructional day that we would otherwise be

eligible for would be april 5th so starting every day would be 5% of the funding we could be eligible for. if we were toll hypothetically qualify, that would be $18 million and that would be reduced by 5% each week as you pointed out, that same bill, 86, that was passed, i think it was just a few days ago. >>. the larger portion of that bill, that's $4 billion out of the total of 6.-- i'm sorry

$4.6 billion out of the total of $6.6 billion and we are eligible and we will receive those funds which we're estimating at about $39 billion for sfd. >> commissioner lam: thank you. i said in budget services i'll bring it up pretty much every board meeting how important it is for us to understand what it will take for us to be able to leverage that incentive funding. i understand that right now the system is, you know, we are all hands on deck beyond for getting the schools we have on deck. and i had shared this with the superintendent and for the team too. as this planning goes on to be

really exsplit about what is is it people power. to be able to get us to that finish line it is absolutely important to me that we understand what is needed in order to have that heavy list which i recognize so i look forward to that analysis and what those plans are and what would be needed for the district to get initial support potentially. lastly, all this is grounded

because we it's not only about district dollars. how do we support our educators and staff. i know that the team is also in the depths of planning for summer and i look forward to i think it's going to be soon for what the boards for of course, given the conditions of the pandemic i think we are making great strides both nationally and locally we're actually going to go down to the orange tier and the vaccinations been

named a couple of times as the city and the region in particular with our educators and staff, there is light at the end of the tunnel and understanding how long it does take to get a large urban district back. so everyone participating, the staff, our educators, that is top of mind that the planning happens now. right, that it is -- we know it has to happen now even in to the plans for the maul so i'm committed to working with our staff. with my colleagues, with our labor partners around, of course, pending the health and safety, improvements with the pandemic and health conditions allowed for a k-12 return.

i just wanted to state that. so thank you. >> great. commissioner alexander and commissioner sanchez. >> commissioner alexander: thank you, president lopez. maybe starting where commissioner lam left off. i want to really thank supervisor matthews for your leadership over the last frankly couple of months really pushing this and getting, you know, getting the two different agreements with our union partners. i want to thank president solemon in particular and president lopez and other staff and uef members. and, i hear the frustration around a lot of things around the delays, around the

schedule. i've shared many of those frustrations. i still share many of them. but i also think it's important that we acknowledge that we've made incredible progress in a really challenging situation. and so, i think i just want to say that also and i appreciate superintendent for those figures earlier which if i do my math correctly, by august 26th, even in our current plan, we will be offering inperson learning to half our students and i think that's a really wonderful accomplishment that we also just need to recognize. and, if we're able to add one grade at secondary level which i agree with, commissioner, is really essential, we will probably get to half of our students have been offered in-person learning. also recognizing and several

people have pointed out that many families are not ready to return and i think that's another important point and again, i really appreciate some of the teachers bringing up this comment about instructional schedule i felt like it was perhaps not strg or choosing to prioritize families that were choosing to return. we have a lot of families that for a lot of valid and important reasons are not going to send their students back and want to continue with remote learning. so i think we need to remember that and recognize that we're juggling these things as a system and that is really challenging and i think we're all doing really great work trying to compare. i would agree with commissioner lam recognizing it's a tough list in the secondary. i think it's really essential because those funds are critical. i mean, one way to look at it

is, if we accomplish this, we're going to -- [inaudible] litigating superintendent's dates he gave on the funding. even if april 26th is our day when we have the vast majority of those opportunities for inperson learning open, we're still going to get the vast majority of those state funds. it could be up to $15 million at that point. that's a lot of resources that we also can then put towards whatever we need to do between now and then to get one secondary grade again. it's going to bring with it significant resources that we can apply to that heavy list. so that's just one. and, again, whatever we as a board can do, i certainly would offer whatever assistance and support from the board level we can do to make that happen. on a related note, i think if we are able, again, the time line that was presented tonight

has middle schools and high schools opening their campuses for scc and for the populations that we're indicating, the focal populations that were indicated. again, i understand that that's maybe just a couple of rooms on those campuses, but it's going to require a certain level of infrastructure. you know, they have one class at their site, but that's going to mean is the secretary going to be on campus. is the cafeteria going to be open for lunch. is the security guard going to be on campus? i mean, there's a lot of things. if we can answer "yes" to those questions, then we can start to think about bringing back a grade. we can start to think about sports. we can start to think about other opportunities. it may not exactly happen on that date. i think a lot of this work that's been done over the last couple of months is going to set us up for a much more rapid pace moving forward and so i would just encourage us to

think creatively around that. and then, oh, sorry. the last thing my last statement and then i have a couple quick questions. last statement was around the fall. i think it would be really good and i appreciate superintendent matthews comment around working with other bay area superintendents and public health governments. as soon as we can to say what we think the fall might look like is really important. even if it's not certain. i was talking to another educator today saying we know how to open schools. that's not hard if there aren't a lot of public health restrictions, opening schools is what we do. it's really just understanding what public health is going to look like in august. so we just need a little bit of anticipatory thinking and we can do the planning and we need to work in close collaboration with our um, labor unions in particular, uesf and others to

make sure that we're -- that they're comfortable and everybody's comfortable with how we're moving forward. i think we can do it. so my questions were just, i guess just um, most of them have been been answered. my only question is: is there any thinking around sports? i've heard a lot of questions about sports. once we have those campuses open at middle schools and high schools, could we bring back some of those sports opportunities in may? even if it's just offering kids the opportunity to be outdoors of staff. but where are we in terms of planning around that.

>> go ahead. >> you want me to say something? >> yeah. >> thank you for the question commissioner alexander. we're certainly thinking about what that could look like. that's definitely something we're looking for. we have a lot more facilities available to us. with middle school, we have to looking to other facilities that are harder. >> commissioner alexander: thank you. i'm hearing a lot of feedback from teachers on the schedule as well. the feeling is open from uesf to perhaps be able to be

flexible around the schedules. i just hope we can take a creative approach and be positive about this and not feel like we're locked in. it sounds like the union president is open and our site staff i'm sure is open if we can have some flexibility to address some of the teachers' concerns, i think moving forward in this collaborative effort is going to move us forward faster. thanks again, everyone. >> i'll just jump in right now. first of all, thank you so much to our staff events here, our team for moving this along and for my colleagues for pushing the envelope on a lot of the questions at hand and, of course, for the public coming out and giving their input, inclusive of parents and i just want to piggy back a little bit on commissioner alexander. to get some clarification, are we locked in on the schedule or

is there flexibility? and, if there is flexibility, i'd like to talk about what that would look like. >> yeah. so i think i can chime in a little bit, you know, without breaching the confidentiality that the parties agreed to. it is not an exaggeration that there were hours probably up words of 40 hours spent consulting on this schedule. and so, is there flexibility? i suppose there could be, but this is the product of compromise. and it is a product of hours and hours of compromise. you know, the board can -- the board as president said has the option to adopt their schedule, but this board and the district chose to consult and consult and this is the schedule you have after that sort of

compromise. hopefully i answered your questions, but hopefully you get what i'm saying, commissioner sanchez. >> commissioner sanchez: i do. and i appreciate in my opening comments i sure do appreciate all the work our negotiators did and susan and her team as well. that was a long haul and i do have to say, personally, you know, examining the schedule closer and closer, you know, i'm a fourth grade teacher and if i were to abide by a schedule like this it would be trying and difficult and i think it would end up being just frankly somewhat of child care. not for all of it, but for a lot of it for me. not that -- and i know that a lot of our parents essentially need that because they need to get back to work, but i just want to be honest about that what it's going to look like for a lot of teachers. so, what i want to explore is we do have and i've brought

this up before in other conversations, but we do have a lot of other folks that are not classroom teachers. so we have librarians, pteachers. we have coaches. we have a lot of folks that are being asked to do other things as well. but how. i mean, we don't have to fully flush this out right now but the rhetorical question is how can we implore them to help out with classroom teacher sns because the way the schedule looks now is, you know, teachers are correct when they say, if i have a 15-minute prep, that's not prep and i'm not trying to override the decision making process. it really isn't prep. it's a time to use the restroom or call mom or -- you know. i don't think it's that doable. so i just want us to be flexible in how we can support classroom teachers so that they aren't just, you know, basically building the plan in

the air because the amount of prep that you have to do for the in-person as well as the synchronous teaching for the students that are staying at home, it's just way above what people are doing right now or what they were doing in my view when they were in the classroom until the pandemic hit us. so i'll leave it at that. i don't think anybody so should answer that. i just know there are a lot of folks that might be willing to help out so that teachers don't take all the brunt on that and not just teachers, but the paraeducators as well. greg, can you just go over what we landed on for start time. i feel like some of the teachers called in there's going to be synchronous learning at 7:30 a.m. >> so the agreement is that no school shall start earlier than 7:45 a.m. and in terms of

in-person learning no school shall start earlier than 8:15 a.m. >> commissioner sanchez: so students at home the earliest they will start is what time? >> 7:45 a.m. >> commissioner sanchez: that is going to be a lot of the hardship for a lot of our families. that's a real concern for folks. and, i just wanted to ask a question. you did mention 6' distancing, but can we be a little more specific and clarify because we have been under the impression that there could be 4' distancing. not between the teacher and the students, but between students and among students in the classroom. >> so the way that -- if you read through -- we didn't to that tonight in my presentation to you. i went through a high level summary. it's clear that we start in a

certain place with six'. remember that one of the priorities that we tried to uphold in creating these schedules was that teachers could remain with their own students, the students they started the year with. so if i am a teacher and i am having more students than can fit in my room, we have a series of next steps. for example, i'm at a school where there are several second grades, i may then as a student, i may be rescheduled to one of my second grade colleague's classes. if there's no room in that classroom and we come back to the original classroom and we take a look at less space between the desks going down to no less than 4'. no less than 4'.

>> commissioner sanchez: okay. so there's a possibility that students will be 4' from each other. >> there is a possibility. >> commissioner sanchez: okay. and so that wouldn't if teachers being vaccinated before they come back in the classroom and i'll talk about that in a minute, the vaccinations, but there's not much more quote unquote danger for teachers, but there potentially could be for students. as we knowvaccinations were not offered to students under 16 years of age. the fear is that a lot of families fear is their child will become a carrier. they tend to be low income families of color and so they're really afraid there's going to be some contagion at the school and brought back home and then people will be infected. that's just something that everybody in the public should

be aware of. and, just the vaccine. i can tell you i got my first shot yesterday. it still hurts. i'm going back into the classroom on the week of april 19th school district. so i'll be prepared. but my schedule is not going to be anything like what we're looking at here. so i just want to say that and i appreciate everybody. and, last thing, i just want to concur with commissioner lam and commissioner alexander that we need to do everything we can and ensure that we're able to reach the revenue that's offered through the state. so we need to find a way to open up schools for that middle or high school level, which ever grade that ends up being. i think we need to make that happen. thanks again. thanks, president lopez. >> president lopez: thank you.

and, lastly, commissioner moliga and vice president collins. >> commissioner moliga: thank you president lopez. it hasn't been easy. i just want to thank commissioners and greg. i do love the fact that we have a bunch of educators on this board. i'm a social worker and so it's really helpful to have matt, allison, sorry commissioner alexander and vice president collins, president lopez, it really does help bring in that whole dynamic. the piece i wanted to touch upon and i keep bringing this up is our cbo partners and so like i know we talked about it before and someone said something around summertime we're going to be able to bring back our cbo partners.

can i get an update on that? you know, if we're going to be opening up schools, are we going to be allowed our beacons, our excel programs, all the things that actually, the programs that -- just to be honest, you know, i spent my whole career on the southeast side of san francisco working in the bay view ymcas, working out there, bird high school, carver elementary, and the reason why i keep bringing this up around the partners and dbos is because they are such an important piece on the kids' academic experience and how they are getting supported and so, i just feel like, you know, we can't really open schools for all kids, specifically, you know, we'll just say the southeast if we're not including our cbo partners and so, i'm also curious about the mlus. a lot of these organizations signed with the mlus. but just to get a quick update

on our plan for that. i'd appreciate it. and, again, i'm not going to take too long. i just want to get an update on that if anyone has any comments on that. >> i can give you what updates i do have, commissioner moliga. what we're trying to figure out -- i don't have an update on the summer. i'm not deep into those conversations, i'll have to get back to you. but we are actively offering how we are offering and our cbo partner. that's definitely in the works and depending on what school looks like in the fall, i know that's also in our plans. immediately in the six weeks that we'll be offering from april 12th on, we are looking to work with some of our excel cbos and both the beacon and

other staff around maybe potentially being able to offer some time on that early release, wednesday, but we are just starting to reach out to them to talk to them and understand what impacts that is for them and what they would need to do that. that's starting on thursday. and, the other thing is we have to also just look at our facilities. a lot of working were before is that you could have school and after school people could be in the building all together and now we have to have school, we have to empty the building and we have to have after school and so we're trying to figure out how do you do that with the safety protocols . so we're going to start small and see how it goes and try to build from there and what we can build. and then bring that momentum into the fall. so hopefully that's a bit of an update for you. >> commissioner moliga: sounds good.

thank you, chief lou-smith. >> really quickly, i wanted to follow up on ventilation. that was our plan for safely re-opening in december and i just wanted to just update i think that it's crucial for teachers vaccinated. i this they're going to feel more safe but with students specifically in communities of color, i just wanted just a really one or two sentence update on when we're going to be able to get a plan to get window fans and possibly filters into classrooms. >> commissioner, happy to give you kind of the at least most up to date information as this continues to evolve. so as i believe i discussed, i can't remember anymore, the

last board meeting, i want to say the meeting last week, but we had just recently settled on our approach with the departments of public health for how we were going to address ventilation in our classrooms. as board members may recall, we conducted a pretty extensive survey of our elementary school classrooms. i'm looking at over 15,000 windows, cataloging them in a database by classroom to identify the number of total windows, how many are operable versus inprobably and of the operable windows, how many functioned. we've been sharing that with dph earlier this calendar year and then working with them as they have looked at other schools to develop a consistent approach. the feedback, the direction that they have given us for how we are to address elementary school classrooms is that we will for classrooms for 95% of

the operable windows, operable meaning that a window that is designed to open, 95% of operable windows are functioning that we can use that classroom without any additional aids. for classrooms where we are in the 75% to 95% range that we can use a portable air cleaner or a fan and that for classrooms with 75% of -- >> vice president collins: i'm sorry, dawn. i don't mean to interrupt. it's too much information for this time of night. i wanted every classroom to have a window fan so we can increase mechanical ventilation and i know that's in addition to the baseline requirements that sfdph is opening and the world health organization recommends four to six air exchange rates per hour and that may or may not. the more ventilation the better and i think it's more enticing

if we can provide that. so i just wanted to fi know that's expanded capacity and if you can give me ouchlt where two things. i know that's in addition to you guys prepping and i don't want you to take time away from that. that's your number one priority. based on that, when can we expect a plan and a timeline for having that and, at the latest, i want to have us ready for the fall when we have fire season. >> yeah. of course. so we are right now purchasing several hundred portable air cleaners and fans to serve to basically meet dph requirements and make sure in the event there are classrooms where, again, we don't meet the right window threshold, we have the equipment necessary that we can provide and deploy to sites immediately. so we are buying a couple hundred. we have also identified a number of different models that we are also then trying out. our hope is that over spring

break, we are in this mad push to get elementary schools prepped. over spring break, we're going to pause and survey what has worked and not worked as we set up those sites and then be able to outline what we think the investment and time lines would look like for further equipping classrooms. >> president lopez: . >> vice president collins: thank you. >> yes. that was our working estimate based off some preliminary work we had done. we would hopefully be able to refine that over spring break. >> vice president collins: thank you. i appreciate that. i just wanted to put that out there. i think it's important for families concern. if we can do that and support you in doing that and be advocating for that i think it's important for me personally to make sure families of color that are scared about safety and kids will be getting vaccinated, you know, right away that we can

add that added sense of security. so thank you for your work in this and i appreciate it on top of everything you're doing to get the schools opened. >> absolutely. and my point is really to assure folks that as we pursue this enhanced level of ventilation, we are absolutely prepared to meet the requirements that dph has also established for us. >> vice president collins: thank you. >> great thank you commissioners and staff for this continued work, this effort. i know it's not easy and we see all of the work that you're doing. we'll continue to update the public on this item and provide multiple opportunities for you to engage with us. moving on to item two. we'll hold an initial public hearing for the renewal for

five. i know open the initial public hearing for the renewal for five keys charter school, adult school, and independent high school. superintendent matthew, can you repeat the need on the renewal. >> presenting tonight will be our director of policy planning and charter schools, michael davis. >> thank you, dr. matthews. so tonight is the initial public hearing on the five keys charter school renewal petitions. this is designed to have staff present initial findings and impressions of the petitions as required by law. we have to have an initial public hearing within 60 days of receipt of the petitions. also, we will allow the

petitioner to make a presentation and then, of course, the board will hear public comment regarding the petitions. so, having said that, mr. spiel, if you could start my presentation. thank you. next slide, please. so the petition submission and review timeline, as i said, we have to do the initial public hearing within 60 days of receipt. on january eleventh of this year, five keys submitted renewal petitions for their three charter schools and they also submitted a request to add additional local sites to the five keys adult school and five keys independent high school charters. and under california education code this request to add sites is known as a material revision which must be reviewed by staff

separately from the renewal under and as i said under the code, we have to hold the initial public hearing within 60 days of receipt. next slide, please. here, once again, are the petition review criteria under ab our 05 which does effect july two thousand twenty. we now look at renewals in three categories. high performing, middle performing, and low performing. the high performing and low performing are nondiscretionary in that the board in most circumstances must grant renewal for a high performing charter and must not grant renewal for a low performing charter and then, of course middle performing are discretionary. next slide, please.

so an additional twist for these charters is that five keys charters are evaluated not under the normal state dash board for performance, but they are evaluated under the dash board alternative school status. and, under that status, they basically fall in the middle or discretionary review criteria. so in determining whether to grant a charter renewal for a dass charter school in valuation rubrics which are provided by the state. the charter's school performance on alternative methods based on pupil population shall also be considered. the chartering authority may deny a charter renewal pursuant

to this photograph only upon making written findings setting forth specific facts to support the findings that the closure of the charter school is in the best interest of the pupils. next slide, please. so under the dass, the local indicators for five keys charter schools are in academic performance, implementation of academic standards and academic engagement access to a broad portion of study, conditions, and climate, basics, teachers, instructional materials, facilities, parent and family engagement and a local climate survey. so we have tonight basically the need for two public hearings because we have the renewal petitions and we also have the request for material revision to add the additional

sites. so for the presentation for renewal criteria. this is the end of my presentation for that portion. >> mr. davis. does that conclude your presentation? >> yes. >> okay. . >> the five keys presentation. >> yes. >> hi. good evening, commissioners. >> sorry, mike. i was just going to say the

presenters for five keys are steve good, president and ceo and lisa haynes. >> great. thanks, mike. good evening, commissioners. thanks for this opportunity to talk about our programs. just by way of brief background, five keys was founded in 2003 by the san francisco sheriff's department after trying to secure a school to serve the inmates in the san francisco county jail. they had no other options at the time but to look to chartered losses. nobody's willing to work in the jail and they found that under charter law there's an exemption they can partner with work force facility community, then you're allowed to serve students over the age of twenty-two. since five keys opened in 2003, the need was great and the san francisco county jail at the time, the recidivism rate was approximately 65% and the average reading and math level

for inmates that were incarcerated were in the range of 4th through 6th grade. visually most of the inmates inside of the county jail had multiple arrests and the sheriff in time mike hennessy had the foresight to realize that criminal justice reform was severely needed and he and sunny schwartz launched the five keys charter school. to this day, our mission is focused on justice. five keys because our motto was so successful from launching san francisco in the jail. we realized that there was another piece that was missing and that was the piece of when

somebody gets out of jail they needed to find a job. to bring nonprofits and educational services through five keys where formerly incarcerated individuals. to this day, while this year is an off year because of covid, but normally about 40% of our students are in custody while the remaining sixty% are out in the community. one thing to note is 100% of our students are high school drop outs. we don't recruit students from local schools. if somebody comes to enroll with us if they're enrolled they're already in school, we send them back to the school unless the school counselor and ask feminine if they will take that student. it's a long standing policy

we've had to not enroll students that are being served elsewhere. next slide, please. all right. so as i mentioned earlier, the recidivism rate in the county jail is approximately 65% or at the time it was. across state whether it was in state prison or county jail. i can say we've seen the recidivism rate drop significantly over the years that we've been operating the san francisco sheriff's department and, as i'll talk about later in our presentation, our recidivism rate is somewhere in the order of 17% and 30% which is greater than a 50% reduction across the board in california. it's also important to note that in california on whether to hold a facility there whether to be secure or a little more open.

the cost ranges from 50,$000 up to 80,$000 a year. versus the $11,000 to serve somebody with a high school education. [please stand by]

>> without five key, those 24 jails in california would essentially lose their entire education program. also, in those counties as well, we partnered with workforce development programs to provide in-house services at those workforce centers for students it that are reentering or anybody that never completed their high school education. these are two of our return on investments. both of these individuals graduated from five keys. mr. washington on the left, after graduating from five keys, we were able to work with a local four-year private university to get him a full scholarship at the academy of our university. you can see on the right, he

too, after multiple trips in incarceration, he graduated from five keys. he's now one of our employers. actually, we partnered with urban alchamy where they were a subcontractor of ours, we transitioned now he's a supervisors. we employ approximately 24 graduate of five keys. the motto for five keys is slightly different. this is the corridor in the san francisco county jail where the jail was built around a school classroom. those that we can't serve, we serve through independent study where we go out to the actual individual cell or into small reading room or community room,

work one on one or groups with individual students. they'll meet on the inned study model. we try to meet with the teacher as nearly as everyday possible. however sometimes it's once a week. students attend school all day just in a traditional school where four to six weeks semester periods and they take two classes at a time during this six-week period. we have curriculum writers and staff. our goal is to rapidly close the credit gap to assess students. we have open yearround

enrollment. we have a database with 100,000 names. unfortunately, should somebody get reincarcerated, we have access to their jail rosters where we can immediately enroll back in school. when a person is preparing to leave custody, we have case managers and counselors through a number of contracts. we believe four different contracts that includes our specifics to reentry and other contracts that we provide the educational services if the mayor's i.p.o. program. we have the prison to employment program. we partner with them on. we run a jail-based job center through the office of economic workforce. we also do reentry with them as well. focus on trying to get students in housing or recovery program and provide them other services

they need upon reentry to have them be successful. our program is fully accredited. we're going through our second accreditation now. we invite you to join our virtual tour of all our locations which will be taking place end of april. our last accreditation was the highest one you can receive, we had six years clear with no visits in between. only a report. our course work is approved. we have dual enrollment options across the state. one of the things we're proudest offing we're lobbying city colleges of san francisco for years to come into the jails. in fact, out of education fund, we pay instructors to come in throughal pay for education

services to teach classes to our students. several years back, city college saw the value of this. now we work very closely with city college inside the colleges where we offer very specifics including certificate in business. some of these classes are by the keys staff where we assist the instructor with the college classes. we have a title ii program which makes us a mandated partner for workforce development program. the prison to employment program economy spoke about earlier, focused on getting folks that are incarcerated prepared to either finish their education or

college and prepare them for a career. just basic facts about five keys. over the years our enrollment has been slightly increasing. however, this year because of covid, because of restricted access inside correctional facilities, we've seen the biggest dropoff in the 24 jails that we have are access to inmates is limited. we've seen a sharp decline. which has to do with the second part about the revision. we are witt -- withdrawing material revision. we feel it's best we focus on serving the students that we've had in the facilities that we work in rather than trying to expand out into other counties when there's a lot of work still needs to be done remainder of this year and next year.

we have different metrics. we have one-year graduation cohorts. you can see graduation rates on the screen. our population is transient where the average length of enrollments for our students is 70 days and because of the incarceration revolving door, average length of enrollment for incarcerated person is approximately 40 days. 28% of our students are english-language learners. 31% of our students are women. 40% students are hispanic or latino, 22% are black, african-american, 11% are white and 13% of our students are multiethnic. only 2% of our students are high

school age. this goes back to us trying to redirect students back to their primary school district. 30% of our students are transition age students and 34% of our students are between 35 or 40, 34% of our students are over 35. it's not uncommon to have parents and child in the same classrooms with us. unfortunately, this goes both ways for those who are reincarcerated and those in the community. college and career readiness, that's been the focus of ours. we worked in custody very closely with college in the

canyon l.a. trade tech in southern california. we actually trained their teachers just like we have in san francisco. we offer certificates in culinary, hospitality, business and entrepreneurship available. we also throw -- we have medical pathways and graphic design pathway. for special education, we do go to the -- we moved to el dorado county in 2009. that was in agreement with the school district. the district agreed serving our population and the jails was too complex along with some of our community sites. they gladly agreed that it will be in the best interest for us to move our students over to el

dorado county. as of now, we have several hundred students with disabilities. it's a challenge serving our students when they are incarcerated. for the demographics of our students are approximately 49% special ed, hispanic, 12% white, 32% are african-american. one of our signature programs -- not our signature program, vice president harris when she was attorney general of california, she ran a program called back on track. when she was district attorney of san francisco, she had program back on track. as a d.a. -- we ran the entire

program. not only did we provide the education pieces and the case management pieces but we provided reentry and we coordinated with local agencies. this was in southern california. this program is one of the programs that resulted in a 17% recidivism rate. it's one of the programs that she was most proud of when she was running for senator she referenced this program many times. i hope that most of you know about the school on wheels. google helps finance this program. this is a mobile school that we partnered with office of economic and workforce development. we serve four housing projects. buses and state-of-the-art classrooms. white boards, library. that's an actual shot of students attending class. that's not a stage shot.

we pull in four housing projects weekly. we go there and park and they attend school on the bus. as i mentioned, we work to employ lot of our former graduates. we have 24 former graduates working with us. she graduated from us. she went on to work on the mobile classroom which you saw. you may not know that five keys operates seven housing shelters in san francisco where we employ 450 formally incarcerated individuals in san francisco through our housing programs. of those, many of those individuals are five keys graduates and many are currently five keys students at this time. that's it.

the last thing i wanted to say about five keys, couple of quick things, harvard university gave us their highest nonprofit award along with the san francisco sheriff's department in 2015 for the innovations award for innovative program. they spent a week with us evaluating all levels of our program. we went up against another city agency in san francisco at the time. they were a great agency but we won against programs across the country. n.y.u. named us one of the 15 most prominent programs. we were california charter program of the year in 2015. that concludes my presentation. thank you. >> president lopez: thank you for that presentation. i like to open it up to public

comment. >> clerk: please raise your hand if you care to speak to the five keys presentation. we have three hands. >> president lopez: two minutes each is good. >> clerk: david? >> give me one second. go to the next speaker please so i can get my technical difficulty out the way? >> clerk: yes. julian? >> good evening everyone. i'm with the united edge of san francisco. i'm here speaking on behalf -- we support the renewal of the

five keys charter. we will be speaking again during the second reading. thank you so much. >> clerk: are you ready? >> sorry, give me one more minute please. >> clerk: hello lee? >> hi everyone. as many of you know, i'm also a member of the charter school oversight committee. i have to say, i think five keys was the first charter school that came and presented with us. they have been exceptionally transparent. they have provided all the information we asked for. they have such an equity focus. the statistics that he presented, 24 jails in california would have no education program without five keys. that is criminal right there. the fact that we've got five keys to do this work, they support students with

disabilities. you know that's my passion right there. i have to say i'm really grateful for the five keys leadership team for not only working with our brand new committee coming to multiple times to present their transparency but also the great work they do. thank you. >> clerk: thank you. david? >> i'm ready. great. thank you. as a native of the mission, i hold a b.s. from u.c. berkeley and earning master's in public administration. i have volunteered information to federal agents to report fraud waste and corruption by five keys. the public should be mindful

there's an inquiry into whether or not five keys acted legally and committed fraud by receiving funds that otherwise would not be available to you. as long as you're receiving taxpayer money, you have a responsibility to answer the taxpayers. what is the trauma of black and brown students and you used charter model for nonprofit portfolio associated with your charter organization to personally and financially benefit individual members. will you commit to a full and independent investigation audit? for the record the majority of fraud uncovered is not under audit but otherwise whistleblower. i ask that you stop your attempts to intimidate me. you're using taxpayer money to retain attorneys to intimidate

others. mr. good, people are not entities in the private sector. we're talking about people. not profit. if 11% of your student population is white, can you explain where so many white folks is in senior leadership? the mobile bus that he refer to has a bad engine and is not in operation. >> clerk: thank you. that concludes public comment on this item. >> president lopez: i appreciate that. i want to open it up to commissioners if you have any questions or comments? >> commissioner moliga: thank you, steve for the presentation. i appreciate five keys. you guys do a good job.

i know you guys are all throughout the bayview. what i will say to you, though, i'm not seeing the amount of -- i think for me personally, i want that to be highlighted. and showcased to the public, the amount of kids coming through this program. i say that because, lot of those kids are coming from the school district. they are dropping out and coming to five keys. i know you have something like multicultural. i would like for you to specifically talk about the amount of people in the program and jail systems. i was wondering if you can speak about how you are all providing

services for the samoan communities in san francisco and in the jails? >> i don't have the exact number to share with you. i'll be more than happy to get back to you. we do have a grant that serve asian pacific islanders in the excelsior and other parts of the city. i know it's a small percentage of overall students. we do outreach to all the neighborhoods where disenfranchise communities live. we praise our program -- we place our programs in these communities. david is correct, buss are not working now. it is working. there's a state law that the engine has to be replaced. the bus has been -- buses has been at the repair shop for the last three months waiting to get

the engine replaced. because of the pandemic, we're not able to use it. this is unfortunately, -- this is the best time for it to be there. i'm more than happy to get back on that. >> i'll say, good evening everyone. i'll just say that we did start having some advocacy in our jails right before covid. we do have a teacher that was really advocating for us to do more intentional cultural events. we had two in the jail. that number i don't have it. we'll look at that. we have a few of our teachers support us and ensuring that we

are addressing some of those cultural events and those students within our jail. i can share some of those as well. it is a very small footprint. we have been having a lot more advocacy from our teachers around in that population. >> okay, i appreciate it. for steve -- >> commissioner moliga: i want to know, the demographics around specific islanders, samoan students of san francisco. i love the program. super supportive. i got a bunch of family members that work for you all. thank you.

>> president lopez: i see commissioner boggess and then commissioner alexander. >> commissioner boggess: i have a question. my question is this, what do you do to support students who are incarcerated to know their rights and kind of just supporting that as a part of like an educational institution and knowing the difficulties that incarcerated folks face? >> that's a great question. sometimes it's a fine line that we have to walk. we have taught law in the jails in san francisco over the years as an elective course. it gets tricky because -- the tricky part is between teaching the law in society and not trying to talk about some particular case.

in terms of the rights and the jail, we have notices, we have communication tools that they can communicate to us. they can communicate to the sheriff's department. we have set of rules that are aligned what somebody incarcerated allowed to follow and what they are not. it does honestly gets tricky for us putting us in the middle. we advocate for students all around education and we advocate for them students that are in custody and all around our case management and reentry service. if a student comes to us complaining about something that's not just to them, we take that to our sheriff's department liaison, which is typically the commander or the facility captain. our primary responsibility is to focus on the high school education that we're there for

along with the work we do around restorative justice. >> commissioner boggess: if you can talk a little bit about what oversight looks like for the sights that are outside of the city and county of san francisco and just kind of like what ability do we kind of have to really ensure that the highest quality of education is kind of happening in addition to what's being reported? >> was that for me? >> commissioner boggess: i so. >> i'm sorry. it is definitely a challenge for us to have a real in-depth knowledge of what's going on at every local site. the law requires us to visit

each charter school annually. there's three charter schools, there's all of these sites outside. we get a series of reports, all the things the district has to provide to measure progress. the charter school has to do as well. we're able to monitor all those things at the district level. as far as actually putting eye balls on what's going on at these community-based sites, we have been able to do that to some extent. it's very difficult to do it with as many sites they have outside of san francisco. >> commissioner boggess: those are all my questions.

>> commissioner alexander: hi, steve. good to see you. i've been an admirer of your work for a long time. i guess my -- as a new board member, i think you've done fantastic work.

>> that's something we implemented before the shutdown. there are restrictions on that. in the county jail, that's not an option. however, family members are more than welcome to go to any of our

sites. in southern california or near areas where they can attend board meeting via zoom. it's something that we thought about greatly. our board of directors is sheriff of san francisco. accountability is our highest priority because of high profile nature of our board of directors. when we work in other parts of the state, we partner with other agencies. most often we partner with the workforce development agency. they are a contracted agency or government local municipality that runs the agency. in los angeles, we work in the city-owned youth center for technology. that's a city-runed facility

where we are a guest in that building. we have oversight from every single one of our partners. we only operate fewer than a hand full of standalone sites. the oversight comes from not only from it school board, from the sheriff's departments that we work with that are very cautious of their programs to our nonprofit partners to county and government agency partners. that's in addition to all the reports we file with mike and wasc. our model is through partnerships. if we're not doing what esupposed to be doing, we risk being thrown out of the partnership. >> commissioner alexander: i appreciate that. that concernfuls really more for other places. i wouldn't want a charter school

authorized in southern california and suddenly pop up in san francisco. there may be more regulation around that. >> i should say that we're excited in those counties. we almost generally speaking, 90% of the time we have conversation with the adults. make sure the adults okay with this. there's only one case where that hasn't happened. we get along well. the truth is, we're not a threat to them because we serve a different population they don't want to serve. we're going into the communities. we're not taking any individuals from programs that are in existence. that's why we haven't been a threat to local districts across the state. i do want to say, we also -- i have been talking about accountability and oversight. we are open to any and all

recommendations and paying for anybody from sfusd to come visit any of our sites to join our committee in-person virtually. we're more than happily to schedule multiple visits throughout the year to make it happen. whether it's virtual or in-person. >> commissioner alexander: thank you for that. one other quick question, this relates to the issue how you relate to the sheriff's department. i know that some of the sheriff's departments with which you work have problematic track records when it comes to undocumented inmates. the sheriff in san mateo county, there's credible allegations that he may have violated the

state sanctuary law around collaborating with i.c.e. how do you navigate that as a provider in the institution when you have that kind of situation. >> it's kind of a tricky one to navigate. the truth is, we don't agree with policies with the jails across the state for multitude of reasons. our own personal ethics perhaps or what an incarceration should look like. a department does something that we view objectionable, do we make the decision to pull out there and deny other individuals the opportunity for an education out of principle? we believe in standing on principle, we don't believe standing on principles on denying somebody the education. we will serve anybody that we are able to serve in any jail

that we operate in. i want to say san francisco gives us the greatest access without question. we can get to them, we can serve them. l.a. is pretty close, alameda, it's jurisdiction by jurisdiction. it's important if we leave we recognize while we're sitting on principle, we're harming somebody else and allowing them to access something that they were denied from when they were younger. >> commissioner alexander: let's say it comes up -- let's say that one of the instructors is in communication with an inmate who is undocumented is afraid that the sheriff may be communicating with i.c.e. what guidance do you give instructors? are they able to refer that person to a community agency that can help? i guess i'm more interested in

that? >> i should also say that, it's never come up that we haven't been able to serve undocumented persons in the jails. that's never been an issue. there's a fear of i.c.e. in the jails. that is a real thing. if somebody has concern about an inmate, one of our staff has a concern about a student, the student approach them, depending upon what the circumstance is, sometimes we can work through it, other times we might have to speak to an outside agency. we had cards when there was concern about i.c.e. coming on to campuses and coming into some of our community locations. we work in neighborhoods 40% of our students are latino, in custody and out of custody.

we build cards to give to our students on what their rights were. under immigration law and in california for them to have. we had those approved in san francisco by the san francisco sheriff. those were things we were not allowed to bring into other jails. if we see something that is injustice and not right, we're not silent on that. it's incumbent upon us to follow the guidelines. which we have been. i can say in san francisco and in other jails, we've had to report some things that we didn't think were right. it's not a comfortable conversation. sometimes it doesn't happen in san francisco so much but in other county, it's been problematic when we report something that's not right.

once we've done our duty to report -- the jail and correctional facility is lot different from operating the community. >> commissioner alexander: thank you for that. >> president lopez: okay. thank you for this presentation and for all of your work. i now close the public hearing and we will turn to the regular board meeting. item 3, superintendent matthews? >> thank you. item 3, is the material revision. did you do both, mike? is that a separate item? >> dr. matthews, i was intending to do both.

i was intended to go that at the separate public hearing as required. what i would like to do now is confirm with five keys with mr. good, that he is withdrawing the material revision and waiving the hearing. that way we won't have to have a hearing. are you there, steve? >> we are withdrawing material revision for those locations. >> president lopez: thank you everyone. all right, we'll move on to section f, consent calendar. i need a motion and second on the consent calendar. >> so moved.

>> second. >> president lopez: thank you. are there any public comments on this item? the consent calendar? >> clerk: please raise your hand if you care to speak to the consent calendar and only the consent. looks like we do not have any public comment for this item. >> president lopez: thank you for checking. any item withdrawn or corrected by the superintendent? >> no. >> president lopez: any items removed for first reading by the board? any items -- sorry? >> commissioner boggess: item 17 and 18 i wanted to have further conversation on.

>> president lopez: [indiscernib le] you said items 17 and 18. thank you. roll call vote on consent calendar. >> without items 17 and 18. [roll call vote] >> president lopez: i forgot to acknowledge that ms. correa almanza is not in the meeting anymore. >> thank you.

>> okay, seven ayes. >> president lopez: section g, discuss and vote on consent calendar. items 17 and 18. commissioner boggess? >> commissioner boggess: i didn't have a chance to check in with staff before the items came before. i wanted some clarity on what these items covered and kind of the decision-making into these decisions for these two items. >> commissioner boggess, i believe melissa dodd, -- oh, here she is. >> good evening. my apologies if you could repeat the question for me. the two items on the consent

calendar. >> commissioner boggess: items 17 and 18. i wanted a little bit more clarity about the items and kind of the decision-making process involved in them and selecting the vendors. >> great. yes. the services provided outlined here for a wide area network and cellular services these are services we provide across the district. they are through our federal program called e-rate which provides reimbursements for infrastructure and technology services. we don't pay full cost. we pay a percentage. in terms of the decision-making process, e-rate has very strict guidelines in terms of how

selected vendors or services -- how to select vendors and services. it requires a competitive bid process through an r.f.p. and it results in -- it's typically the lowest bid as well. so we can make sure that we're having the most effective use and efficient use of funds. agreeing to having the board approve contracts is a requirement of the e-rate program. districts apply every year for e-rate reimbursements. that window is coming up at the end of march. to be in line, we will be applying for these services through, e-rate program. the description identifies what the total cost for and the discount portion will be for the school district.

>> commissioner boggess: i'm curious how are these dollars or how these funds able to support families having access to internet and cellular connection. >> one of the services the wide area network, that is our core network in the district that supports internet connectivity. the cellular service is what covers the hot spots as well as other cellular and the equipment as well. this contract would cover those services. we have offer internet connectivity currently through a number of providers. at&t is one of our main providers. this also support our ability to provide that connectivity for our students. >> commissioner boggess: as far as the sites, does it give anything to give access to homes

around the sites? is that strictly through the cellular aspect that's for families outside a physical school building? >> for home connectivity, that is through the cellular service. we do have our wifi, for example, at our sites, extends particular -- each building is a little bit different. our networks is secure and password protected. one would need an sfusd log-in to access it. there are families that live in that vicinity or students, they are able to log on to the network outside of the building. there are strict guidelines for the e-rate reimbursement portion that they are used primarily in schools and for educational purposes. i will share that districts

including sfusd, and other organizations, have been pushing on extensions and expansions of that particularly during distance learning. we work prior to as well. there is some new -- as part of the new legislation and funding, there's additional funding that is identified for broadband or internet connectivity. that is going through the federal legislative process as we peek. >> commissioner boggess: thank you so much for that. those are all the questions that i have. >> president lopez: thank you commissioner boggess and chief dodd. are there any other questions from commissioners? roll call vote. >> commissioner boggess is it okay if i take both votes on 17

and 18? >> commissioner boggess: both together will be great for me. >> thank you very much. [roll call vote]. >> president lopez: thank you. moving on osection h. special order of business. there are two action items. item 1, 213-9s '01, qualified certification for the san francisco unified school district and qualified fiscal certification for the san francisco county of education at second interim fiscal year 2020-2021. may i hear a motion and a second to special order one? >> so moved. >> second. >> president lopez: thank you. superintendent matthews, can you

introduce the designee to speak and read the recommendation in the record? >> thank you. our designee for this item is our chief financial officer, meagan wallace. >> i'm going to be speaking to this item. thank you. good evening dr. matthews. request before you is for the board to approve a resolution authorizing staff to submit the district and county office of education second interim report for 2020-2021 to the california department of education with qualified certification. a detailed presentation was given to the budget and business services committee last

wednesday march 3rd. i will start with a high-level summary. in summary, staff advises that we'll be able to meet our physical obligations in the current year and in the first year of our multiyear projection, which is fiscal year 2021-2022. we are continuing to project the deficit for the second year of our multiyear projections with a $112 million deficit anticipated for fiscal year 2022-2023. we are recommending a qualified certification. however, in the current fiscal year, staff is projecting the district and county office is continuing to maintain a covid-19 reserve, approximately $4.3 million. that is sufficient to support reopening schools over remainder of the fiscal year.

additionally, the projections for fiscal year '21, '22, includes federal and state funding that is substantial enough to address covid-19 responses. for that second fiscal year, depending on the willingness of the district and the county office and implement appropriate ongoing budget reduction, we are maintaining a qualified certification for that second year. with that, i do recommend approval of this resolution and i'm happy to answer any questions. >> president lopez: thank you. before we do that, i like to open it up to public comment on this item. >> clerk: thank you. please raise your hand if you care to speak to the certification qualified fiscal

second interim report. we have two hands up. >> president lopez: all right, two minutes. >> clerk: hello, elizabeth? >> hi there. my name is beth kelly. i'm a mom of first grader at clarendon. just a couple of remarks, one is -- the qualified certification is very serious thing. i haven't yet really seen any serious thought being put forward by board members with the exception of commissioner boggess. i really thank you for your thoughts especially during the last budget meeting. i know i and i many other parents like to understand what the plan is for how this is

going to be addressed. just couple of quick smaller items. it will be good to know -- have a little bit more clarity on what the federal stimulus will look like. in the report, in one place it said it will be $84 million and in another place it says $103 million. that's on page 17. that type of thing matters. also, on 26, it says the district has reports that indicate physical distress than those should be publicly available so that folks are in the know. there has been decline this year in enrollment.

it also assumes a.d.a. is staying constant. i think that this is going to be a very, very important process. i want to everybody to put their most thoughtful foot forward. i want to make one last note, from what i seen so far staff is doing a really good job. let staff do a lot of hard work and bring some solutions forward.

>> clerk: thank you. hello? >> similar to what the last caller just brought up. i know that as we go through the process of understanding enrollment and enrollment changes that obviously changes the picture. i'm interested to see the range of assumptions you're using about the '22, '23. what kind of enrollment assumptions was built into it compared to current state. what sort of recommended actions the board is considering to close the gap? it is not insignificant gap >> clerk: thank you. julie? >> hi. i want to appreciate all the hard work that staff and the

board are putting into the budget questions. i wish i could say that it was unusual in public schools to be wrestling with this instability and deficits. i'm wondering if the board or staff can provide some updated numbers for us to have context? couple of years ago, we did some research and identified across the country, the average per people spending on public schools was about $16,000 compared to palo alto, they spent $16,000 and san francisco spends $11,000 per students. we're a rich city. after prop 13, san francisco investment in public school was only 8%, which was the lowest in the state except for a tiny town of a thousand. that historic systemic racism

has been baked in the budget ever since. i'm wondering if staff could help provide context, help us understand what -- how our spending levels currently compared to funding levels in other places. i like to see us continue to advocate for both city, state and federal funding to ensure that san francisco, the rich city that we are, invest at least per pupil average in our students. the few issues that i'm seeing is related to gentrification. i'm also curious about if we're anticipating a kindergarten baby boom as families who may have kept their kids back in pre-k,

maybe trying to apply for kindergarten in larger numbers than we've seen before and how we might be planning for that both in terms of budget and classroom space. thank you. >> clerk: that concludes public comment on this item. >> president lopez: thank you. now questions or comments from commissioners? >> commissioner lam: we had a pretty long detailed discussion and review during the budget and business services. this was reviewed second interim. it is -- i appreciate the staff and all the work meghan wallace

and team and deputy superintendent lee have really put the intentionality of both forecasting scenarios between this upcoming fiscal year. it was important that we have a more longer approach, time frame of a zero base budgets which we began as a process. so we could involve more, for example, site leaders to be part of this process as well as just a more robust process.

because we know the financial outlook now, multiyear projection is a very challenged one. some tough choices are going to have to come before us and should we continue not see the additional investment at the federal level or state level of any increases. with the federal stimulus, thank goodness that was signed and approved by congress and by the president, the fact that we're looking at one year. that's where you see the fiscal cliff. that is something that i'm committed to, the committee is committed to really look at working with staff around that planning that transparency and the scenario consideration moving forward. i wanted to state -- there has

been very detailed discussion, strategy, consideration over the last several months because we know these interim reports are very important to us as a district how we monitor ourselves, how we're doing with our revenue projections and expenses. i wanted to thank the staff for really doing the planning but also really keeping us on track. >> commissioner boggess: i have some questions. i will say too, lot of appreciation to staff and also the committee who kind of had this before hand and the board

members who's been working to have our budget process move forward. i would definitely say, monitoring the school district's budget. it's very complex and hard to understand. that is a reflection of how the state has set up the budget process in the way that the state really shortchanges school districts like ours. it doesn't give us enough money to do what we need to or give us access to money at the right time. lots of appreciation to the folks who are doing all the things that it takes to keep us moving it forward and to prevent a state takeover of our school district. i think the primary question that i have is do we have enough money to meet kind of all of our commitments to support student learning needs during this time? is that kind of reflected in

this document? >> i will speak to one of the questions about the different federal funding levels. we're currently anticipating -- the number we're using is $103 million allocation from this federal stimulus package. 20% of that needs to be earmarked for learning recovery. that's why you will see one reference and about $82 million in another. board actually required. therefore to get to and make some investments using those federal funds for learning recovery. on top of that, we know that the

state grants proposal, within that $6.6 billion announcement, there's also learning recovery fund of which we're anticipating about $39 million. the combination of those state and federal funds, we may find there are things that we currently fund or may be looking at resolutions that support learning recovery. we might see some alignment with things that we're already investing in or the board passed in resolution to use those funds to support. otherwise, those funds need to undergo a planning process where we would be making new investments. >> commissioner boggess: through that process, we would have enough money to meet all of our commitments and obligation to students, especially special

education students and kind of all the things within their i.e.p.s? >> yes. to that, i wonder if the deputy superintendent want to speak to that more. it maybe too early to really speak to that planning. there are conversations, we're trying to move quickly to figure out plans. we do need to provide the state with plans for how those funds will be used. >> terms of the timing question that wallace mentioned, this was for the purposes of the state learning recovery fund. this is the pot that was part of ab86, which was passed couple of days ago. that's the $39 million pot. one of the conditions for receiving those funds is for the

board, the governing board to adopt a plan for the use of those funds by june 1st. i don't think we highlighted that in the committee discussion. that is something that is going to be coming forward to the board probably some time in may. that's a process point. to your substantive point. we are very pleased and in a way relieved that there has been enough dedicated funding for learning recovery outlined in both of these federal and state sources that we can meet our needs. our needs are very deep and broad as you all know. i don't want to overstate that. this is a rare instance in which we're feeling like the state and federal government have

recognized the scale of the investments that we and our counterparts up and down the state do have to grapple with and certainly our educators and families and students have to grapple with in light of this pandemic and the difficulty and trauma that our students have experienced in the past year. we would hope for more. we hope for on going funding rather than one-time funding. the amounts that have been identified so far, we are pretty comfortable so far. >> commissioner boggess: the big takeaway for me, we plan to be able to do that. there will be more details about what that looks like for our school district as we get closer to june as we have to submit that information. for families, students and community members looking for that more nuance detail. that's going to be coming up at a later point.

versus what they will see tonight and this version of it. i appreciate that. >> president lopez: any other comments from commissioners? roll call vote. [roll call vote] >> that's seven ayes. >> president lopez: item 2 under section h. 213-9s02, tentative agreement

between sfusd and uasf, local common crafts regarding health and safety standards. >> moved. >> second. >> president lopez: superintende nt matthews. >> thank you. reading the recommendation into the record to present this item will be our chief of labor relations greg jones. >> good evening and superintendent matthews. this item should look familiar to you. it's coming back again. we have -- our labor units have been signing on to the agreement. the action is to ratify the tentative agreement between sfusd, uasf, uesf local 6 and common crafts. to remind the board to reach an

agreement on m.o.u. with all district employees. attached now are the latest set of signed agreements. this the baseline health and safety conditions for the reopening of schools for in-person learning. the recommended action is to rat -- ratify this agreement for this evening. >> president lopez: thank you. i know there are lots of moving pieces. can we see if there's any public comment on this item? >> clerk: please raise your hand if you plan to speak to the tentative agreement. seeing none. >> president lopez: questions or comments from commissioners?

seeing none. we'll do a roll call vote. [roll call vote]. >> seven ayes. thank you. >> president lopez: great. we are nearing the end of our meeting. section i, board members' report. report from recent committee meetings. the following committee meetings have taken place since the last regular board meeting. the chair will report -- just to prepare everyone. we'll hear from rules, policy and legislation. we'll hear about last week's

committee of the whole. commissioner lam, i'm not sure if you need to share more regarding the budget meeting? you have the opportunity to do so. we had a curriculum meeting yesterday. let's start with rules. >> i'm excited to report that i did know that i was reporting this time. we had a very lively and interesting rules committee meeting where we had lots of discussion about some of the state legislation -- first, and foremost, we talked about the reopening, in-person reopening agreement. we have a discussion of the situation there. we also talked about the

situation over testing and the guidance given by the u.s. department of education and then the state department of education response to the federal guidance around testing. i think commissioners are aware that president matthews has put a pause on our state testing here at sfusd until after the next meeting of the state board of ed. which is march 17th i believe. so we can discern what is happening there. i'm happy to provide more detail. finally, we looked at some specific legislation and took position in support of two bills both by -- sb14, which would add mental or behavioral health for

reason to receive absences statewide. we would add mental health as valid for student absence. sb224 which would require mental health education. one in middle school and one in high school. next month's rules committee meeting we'll be going more in-depth on other bills and determining whether we'll be taking a position. >> president lopez: thank you. we usually have a competition to see which committee is the best. >> it's clearly rules? [laughter] >> president lopez: coming up is vice president collins report out on our report of the whole from last week.

>> vice president collins: we had a pretty and detailed meeting. i encouraged -- we got a lot of updates, focusing on two buckets. one is facilities. if folks want to know how many windows are being prepped and about moving plans that's contained as well as we heard a little bit about thinking around outdoor education. the focus was mostly on using outdoor space. i know there were questions to see if there are ways to expand capacity by going outdoors. that's to be determined. there's also discussion on ventilation which we got an update on. then getting into the second half, we discussed instructional plans, focused on high school. we saw a little bit of the

planning that was around 2b, which is high school students that are priority students to bring back which includes foster youth, students that are unhoused, students needing public housing and s.r.o.s and incoming students. that is going to be a follow-up. we provided -- one of the long conversations that got confusing, i want to clarify. i saw some chatter on social media that we provided -- i guess the question that was posed to us where we house those students. if we put them all in the few building or if we put them in their home schools. like we are doing with elementary schools. the consensus that i heard from the board was that we all wanted to see staff develop plans to bring those local students back

even if it's only one or two classrooms. we do those within the schools where the students reside. with the hope that can allow us to expand services to other students whether that be athletics, extracurricular or clubs. anything we can do to increase capacity at the high school, middle and high school level. that one i'm hoping. i don't know we'll be able to do this. additionally, we got preliminary information on summer school. although that one is in process. we'll see when we can do this. my hope is we are going to be using committee as a whole meeting as reopening updates where we can really go in-depth on specific topics. my hope is that either at the

next committee of the whole or at a future meeting, we can go in-depth on summer planning. we can also eventually get an update on ventilation and a variety of other -- i guess we'll also want to be getting feedback on surveys that are going out currently. that kind of data will be useful to see what current demand is and how we can potentially expand to wave three and our third and fifth grade. i want the public to know if you want to go to more of our meetings and see more discussions in detail, they're all on the website. you can go to sfusd.edu. that includes all the committees. you can go to about and you'll see board of education and in there you can look for the

archive. i really appreciate our staff, mr. steele and ms. cassco has been updating. after tomorrow this video will be uploaded for folks who can't attend. that's true for every meeting and committee meeting. i wasn't able to see the curriculum meeting yesterday. i will go back and watch that. those are opportunities for the public to see more of that directly. i wanted to make a plug for that. we have built out that page and it's updated regularly. >> president lopez: great, thank you so much. commissioner lam, did you want to add any more? >> commissioner lam: i gave the summary during chief wallace's presentation around second interim. just lots of work ahead and deep dives in making sure that we are fiscally sustainable. >> president lopez: we

appreciate your work around this. lastly, commissioner boggess? >> commissioner boggess: just to highlight that a resolution came through the curriculum committee sponsored by commissioner sanchez and alexander, resolution number 212982 in support of suspending administration -- [indiscernible]. that's something coming to the whole board. we had updates on language arts with a focus on literacy as well as update on slam, which is sports, libraries, arts and music. we'll talking about those things also at upcoming the committee meeting as well. that is the update. >> president lopez: thank you for that. to all of our chairs for holding

this work. item 2, board delegates to membership organization. is there any updates? seeing none. item 3, all other reports by board members. seeing none. calendar of committee meetings. i will announce the upcoming meeting just to read in the record. budget and business services will be april 7th at 4:00 p.m. building and grounds and services will be monday march 22nd at 4:00 p.m. curriculum and program will be april 12th at 4:00 p.m. rules, policy and legislation will be monday april 5th at

4:00 p.m. the ad hoc committee on student assignment is to be determined. there's a lot of work around that. the ad hoc committee on personnel matters labor relations and affordability will be monday march 15th at 3:00 p.m. >> just a quick question on the committees. i wanted to ask if for personnel and labor relations, since we haven't had that in a while, it's an opportunity for us to be responsive to staff concerns as they are returning to in-person learning. i was hoping that -- as we're talking about returning to in-person learning, we can make staff a priority terms of listening to and supporting them. >> president lopez: great, thank you. i believe the chair of that committee also in on that.

section j, memorial adjournment. superintendent matthews? >> thank you, president lopez. it's with great sadness that i announce the passing of maude pierson green. she suffered a heart attack shortly after the holidays and was hospitalized at kaiser. ms. green was a longtime assistant curriculum instructor at lowell for me, she was a science teacher. currently in the district, we have infinity group. i get jealous from people who talk about they had their first african-american teacher in the first grade or second grade or

third grade. for me in the san francisco unified school district, i had my first african-american teacher as a junior in high school. that teacher was ms. pierson. at that time. ms. pierson was an anti-racist instructor before the term was coined. she went out of her way to actually ended up in her physiology class. she found me in the hallway, she asked me my name. she said you're signing up for my class next semester. i did. it was the best class and one of the best friendships that i ever had. ms. pearson, she was an anti-racist instructor. that really was about how high quality curriculum. knowing her content, it's about

pedagogy and how she taught. she built a relationship with all the students in her class. she was everyone's best friend. she is one of those people who absolutely made me who i am today. i want to say to ms. pearson's family and friends those who knew her or had the opportunity to be taught by her, we are better people for it. she will be missed. just a thank you to ms. pearson, thank you to her family for allowing her to be shared with us. >> president lopez: thank you superintendent for sharing. i like to call on vice president collins. >> vice president collins: thank

you. this is an ongoing agenda item. as we see hope and with the vaccine making its way around and becoming more valuable, we also want to recognize that there are still many families and staff that are being impacted by covid. we want to hold space. this past weekend i attended a memorial for one of my family members. there are families grieving now. we want to recognize that and we want to hold community and share support for one another. california has 33.6 in cases and

55,000 deaths. in the united states, we've experienced 29 million cases and 527,000 deaths. i believe that has now surpassed when i started talking about this, surpassed -- it's been the highest death count beyond anymore. i want to hold space and share my thought and condolences for those of us who have become ill or have experienced loss due to the pandemic. right now, i'm asking for folks to take a moment of silence in remembrance of those that we've lost this past year. [moment of silence]

>> president lopez: thank you. thank you vice president collins for continuing to remind us. with that, we will now be moving into closed session. at this time, we will take public comment for those -- we'll take public comment in closed session item in a total of five minutes. >> clerk: thank you. please raise your hand if you care to speak to any close session items today. hello, josephine? >> yes. i'm not talking about closed session, i wanted to talk about

opening of schools. >> clerk: sorry, that already passed for this evening. there will be more opportunities coming up later. thank you. >> bye. >> clerk: there's no more public comment. >> president lopez: thank you. again, mr. steele for holding this work. the board will now go into closed session. i will call a >> clerk: reconvene from closed session. item 1, report on closed session. on item 1, vote on employment contracts for unrepresented chief executive employees. i move to issue a may not renew notice to three deputy superintendents. can i get a second?

is. >> second. >> roll call, miss casco. >> i'm sorry. i'm not hearing the second, when somebody said second. >> i said second. >> okay. thank you. thank you very much. are we ready for roll call? >> just to clarify, this is -- a yes vote in favor of the may not renew? >> yes. ready? >> mm-hmm. >> okay. [roll call] >> clerk: that's seven ayes. >> okay. i move to issue a may not renew notice to the chief technology officer. i need a second. >> second. >> roll call, miss casco. >> clerk: thank you. [roll call]

>> clerk: that's seven ayes. >> thank you. i move to issue a may not renew notice to the chief of staff. i need a second. >> second. >> thank you. roll call, miss casco. [roll call] >> clerk: that's seven ayes. >> i move to issue a may not renew notice to the chief of labor relations. can i get a second? >> second. >> second. >> roll call. >> clerk: okay. thank you. [roll call]

>> clerk: seven ayes. >> i move to issue a may not renew notice to the chief of facilities. can i get a second? >> second. >> roll call, miss casco. >> clerk: thank you. [roll call] >> clerk: that's seven ayes. >> i move a may not renew -- move to issue a may not renew notice to the chief of planning. can i get a second? >> second. >> roll call vote. [roll call]

>> clerk: seven ayes. >> i move to issue a may not renew notice to the chief of sfcsd. can i get a second? >> yes, second. >> roll call vote. [roll call] >> clerk: seven ayes. >> great. we are about halfway. i move to issue a may not renew notice to the chief of human resources. can i get a second? >> second. >> roll call. [roll call]

>> clerk: that's seven ayes. >> i move to issue a may not renew notice to the chief of policy and operations. can i get a second? >> second. >> roll call. [roll call] >> clerk: seven ayes. >> i move to issue a may not renew notice to the chief of curriculum and instruction. can i get a second? >> second. >> and roll call. [roll call]

>> clerk: seven ayes. >> i move to issue a may not renew notice to the chief of special education. can i get a second? >> second. >> roll call vote. >> clerk: thank you. [roll call] >> clerk: seven ayes. >> i move to issue a may not renew notice to the chief financial officer. can i get a second? >> second. >> roll call. [roll call]

>> clerk: seven ayes. >> i move to issue a may not renew notice to the chief of early education. can i get a second? >> second. >> roll call. >> clerk: thank you. [roll call] >> clerk: seven ayes. >> all right. that wraps up item 1. item 2, report from closed session. the board, by a vote of seven ayes, voted to issue notices to seven superintendents that their vote may not be reviewed. the board, by a vote of 7-0, voted to iss t