absent, correct? ms. foster? >> here. >> thank you very much. >> you're off mute. >> thank you. this is commissioner molina. i'm here also. you didn't call my name. >> okay, thank you for capturing that. section b, opening item, approval of board minutes of the march 23rd regular board meeting. i need a motion and a second. commissioners, i need a motion and a second. >> so moved. >> second. >> any corrections?

>> could you check the day of the studies resolution? i think as much as i would have liked it to be this way, i think it's not reflected correctly in the minutes. i think we agreed on 2028 rather than 2027. is that right? >> yeah, we did vote on it. >> right, but i think -- i think it's incorrect in the minutes. >> so in the minutes, i think it states from 2028 to 2027, is that not correct? >> that was the amendment that i proposed, but the amendment failed. so i think what we agreed to was 2028. >> oh. okay. >> am i right about that, commissioners? >> yes.

>> yes, you're right. >> okay. that will be corrected. >> thank you for capturing that. >> thank you. >> so we can still vote on it with that correction, correct? >> yes. >> okay. roll call vote. as corrected, mr. alexander? >> yes. mr. bogus? collins? >> yes. mr. moliga? >> yes. ms. lopez? yes. ms. heinz foster? yes. thank you. that's five ayes. thank you. >> thank you. item 2, superintendent's report. superintendent matthews? >> superintendent matthews:

thank you to president lopez. good afternoon, everyone. we are excited to begin welcoming students back to in-person learning on april 12th. some students and families may be feeling anxiety with the changes. if you're one of those who is staying in distance learning for now, your classes are still one community and we believe all students are equally important members of that community. if you're one of the families returning to in-person learning, please know we've done a lot to prepare for your safety and for your learning, too. now, keep in mind, we've never opened or reopened school buildings quite like this before and we know there is likely to be hiccups. many of our central support service staff will be putting their regular duties on hold and going to school sites over the next few weeks to help with the new protocols, our student and staff will be doing to prepare

public health guidance and to help us practice those guidelines. this is an exciting time and we'll all be discussing this later this evening to give you more information. we believe this is just the beginning of our full return to in-person learning by next school year. april is school library month. and we celebrate all teacher, librarians all year long. and the san francisco unified school district, all school librarians are credentialed teachers who inspire active participation. during the past year, school librarians have shifted their roles to meet the distance learning needs providing literacy instruction to small groups of students, creating videos to help families access e-books and recording read aloud books to support classroom

instruction. our librarians have created virtual spaces for students to connect outside of class. crafting and reading. so far this year, our librarians have mailed over 4,000 books directly to students' homes. this september, our libraries have hosted a series of virtual visits from favorite authors and illustrators and to increase access to print materials, three of our schools host biweekly visits from the san francisco public library book mobile. all san francisco unified students automatically receive a library card. we call it your scholar card from the san francisco public library. and a student can ask the school librarian for help with choosing a book and choosing a site close to them to pick it up.

please join me in celebrating the rich contributions of our teacher librarians to school communities. tomorrow, wednesday, april 7, the san francisco department of public health and the san francisco department of children, youth and families, and the second district pta and parents for public schools are coming together to offer a town hall for families to provide information and answer questions about how the department of public health and san francisco unified work together. how and why health and safety decisions are made related to school re-openings and what before and after-school program actions are available for families through the end of the school year. you can register now for the webinar, which is on wednesday -- tomorrow, april 7, at 7:00 p.m. at https/bicly/sf.

our district is working with the department of children, youth and their families to expand free summer programs. families may sign up now on the summer-together website to receive notifications as more programs become available. and this website is summertogether.org to find out more about the summer program notifications that are available to you. thank you, all. that ends my announcements for this evening. back to you, president lopez. >> thank you, superintendent matthews for your announcement and your continued commitment to our school district.

we appreciate you. so, item 3. student delegate report. can i hear from student delegate heinz foster? >> yes, hi, everyone. so our first item on the student delegate board update is the student delegate application is here. the student delegate application for the 2021-2022 school year is now live. the community can access this application on our instagram bio or on our website. the application deadline is april 9th at noon. our goal is to find student delegates that are fit to represent student voice for the next years. our student delegate orientation is on this friday at 3:00 p.m. here you can find all the information about the position,

campaigning time line and more. thank you to nickie for supporting us and creating this application. >> thank you. we have annual date and has begun to confirm our last workshop. this year, our theme is united in leadership. advocacy from a distance. our workshop, key note speakers and more will be reflective of this theme and what it entails. this year's summit will be on friday, april 23, 2021. thank you to student representatives that reached out to their school campuses for finding a perfect date. we have our report out. we will list projects that the committees have begun working on. the environmental committee has created a water bottle contest. more information can be found on

their instagram. there are also -- they're also co-hosting an environmental youth summit with the san francisco environmental office to promote a new climate action plan. our social justice committee is working on a movement highlight to show history of our different movement, social justice movement and they have also recorded two podcasts which will both be released very shortly. our health committee has worked on sharing covid vaccine information. a letter of support for equity for all, ab367 and school reopening graduate update session. our district and city

accountability workshop committee, sorry, is working on a resolution around school and gun safety. thank you to our committee chairs for your leadership and advocacy in representing s.a.c. >> our first update is a balanced analysis of the tweets. s.a.c. representatives worked on this analysis to encourage the public to see all sides of the conversation and engage in the conversation. our goal is to amplify all student perspectives around this. you can find the analysis on social media and also -- also in an article where it's highlighted, titled no one was asking what we thought. s.f. students weigh in on school district controversy. thank you to the writers and also holly from kqed. our next meeting is april 19,

3:00 p.m., via a zoom meeting. the s.a.c. is a public council and anyone is welcome to attend. if you would like to attend, make a presentation or would like a copy of the agenda, please contact our s.a.c. supervisor mr. lopez. good luck to the seniors today. today is ivy day. hope you all get in. >> okay, thank you for those updates. and, yes, good luck. that's exciting. exciting news. item 4, recognitions and resolutions. there are none today. item 5, recognizing all valuable employees. our rave award. there are none today. section c, is public comment on non-agenda items. so, again, a reminder to the public, this is a space where

you can share your comments on any item that is not on tonight's agenda. we'll begin with a section for students only and then a section to the general public. please note that public comment is an opportunity for the board to hear from the community on matters within the board's 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's supervisor in accordance with district policy. as a reminder, board rules and california law do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. i also want to remind you all that the q&a section is not for you to leave comments. you can reach us individually

through our e-mails and other sources for you to share your messages. but the q&a section is for the deaf and hard-of-hearing. so please respect that space. justin, can you begin the public comment section for usfsd students only. >> 15 minutes total? okay. and one minute each? or two? >> two is good. >> okay. thank you. >> all right, so please raise your hand if you care to speak. if you're a student and care to speak to general public comment. hello, cal. >> hello. i hope everyone is having a great afternoon. i'm sure by now everyone has heard about the recent lawsuit filed against some board members and the district and i'd like to tell the defendants present that you have a lot of community support. the lawsuit had an ultimatum in

order to make the commissioners back down on their positions and all i can say, is please do not back down. legal scholars have spoken to the lawsuit's lack of merit, so i hope you all stand your ground. i also want you to know if you need legal or financial assistance in dealing with these legal troubles, i'm 100% sure there are a lot of community members that are willing to help if you reach out and say it. thank you and stand your ground. and also i'd like to say that i hope that in the future going forward, since elementary schools have already reopened, we can have more high school voices, because so many people in charge of the process are elementary school educators and don't understand how high school education differs from elementary school. i hope to have more direct representation of high school teachers or students to talk about the differences that we'll need in the reopening process

between elementary school and high school. thank you. >> thank you. >> hello, larry? >> okay. can you hear me? i am not a student. i lowered my hand. >> okay, please lower your hand. >> i go later? yes, but you have to lower your hand and raise it again. >> okay. great, thank you. >> hello? hello. i go to britain high school and i'm in 10th grade and an advocate. i'm here today to advocate for my black and brown peers who have constantly been affected -- we as a community will continue to monitor, correct and advocate for our students of color so that they can avoid being --

sorry -- in the school to present pipeline. punishment-based education should be removed from our schools so we have a safe space to learn and grow. i urge everyone to hold the board, the administration and our schools accountable. thank you so much. >> thank you. >> any other students who care to speak at this time? i believe that is it for students, president lopez. >> thank you. thank you for all who are coming out and students still have the opportunity to engage throughout the meeting if you'd like. now we will begin 30 minutes for general public comment. >> thank you. how long for each speaker? >> we will do a minute each. >> thank you.

>> hello, ms. marshall? >> hello, can you hear me now? >> we can. >> yes, good afternoon, president lopez, board commissioners. i'm here to just share and encourage the board to rescind the resolution to commissioner collins that she be allowed to do what she was elected to do and continue to serve as vice president and serve on the various committees. also, i applaud library and book stores. i love a great library. i love a great bookstore. as a grandmother who came home one day and my granddaughter had a book from her school, that made us really happy. my third concern is that this transitional kindergarten is unfair in the later part of the year, that they be -- they're

forced to wait a whole year before they can enter kindergarten in usfsd. thank you so much. >> hello, camille? >> can you hear me? >> we can. >> oh, okay. you know, as a parent with two kids in this school district, i voted for alison collins and she's been doing what i elected her to do. until the school board members decided to undo my vote because you were manipulated by partisan political. and this ridiculous distraction stripping commissioner collins of her duties is taking away from the pressing work of getting our kids back in school. as one of the few black moms and s.f. native left in the city, we need alison collins back in her elected position, fighting for the underserved children in all of our communities.

thank you. >> thank you. hello, tara? >> hi, my name is tara ramos, i'm a teacher and parent. i'm calling today to express my disappointment in the conflicts on this board. i voted for every single one of you sitting on the board today. -- could get a fair shot. because this is the work you have taken up, you've been fighting as a board against white supremacist -- [indiscernible] take you down for years and now the tweets surface and it's a game-over situation. i was disappointed in commissioner lam to call for commissioner collins resignation rather than approaching the situation in a more direct way. i ask each of you to look into our hearts right now. what are your values? what is important to you? and what actions are available to you personally so this board

can again begin to work toward the values and become the school board of our collective dreams of liberation? thank you. >> thank you. >> mary? >> hello? >> hello. go ahead. >> hi. my name is mary. i'm a parent and voter. i am saddened, i am so disappointed by the actions that happened by this school board on march 25, stripping alison collins' title and committee without clear due process. you also suspended the rules. it felt railroaded. any time you do legislation in the school board, there is always time, right? we always give the public ample time. for example, renaming has been

going on for three years. when it came to the mural, we gave people, like, i think at least eight months. and technically, we're still going through that process. so there has always been ample time. i don't understand why within less than one week, within less than one week you thought it would be okay that there was ample time. that was embarrassing. that was shameful. i really hope you all decide to -- [bell ringing] -- reach a decision and bring it back to the public after there is a restorative justice process and justice does not come before -- >> thank you, mary. >> hello, l.l.? hello, it says l.l. >> i'm a s.f. native, attended and have children in usfsd. renaming school, the board of

service committee web search revealed lincoln's discriminatory actions. the school should no longer -- >> -- >> yep. >> why is the board members' decision not as -- >> this item is on the agenda. you need to speak to it at this time. >> i will address my comments about ms. collins then. the board including ms. collins not allowing names of racist or white supremacist, or people who espouse racist beliefs. if you don't believe schools should have a name, how do you allow her on the school board. ms. lopez, you say this is board is harassed -- please choose equality over racism and hate. >> thank you.

>> hello, alison? >> hi, i am a parent in the district. middle schooler. and i want to stand with some of the previous callers in condemning the undemocratic actions of the board last week, where you undermined president lopez did not give the public adequate notice on the actions that you took last thursday. and i ask that you restore commissioner collins to her committee role and give her an option for restorative justice. thank you. >> thank you. hello, jennifer? >> hi, my name is jennifer. and i have a fifth grader that

gets to about go back on 4/26, but my daughter with a developmental disability, who is included also in general education with special ed support does not get to go back. and the question is, on many parents' minds, when does my kid get to go back in the fall for five full days? when are you going to get middle and high school back? and when are you going to give us a decision on this? it's going to be a sad day for my daughter when my son goes back to school and she's stuck at home. i will say again, there is a learning loss, not a change, and big-time isolation happening in my house. it's not a change. it's a huge loss. there is a big difference between that. thank you. >> thank you.

forgive me if i mispronounce the name. >> can you hear me? >> yes. >> board members, my name is lope, vice president george washington alumni association. just resigned. 10 of 11 members of the board of supervisors, union leaders, 19 of the senior most administrators at sfusd, alumni associations, citizens from every corner of the city have called for thing resignation of the board, now former vice president. former vice president's response? she sued the usfsd and five board members. restorative justice asked for two weeks ago, we now learn comes with massive multimillion dollar price tag that can only

occur at the expense of the students, the board is supposed to serve. the board president did not defend the students of usfsd, instead she supports this former vice president and even attended the press conference at which this punitive and selfish lawsuit was announced. >> thank you, that's your time. hello, reanda? >> good afternoon, everybody. i'm calling in support of alison collins and i ask the commissioners to rescind the resignation -- resolution, excuse me -- calling for her resignation. also stripping her of her vice president duties and her committee duties. this process -- sorry, i'm out of breath -- but this process should have been restorative from the start. a lot of back fighting has happened in between and is all

unnecessary and needs to end now. i ask that you stand on the founding principles and begin a true restorative justice process. thank you. >> thank you. hello, chris? >> hello. can you hear me? um, i'm calling in to speak about the equity of classes for students with special education needs and graduation. i've called to speak about this a few times in the past during public comment and i'm resolved to keep calling in to keep it on your minds. there are classes that are required for high school students to take to graduate that cannot be offered in a special day class setting. this is not fair. it is not equitable and not meeting the needs of students at the high school level. these students can and should be able to earn their high school diploma, but they're not getting supported. so oftentimes, we have to look

for creative solutions that do not grant them the same access to learning that their peers have. one of the possible solutions for this is for you to properly support the co-teaching model at the high school level. not just in classes like world language, but in all classes across the board, better allowing our students ieps to be in the least restrictive environment. >> hello, viola. >> hi. first of all, mr. steel, thank you for always pronouncing my name correctly. that's actually a big deal. thank you, everyone, for your work. i want to say that i am absolutely thrilled that superintendent matthews decided to stay. it's the best news i received all week. i'm a little disheartened about what is going on, the fact that president lopez is going to a press conference where the board

is being sued for $87 million which is that very board that she is heading. is she thinking so little of it that she thinks it's okay to lend her face to this lawsuit? and i am not speaking to the merits of the lawsuit, i'm just surprised the way ms. lopez is reacting to it. i would like you to commit to open school five days in the fall. my kid has stopped going to school completely and will not be engaged again until he can go back five full days. i would rather let my child drop out of school. thank you. >> hello, juliette. >> hi, i'm a san francisco resident. i just wanted to reiterate what people were saying about the primary focus should be on reopening schools. i understand it's hard in the current political climate to work together, but our children come first. there is so much, you know

divisiveness right now. stoked by someone who lives in a million-dollar home, puts out racist tweets, was removed from a position of power. i'm not talking about donald trump. i'm talking about alison coffin. -- colin. i hope that those who stood by her, you see her true colors. she's showing you who she is. you did the right thing. she never intended to proceed with restorative justice, because if she did, she wouldn't have finaled a lawsuit. she's acting like a petulant child and i'm sad that the naacp decided to back her. >> hello, larry?

>> hi. great. hi. this is larry louie. voter of san francisco, unified parent. i would like to thank the moderator, who always moderates under the stressful situation. the theme, commissioners, parents and concerned students, thank you for listening today. i'll cover five points within within minute. i support rescinding renaming resolution. two, i am also asking the board to please consider rescinding -- because most san franciscans is against it in my opinion. 3, i like to thank the board for their courage in standing up to a former commissioner and her anti-asian bias. four, please renew the contract,

because i believe superintendent matthews needs all the help he can get, because it's a big -- five, please allow -- five, please allow parents and students' input in choosing a new principal. thank you for listening. this is larry lee. bye-bye. >> hello, frank? >> yes. this is essentially a multimillionaire toddler who has gotten their toys taken away and is now throwing a tantrum. there is no way that the rest of the board should negotiate with these kind of strong-arm terrorist-like tactics, threatening an $87 million lawsuit and suing each of the other board members individually except for gabriela lopez. you cannot negotiate with someone like this. this is a threat. you must stand up to it.

and this person will back down. do not relent. and i caution you about negotiating with someone like this, because this will not be the last time that you are threatened if she is allowed to stay in this position. thank you. >> thank you. >> hello, asada? >> yes. i live in oakland, california. i have never attended a meeting of this body. i am thoroughly disappointed in what is happening to ms. collins. and what i'm listening to today is deplorable in terms of her taking a position that she needs to defend through a legal system, which is a part of the

process you need to take proactive action, to put a lawsuit in place. but to hear her being defamed -- and i don't know all of the circumstances, but i do know, i read the texts and i can see how it could be taken out of context. i support ms. collins wholeheartedly. i might live in oakland, but i can see injustice even if i'm across the bay. continue to do whatever you have to do to claim what is right in principle. i stand fully behind you. thank you for your service. >> thank you. hello, meredith? >> hi. thank you. this is meredith. i'm not going to comment on the lawsuit that was brought against the district and the commissioners last week because it does not deserve our time. i'm asking for focus on one

thing, our children, that we somehow keep forgetting to prioritize. listen to all of the comments. the only thing we should be talking about is the crisis our children are still living through each and every day. my hope is for courage for the board. i'm begging you to ignore the noise and do everything you can to help our children. we're last in the nation to bring our middle school back. and what about high school? we're now losing $175,000 a day based because we're not reopening our schools, according to state guidelines. we're seeing a zoom in a room phenomenon. we have kindergartners scheduled to go back next week to classroom where their teachers won't be present. they'll be monitored and they'll be seeing their teachers on the screen. thank you. >> hello, i believe this is

julie? >> hi. commissioners, i want to start by saying that you are a dream board. i voted for almost every one of you. each of you is representative of a really important community here in san francisco and none of you are disposable. for years, you've been doing crucial work for racial justice and you're feeling the heat for it. and commissioner collins more than anyone else. i'm disappointed at the railroading of commissioner collins to call on her to resign by the other commissioners. moving representation, one of the -- removing represent from one of the strongest advocates on the board. none of us are free until all of us are free. we need you working toward maximum liberation. you cannot use the master's tool to -- the house.

we need you to use restorative practices to resolve the issue. thank you. >> thank you. >> hello, don? >> hello, thank you. san francisco native, balboa grad, voter. i'm very sorry to say, but to be honest, i believe as a group you have not used the best judgment over many things. it appears that the only opposing view you will listen to is a lawsuit. example george washington mural returned to in-class instruction, school name change mandate done during a pandemic and a financial crisis, and now one of you is suing most of you and the school district. mr. bogus seems to be the only member who considered the folly of changing school names in the

pandemic. most parents would prefer resources spend on tutoring. you focus on -- instead of -- relatives of many colors. we're all family. you forget that. diversity is diversity of experience -- >> thank you, that's your time. >> thank you. >> perry? >> hi, my name is carrie. i'm a sfusd parent and parent of a kindergartner scheduling me for a return, as my kindergartner will still be in distance learning. educators need help now and asking us to use our sick leave is not an answer. i know it's asked to put our students first, but that shouldn't include putting our

own kids, who are also students, last. with regards to commissioner collins, perhaps what is not needed is restorative, but transformative justice. thank you. >> thank you. >> hello, gerald in --? >> hi there. thank you for taking the call. i'd like to thank superintendent matthews for his decision to postpone his retirement. i'm sure he's looking forward to relaxation, but i appreciate him making the sacrifice for the good of the children of the city and welcome him back. in contrast, commissioner collins in filing her lawsuit against the district and against the individual members of the board has done worse than i ever thought she would and acted very much against the well-being of the city children. she has been disrespectful to constituents and exploited

racial divisions. she should resign or be removed from any position of power authority as soon as possible. thanks. >> thank you. >> hello, christine? >> yes, hello. rarely in time do we have an opportunity to correct a mistake. i'm speaking today about the -- that took place in february. you have as a board until thursday, i believe, to rescind the vote that you took with regard to lowell high school. in october, commissioner lam announced that she wanted to amend the interim lottery resolution proposed by the superintendent of schools. she wanted to create a holistic task force that included the entire community to address the

culture at lowell high school. that included the asian community, the a.p.p.i. community, the african-american community. and instead, commissioner collins said that was rude and offensive. now you, commissioners moliga, alexander, sanchez, and lopez -- >> time is up -- >> have an opportunity to fix that. rescind the lowell vote and let us bring a task force together so we can restore justice as a community. please. you have until the end of the week. >> hello, jimmie? >> translation? >>

>> [speaking chinese]. >> [speaking chinese]

>> [speaking chinese] >> can you hear me? the response from the interpreter, yes? because the school district does not listen to us or hear us. i'm a parent and disappointed at the district. i have a 9th grade student and the student has learning loss, not learning change. saying it is learning change is

incorrect. second, some commissioners think we don't like you for other reasons. look in the mirror and see what you are doing. we are disappointed and sad. alison collins needs to resign. as a chinese person, no one can tell us that what we think is taken out of context. everything that she wrote is discriminatory against asians. they -- referring to they lopez and ms. collins like to use wikipedia so much, they will see their names in wikipedia. there is a recall petition and you will be recalled. thank you. >> thank you. hello, zoe? >> hello. i'm a senior at lowell and i'm just here honestly to ask the board of education to pull it together. like, please, this honestly feels like a runaway train. the infighting and individual actions taken outside of board

of education meetings are ridiculous. i would really ask all of you to examine why you're here and think back on why you chose to run for the board of education. and the only answer to that question is to fight for students. i mean, i know you're not getting paid that much. you should only be here to fight for students. if you aren't here to fight for students, we don't want you here. as a student, i can say that. i can say that on behalf of a lot of my peers. i feel lucky to be a senior. i have a little brother who is entering 6th grade next year and we're scared. it feels like usfsd is falling apart. i'm not part of a family that can afford private school. if usfsd crashes and burns, like it feels like it is we have no other options. please, pull yourself together and refocus and think about why

you're here. lastly, if people are still on here talking about the lowell decision -- i say this as a lowell student -- move on. the correct decision was made. thank you, i hope you all have a nice day. >> thank you. hello, gloria? >> yes. i'm a black lives matter chair of the san francisco democratic central committee. i'm an elected member. and i would like to say that i support the effort of other callers that would like this resolution rescinded that strips ms. collins of her duties and also from being vice president. and to assure proper protocol was done in making that decision and for the public input to be

included in that. i would also like to say, i think part of the problem is there is a clash of cultures. there is terms that some demographics have grown up using that the general public is not used to. and that people are falsely naming ms. collins racist when all she was doing was saying stuff that we say in all our communities such as sellouts, status quo, establishment person, network, yes-man, white wash, just like how negro was used all our lives. >> that concludes the 30 minutes allotted for this. >> thank you to the public for being here today. we'll be moving on to section d. advisory committee reports and appointments. section 1, report from the

district english learners advisory committee will be moved to our upcoming meeting on april 20th. section -- sorry, item 2, appointments of member to the independent citizens bond oversight committee. may i hear a motion and second to appoint bree to the citizens oversight committee for proposition a? apologies for the mispronounce united nations. >> so moved. >> second. >> thank you. >> superintendent matthews, will you introduce the designated and read the recommendation into the record? >> superintendent matthews: that would be deputy superintendent lee. >> thank you. reading this recommendation into the record will be deputy superintendent lee. >> thank you, dr. matthews. good afternoon, commissioners and everyone.

so, this is an appointment, a recommended appointment to the citizens bond oversight committee, which is a requirement under prop 39, which was the type of bond measure that applies to all of the general obligation bonds that the district has issued since 2003, most recently in 2016. and this is the first of several candidates that will be bringing before you in the coming weeks. and i'll read the recommended action and before i do that, i'll just say we're appreciative of this woman who is a parent of two students and very well qualified to serve in this capacity. i'll read the recommended action. that the board approve the appointment to the independent bond oversight committee for proposition a as the member who is both a parent and guardian of

a child enrolled in the district and active in a parent-teacher organization or school council as required by section 15282a of the education code. >> president lopez, the board needs to take action. >> yes, apologies. >> no problem. >> my internet is acting up. before we do that i'd like to hear from public comment on this item. >> thank you, president lopez. i'm going to lower the hands because i believe they were up from before. if you care to speak to the appointment that deputy superintendent lee spoke to, please raise your hand at this time.

it looks like there are seven, president lopez. >> let's do two minutes. >> thank you. >> hello, lawrence? >> hello, commissioners. thank you, commissioners. i support the appointment. however, a single individual does not constitute the citizens bond oversight committee. as you know, the law requires at least seven. we learned last week that the appointments expired before the facilities chief tenure. why the district waited until march 2020 to get ready to mobilize to make appointments asked committee was told last week, why it took another year more to make our first

appointment today demonstrates that the district simply isn't taking its obligations serious. we're four years into the prop h bond without the required oversight. this is not some gotcha game. this is about oversight of $744.25 million of taxpayer money that voters of san francisco entrusted to this board in 2016. this is about the law and the constitution. now the same board is contemplating the $1 billion 2022 bond when it can't even implement the basic requirement measures. why it matters. first, the district told potential investors in its august 2020 serious b offering that the district was reviewing expenditures and ensuring the funds were spent only for authorized purposes. that wasn't true. why didn't we tell investors in

2020 there was a commission when it wasn't true and hadn't been true for over two years. in february, 2020, june 2020, this board was informed without >> thank you. >> i'll stop. >> thank you. >> hello, patrick? >> hi, thank you, can you hear me? >> yes. >> great. i'd like to amplify the previous caller's comment. this is a very serious matter. you have a legal obligation to form this committee. you have not done so for several years. i believe you're also supposed to provide an audit report, an annual audit report. i don't understand why you're not speaking to this matter. why are you not explaining how this did not happen for several

years. this is serious. please address this. thank you very much. >> thank you. greg? >> thank you, commissioners. i agree with the previous two callers. lawrence was accurate when he said proposition a set aside money. we learned with the oversight, [please stand by] [please stand by]

>> how many people are currently on the cboc? how many does the board want to have on the cboc? what is the application process to -- >> i think we lost you. hello, jeff? >> i'm here, sorry. >> thank you commissioners. i support this appointment like the other speakers.

this appointee will need support from you the board, however. citizens bond oversight committee has been neglected. this is citizen's bond oversight committee. >> hold on for a second. please mute your phone. >> panelist -- it's a panelist. >> this citizens bond oversight committee was listed. in district liaison is listed. the charter schools oversight committee seems active and current as four current commissioners have all appointed someone to the charter school oversight committee. the board should appoint this person to the bond oversight

committee. >> marie? >> thank you. i would like to hear from the board members in their conversation after this, how it is possible that this just slips through the cracks. this rises to the level of fraud, frankly what is happening now and discovery that this money has been approved based on certain requirements. none of those requirements have been met. i agree with all the prior speakers. thank you. >> clerk: larry? >> i want tonight say ditto to what other callers have said. for the cboc, you guys are

almost three years late and to appoint one person out of seven to the board now to the cboc? why now? to make the board of education commissioners look good? shame on you guys. shame on all you guys. to do this now to look good, shame on you. thank you. >> clerk: thank you. president lopez, that concludes public comment on this item. >> president lopez: thank you, justin. any questions or comments from commissioners or student delegates? >> i like to uplift what the previous caller said. for you guys to discuss how this slipped through the cracks. for me as a community who lives in bayview, i want to learn more about what's happening and what was said on public comment too. >> president lopez: thank you. there's been number of questions. is there staff who can support

more clarity? >> thank you, dr. matthews. commissioners i will do my best to speak to your questions and student delegate questions. the chief will be joining the meeting shortly. i will take your direction about whether you like to wait until she's available or proceed. i will interest as many questions as possible. >> president lopez: to get the conversation going, can you begin and when the chief hop on, we can hear from her? >> can you give a timeline? as a student, lot of us are in

the dark about this. i know it started with prop a. from there, can you elaborate? >> yes. just for some background, student delegate hines-foster. there's a requirement for districts that issue bonds under this portion of the education code. which was established more than 20 years ago. general counsel might be able to give us more precise citation. it's been on the books for more than 20 years. prop 39 was the ballot measure that voters previewed -- approved that allowed districts to seek voter approval for bond measures at a 55% voter

threshold. one of the requirements associated with that, taking that option was to establish this bond oversight committee. in the many years that sfusd has issued -- has received voter authorization for and issued bonds under prop 39, we have had an active citizen's bond oversight committee. that has been true for better part of the last two decades. the first time sfusd issued bonds under prop 39 was in 2003. unfortunately, the competition has overturned in the last few

years. this is -- we are trying to reconstitute this committee and appoint new members to the committee so we can come back into compliance with this requirement. some of the public speakers also talked about how this lack of active committee may connect to other compliance issues, funds being spent in a way that's not appropriate under the law. i was to parse the issue a little bit. it is appropriate and possible for spending plan to change and the spending plan, the amount

for a particular project are not articulated in the ballot measure. it is not infrequent that the original amount that was allocated to a particular project may shift as conditions change. in absence of bond oversight committee doesn't make it impermissible, not to say it isn't an issue that we haven't had an active bond oversight committee. we agree that is an issue that we need to remedy. we're taking steps to do that now. >> between out of -- when we're out of compliance, are we violating something and is there something with finance? can you explain more? >> we are out of compliance with this provision of the ed code.

i wouldn't say that there's a -- that necessarily means that there's any missed spending taking place. couple of speakers did mention audits. we have continued to have external audits produced every year. i believe those have been approved by -- presented to the board. that has continued to be the case. we have had a very clean and strong track record of validating clean audits for all our bond proceeds. it is draw, we have been out of compliance with this respect having an active citizen's bond oversight committee. >> president lopez: thank you for explaining that further.

commissioner boggess. >> commissioner boggess: it's hard to identify folks. i think it's difficult for me to identify to make up a body going one by one versus being able to see what the intention of like the whole group is going to be. i'm really interested as far as the public comment in regard to like the possibility of this being a cover-up for criminal activity. if there's a district staff person that can address that not being true. that will be really helpful to

hear. i don't think i had a chance to see the actual audit. that's something like to have shared with me so i have the ability to review that myself. i feel like i'm catching up on some things. i'm interested in getting much better understanding where we're at in these processes and what role and me and board can play to meet our obligations and commitment. thank you. >> when was the last time someone has been appointed to cboc? >> student delegate, hines-foster, i would have to verify that. i believe it was about 2018. i'll have to confirm that for you. >> just couple of quick things. commissioner boggess, we are happy to provide you more

complete legal briefing around the liabilities and issues with regard to the cboc. i want to emphasize something that the deputy superintendent li share. we have had consistent regular audits that have been clean and have not found any wrong doing or evidence of fraud. that is not to say we don't need to have cboc. we have been engaging an independent auditor to review expenditures. >> commissioner boggess: thank you for that. >> president lopez: thank you for responding. commissioner collins? >> vice president collins: i want to know which staff member is responsible for ensuring that we are compliant with having citizen's oversight board?

>> the bond team provides the information to basicallied as a team staff. >> vice president collins: are you responsible for ensuring that happens? >> i think that's correct. >> vice president collins: okay, thank you. >> president lopez: are there any other questions or comments? i only have one as far as the rest of the seats that need to be filled. what efforts are being made to get more people appointed to these seats? >> we have a few candidates in mind. as i mentioned, ms. mawhorter is

the first in several. we are also planning to do a fairly wide public posting to see if there are candidates that we may not be aware of that might be interested and identify themselves. we also -- i talked about particular slots for the committee membership. i've identified a few candidates that -- they don't know that they are on my mind. i'll be reaching out to some specific candidates for one or two particular slots. >> is there a leem obligation to comply? how many active members do we have? i guess this board was in hiatus

for years and now this one person is being appointed. is that person the only person who will be the active member on the cboc. >> thank you student delegate hines-foster. we would intend to activate the committee once we have a quorum. there are seven members that are -- here's the chief. i will finish my sentence. there are seven members that are required to be -- to constitute the committee. a quorum of those seven would represent four. as soon as we have four members that are appointed then i believe the intention is to begin convening meetings. there are additional seats that could be added. the board years ago passed a

resolution allowing for additional seats to be added. that will happen down the road as well. >> missed the original question. i would like to emphasize that tonight we have our first proposed appointment to cboc then i have other candidates. i'm in active conversations making sure they understand kind of the requirements for participation. we are continuing to advertise and recruit for folks to fill the seats. that my real expectation is that by may, we will have a quorum and be able to have a quorum meeting of the general education bond oversight committee. >> there's no active member that

this one person is being considered. they are appointed, they will be in a limbo until the committee reaches quorum? >> yes. >> okay, thank you. >> president lopez: thank you for adding. it's good to hear there's a timeline. >> yeah. >> president lopez: seeing no further questions. roll call vote on the resolution. [roll call vote]

>> thank you, five ayes. >> president lopez: thank you. if ms. mawhorter is on the call. i don't know if she wants to introduce herself. >> she is not tonight. i would say that ms. mawhorter in addition to being sfusd parent is a member of the senior leadership team at the city's ocii department. has had wealth of financial experience and capital planning experience within the city and county of san francisco. she's very active. she's excited to help serve in this capacity. >> president lopez: great, thank you. there's also an opportunity for any appointments by the board. commissioners, if you have any

appointments that you like to share now? i want to make sure we include raphael to the community advisory committee. >> thank you. section e, discussion of other educational issues. superintendent matthews, can we begin with item 1? >> yes. thank you president lopez. this evening, as the first item is a discussion of safe and supportive schools resolution. to give you an update and presenting this evening will be our chief of student family community support. >> thank you, superintendent matthews and board, commissioners and student delegates for the opportunity to

present today. thank you for the opportunity. this evening, we are going to update you on the safe and supportive schools resolution. i will be joined by devin corrigan from research plannening and accountability to also share some data with you tonight. this presentation will provide a short overview of the safe and supportive schools resolution and key mile stone. we'll review suspension data from 2016 to 2020 and we'll discuss the intersections of other boards of education resolutions particularly the coordinated care approach for wellness and authentic partnership. an overview of the audit process that the division has undertaken in this past year to inform the process and practices of the coordinated care approach.

safe and supportive schools policy of the passive in 2018. to increase instructional time and reduce racial disparities. what we're looking for is increasing instructional time. all schools would implement school-wide positive behavioral intervention and support and restorative practices. all of the interventions to address student behavior and discipline would follow the sfusd disruption matrix. this matrix was designed through a robust community stakeholder

process. the other policy that was important that the policy prohibited the suspension or recommendation for expulsion, solely on the basis of willful defiance and disruption. this really was in recognition that at the time that the policy was passed, 36% of suspensions in sfusd listed willful defiance as the serious defense. willful defiance can really -- can be a very biased identification of what somebody believes is defiance. the implementation of the policy relied on schools creating climate teams and then the provision of centralized professional development opportunity around school-wide positive behavior interventions and support and restorative practices. the trainings were expanded to include safety care later in the year. the other thing that the policy

relied on was the fidelity inventory, that was a tool used to measure how deeply school-wide behavioral interventions were being implemented at the school. this slide kind of gives you overview of the milestones from 2009 when the restorative practices resolution was passed by the board. as you can see, during that time, over 12,000 staff were trained or access one or more centralized training, in addition, coaching support was as provided to school sites. however, in 2018, which was when we were hoping to have full implementation of the resolution, we still had not

achieved full implementation. we spent some time in 2018, 2019 reflecting on the work of the past five years. we found there were lot of variations in the operating structure of the school's climate team and variations and implementation and administration of the tiered fidelity inventory. that staff who attended the trainings were not as part of the school climate team. did not all have an opportunity to form school-wide changes. we didn't have a measure for the implementation of restorative practices. all of the things that we found in no way saying school sites weren't doing a good job. it was more that we didn't have a robust system that was really coordinated and probably didn't have deep enough funding to really implement the policy. as a result, we did try to make some shifts in 19-20 from centralized training model that

was open to those who are interested to train the trainer model. we were able to provide extra hours to school site staff who was designated as the school climate team to -- to participate in the yearlong community meeting. we created ainventory. in the fall of 2019, we were able to launch the climate team. in march 2020, the covid-19 pandemic changed everything. we had to do some other shifts. before i talk about the shifts that we made, i will pause and have devin talk about the data that we've seen from 2016 to

2020. >> thanks. thank you all. i'm devin corrigan. i'm supervisor of analytics in the research planning and assessment department. we are going to review suspension data that we have so far. with covid-19, everything is flipped on its head this year. i do think it's important to show the data. we do have it. we want to report it. it's a good opportunity to review how we look at this data. what are the metrics that we look at and also we're hoping to see. just explain little bit more about what we're looking at. when we're talking about suspensions, we want to reduce suspension data. we're looking at rates per 100 in a group. if we're talking about african-american students, white

students, any group of students, students experiencing homelessness, all middle school students, we're looking at that as a rate per 100 no matter what the group. so we can more easily compare across groups. these groups are different sizes. that's why you see 2.4 and 2.9 and 1.9. we're looking at that per group of 100 students no matter the group of students. what we're looking at here is elementary, middle and high school and district overall. what you might notice right away is that it's 0.0 in that right most column for each of those parts. in is because that's what we have to report for the fall of 2020 with distance learning being our reality, this is an unusual data to look at. it's what we hope to see. we want to see zeros on

suspension data. the reality is, we have two total suspensions to report from the fall. there's one in middle school level and one high school level. because of the way we calculate rates and round out the numbers, they will not show up in the way we discussed suspension data, trends overtime across groups. this is also -- this is the way we've reported suspension data in the past across groups. there's all those letters, acronyms stand for different student groups. we're looking at that same rate of how many total suspensions per 100 students in any particular group. again, we've got zeros across the groups there for the fall 2020 numbers. again, going back to that we don't have suspensions to report

so far this year. i think an important opportunity to review how we look at this data, how we talk about this data, what we're looking for and hoping to see. what you see here, even with all the zeros fall 2020, you see some obvious groups that are standing out because they have much higher rates per 100 compared to other groups. those higher rates are from past years. we're looking at the last three falls. even if we have zeros for fall 2020, we do see these jumps, these bigger numbers for fall of '19 and fall '18. for example, for african-american students, foster youth, some numbers jump out there. even if we have zeros now, that's what we want to see. we love to see zeros like this. we are very aware that this is reflecting our distance learning

reality and we'll be paying close attention to these numbers as we move forward. looking for the kind of disparities that you see here and hoping that these numbers stay low as we move towards something like more normal in-person instruction. >> thank you, devin. thanks for providing that information. in that information, while we have had reductions in suspension it's still persistent in disproportionality. as i discussed earlier, the resolution was passed in 2014. since then, there have been many other board of education resolutions that have intersections with creating

support -- safe and supportive e culture and environment. themes of safe and supportive culture for learning, the policy is the work of the resolution that calls for a coordinated care approach in the black lives matter resolution dual -- that calls for review of program and services, implementation of restorative practices. while these resolutions sort the ones on the bottom in concert sort of create systems and instruction across the district, culturally relevant curriculum is a huge part of increasing instructional time. particularly for students that maybe traditional curriculum does not speak to their experience. while you may have a culture and climate in the schools, the curriculum in the classroom may not compel the student to go to class. as we work together to implement

the various resolutions at the top, that create the culture relevant experience in the classrooms through the developing new programs or curriculums at school serving latinx students, creating equity studies and ethnic studies, providing support, developing black city's curriculum, developing equitable services for hawaiian and pacific identicaller studies and reclaiming the american indian and alaskan native narrative. those are important for creating cultures and climate in environments for students who want to learn and increasing instructional time. i wanted to take a little bit of time to talk about the coordinated care approach which we have shifted to in this past year of this pandemic. to stay that we are in the beginning stages of this. we have work to do.

this is the way that we're moving across the district. in the time that i have left, i wanted to talk about the steps we have taken around implementing the coordinated care approach. one of the really big parts about it have been conducting division wise audit to inform our practices and processes. i think it's been named in a number of presentations around ethnic studies, black studies, equity studies that training isn't going to change mindsets. we really have to look deeply at

our programs and processes take sure we're transforming processes so they don't continue to get the outcomes they want. one of the things we did, we embarked on a division-wide audit process that had three purposes. one was to gain a better understanding of the divisions programs and processes. the second importantly was to interrogate. we ice -- we ice -- we use that term deliberately. to interrogate provisions through anti-racist and authentic partnership lens. with the final purpose was to explore ways to integrate these transformed programs. and process into the site-based coordinated care approach. this is really about taking apart the tool that may be serving the means that we don't want to serve.

in our audit journey this year, in the fall, we looked at attendance t student assistance program, climate team, stanley partnership, student success teams. we looked at the wellness initiative and we've looked at restorative practices. ly talk about restorative practices tonight. we looked at district wide stakeholders to prototype new coordinated team approach. we're starting in the spring and summer to launch the student and family advisory and community partner, short-term advisory body to help us create prototypes for the new structures and processes. that's our journey. what i wanted to talk about a little bit was that, initially, the way that we look at the audit practices is we take their

15, what we call white supremacist cultures and characteristics. we weddle those down to six of them. saying, which were the three that the six that we felt showed up in sfusd systems and structures more often. we named paternalism, only one white way, belief that i'm the only one, defensiveness and power hoarding. when we took those processes and we looked at the restorative practices training component that we have traditionally trained to. the social distancing window, effective statements, community building circle, the fair process, the impromptu restorative conversation and restorative conferences. we did find those characteristics showed up in the processes in the protocols in particular the language. that doesn't mean that the

training component aren't the right components but the structures that we are training are maybe perpetuating white supremacist practices. could be a reason why we haven't been having more deep implementation of restorative practices in our school. this journey has been very complex and require us to be very brave. we'll be taking that information that we have gotten from it audit journey. we've collected data from the audit. we'll be bringing that to design teams of families and students stakeholders. we'll be working closely across the district. it's all our work.

we continue to engage and work with our fellow division and departments to move this work forward. we look forward to students being back in the building. we don't want to come back to schools and start repeating the same things we've done before. that is it. >> president lopez: thank you. i know we're all happy to hear that. i like to open it up to public comment before we hear from commissioners. >> clerk: please raise your hand if you care to speak to safe and

supportive schools update. we have nine so far. lopez let's do two minutes. >> clerk: hello h. kelly? >> i wanted to know if district can break down the data little bit more to cross reference those children who are disabled with economically disadvantage as well as the various races. i feel like, perhaps, incomplete picture. trying to decipher things are coming from precisely. the second thing i wanted to ask is there going to be any type of program or training or knowledge about children who are disable

who are also at high rates of suspension, etcetera for behavioral issues. there's a crossover between somebody who is economically disadvantage and community of color. to really understand what is happening and why, i'm wondering if any of the curriculum training or anything in this program is catering towards those children in particular? i'm hoping you'll think about it. it seems to be missing in the conversation. >> clerk: hello, ms. chan. >> hello i'm a first grade teacher at sheridan elementary school. i have been on this safe and supportive schools as a representative. i'm no strong support of this

resolution. i have very deep concerns. we need much more professional development. i know that you have referred to safety care and restorative practices as training that has been provided to our educators both teachers and parents. it has been provided and it is offer to all educators but that does not mean all of them receive it. you have to take a relief day or two days to attend it when it's offered. many teachers are unable to do it because their substitutes don't come through. offering it means some people get it. if we really want the resolutioning to work, we have to provide this training to everyone. that means you have to go to each school site and make sure all the educators at that site receive the training. i stand by the training. i think if they are implemented and supported with follow-up coaching, we can make a really

big change in the way we work with our students. relying on educators to get themselves to the training is not sufficient to make the changes that we need. we also need more training for educators around culturally responsive teaching. there hasn't been anything specific offered by the district on larger level. we need cultural humility to have in place. really, the funding needs to be there. saying you offer it to all educators is not the same as providing it to all educators. that is really key if we want things to change. thank you. >> clerk: thank you. hello, kit? >> hi. my name is kit hodge. i have two children at sfusd. i'm happy to see this presentation. i want to know, looking at

programs and processes is great, if you look at people -- you have seen a lot of very disturbing adult behavior across many different sfusd schools as well as some wonderful behavior too. with that in mind, i have three questions. why is there no program of proactive monitoring and training just like the last caller spoke of, as well as meaning refusal consequences for educators to create and raises outcome for children. two, how many educators have been counseled, retrained and let go because they were creating racist outcomes for children. how we're lifting up the educators doing wonderful things for our children. my third question will be, will this an sfusd priority in teacher labor negotiations? unless you start tracking people and making changes as well as having actual consequences, we

will not see real change. sorry, i hate saying that. i wish the world was different. we can extend the olive branch and it will be better. that's not the case. we have to take it further. thank you. >> clerk: jennifer? >> can you hear me? >> clerk: yes. >> i agree with lot of the prior caller said. i really encourage the board to direct the move away from -- [indiscernible]. inbe able staff to continue white supremacy culture rather than they are interrogating the structures they are using. they are liberating or punitive and controlling. this has never been funded to the level it needs.

if we really want staff to take this work on, we need to put people on the ground. not just training. we need restorative justice coaches at every school. this is hard work. it's important work. if we want it, we need to pay for it. thank you. >> clerk: thank you. elida? >> i like to respectfully request that on slide 7, resolution number 131-22fp.1 be added. that states that students receiving special education services are first and foremost

jen ed students. all of the advisory committee have given feedback over the past few years in our joint report about the need for more training about the need for better implementation of multitiered systems of support, about funding for crying out loud. if we're not going to put money in training, it's not going to happen as every other caller here said. we need to look at our budget as a value statement. if we want our people to be trained and able to do this work, we need to put the money into providing the training.

thank you. >> clerk: thank you. natalie? >> this is natalie. i wanted to just highlight that i feel like this constant language of saying there's zero students being suspended right now is in the covid world is red hairing. -- red herring. i want to echo the need for cultural humility. ty hear that -- i hear violent criminalization of students, especially those who are disable. disable.

i'm talking students that participate in our programs and we can help them on all aspects of their academic support plan. thank you. >> clerk: jason? >> i wanted to point out that it doesn't feel like there's any data or tracking of the restorative process. we talk about that there's a fewer suspensions. from the experience that i've seen in lot of schools, teachers are very reluctant to suspend a student because they don't want to have that bad stat. there's no stat that says we

implemented, restorative justice and our outcome was positive. what ends up happening is nothing tends to happen. may be very few students can go through the restorative process. there's no finalization and there's no data that says that the student was successfully restored. great example here. lot of the asian-american communities and sfusd community would like to know when allison collins finished her restorative practices. there's no data practice that it's been done. everyone feels like nothing is happening. thank you. >> clerk: thank you. >> good evening. i'm marisha robinson. i wanted to say a few things.

i agree with some of the comments that was said by the other folks that spoke up. especially around the comments around pbis as well as perpetuating white supremacy. i agree with the work silos in the way some of this is happening. as a parent, it was evidence to me when i seen there's another set of advisory council that will be existing under this that temporary. i was never contacted or advised of or made aware of any of those advisory council. when we're saying we'll work with community and family, how are we connecting? especially when it comes to educating our kids and disciplining our kids what we

are restoring harm with them. if we're going to be inclusive of families, it's got to get out to all families. i get the text message from the district and the i read family digest. i don't recall seeing that. second about the capturing of restorative practices in school, not just capturing how often they are happening but the way they are happening because that's the sign of whether it's being done correctly and whether something is being learned and whether the student can carry that same process through their whole educational career within sfusd. thanks. >> clerk: brandy bowen. >> i want to echo the comments that were made before. i'm excited about some of the new improvements that was

proposed tonight. i'm also just trying to be honest with myself about the low numbers of suspensions and the amount of suspensions that isn't tracked now because just working in the schools, i see lot of people in the hallways are being sent out of class or that also is a deep educational loss. it reflects of lack of structure and restorative justice coaching that we need. it seems as though there's no uniform high standard of restorative processes. it's mostly just put on a shoulders of the counselors in the schools. we already don't have enough counselors. it seems like kind of overwhelming to push all of the issues there. i'm hoping that we'll look

forward to figuring out more standardized ways that restorative practices that all the schools can follow and put parents in positions of monitoring the equity of restorative processes and other positive support. thank you. >> clerk: brandy markman? >> thank you. i second so many of the comments people before me. yes, funding is needed. i would love to see the city and county of san francisco or board of supervisors come forward with funding we need to make this happen. secondly, the positive behavioral incentive system, i feel like other callers, just really help institutionalize

white supremacy and lot of those metrics are used to judge children with a disability. i seen in our own school staff use a good behavioral plan. it's really kind of creating this punishment. it rewards where kids get there's tokens for doing things well. they get reward. punishment and reward is really two sides of the same coin. it doesn't buy very much.

>> clerk: hello, rebecca. >> this is rebecca. i'm a special education teacher. i really want to echo what darcy said earlier. lot of these trainings are optional, which means you have to take days off. when i did get to safety care, no one could handle my class. my principal called me back from the safety care training so i can come back to my classroom. those are the things that are happening in the district. i want to question the practice of having teachers who are supposed to restrain students also build relationships with them. i've been sexually assaulted while restraining a student. i've been assaulted in many other ways while restraining a student.

i refuse to take a second part of safety care. i don't want to restrain a student and traumatize them and then have to build a relationship. if you ask that of educators, there needs to be things to support us. it's traumatized to get bitten, punched and hit and then not really have anyone to talk to about it. those kind of things are really important for us to think about when we're supporting our educators. an addendum, i want to question the practice of school district coming up with a new curriculum. we don't have a science-based reading curriculum in the school district. we don't teach children phonics. i don't know about you, something will pertain to my personal ethic history and stuff, i can't read it, i'm going to be pretty frustrated. we need to work on that. that should be one of the number things you work on. we don't teach kids phonics. i have kids. they get angry because they can't read.

they don't have the tools. what they are learning in class is reinforcing the wrong thing. like looking at pictures. that would help. >> i want to reiterate, thank you for the presentation about safe and supportive schools and restorative justice practices. this is supported in our school district. i want to echo sentiment what the teacher from sheridan, i can't remember, who said about making it mandatory for all teachers. if you put something optional, it will not go. all the educators get to have that. i want to put one -- i didn't

hear anything -- i heard about race and i heard about i.e.p.s. i want you all to collaborate with the lgbtq students support services and sfusd. this month is sfusd youth pride month. i think it's important we're talking about safe and supportive schools. we need to make sure trans youth is included. while distance learning is happen, transyouth bullying has gone down. trans youth suicides have gone down. we need to keep about how to keep our trans youth safe and year youth safe. there are lots of intersections, i really want to uplift this intersection of queer youth and keeping them in safe and

supportive schools. thank you so much. >> clerk: hello, michelle? >> thank you. good afternoon everyone. i wanted to echo so much what's been said regarding curiosity about the advisory group process that was mentioned. i haven't heard anything asking for full implementation of this. other commenters who said these efforts need to be fully funded. having done r.p. at school sites for years, real meaningful restorative practices takes time and skill. it requires support and community. i would also encourage there to be an openness so that staff who aren't district employees,

working for community-based organization that provides out of school time services, they are allowed to be point person that receive all same kinds of supports and incentives. we really do need everybody to be trained. not just teachers and parents. it has to be consistent to be done properly. thank you very much. >> clerk: thank you. >> good afternoon. i'm a parent participating parent. i like to comment that my own

personal experience has been after my daughter, who's in elementary school student, who's never had any behavioral problems, specifically -- [indiscernible] >> clerk: i think we're losing you. >> can you hear me now? >> clerk: you're going in and out a bit. >> even though there was restorative practices were in place at the time, they were not implemented properly. i understand if there's a need for restorative practices across the district. i like to say as a parent, my experience has been that even though that program was funded and implemented it's not always consistent utilized.

i have a need to state that we can continue to invest funds and training in these programs. no one is being held accountable for these types of instances when the practice is not being implemented. we can put all of the money and practices and training into these programs but it's not being implemented properly. it's not going to work. >> clerk: thank you. angelica, i had to promote you to panelist. your video will be seen.

you can go ahead. >> hi. i'm angelica, i'm a fifth grader at rosa parks. is there a plan to stop kids from bullying. bullying from teachers -- sorry, i experienced this since third grade. thank you. >> clerk: thank you. that concludes public comment on this item. >> can we have superintendent follow-up with a caller about

the bullying that was just reported? >> president lopez: is that something you can do superintendent matthews? >> i will work with to see if we can identify the previous caller. >> clerk: i can give angelica my contact information. >> okay. >> clerk: angelica are you still there? can you write down my phone number so we can follow-up with you? or my e-mail. >> sure. >> clerk: i'll give you my e-mail. send me an e-mail and we'll follow-up with you. are you ready? >> yes. >> clerk: fteelej1@sfusd.edu.

>> thank you. >> clerk: you're welcome. that concludes public comment. >> president lopez: thank you to public and students for coming out. are there any questions or comments from our student delegates or commissioners? >> i have a few questions if that's okay. i would like to further amplify the public comment that called for measurement of these positive behavioral interventions. specifically i like to know if there's a way to check student's thoughts and personal reflections on their experiences with these interventions.

>> it's something to think about in the processes. there are two things. people are right, one of the things we did discover, we didn't have any measurement to identify whether restorative practices would be implemented at school sites. we did start some of that before the pandemic. we have to continue with it. i think that the question you asked for, part of the restorative practices process is self-reflection and student reflection. that's a lot of part of it. we don't have a systematic way to capture those or keep those on record. we have to think about confidentiality and whether we without to keep them on record. it's an idea to consider as we move forward and look at the practices in a different way. >> i really do hope it's considered. i notice the there's lot of

trial and error when it comes to these processes. i have seen failed interventions. i think there's a lot of value in saving that data. i also have more questions. i personally don't think that a short-term advisory council is enough student input. i like to know if there's a possibility to make it a long-term advisory? >> that's a great question. couple of things to add. we did outreach to all of the existing advisory councils. i apologize that some of the members of that didn't receive the information. we did do outreach to existing bodies. we have number other student

groups already. we're trying to figure out how do we have long-term advisory bodies with student and families so we have a consistent feedback loop so it's not a one and done. we need a robust system. in this particular instance, it's a pretty -- it's a project that we want folks to work on and commit to. it will get transformed into a longer body and that's another thing. we have a student advisory council. we have the lgbtq group. we have lot of different groups. we trying to figure out what's the structure we have so we're hearing from all of those groups. we're trying to work towards what you're suggesting. this is a short-term but it's a longer term process. >> i'm glad to hear that. i like to see what training that

the climate team attends. >> we shifted -- lot of the things that were said in public comment. it's to get people to go to the training and have substitutes it's challenging. we're moving to the climate change professional learning community. we can share the training. we're going to go back over them and probably redo them particularly because we've been doing these audits and finding out some of the work in our trainings and content wasn't really embracing the anti-racist practices. we'll be shifting some of the content. we only got through half the year because the pandemic happened. we only were able to do one semester of the climate team t.l.c.

>> is there a specific way that you have been asking for this climate team to share this information with their colleagues? >> yes. the idea, we have little bit of data. we were able to collect little bit in that first semester. if you did the training, you went back and you did the training with your colleague. we had what we call the restorative practices inventory. then we ask people to report how many people -- did they do the climate team training, did they do another training. i don't have that data on top of my head. we did collect some data. that was our plan was to do the training and find out if something changed at the school site. >> my last question is i like to hear is there a way to create spaces for students to hold their own teachers accountable?

they become the power dynamic within our schools that makes it students feel like they have no choice. but to take the disrespect from air own teachers. they end up facing the consequences. i like to know if that's a possibility and something we can look at. >> i think that goes part in parcel with the audits that we're doing and we're pushing against anti-racist practices. if we developed the system where it's a system where power hoarding is possible and you're creating that dynamic, that's what we're working on, trying to create those systems differently. that's why we want to have the feedback. we want to treat things and change things based on the feedback and have them implemented and hear from students and families who are experiencing do we have to keep change what you're talking about. i think the goal of restorative practices and community building

and anti-racist practices is the idea that we're all coming together and sort of pushing against the white supremacist practices and using the anecdotes to the white -- supremacist practice. those are all things we're thinking about. i'm sure it's going to take us multiple iterations. i do think that student advisory counsel as we bring this back to folks to look at, they can see the experiences. >> i just hope there's more accountability in ways to student to share their experiences and get heard instead of waiting for the cycle, waiting for them to be asked when they should be able

to address these experiences on their own time. >> since we don't have any feedback processes, i think we need to reach out to students and ask for their feedback directly. >> although, it's not exactly the same we do do the culture and climate surveys where all student have the opportunity. it's a survey. i understand the limitations to that. that is data that we really do learn a lot about when we're able to get all students in a school answering that information. we can look at trends. there's different ways we can do that. not that we keep coming up with other ways. i agree. we want to go beyond just the folks who are on the advisory committee. that's really spot on.

you want to get as many voices as possible. >> my first question is how are we tracking this is effective that the work of the coordinating care team are effective? i know for my school's coordinated care team, they put in a lot of work and time. after the incident that happened around inauguration day, the coordinated care team lost their credibility after that situation happen. they allowed the students feel like won't be effective anymore since that incident happened. also because of the curriculum, lot of students didn't feel like it's effective. how are we tracking that students feel like it's

effective beside the climate survey? >> schools have had different ways of doing it. what we're trying to do differently now, we only started this year is to have a more consistent approach to it and different systems instructions. because we have been auditing a number of the processes that have been used at schools, some of those will be changed. we have to -- we are trying to identify -- this is not just this division, it's across our entire districts. it's in collaboration with our r.p.a. folks how to measure it. we aren't there yet in the structure we're building. that needs to be part of it. >> you don't have anything? >> again, with the coordinated care approach, we just started

it. we don't have anything now. yes, that is correct. i think another thing is, what is the work of the coordinated care team? exactly is the work of the coordinated care approach look like? i think from a student's perspective, lot of the work we see comes from our c.c.p., focused on anti-racism lessons. what should the work look like? >> we want to build a standardized approach the way that schools are looking at things with the ability that each school can also be unique.

there's differences and similarities. also, every school is staffed differently. most high schools have wellness teams but the wellness center may have a unique way of offering groups instructions that are specific to that school. i think with the coordinated care team's approach, it's a group of folks that represent families, students, community partners. how you bring that team together and how representative it is is how you're going to get the best feedback out of a school site what's the best approach at that particular school. we're a year from now, probably give you more specifics. we are building lot of these processes now. we're having to look at past processes and then refine them for new processes. >> i also like to make a

comment. i think few people in public comment mentioned this. to look at not suspensions look like. i think -- hold on, my mom coming in. i didn't want you hear the door closing and keys in the background. come back to me. >> i want to hear what you had to say because it was about measurement. >> president lopez: we'll hold on to that.

i see commissioner collin and then commissioner boggess. >> commissioner boggess: i have a few questions. i think always whatever these annual reports come out the first thing i think about is thanking student and parent leader and coleman advocates and their solutions not suspension campaign, really pushing back on the district at the time that was focused on suspended students aggressively. is there a primary way dealing with conflict in the classroom. i like to lift that up first. i would say, as someone who's been monitoring the implementation of this resolution since it was passed, just very disappointed with the amount of progress that has been

made. that is not reflection the people who are here making decision now. definitely a lot of things have not gone the way i envisions when the student was excited about this resolution passing. that is still our commitment. i know me and my fellow board members are doing everything we can to get us there. we're committed to it. we're going to do our best to hold ourselves accountable to making sure that all the resolutions that we passed are implemented in ways that are beneficial to the students and the families here and the city. one thing that was really concerning to me around the data was the zeros. for me, that kind of -- it's indication that we have bad data collection that we aren't

looking at the right information. i do think lot of public commenters as well as our student commissioners kind of lifted up that. maybe we're not defining suspension in the right way in the current moment. that is more of rel next -- reflection what's in the data. as far as being a success. i'm actually -- the stories that i've heard from students and families we still have things that are equivalent of suspension happening. even before the pandemic, there were lot of practices that kept suspension numbers low while keeping students away from learning. at all grade levels. i think for us as a district, to be much more transparent about that. i definitely encourage not to show zero suspensions on graphs. that misrepresents like the reality of what students are dealing with. i would just add, i feel like

maybe the board needs to look at what suspension -- how we should define suspension and figure out if we can retroactively look at this time period to what students are experiencing. if we can have the tools to address these issues. there wasn't enough money to fund all the elements of it. i think that's something that we need to figure out how to address for this resolution and other resolutions. what does it mean to fulfill these promises if we don't have enough money to do it. how do we as a board revisit these things to figure out a way to create a path to make them a reality by adjusting the fiscal constraints on them or finding

more funds for them. i think the thing that i'm most curious about and love to have answers to is there are specific parts of the resolution that were never implemented. i'm interested what is the process for them to be implemented or they no longer part of the implementation plan or are they things that are coming at a future date and time? kind of how are we as a district addressing some of the gaps between what has been done and hasn't based on the resolution. >> part of those are questions and some of them are comments. >> commissioner boggess: i can give you the questions again. everything was just me complaining about stuff up until i was talking about the implementation aspect that didn't happen. >> i have to be honest, i have

to go back and look. give me one example. >> commissioner boggess: i have worked on a resolution in the drafting phase. just by memory, the thing that stands out to me is public sharing of data around suspension to be in the student handbook annually. that's something that's not happening. also the data that we had today really doesn't reach the threshold that was outlined in the resolution. i think a big part of it, how is that information publicly available for folks? a big part of that section of the resolution was reallily to indicate that we're going to be transparent about what we're doing to be held accountable. that's one of the big gaps. another one i would highlight for me that i was troubled, i didn't see fully implemented around the intervention before the suspension of black students. we have a very large issue with

disproportionality. i really felt like that was the barrier to address that. to my knowledge, that has never been fully implemented. i could be wrong. i wanted to lift up -- i feel like there's aspects of the resolution that haven't been implemented. i'm definitely commit to seeing this implemented and working with district staff to do that. understanding there's a lot of factors that got us here today and really trying to look forward to figure out what to do to make everything right and move forward to make sure people know that we are committed to our commitment. >> okay. great. on the specific one about the student handbook, that is something that we do have to work on. i think we built a better muscle for being able to create data and share it. that's something we have to partner with r.p.a. as we search

planning and accountability folks. we also spent 2019 trying to transform the student handbook so it's a more acceptable document. i think there's a way that we can sort of marry those two things, to look at the student handbook. in terms of the interventions as you said, part of the matrix was that prior to any african-american student being suspended, the principal was supposed to consult with their superintendent and go through the different parts of the matrix. we certainly had a system where we were -- if there was a suspension, that was being asked and documented. again, it depends how well the data is being documented. i know for a fact, that was very clear that was something that had to happen. i understood that li was taking

the lead on that. >> commissioner boggess: i appreciate your transparency on that. a big part of it, being in school and talking to students and parents and teachers and just like the disappointment with the way that this has been rolled out. i say like the lack of confidence people have in restorative practices and restorative justice because of the uneven way that it's been rolled out in the district and kind of the multiple different versions and practices that kind of exists. lot of schools are being left to fend for themselves to figure to out. just to acknowledge to the public that we as a board aware of these gaps and doing we can to adjust and fix them. just to highlight that, we're still equally committed to the value when they passed this and we are committed seeing it through and ensuring that we as

a district live up to what we aspire to me. personally, as someone who's been very personally connected to this, who's worked with young people parents who passionately fought for this. that's something i want to see implemented and successful and to benefit from it. thank you. >> president lopez: before we go on, i love to hear from student delegate hines-foster. >> yes. i'm back now. i have a few points. i will keep it short. i know we have to go to the reopening update. one thing i wanted to uplift that commissioner boggess touched on, even though the data shows zero, there's a lot of --

i'm sorry. even data says zero, there's a lot of stuff that can happen that's similar to suspension. [please stand by]

-- circles and conferences that it would be, so the trainings, they were always well received from what we got back from participants and it was a very interactive two-day training. >> can you describe how they're interactive, do they do it in partners? like, the scenario of the training. >> so you would open up these and the different components and you would have a circle to start it and a talking piece and you have prompts, prompts are really an important way in community building to build community and you are thoughtful if you want

to have a circle around sort of getting to know folks and you ask different techs and if the community trust is deeper. you can have more conversations that are a little bit more about dialogue and how we do this. and that type of thing. if we were going to train on impromptu or sort of conversation, you might pair share with somebody and use the tools and the methodology. and it's all as you come in. and you might watch a modeling of one school site did in a circle and go to a small group to work on your own circle. and there's a very, very good mix of interactive types for the day. so there wasn't really a time --

a lot of times people were talking and to reflect back how we'd bring this back to our school sites and what experiences i have had that this might change my practice in. >> i think that someone mentioned this earlier in public comment, that most of the time this weight is put on counselors. so for a lot of these teams and are we only training teachers or other staff members to do this work? >> and what is named by commissioners and by you and your student delegate colleague, the way that the funding was, was that we had funding to be able to provide central trainings for people to opt in, it was not mandatory. and then we had money to provide substitutes for the staff to be able to take the day out of school to go to a training, but

still have their class covered. so it would be, and the pool was limited it's harder for teachers to require the training. and classes that don't require subs it's easier to access the training because they don't have a class that needs to be covered. but teachers were as welcome and we had it set up for anyone who wanted to attend. since they're opt in, can people who don't do trainings still be part of the team? >> yes, that was the shift in the beginning and it was -- there wasn't anything mandatory in what was required, because we didn't have the systems set up. so somebody could be on a team and not able to go to the

training. but if a person -- but the hope was that as we were sort of shifting to a different model was that the person on the climate change who could go to the trainings would bring that back to their school site for the rest of the team. >> is there any way to make trainings mandatory or a rule to put it in place if you don't go to trainings, that you can't be part of the team? how do we expect people to lead this work if they're not being trained in it? >> yeah -- we would discuss that with our labor partners on creating mandatory trainings and look at what it would mean to -- you know, to have -- >> yeah, okay. >> and things like that for folks to come >> can we speak to that, i wanted to say, shavonne hines-foster, it requires that

all staff to be trained and that's also in the school resolution that it requires such staff, even at central office, to be trained. so just to give you information >> man, i lost my train of thought. i think that the other thing that someone from public comment spoke to up this and i think that if we are going to make trainings mandatory we should do better to cover the classes. i think that the comment from rebecca f. talked about a situation that she was in where she was asked to cover her class, you know, while she was also -- or while they were also trying to, you know, do the training. so i think that making it -- yeah, about other for people so they can do both and participate in both. i also -- i know that this probably doesn't mean anything but i know that rebecca mentioned that they were assaulted while intervening into

a situation i think we definitely need to follow up around that. and i offered apologies >> thank you, student delegate hines-foster, we will follow up as well and i have made note of the teacher that you are speaking of. i know that commissioner collins and commissioner alexander you have comments and i see president solomon's hand raised so i'm imagining that you would like to share information in this conversation? as opposed to making public comment. maybe we can include them. >> hello, susan? >> thank you, mr. steele and thank you president lópez and i appreciate this opportunity. and -- is that the last time

that we were in bargaining for our contracts in 2017, we proposed a number of proposals for the contract that we called bargaining for the common good. it included a proposal for mandatory professional development, for restorative practices and working with students with disabilities and a couple other things. i hoped that time his changed but our proposal was rejected. we wanted -- so i do want everybody to know that and what we heard at the time is that essentially the district didn't have the capacity to provide mandatory professional development for all of us. it is critical for it to happen i think that everybody has heard that. so i heard that when this comes around again, we can work together and make it better for our students. thank you.

>> i think that another thing that i'd like to bring up, i think there's a lot of lip service, you know, a lot -- like, a few times it's been mentioned that the district didn't have the funds. we didn't have the capacity. so what does it mean, like, if we're broke, you know, just say that. if we don't have enough people, just say that. and so i think we really need to explain to people what we feign by "we don't have the capacity to do that" or "we don't have the funds." >> president lopez: thank you for recognizing that. commissioner collins and then commissioner alexander. >> commissioner collins: thank you. and i just want to i guess to piggyback on -- first off i want to thank the public comment and there's a lot of comment there and i agreed with so much of everything that people were saying and then and then this dialogue, commissioner boggess, you know, you worked with -- and

as a community leader and i'm interested in knowing how long ago was it that i were working to put this resolution in place? like, what was the year do, you remember? because it was before i was even aware of this resolution? >> commissioner boggess: we started working on the resolution in 2013 as well as part of the work to put a moratorium on suspensions in school because of the way that it's disproportionately viewed against brake and brown students. >> so i became aware of it in 2016, when my daughter was experiencing bullying and somebody said, oh, your school should do the safe and restorative practices. i went and looked online but i didn't know anything about it. and then i started tracking it so we have two commissioners tracking it for a really long time and i'm sure that there are others and i guess that what is just -- i think to, you know, tt student delegate hines-foster

has said is what i have find is that it feels like i agree -- i know that to fully implement this we have underresourceed it and maybe we don't have enough resources. but i almost feel like we don't want to ask questions, so that we're not responsible, that's how our district has been working on this. and so, you know, when i worked with kevin boggess when he was not a commissioner but we worked on the support of the black lives commission together and one thing that we put in there and based on his input was that we assess at every school what is needed to sweet a safe school. because policing is happening because people need to feel safe and we don't have the right resources to prevent things from happening, right? and so what do we need? do we need a school wellness center, a social worker, an equity coach? what do we need? and -- and i think that to some

degree there's a lot of frustration because, you know, to your, you know, for all of us, you know, we have been interrupted by covid and the pandemic and i know that, you know, your focus has been to opening schools and testing and a lot of the health related issues that we're facing. but in a sense you were charged with overhauling a program that has not been fully implemented and kind of reorganizing a department during a pandemic. so i want to recognize, you know, your capacity and your staff's capacity, but it is really sad too, i mean, let's all own it, right. that i feel a little bit like groundhog day. every time we get one of these presentations, we all ask the same questions. and when i first joined the board two years ago, it was the

first thing on the agenda was this and i asked are we tracking this. and i found out that we weren't track anything trainings. and then i found out that some of the trainings were considered like train the trainer so we were saying that we were doing trainings but is it five people a hundred people? are we tracking how many staff are training at school sites so we know what percentage of the schools are tracked? those are questions that i asked and you can have people go online on youtube. i posted it and i'm tired of asking these things over and over again and i feel that we have community members to ask the same questions. so as far as mandatory p.e., that is -- it's stated in the resolution that we is this train everyone. it seems like i don't think we have the resources right now to -- if we made it mandatory, i think that the district staff has decided that we can't do it because we can't afford it and so we, like, kind of pretend. so i think that what would be really honest is to actually to quantify what it would take -- and i asked this two years ago

of kevin truett who is the chief of this department, and i said, what would it actually cost to do this right. and i never got an answer. and you can't ask for money from the city and we can't get grant funding or make hard choices on our own budget if we don't know what it costs and that means deciding what we need as far as staffing. and additionally, you know, i will just say that i get very frustrated, you know, when we have a meeting, you know, dr. matthews, i have been asking every time that we have a meeting that relates to a resolution -- we should all -- you know, commissioner boggess and i have read the supportive school resolution multiple times because we're wanting to make sure that is something that over the years we have consistently advocated for as parent advocates and as parent leaders and community leaders and now on the board.

but the public, you know, how can they -- they should be able to see all resolutions when we talk about them and they should be able to see the original resolution so they can track, are we doing what we said that we're going to do because now we expect the public and maybe even the commissioners to know what is in this resolution that we're describing. and that's not real accountability. and the second piece is, you know, i have asked consistently, can we have a tracking document so that the questions that i've asked and the questions that commissioner boggess asked and the questions that our student delegates asked and when commissioner alexander asks questions those will be tracked in a document. and then the next time that we have this report in six months from now or a year from now, we can measure progress. you know, when will that happen is my question. you know, when will we have a tracking document so that if commissioner boggess says what about reporting to the

community, you know, maybe we can't do it and the answer is t.b.d. or we don't have the capacity or we need a million dollars to do that properly. but i just feel like these meetings kind of a waste of time. and it makes me sad, because i think that this is the most important work that we're here for. i think that all of our commissioners i hear consistently that we want our schools to be safe, physically and emotionally and culturally. and we know that they're not all safe and kids are getting bullied by their -- by each other and, you know, we don't have consistent practices in place and i know that staff is working hard, but there's no accountability without the tracking piece. so i'm just wondering, dr. matthews, if you can speak to our ability to track even our questions in this meeting and how we're able to track from report to report where we're making progress or how we're

prioritizing. >> so, first off, your question was do we have the ability to track your questions? that i would say, absolutely not, because there's so many questions that each commissioner asks. and so one, either recording all of those questions, i guess that we could look at the recording but to actually track them all -- no. and here's the real -- the truth of the matter is that we -- just because one commissioner asked the questions, we wouldn't track it. where your authority comes from is when four of you say that we want this tracked. so one commissioner says it or another commissioner says it, there could be 80, 90 questions and we definitely wouldn't track all of those. but if you hear a consensus of four people, four or more saying that this is what we'd like to track, then i'd say that we would do the best we can, but, still, capacity is limited and i wanted to give you an honest answer to an honest question.

>> commissioner collins: there are folks that we ask questions of and they respond to our questions and it's by department. i'm not the only one asking about reporting and i'm not the only one asking about training. and when i asked two years ago of kevin truett are we tracking who is getting trained he started working with the research department and they started for the first time to tracking who was trained. and so, you know, i don't think that's just my question, i think that it's basic, and so, you know, i just don't know how to respond to that, if there's a way that you guys are tracking it, i'm happy to look at that as well. i'm not seeing any tracking mechanism, you know, even if it's not mine, i'm not seeing a tracking mechanism. then i guess that -- yeah, i just think that we need to have a plan, an implementation plan of what we want to do, what it's

going to cost and some kind of timeline and, you know -- i mean, i'll just -- i'll leave it at that. but, thank you. >> sorry, could i -- >> commissioner collins: i guess one more thing. on really basic stuff, we say that we have just basic policies and if we're talking about safety in schools, we're talking about safety, like, from bullying and things. the way that we are looking at this resolution a lot of times is based on preventing suspensions, which i think is good, but we're not actually trying to protect children from being bullied and that's a problem. i think that the public also feels that way too. they feel that restorative practices isn't to protect kids, it's just us to report that we're suspending a lot of black kids. the whole purpose is to have safe and loving schools so we have a safe school line and i believe that it's required by the state and as commissioner

alexander and i were asking about bullying policies -- i want everybody to hear that there's a safe school line and i don't think that anyone knows about it. i'll call it right now and you can hear -- >> the area code and phone number... >> commissioner collins: this is what you get -- >> nothing has been selected, please enter the area code and phone number. nothing has been selected. thank you. goodbye. >> commissioner collins: so that's what happens if you need help in this district, if you call the safe school line, it's in english. and it's confusing and then you get hung up on. so at a really basic level, like, we don't even have -- i mean, i don't think we need an advisory committee to figure out how to do an anonymous line for kids to call for help when they're being bullied. and that is just not acceptable and i have been talking about this since i have been a parent of my daughters when they were in sixth grade, they're now in

10th grade. and so i just -- i don't know, you know -- i don't know what to do with that -- you know, i don't know where to go with that. i shouldn't have to ask for that. and seven of us shouldn't have to ask for a safe school line for kids to call and get help. so i think that, you know, that's the level of frustration that i have when we talk about this. and that's -- there are other things as well that are very basic that we have been -- parents have been asking for that are not even to the level of, like, anti-racist curriculum or any of that stuff. just really basic stuff. that's what parents want. and teachers want it too, because they want to feel safe too. so, thank you, and i'll yield to my other commissioners. >> i apologize to speak out of turn but i did want to respond to the comments around tracking around professional development we have a centralized p.d. tracker. and we're working on getting every department to use it and to reflect all of that is going

on in our district. but we have commissioner boggess with the same question as well. we node what the p.d. is and we have it down to the school site and the individual teachers, staff, and we know the frequency with which the staff member participated and the frequency which the p.d. has been offered. and so i just wanted to clarify that information is -- we have it -- it's pretty, it's nice, and it's not complete because we're still trying to get it where every department uses it and as a tool to reflect the p.d. that we're offering but also participation. but it is definitely a work in progress that we are working on i wanted to clarify that. >> commissioner collins: i appreciate that. and if you could make that visible for the school communities to know how their staff is trained in restorative practices and safety care, that is something that i've been hearing from families. >> i wanted to mention that she reached out to advisory

committees for feedback, but i don't think that stacy got that outreach. so i just wanted to know ways to incorporate student voice, because i know that there's a lot of work that our committees would like to get involved in, like our student support and social justice committee. >> sure. can i connect with you off-line to set up some time to do that? >> that's great. >> i'm sorry that it didn't get to you. >> president lopez: great. thank you, everyone. and commissioner alexander. >> commissioner alexander: thanks. thanks to my colleagues, commissioner boggess and commissioner collins, for those points. i share with you the same questions. i guess to me, one of the questions -- and this may just be a bit more philosophical, i don't know, is around the accountability and maybe this is what commissioner collins is getting at. i think that sometimes the board has been criticized for being

kind of activists or, you know, passing resolutions or getting too much into the details of the needs of the district. i think that is a legitimate thing with the board. as a new board member, for me it's really you come on the board and you see this resolution which i experienced as a school principal back in 2014 when this was passed, and we were really excited when that resolution passed and it was a district-wide initiative. that we're going to really do this district proud. and to see that years later it feels that we're kind of re-starting, i almost as a board member, i guess that my questio? like, how do we support you all as staff as a leadership team in actually following through on these things that are, frankly, core to what i think that are all collective values. i don't think that there's a

lack of intention. i don't think that there's a lack of desire on anyone's part but i think that it does raise just some challenging questions around the governance of our district, right. and i think that in committee this is not -- but i think that it would be -- that's a conversation that i think that would be helpful for me as a new board member, right. so if i -- it's kind of mind-boggling to me that it's been so many years and then it sounds like you don't even know what is in that resolution. i was there too, like, people worked so hard to pass this resolution, and to have all of those detailed things and have a debate and it got changed. i remember that some of the principals and the faculty and we had it all kind of negotiated. there was a lot of blood, sweat and tears that went into doing that. and then here we are. seven years later.

so i guess, i will offer some unsolicited advice and then i'll stop. some unsolicited advice and a question. so my unsolicited advice is around sort of thinking about this, and i don't know if this is helpful, but i think that the central p.d. is really good and it's great that it sounds like you're taking this approach in kind of trying to be clear about how we're training everybody. and i think that at the universal training to me is just like a bottom line baseline, it's in the resolution and everyone needs to get training. in my experience as a school leader, that is baseline, baseline, baseline start. but to implement this work effectively, it's about culture change. so as one training or even a series of great trainings is never going to do the job, right? so what it took -- that we were able to do -- and we were not always successful, was that it

took ongoing coaching of classroom-based staff. because really the interactions that we're talking about, and the conflict happens within the classroom. so in the hallway. one student said something to another. how does a teacher respond in that moment to -- to that comment that's made? that could make-or-break whether these practices are even necessary in the long run. so there's all these subtle pieces around staff capacity, training, culture shift, and that's -- as a principal i spent so much time observing classrooms and giving teachers feedback on things like that. and i would often sit in on circles and coach and give the person feedback on how it went. and to look at how that could have gone better. so all of this work, it's time and capacity building. you also have dedicated staff to

do the practices, like it doesn't just happen. it's so quick and easy to suspend a student, right. it takes 15 minutes if you want to do it badly, right. here's what you did, call the parent -- and this takes hours in restorative practices, and it's (indiscernible) but that is staffing time that most of our schools are not staffed to do. and so i say that we haven't invested in the training but i think more importantly the school site level staffing isn't there. and that's what i hear from educators now. it's, like, yeah, people were training but now those people left and now we don't have someone to turn to. as one of the callers mentioned, you know, then we said that we shouldn't suspend, which is great, like, but now we're not doing that, that creates a really unsafe environment where students don't have this for

their actions. so i think that this is not easy work. it's critical work. and you've got to invest in it. i think that as a district, i mean, i think that delegate hines-foster put it best, there's a lot of lip service. if we continue to play lip service, it makes it actually worse than just saying we're -- we can't do this if we really don't have the resources. look, you know what, we'll have to suspend kids and that's what we'll do. i think that it's worse for us to claim that we're doing it and then not invest, and then not do it. and so that would be my challenge to staff is let's figure out a plan as other commissioners said, let's actually do this. or admit that we can't. but after years of saying that we're doing it and then not to be doing it is not okay. so i ask, what it would take to actually do this, right. what would the money -- i assume that will have a looming price

tag but i'd like to see that price tag. and we have supervisors right now committing to raising $500 million a year in funds for social and emotional support for women. we could fund this work but we need a very specific plan saying what it would cost at each and every school to ensure that each and every kid has the staffing support surrounding them so they would do this right. our middle schools, you see those numbers, i don't know if anyone saw the numbers on the chart -- literally almost half of the foster youth in our middle schools were suspended two years ago. that is a crazy statistic to me and so this work is critical and i think that we need to invest in it but we node to know how much it costs and we've got to stop just saying, oh, you know, it's free, it's not free, it's really expensive. how much does it cost and as a board let's commit to doing that. and that is my challenge to staff and i don't know if you have an answer or not, so let's

either do it or stop saying that we're doing it. >> i know that you don't expect an answer but i wanted to say this. as you know our budgeting division department has come forward to the board as we move forward with this next budgeting cycle and really looking at zero-based budgeting. and a big part is that you asked the question of what can we do as a board, what can we do to support this work? from my perspective it's setting those priorities. because from my perspective what has occurred and what i have heard loud and clear from the board is for sure one of the priorities is shifting funds to sites. that's what i have heard over and over when i just made the comments to commissioner collins and it was really looking for what i'm hearing over and over from board members. definitely the majority of the board. and that's been a huge priority that i have heard repeatedly. and so i just am going back-to-back two years ago when we were going through the

process of making cuts, we had suggested basically a 60/40 split. and what we heard at that time from the board wasn't this current configuration of the board but at that time there was no it needs to be offered to central. so the reason that i bring that up is that this is a priority, then dollars would have to be spent towards making sure that we're beefing up our ability to provide this professional development and monitor it. but the thing that a board member or board members can do to make it loud and clear is to tell us that it's a priority. i hear commissioner collins, i hear you, you had said that earlier -- and you have said that, but we also hear the priority as we're looking at making cuts or being forced to make cuts or to make decisions around cuts. what we have definitely heard loud and clear is prioritize the sites and don't make cuts to the site.

which means that bigger cuts are made centrally. so i want to add that to your question of what the board members can do, i would say is -- is to tell us what those priorities are and then to be consistent when we are saying, okay, well, we're at this place now and we're having to make the cuts, where do we make the cuts? >> president lopez: if it's okay, president lópez, i would like to respond. >> president lopez: yes, and i see commissioner moliga. >> one thing that president lópez and i did when we wanted to decentralize spending for the arts programs and we wanted to have the money to go to the school sites and we wanted also more coordination. i think it's a different way of doing the work in the sense that we want folks -- there are folks, you know, we put too much of the stuff in central office -- the expert is there and it's owned by central office. where we can be creative and to put people at sites and to -- like, invest in leadership and

expertise at the site-base level and to give more freedom to site-based educators to coordinate across the district and to do the work, it's a different way of looking at it. so it's yes/and. yes, we want more money to go to sites and giving more space to do this kind of coaching work or program development work or monitoring that they actually should be resourced for so they can do more of that kind of leadership. so we're investing in leadership at a site-based level. and so that's a different way of doing the work. so i think that you can achieve these centralizing resources and you can also invest in program development. i'm happy to talk more about that at a later time, but i don't -- you know, in some cases, yes, there's a cut off. but in other cases, you know, we should be investing in site-based leaders who are designing and developing and

monitoring. give them more space in their schedules so they can coordinate across the district and they can be the leaders, it's more ground-up than centrally led. thank you. >> i wanted to thank the chief for carrying out this work. i know that you have been doing a lot during the pandemic and you jumped into this role and you were actually introduced with the pandemic so you have been trying to do both at the same time. so i just want to say thank you, thank you to the staff and thank you for the support and thank you for the folks for public comment. i have a minor question, i don't know if it's a minor question but a question around the medi-cal billing. i know that there's an opportunity for us to draw down funds with medi-cal and i'm wondering if any of this work ties into that so that we could take advantage of those dollars? from what i'm hearing is, you know, there seems to be our

training and our stuff around restorative practice work for me, a lot is individual counseling. so i wonder if we can count all of that. because the last time i was going over this based on the research, you know, they've opened up medi-cal billing so that we could begin to bill for many things. so i'm curious to hear your feedback on that. >> i don't know the answer affirmatively, yes or no, but, certainly, some of the folks who would be supporting the work at school sites are listed in the practitioners, under the medi-cal billing. so definitely we'll be creative as we're doing the research on what types of things and i know that we're coming back to the board in june to talk about it. so we'll be sure to answer that question yes or no at that time >> commissioner moliga: and then the last piece, though we have been talking about this social services career pathway and i'm

interested if as we begin to build that out, again going back to medi-cal billing, if we would be able to look at, you know, the pathway as an opportunity to create positions or, you know, i guess systems so that we could begin doing some of this restorative work? >> sure, that's always a grow your own is an opportunity to look at graduates and hiring practices. and then to set some standardization and skill building, like, in a pathway program. so i think that if we're building pathway programs around support for professionals we would definitely want to build in work around restorative practices, like all of these types of social and emotional supports into those types of pathways. so that one folks are coming out of the pathways and there are already the professionals that we are looking for the skills

and sort of having to invest more. i mean, we invest more in training but to have that baseline. >> commissioner moliga: sounds good, thank you. >> president lopez: thank you. any other comments from the commissioners on this item? okay. i also just want to appreciate chief smith for everything that you are holding and continuing this work. i know that this board is dedicated to meeting that challenge and giving guidance when necessary, and so we look forward to seeing this work build and develop. so moving on, we are in section e, the discussion of other educational issues and item 2, return to in-person learning. superintendent? >> thank you president lópez. good evening, everyone.

so good evening, everyone, this is the update for our return to in-person learning. and next slide. so as we always begin in our submission as a district has continued, it is for every day for us to provide for each and every student equitable supports so that our students can thrive in the 21st century. next slide. so tonight we're going to give you the status of re-opening. we're going to talk a bit about the space and what the classrooms are going to look like. what testing is going to look like. what is occurring with the staffing right now. we'll talk about food distribution, which definitely lets you know that we're absolutely getting much closer to the return of in-person learning, which i am extremely excited about. and what transportation looks

like. these are two items that are newer on our agenda, which as i said i will let you know that we're getting closer to the students returning. and we're going to talk about family communications and how we will keep you updated in regards to everything that is happening with our return to in-person learning. next slide. next slide. so our status for reopening, as we have said repeatedly, these are the factors that impact our timeline for reopenings, the spread of the virus, and the availability of vaccines and tiers and what tier we're in. next slide. we are currently in the orange tier. we have continued to operate with the county and in terms of what the county expects of us and we have been working closely with the department of public health in making sure that the sites are safe and are ready for return. and then as you know, since the beginning, since last august, we have kept you updated on our

progress with our dashboard and with the indicators that we need to be in place for to us return and when those are all yes we know that we'll be able to bring students back safely. thanks a lot. and this is our timeline, i'm not going to go over these dates, but i want to make sure -- i have heard a couple of questions this week, and the questions were around which schools are returning when. this timeline goes over those dates. but our website, all of this information on which schools are returning when and which grade levels is on the district website. so you have that access, that website, all of that information around timelines is on that website. we know that we still -- as i said earlier there are factors that could impact certain schools' ability to open, whether that be staffing resources and the availability

of space, and we know that there may be some factors that impact some of the schools and some of the openings, but currently the best place to get that information is on our website. so please make sure that you're looking there. we as a staff are eagerly awaiting, we have been saying this for some time now, eagerly awaiting the return of our students. and with that i'm going to turn it over to deputy superintendent to take us further into the update regarding our return. >> good evening, everyone. next slide please, jetson. so this is the slide that has been shown before. it has been updated. and i wanted to just highlight as of friday, april 2nd, 41 of our schools have been approved for d.p.h., or approved by d.p.h. for reopening. next slide, please.

this is another way to see our timeline with the reopening dates for school sites by school name. this updated timeline includes a list by opening date, again, or by way. and we provided all schools -- sorry, all of the schools that are listed and that are highlighted have been approved by d.p.h. we'll open up of course our elementary and our stand-alone ed first per our original plan. the first opening will be for our students in those schools that are in p.k. through second grade and then our mod severe s.e.d. classes and next week open up for schools in third through fifth grade. for example, you might look at alvarado opening on april 12th and then they'll add students from third to fifth grade following. our secondary and middle and high school sites open on april 26th. they open first to our

populations in our s.e.c. classes. the schools on this slide that are highlighted in green are the 41 sites that have been approved for reopening by d.p.h. and there are schools that are highlighted in yellow as well. and those schools follow our childcare guidance and do not require a site visit or approval from san francisco d.p.h. to reopen. these are our early education sites. the classrooms in these schools follow our m.o.u. guidelines. for next week's reopening on april 12th, the 35 schools indicated in wave one and waiver two columns are on track for reopening. the remaining two schools not highlighted, that is civic center and hilltop, those are two of our county programs, are scheduled for their facility walkthrough this is week and we anticipate that those two schools will be ready on time as well. we prepare our school facilities and to make sure that we're on track for the opening of the schools under april 19th and april 26th.

next slide please, justin. when we talk about facilities' readiness to reopen, this, of course, takes into account the d.p.h. approval with these walkthroughs as well as our classrooms set up and ready to welcome our learners. classroom configuration and set-up has been a point of a lot of confusion so we want to take a bit of time to provide clarity with this slide. and we set up our classrooms in san francisco unified for our p.k. through fifth grade students we must adhere to our d.p.h. guidelines as well as the m.o.u. agreement between san francisco unified and our labor partners. and we know that our current d.p.h. guideline does say that students can be spaced three feet apart, but we want to remind everyone that we are following d.p.h. guidelines and the health and safety m.o.u. agreed upon with our labor partners and those conversations happen prior to d.p.h.'s latest update. as such, our elementary classroom standard configurations place our

students six feet apart when possible, and then only after we can't respond to a student interest for in-person within those parameters do we then reconfigure our classrooms with student desks no less than four feet apart. so, again, our goal and target is six feet, and if we cannot place a student who is interested in returning to in-person that six-feet distance, we can then move to four feet. that means for the remainder of the school year our best effort is to keep students' desks six feet apart but go down to no less than four feet. i said it several times and several different ways because it's a point of confusion. at all times the teacher's work station is no less than six feet from students' desks. if we go to four feet, the students from the teacher desk is always six feet apart. this is how all of our classrooms are set up and this is part of what the school leaders were used to inform their school schedules. next slide, please.

so this distance between desks is not the only factors that inform the school schedules. there's another big topic that has been with schedules. so we wanted to share with you as site leaders created their schedules, they did so knowing they must attend to the physical space as well as the number of students who will be returning to in-person learning. they also had to maintain stable groups of students, meaning that once students are assigned to a classroom group they cannot change or move between groups for in-person classroom instruction. so we can open up all of our school buildings on the dates that we have identified, our school schedules have been set based on the spacing that i have just described, based on the express student interest to return to in-person and other factors like transportation. and at this time the school schedules are set and they cannot change. they are either schedule a or schedule b. as soon as they move from distance learning to in-person on a case-by-case basis, depending on the availability and space. it's also true that the p.k.

through second grade schedule may differ from the schedule of the students from third to fifth grade at any school site. these decisions are made for each grade and not by individual classroom teachers or individual classrooms. there was also some confusion about occupancy signs that were initially placed outside of our classrooms. as we started the d.p.h. walkthrough, and maybe even for some schools months ago, some of our schools had signs that reflected the occupancy numbers based on the d.p.h. guidelines at the time, at the time of their school's walkthrough. as i shared the guidelines have changed over time and one was the change around the occupancy requirement, and the need for those occupancy signs in front of our classrooms. we are now removing all of those signs, and that we're really trying to maintain our classroox feet or if needed four feet regulations that i have shared with you earlier.

we do not require occupancy signs for classrooms and if you still see them, know that they're coming down. that said we will still post occupancy signs for shared spaces like bathrooms and teacher lounges. i will now transition to mike, or transfer the mic to daniel. >> thank you. i'll talk a little bit about testing and staffing this evening. and so first, you know, as i hope that everyone knows, we have partnered with color to do our student and staff surveillance testing. so we're going to start by talking about student testing. so before school reopens, the students will have an opportunity to be tested at one of four fixed testing locations and you can see them here on the slide. one is at 20 cook street. and one is at everett middle school. one is at 1515 quintar a, and one is at willie brown middle school. i'm trying to go slow.

after schools have reopened, the students can either get tested on the scheduled day at their school, because every school will have -- as they start to reopen, schools will have designate the dates for student testing or families can take their students to one of the six testing locations. and in terms of registration, parents and guardians will have an opportunity to pre-register or to register at the testing location. and they will only need to consent one time for covid-19 testing for their student. students who are 13 or older can consent for themselves. next slide, please. regarding staff testing, all sfsud staff who return to in-person work must be tested for covid-19 before the students return. the staff covid-19 tests are a self-administered nasal wabing test and it does not require a clinician to collect the sample so in essence you are swabbing yourself. test results should be available

within one to three days and it will be communicated via text message and email. that is actually the same thing for student testing in terms of timelines. the way that this will work is that we'll have test kits to collect at school sites so the staff collect the test kit and they'll swab themselves and then return it in a dropbox location at every site. there's a cut off when you have to drop off your sample and then it's picked up and it's delivered to the color lab based on what is now a pretty complex kind of webbing courier delivery routes for our testing. central office staff will be able to do the same thing, but the pick up and the drop box location is at 555 franklin on mondays and thursdays and every monday from 9:00 to 4:00 we'll have an on-site testing location in the parking lot and we'll also have a bit of support for folks who need support in terms of understanding how to register or what the expectations or have questions of staff. next slide.

so shifting now to staffing preparation for in-person learning, so as part of our agreement with our colleague, the staff who are at increased risk for severe illness from covid-19, or who cannot safely distance from household contacts who belong to a group at increased risk can request to work remotely this spring, which then requires a substitute or someone else being in-person in the classroom. we have received 584 requests for accommodation and approved 290. so next slide. this means that we need substitutes in order to do this work. so right now our current substitute teacher availability does not meet the anticipated need. you can see over on the right we have 140 of our current substitutes who are willing to do in-person work. we, fortunately, over the last several weeks, due to a recruitment campaign, have received 91 new substitute

teacher applications. tonight we are submitting a contract for the board's approval for additional substitute services. and we're also exploring options to deploy central staff in order to cover the staff. so we're really taking an all-hands-on-desk approach to have no rock unturned to make sure that we can open successfully. now i'm turning it over to chief o'keefe. oh, wait, sorry, i have one more slide. i forgot. so we always want to make a pitch to the public to become an sfusd substitute, of course, because we'd love to have more substitutes to help us to continue to solve this problem. so if you are interested in becoming a substitute, you can see the requirements below, you must have a bachelor's degree, you also have to pass a basic skills requirement, and that is

through -- there's a couple of ways that you can do that. you can see the options below are incredible staff in human resources and the substitute office helps them to go through the process. you also have to have a negative tuberculosis test and you can see the link there for an application and it's sort of long so i won't read it out. but if you have questions or if you're interested in becoming a substitute and you want more information, you can also email subhiring@sfusd.edu. with that i'll turn it over to chief orlo o'keefe. >> thank you so much. good afternoon. i'm happy to -- next slide, please. thank you for driving here. and before i share an update on what is going to happen with the school meals when we open for in-person, i want to do a shoutout and to recognize all of the sfusd staff that have worked non-stop since the beginning of the pandemic and serving over

six million meals. they have pivoted and developed new senses, partnered with p.d.o.s and gotten private funding to help to do home delivery and it's remarkable. and i know that the board appreciates it and i just want to make sure that, you know, we don't hesitate to celebrate the amazing accomplishment of some really hard-working staff who have never stopped since the pandemic began. and that same team are now in the process of pivoting to support an in-person learning as well as distance learning and as well as home delivery. so i'm going to spend a few minutes describing what that's going to look like. so students will be served in the classroom, and this is aligned with regulations from the department of public health and plants approved for a return to in-person learning. and we're not able to use cafeteria for meal time. in collaboration with lead team members, they developed lunch

schedules for every school based on the anticipated lunch participation and service requirements. and they will follow those start times and classroom orders to serve meals. they will serve the youngest students moving up as the older students and throughout the day they took into account, they reviewed the flows for every school and the number of students, it was a very elaborate process. so they also were planning to close the grab and go sites at the elementary level and keeping the secondary ones open. that's designed to make sure that we can provide two employees at large schools, so there should be sufficient staffing to support the schedules. monitors and other staff can be used in tandem with the dining staff to expedite this service. staff will serve students using cart, there won't be any self-service, and they've updated the menus and started

the ordering process. and they're going to be serving a healthy snack and lunch daily and they're going to be working to -- to organize the opportunity to send take-home supper for students as well. that won't start initially but it's something that we hope to roll out. and, fortunately, all students, each and every student, will be able to eat free due to the waivers. so we're excited about that. and the team started rolling out a comprehensive training plan yesterday for the employees to make sure that they were trained on the covid protocols, food safety, customer service, and as well as the new models. so that when they show up on monday they are going to be fully prepared to support these new models. and i've added links throughout this, so for folks who are interested, you can click to see the materials that were developed for training.

you can see the videos developed for teachers to help them to understand meals in the classroom and a bunch of other artifacts. the grab and go sites at secondary schools will remain open. distance learners can go on both days and schedule a students go on thursday and schedule b students go on tuesdays. so we will continue to do that. next slide, please. with regard to transportation to support the return to in-person learning this april, home-to-school transportation services have been developed for any student assigned to in-person learning who has transportation in their i.e.p. that is close to 500 students that we well be going to their homes, so that's 500 pick-up stops and then taking them to school and taking them home at the end of the day. the personalized rides were developed and letters sent with the routes were sent to families on march 29th. so the transportation department

is -- has been working with families since then, some families have been calling and requesting a different pick-up or dropoff location. so they're working to update those rides and schedules to make sure that everybody is ready for the first day of school. so that's for students who have i.e.p.s in their -- have transportation in their i.e. p.s. and we're also activating the general transportation services for the 34 elementary schools that we normally provide transportation to. we did update the stops and to make sure that they are located close to public housing and where our students live. we rolled out a process, an online process, for families and we have over 200 families that have already signed up for general transportation education services and the transportation department will be confirming their availability -- their opportunity, and to avail of those services. obviously, we need to know who's riding the bus for safety purposes and we also need to

ensure that we're monitoring the number of students that are going to be on the bus so that we can do social distancing on the bus. we've updated everything and put it on the web. so it's sfsud.edu/transportation. so if anyone wants more information that's a good site to go to to get details. there's a number of different safety guidelines that are developed and sharing with families when are designing routes for them. i have put links here and you can see the covid guidelines and the f.a.q. video, and passenger guidelines, so all of those resources and they're posted and also shared with families for signing up for transportation. and we're also sharing other resources and we know that, you know, for some families or for some schools they might want to use sfmta, so we're sharing information about city services for transportation as well. and that concludes my presentation and with that i will transition to deputy

superintendent blake. >> good evening. i just wanted to update you about some of the communication that's going out to families and you have seen this before. this is just some of the key milestones that all of our families will be getting information, whether they're coming back the 12th, the 19th, the 26th or after. so all of this is available now for families to look at and it is a guide for families around returning safely and a series of informational videos, a placement packet that is mailed to all families as well as posted in their parent view account if they have one. and we have been giving families a text and phone call notifications when those packets are then available to them. and then we have also site orientations that are going on as we speak. and we're asking all families to participate in those site orientations and collecting confirmations back from families

once they have completed those. and i just want to say that it's been a tremendous team effort across multiple departments to prepare information that's accessible in seven languages, that is also accessible in the ways that it's presented, both in video and as well as in written form as well as much as possible from graphics and organization of the information to be able to be easy for families to absorb quickly. next slide, please. so the placement packets that are going out to every single parent that has a child returning to in-person, those packets have forms that families need to return. they have a checklist. there's a sample of that here that families can post somewhere in their living space in order to be able to have a reminder of some of the things to do and to prepare for when their student

goes to school. one particular thing that we wanted to point out here that we'll be messaging a lot with families is the importance, for example, of coming to school with layers. we know that the weather in san francisco can change quickly during the day, that different parts of the city have different kinds of microclimates. and we're going to have a lot of ventilation at our schools and we're going to have a lot of outdoor time as much as possible and things like that. so we want to make sure that student comes to school ready for different kinds of temperatures. so in addition to those placement packets having that, they also have a risk acknowledgement form that we're asking all families to return by the first day of in-person instruction that we are following the guidelines from the department of public health, where the families recognize just all of the different safety protocols that are being followed and that need to be followed in order for their students to be as safe as possible in person. so those placement packets went

out to 16,700 families on march 29th. and there will be more going out in the coming weeks as we begin to bring back in-person our local student populations and those three remaining elementary schools. next slide, please. we've also made as many things as much as possible, we are trying to communicate them in different ways for families to be able to access. so we have made a series of informational videos and we have a play list available. you can go on our website or our youtube channel to see that playlist. and each site is showing a mandatory orientation for those families. and we also continue to gather feedback and we recognize that, you know, families have different ways of accessing information. and the goal really is to have central places where all of our staff who are working closely

with families can access the body of information and then make it available to the families in their community. and whatever way that works best for them. so we know, for example, that some site leaders, are really great at customizing that information and we have given them a lot of different templates and things like that to use. we know that some families are reaching out to the family resource link, so everyone at the resource link knows where to find the f.a.q., the frequently asked question document. and as we notice that there's trends in questions emerging such as around site capacities and things like that, that we will continue to update those frequently asked questions so that our site staff and others can find them and to give families a consistent answer. so we wanted to close tonight actually by sharing with you one of the videos that we made. this video was one that we made early on when we knew that we were preparing to bring students back and we really wanted something that was accessible to the elementary-aged students and

families and that really -- it conveyed the enthusiasm that we had for students to come back to school. even with things that will feel different and unfamiliar. and so we used grant money to work with an animator to make this video, first we looked to see if any other districts had anything like it and we did not find one, so we have a lot of districts now excited to use the one that we created. we think the sfgov team because they helped us to take the video and to do the overlay of voice-over-translation and we have featured some of our staff doing that voice over in the different languages. so it's been -- like many things during this pandemic, it's been a collective effort and we really appreciate the contributions of the philanthropic community and the sfgov-tv folks. so i'll have mr. steele play that 90-second video for you now. >> i'm sorry, which tab is it on here? >> this is the -- it's on the next slide, actually.

thank you. >> [speaking spanish] >> judson -- sorry? >> you have the wrong language. you can pull up the one that i sent to you -- >> yeah. sorry. >> that was awesome. >> it was in different languages. >> you're like i know that. >> my apologies. just a moment here. so you will see that we have them in seven languages so apologies. >> commissioner moliga: it will take me to the same thing.

>> i think what happened is that you'll have to click on the right on the english one when you share your screen. >> commissioner moliga: got it, okay. >> thank you. >> i apologize, judson, thank you for your flexibility. >> this is the end of the staff update, after this we can take commissioner questions. >> we can return to school safely. when you walk up in the morning, check how you feel and if you're ready to leave home if you don't feel well, stay home. feeling good? let's go! make sure to wear a mask. and that it covers both your mouth and nose. wearing a mask helps to stop the spread of germs. it's one of the most important things that we can do to protect ourselves and the people around us. when you arrive at school, an adult will make sure that everyone coming to school feels

healthy and ready to start the day. while we're so excited to be together again, keeping space between you and others is important to avoid sharing germs. just like at home, washing your hands is also important at school. we'll wash our hands and we'll use hand sanitizer when we arrive at school, before and after we eat and play, and after we use the bathroom. we will also stay in our groups and use our own school supplies, rather than sharing. that way we won't share germs. we'll wear masks all day it's at school unless it's time to eat, drink or take a nap. when our masks are off, it's quiet time. being quiet when our masks are off will help to stop the spread of germs. do not share food to avoid sharing germs. after we eat, we'll put our masks back on and wash our hands. if you lose your mask or you don't feel well during the school day, let an adult know and they will help you.

we can't wait to be together again. together we can return to school safely. >> president lopez: thank you, everyone. >> i wanted to take a moment to thank the team that you just saw, but there's teams all over the city that have been doing this work, getting us ready. the people that you see on the screen, all of them have served, including myself, have served as site captain at remote locations where teachers have come to be able to teach their lessons. and the reason that i bring that up is that jill just turned on her screen screen because she's at a site right now as a captain. the reason that i bring that up is because one of the things that we have learned at each of the sites and the one they

service at wallenberg two days a week is that we have become a family. in that family, the whole goal is to keep each other safe. so we're checking in, we're making sure and we're checking in the morning. and we're using hand sanitizer and we're staying six feet back all of the things that we need to do. and it's the same right now as we move back to in-person learning at sites all across this city. we want to do those same things so, families, please, please, please, that packet that you have, go through that and make sure that you're filling out the forms. make sure that you're making sure that your child is feeling well before coming to school on a daily basis. the whole goal is for learning to occur but to occur in a safe way. just as we have done for this -- three quarters of this year and we kept each other safe and that has to continue as we move back to in-person learning. we have to keep each other safe and we have ton that we're a family. i want to thank the staff who put this all together and to

thank the board for continually pushing for a return to in-person learning. we all know that the best place for our students to learn and the most effective way is in-person. we know that some families at this point will still choose distance and that's okay. but we want to get as many students who want to come back now back, and i want to thank the staff and thank the board and to thank the community for us coming together so that we can return and we are really excited about april 12th. so with that, that is the presentation, president lópez, and turning it back to your hands. >> president lopez: thank you so much for those words. and i think we can all agree that this was, you know, the fruits of all of your labor, our labor, the community's labor, and i know that it is lending us a lot of hope, but i too am just so grateful that we did take the time to do this together and it wasn't perfect because we're in

a pandemic and nobody has done it. so i'm just appreciative of everything that we've taken on to get here. and opening up our doors on monday, even though we won't be able to go, parents won't be able to go, it will be the safest way. it's still lending us a lot of hope moving forward. and this is just the beginning. so i know that there will be continuous updates on this topic and i want to open it up to public comment before we hear from the commissioners. >> clerk: thank you, president lópez. so raise your hand if you wish to speak to the school reopeningupdate that we just he >> president lopez: to clarify it's one minute each. >> clerk: okay, sure thing. hello, meredith?

hello, kit? >> caller: i'm calling again. to let you know that the parents have not received the forms from the paper packets, they were not included and there's a great deal of confusion as a result. so, please, take a look at that again and make sure that people do get the clarification on where they can access the forms going forward. but as far as i know no one got them in the mail. second of all, i was really -- i loved the fact that our district is -- a value is being student centered. i was really impressed by the conversation that we just had around the school safety resolution in terms of really putting students first in those considerations. and so i encourage you as you look forward to next fall to

make sure that planning for return to in-person learning is student centered. because right now a zoom in a room is not a student-centered solution to education. i would hope that you feel that in your hearts and your bones, that there's no way that putting kids in a room to look at a screen on zoom and to talk to the teachers is a great way to educate kids. it's not a fair way to do it, it's not equitable and it's not okay. i hope that this board will take a policy position in the near future saying that we might do it this spring but we will not do it again. because zoom in a room is not a student-centered approach. thank you. >> clerk: hello, h. kelly? >> caller: hi, i'm calling again about the special ed families. as i have noted before, i have a fourth grader in general ed and has a robust i.e.p. and i have several concerns about the

transition. my son is going to a hybrid program. the number one concern before i take it, is that the communication with such families is confusing and lacking at best. there is so many variables and components to returning that are not being addressed. we are not understanding what's going on. but more importantly the site team themselves -- i am reaching out to the site team. they are in the dark as well. and so i am begging the district to -- i don't know -- to find a way to communicate with us too, including general ed families. again, as far as fall is concerned, i wanted to remind everyone once again that 75% of the students who have an i.e.p. are in general ed. so middle and high. there's kids that are in hybrids and they don't all have minor needs. the range is so broad.

>> clerk: thank you. >> caller: i don't know, i'm begging you, try to remember us thank you. >> clerk: thank you. meredith, going back to you. are you there? hello, cal? >> caller: hello, i wanted to start off by saying that it is lovely that elementary schools are finally getting back to school. however, we're still only serving half of the district, if that. high schoolers, secondary schoolers, all of us are simply at home waiting to get back. and it's sad, but at this point it's become a reality in all of our heads that we're not getting back until next year. frankly, that's just not good enough. think about it this way -- we will be able to go to concerts, movies, fully packed before we're able to go back to school and education is obviously more important. there's so many things that we could do beyond what we're doing

now, i think that could definitely be helped along if there was nor outreach to high schoolers or more input from high school educators. as i have said all of these solutions are not going to work for secondary schools so we have to revise all of them to be more applicable to high school and middle school. so that would be another long process in itself and i think it would be so much easier if you had the input of actual high school students or educators. thank you, i implore you to move a little bit faster in getting secondary schoolers back to school, please. thank you. >> clerk: hello, ronen? >> caller: yes, thank you. california is fully reopening on june 15th. no more tears. no more lockdowns and your re-opening plan has failed to complete in time. now you can stop with the performative reopening planning and it's a nice powerpoint but we don't need it anymore. in the fall you need to fully

reopen. and you do not need a special plan for this and you just need to plan for normal school year starting in the fall. you have wasted enough time and resources not opening already. you can stop now. all schools, all programs, all students with no restrictions needs to be the default for fall. and only by sfpdh order should prevent this. but in order to be in compliance with the law and the constitution will california, and if you care at all about the welfare of the children in your care, you must open for all students, all grades, all programs. thank you. >> clerk: thank you. hello, supriya? >> caller: hi, thank you for taking my call. this is supriya rae, and i wanted to comment on a couple of matters here. first i wanted to second what parents have been talking about

in terms of concerns for fall. this is imperative that the school district open up fully and regularly for fall, absent any sort of, you know, restriction from d.p.h. there's no reason not to follow d.p.h. regulations or no good reason at least. and, second, i wanted to comment on the inconsistency with what grades are reopening, to what capacity and so forth. there is really no actual planning as far as i can tell and no actual sort of research as far as i can tell into how many students can fit into rooms. for instance, at jefferson elementary, when i asked our principal why only three -- excuse me -- grades three to k are reopening and not four and five full-time. and she said that it was because of space reasons and yet she also indicated that nobody had ever gone and measured the rooms and actually figured out how many students could fit in them this district should be looking at those points. it's critical to get in as many

students as possible and it is possible to actually measure space. >> clerk: hello, kevin >> caller: yeah, can you hear me? >> clerk: yes. >> caller: thank you, justin. s.f. unified, including the teachers' union. you have traded science, and logic and common sense and the well-being of our children for incompetence, insensitivity and fearmongering and fake wokeness your actions are a lack thereof have made this district the laughing stock of our country. and dr. matthews will hopefully do what needs to be done until then to pair trade an op-ed piece from the "l.a. times", there's one move that the board needs to make now, to bring in a

top consultant to knock sense into its members and to put the schools on the right track. best way to bring equity tow all students -- to all students is fewer shenanigans and more education, closed quote in closing we have all grades for the remainder of the school year, five full days in the fall and pay teachers more. thank you. >> clerk: thank you. hello, gregory? >> caller: hi. i wanted to comment that some of the schools are sending elementary students back two days a week for as little as six weeks. which is 12 days of in-person instruction. i don't think that really counts as a reopening plan. that's all. thank you. >> commissioner moliga: thank you. hello, gerald? sorry, hello, gerald?

>> caller: hi, thanks. i would just like to say that i'd like to see all students back in the fall for five normal full days, just as it was pre-pandemic. president biden and government newsome and the c.d.c. made it clear that there's no reason that it shouldn't happen by fall, if not earlier. and we have spent a lot of time and energy to find ways not to do this. and it's all going to be unnecessary. additionally, i also am concerned about teachers being out on medical exemption. i have a kindergartener whose teacher let us know yesterday that they'll remain rebloat and having the -- remote and having the students on zoom in the room with a sub i guess for supervision. this is sad and disappointing, especially for the young learners in kindergarten. they still aren't going to meet their kindergarten teacher in person. i would like, again, as another caller said, we need to find a better way to handle this, especially with our youngest learners.

thank you. >> commissioner moliga: thank you. hello, alita. >> caller: hi, everyone. so first of all, i wanted to thank all of the district staff, all of the teachers and all of the teachers in their classroom this is week, right now, for the first time in a year, right. setting their classrooms up. i'm hearing from so many people who are so excited. i mean, the enthusiasm there is contagious. so, thank you for all of the hard work that has gone into this. i also wanted to publicly to appreciate team robertson and the special education department and the folks working so hard there with multiple schools. we held the c.a.c. and the support for families and there was a town hall right before spring break. of course, there were more questions than there were answers. but the framework that the district has put together is so

hard to individualize to the different schools, you know, because of all of the different space constraints. and so we still have so many questions to work out about our service providers who are itenerant between schools and how therapies will be provided and whether or not people will have space, because the rooms have been overtaken as quarantine spaces and things like that, but i still appreciate that we're leaning into these hard questions and we're working through it. and i'm really excited to see folks back in school. thank you so much, everyone, for this hard work. i can't tell you how excited the c.a.c. is. we're just so grateful. >> commissioner moliga: thank you. hello, rachel? >> caller: hi. i have a first grader in elementary. (indiscernible) and we were told that our teacher will not return in-person with the 15 students who are returning in person. we have been assigned a substitute to monitor the class

while the teacher zooms from home teaching all 21 kids both at home and in person simultaneously. while the kids in person sit in the classroom staring at their chromebook. zoom in a room is not in-person learning and it is not an acceptable child-centered solution. i ask for an amendment to commissioners resolution that calls out zoom in a room teaching as an inacceptable way to teach. zoom in a room is not student centered. thank you. >> commissioner moliga: thank you. forgive me if i mispronounce but i believe that it's myouki. myouki? hello, are you there? hello, it says the young family

>> my name is stacy young and my son is attending pre-k starting supposely on monday. and we are still not sure who his teacher might be. we hear that there might be some sort of confusion regarding that. but he's supposed to start in just a few days. information really isn't flowing. it seems that school leadership is out. there's nobody there, the principal is out and so it seems that there's no one at the helm of the ship right now. so i wanted to just kind of mention that here. also not a big fan of the zoom in the room concept. and i would like to see school opened up for all of the students come this fall. thank you. >> commissioner moliga: thank you. hello, latoya.

>> caller: can you put me after -- >> commissioner moliga: okay. >> caller: thank you. >> commissioner moliga: hello, rianda. >> caller: good evening, board, commissioners. superintendent matthew, and deputy superintendent dale. on behalf of the apec leadership team we think the sfusd leaders at the central and the site level who are working around the clock to ensure a safe return for the families who have elected to return over the next three weeks. as the days are upon us, we have a few questions and concerns about the safety and the well-being of our students and what supports are provided to ensure a successful transition. as you have already considered and begun planning for some of these concerns, we would like to hear them responded to tonight. but, if not, we would love a response before the start of the school week. and you can go to latoya now,

thank you, justin. >> commissioner moliga: latoya, go ahead. >> caller:with regards to transportation our muni buses are updated to ensure that black kids get to go to school without presenting a barrier to their families? how are the schools communicating this in terms of how to fill out requests and how to get a notification about the requests and what are the deadlines? how are responses tallied and tracked for the populations, that would have been a response of the population, how will they choose who gets transportation, for example, children with housing insecurity or foster youth and what is the communication planned for these families? are we assuring that they have resources that are layered? what is the re-routing process? students who previously did not ride the bus, that have parents who are affected by covid or immune compromised family members, how are they

prioritized for transportation? second, with mixing at high school sites, how will this work? how do we adjust to their schedules and there are some concerns around keeping sfusd kids safe. for example, if the family has a restraining order, because we're mixing cohorts, how are we going to uphold those restraining orders and those other safety protections that families have in place and we don't want to create problems. (please stand by)

>> there needs to be someone in our faces when our kids combine on campuses that they identify with and know. there has to be something in place that will connect them to the classroom, their peers and adults that will be teaching them. they need the same access to the health and wellness resources

that we had when they were in school and distance learning. we have to be consistent about their socialization, how school will be provided to them, their sports and smaller settings and individualized support when they were at their hub. i heard the beep. thank you. >> clerk: thank you. holiday, julie? >> caller: hi, i want to thank everyone doing a lot of hard work to get students in classrooms. one of the issues that i seen come up hasn't been addressed is around transportation. we've been advocating tenderloin for safe passage program. we've heard from asian-american parents uncomfortable walking through the streets and family in the neighborhood had

concerns. we're working with the two supervisors in the area to get that addressed. also been trying to get muni to serve the tenderloin school and along the van ness corridor and haven't gotten very far. need support around that. i wonder if commissioner lam and if you're able to find out more about muni and safe route to school program to adapt top in-person school. thank you. >> clerk: heather? >> caller: packets mailed on only included start time for students. why do parent have to hunt for end time?

instead only received is yesterday. only one week before our start date. how do you expect parents to coordinate pick up and dropoff times with less than a week's notice? all of the required forms were not included in the packet. if you want parents to fill out required forms, you need to provide printed copies. school reopenings continue to be disorganized mess. thank you. >> clerk: hello, joe? >> caller: i'm calling because my daughter has been out of school for over a year. it's two days of school, not five days of school because the way mixing distancing learning

and in-person learning has to work given the request of folks in the school. that's not good enough. the fact that my daughter has not socialized with her classmates over a year. the fact she's on a zoom screen couple of hours a day and need to be educated is not sufficient. we need five full days in the fall. nom excuses, no planning around that. if there is distance learning that needs to be required for extremely rare medical situation. it should not impact staffing for in-person classrooms. we should ensure that zoom in a room is not a reality. that is not public education. that's not acceptable. >> clerk: hello, iris? >> caller: hi. i have a few things to talk