>> i've heard nothing. it's been disorganized. i don't know who he teacher is and he starts tomorrow and no one's answered e-mails. he starts tomorrow. i'm concerned about this. the communication has been atrocious. my second comment is about instructional minutes. i hope to have instructional minutes. our school i don't believe followed the instructional minutes requirements and i e-mailed my superintendent and principal, a couple commissioners on the board of education. no one was able to resolve this. they just threw up their hands. my child has an iup and was not

getting all his minutes because the school was not following the law of instructional minutes. i hope this problem does not happen again next year. thank you. >> caller: a special education teacher and want to share the ridiculous experience as a result of the poor communication and organization. i couldn't access student ieps until after my working hours yet and had no information about the site schedule until after 11:00 today making it possible to design instruction in a timely manner. further this morning, supplies like paper and pencil not given until halfway through the day and we have no keys to the bathrooms and the rooms are unlocked the whole day which is a huge safety concern.

there's one key fob for the elevator and students have been assigned to the third floor and students who need the elevator will have to wait for the one fob and person in control of it to become available. i went out and bought more unprovided supplies on my own today and will be prepping late into the night now for the benefit of my students who start tomorrow. this is ridiculous and you should be ashamed to be treating students with ieps and the educators who work with them this way. thank you. >> caller: my name is kimberly and my daughter and we have one of many schools that don't have an excel or ost program and i appreciate all the efforts but in terms of communication and some hand holding is needed because i communicated with the

principal and program coordinators. and some sort of hand holding and outreach without be helpful for before and after care community partners. i like many partners cannot make the school year work without after school and even larger organizations are not running programs next year. if more communication can be done and outraech to those community partners to make this happen with the quicker time line would be greatly appreciated. otherwise i appreciate all the effort. it's a herculean effort to make this all work and appreciate what you're doing just need more hand holding on partners with after and before care. >> i want to give% to our central office -- i want to give appreciation to our staff who offered extended school year

while any credentialed were not only working their central office jobs and being pulled in the classroom to teach and support and thank you all for wearing the or four different hats you've had to in the past month. now, having said that, i hope we'll do best practices and learn from the communication in terms of covid recovery for the fall and esy next year which hopefully won't be happening in a pandemic, knock on wood. i want to say thank you so much. the cac is excited to see the independent study pilot program and we stand by to act as thought partners. the program is a great way to support students medically fragile. those going through chemotherapy have life illnesses and families

who have to travel for treatment and things like that. this is a great way to help families really allow their kids to engage in education when they can't be there in person making a pilot for narrow circumstances is going to help provide access to education for a lot of kids. if there's anything we can do as parent thought partners we stand at the ready. >> caller: hello. thank you for the well thought out presentation and i'm excited we'll be back in the fall and moving towards that. i wanted to reiterate on the special education side our speech pathologists and

occupational therapists and physical therapists sometimes have small rooms tucked in a corner without a window and maybe they're being overlooked if we're evaluating classrooms that don't have a ventilation or windows perhaps we need to think about air filters so once we're back in person we can access all of that. thank you and i'd like to reiterate the pilot program for independent study. something small we can perhaps roll out and there's families concerned about that going backwards and forwards and thank you for considering that for all the families who access that. thank you.

>> this is rolland. i'm a parent of a rising first grader at j.cerra. how was the decision made to change the start times for this? the change is quite significant over an hour and a hardship to modify the schedules and there was no input and i ask to restore the original start time for cerra. thank you. i want to reiterate the concerns

parents have called up and i've been called or texted by parents because they did not receive information about covid recovery services. the rollout for covid recovery and for efy has been disastrous though the special education committee has volunteered our time and expertise to special education lead staffers and haven't been taken up for it. we have plenty of ideas how the roll out could have bon better and we -- gone better and when this happens this damages our relationship because now i look incompetent and i told them this would happen and now they can't trust me. these are families i've known from kindergarten to sixth grade and i need the district to be better on this to have a better relationship with my families. thank you.

>> caller: thank you for taking my comment. i have noticed looking at the plans which i greatly appreciate there seems to be an absence of consideration of use of outdoor space. it's a useful way to engage people and engage students struggling. it's very good for the mental health of students, staff and teachers. the school community in general and california's department of education has held webinars specifically encouraging and promoting outdoor education and have been promoted by the superintendent. i heard just recently tony thurman sent the plan that jefferson had created for going to outdoor learning to superintendent matthews at the district.

jefferson is moving forward with a different plan currently given the changes since we released the plan but the fact superintendent thurman was interested enough by it to send it to the district to superintendent matthews suggests the district should consider incorporating outdoor education. it's good for everyone. >> caller: my name is kit. i'm a parent with two kids in sfusd. i'm trying to understand how the district is planning to manage the tail end of covid risk and wildfires coming up this summer and fall. right now one of our primary strategy to mitigate the tail of

covid now and fall is the air is toxic what happens and at what aqi? will kids still be forced to eat outside, etcetera? there's so many details to consider. and we cannot take one more week of closed schools and parents need to know whether we need to work with school sites on the issues this summer and whether that's possible. we're in a record drought in california and while i have my fingers crossed the wildfires will be kind this year we can't bank on luck if we care about the kids and getting them back into education. i ask what's the plan and can we bundle it into what was just brought on. thank you.

>> caller: resounding second to think about ventilation and wildfires and covid. what i called in specifically to comment on right now is the summer program. i want to acknowledge sfusd for providing 15 of the 22,000 summer seats. that's a huge benefit for families and at the same time is not enough with our over 50,000 families in the district. i just pulled both my kids out of the ost program and excel after school community program at our site because i learned there was a waiting list and there's other families who went work remotely like my family can who still needs seats. i want to ask we assess where there are spaces and waiting lists and attempt to match those

up. i'm also curious if the cohort sizes will eventually be larger if the covid size changes and communication that and the opportunities with families and finally looking at the ability of expanding capacity in the programs. >> caller: switching start time from 7:40 to 8:50 is not fair. prior to the pandemic the morning routine is take the train, drop off my youngest at daycare and walk 20 minutes to the elementary school and then get on another train and go to work. i can't do that now because the daycare doesn't open until the school's new start time. the new start will require an additional half hour a day of

back tracking for me every day or finding a reason to find childcare and you know how easy that is in our city. the after school program may not happen because the teamers may not -- teachers may not be able to work those hours. families work so hard to keep their schedules together with so many competing concerns many of us take into account the start time when choosing a school and the school district didn't care and used some algorithm instead-i want the board to know how much disruption this change is inflicting on families and why certain schools were targeted for this instruction. >> thank you, that's your time. >> caller: this feels like a kick in the seat. >>

>> go ahead. >> caller: [speaking foreign language]

[voice of interpreter] my daughter is at the school and i'm on the parent advisory committee. pac was start seven parents to increase the chinese participation in the district in order to help school district make better decisions. we are now reopening schools and vaccines are now available for the public. lately there's been plenty of attacks on asians and in one story an asian mom said her

husband has been in the hospital and she does not drive and it is unsafe to have her children go back to school leading to them not wanting her to go back to school. for the district, please consider the use of school busses and to create a plan for students to safely attend school. thank you. [end translation] >> thank you. >> caller: hello. hi, i'm a parent raising a second grader at alvarado. all the topics and comments we heard so far tonight are inappropriate for our teachers and leaders at sfusd and i support the students and teachers who have spoken so far. what's not appropriate for the teachers' union is to weigh in

on the political crisis and endorse a divisive resolution. i'm jewish and my children are jewish and the teachers' union decision to weigh in [indiscernible] was the most learned scholars in the world -- >> i'm sorry to interrupt. please silence -- >> caller: it's my 3-year-old son. >> okay. right now the comments are on the facts of in person learning we'll have a general comment coming up but now is not the time for nis comment it's just on the learning plan. >> caller: thank you.

>> mike. >> caller: my name is mike figueroa. i'm the parent of a rising fourth grader and the outgoing pt president at jay cerra and let it be known how unhappy our community is on the one hour start time change and our community is heavily a community of color and low income. the changes are detrimental to or communities thriving and the changes were not taken into consideration what it would mean for our families. it's disastrous. the increment of additional childcare costs. the idea most of our kids already arrive prior to 8:00 when our start time was 8:25 and

even preschool care will not start earlier than that so we have kids that won't be able to come to school. many are dual family situations where kids split their time between multiple situation and this will put the onus on families to coordinate and affect family life. it's unfair to our teachers and the way this was rolled out is disrespectful to the parents and teachers and community in general.

>> caller: sorry. president lopez -- i'm now speaking as a public person. i'm concerned about the late time for schools. i'll have a granddaughter in pre k. to me logically there's no reason for a pre-k to get to school at 6:00 a.m. or get to school by 7:50 when their big brother or sister may start at 9:30 and i know the research says teenagers need more sleep but as parents you need to ensure children go to bed early and bothers me at the last board

meeting they used an algorithm to come up with the schedule. there's 57,000 students. many schools i think over a hundred schools we all can't be the same to the 8:00 start times for middle and high schools seemed to work. i think this plan is ludicrous. it's horrible for young families who have to go to work. nobody wants to get up early, drop their child off early for breakfast and go to class and then have to go back to after school care afterwards. that's not the way we educate children. i hope you reconsider this plan. thank you. >> thank you. president lopez that concludes the time for public comment. i know there was a panelist with their hand up. michelle would you like to go ahead? >> caller: thank you so much. i appreciate that. i'll be quick.

i want to staff for the information and return to in person update and it's exciting to hear sfusd will be able to provide meals to all students and we deeply appreciate the work of the students nutrition services staff and glad they'll get a break before school year starts up again. i'm wondering what kinds of supports and resources will be provided to families who get those meals so they can help maintain food security during the two-week period. i want to appreciate the update hearing the return to in person learning includes after school programs and i want to highlight the about the abysmally low state reimbursement rate for out of school state programs and i ran a program for 10 years. if you want quality programs you have to pay staff good wages and

if you want good staff you have to pay more money. thank you for the work in progress to ensure after school programs will be in place to support students and parents at the sites where start sometimes are shifting however, it sounds like we have a lot of work to do with families to get this sorted out. thank you very much. >> thank you for coming out and for your words. i'd like to open it up for for discussion and commissioners. i know there's a lot of items let's stay focussed on what was presented. commissioner collins. [ [please stand by] .

there was a communication breakdown in the last 24 to 48 hours so we're working tirelessly with our d.o.t. hours to get to the crux of what happened here. whoa very committed to making things right with our families and we'll be able to give you a better report in another day and when we get more information. >> i can't answer that. we had to do things differently this year and so we're looking to see what happened because it wasn't our communicating. >> i appreciate your leadership and i appreciate all the staff

members as well who are on the ground and it's hard when communication gets mixed up and the staff has to kind of roll with it so i want to say thank you to staff and thank you to families for their patience as we work through this. >> the e-mail does work and people are very overwhelmed and they can also cc me, my family can cc me and i will route it to the appropriate person on my team and my e-mail is robertson j1 at sfusd. >> it's esy at sfusd.edu and

this is always an issue for families and i was not able -- i had to pay for after care because there was not enough capacity at my daughter's school and the school up the street and families were able to fundraise over $100,000 a year so schools that have the capacity and the parent capacity to fundraising we have the ability to fill in the gaps and provide after care and for care it's an equity issue and my question is, have we surveyed families to know how many needs to be wants before our after care. >> i would say at this time, unless someone else tells me differently, we haven't at this

time. >> i appreciate the responsiveness. if we're changing schedules, we need to accommodate these because families don't have -- i'll be honest, parents chose schools based on start times and that's a reality. and so, if we change start times, the fact that we're acknowledging that trying to fill that gap is important. at the same time, parents shouldn't have to -- when parents don't get a school that they chosen, it can create hardships because of start times and it drives school choice as well and so, now is the time to reinvent education and if we have resources and saving money on transit, which is important and we should get support from the city we to offer after care, now we should be, you know, we should know what the actual need

is and if the need is not there fine, now is the time if it is to partner with the city to actually get that support. working families, and they're all working, parents who stay at home with their kids are working and we all need help and now more than ever and i would like to make the ask and i would like my fellow commissioners to join me, we should at least know what the need is. if we care about parents and that's a huge one. if we k. i would like to see this summer, someway we can survey families to find out what they need as far as before and after care and it's a huge hardships on schools, my school that my kids went to, people dropped kids off and staff wasn't there for them and it was like, at your own risk. it's not acceptable but something we've been living with because we're underfunded but if we have partnership with the city is the city is stepping up this summer and i'm grateful, now is the time to kind of create a new normal and so, i'm

making that request on the record and hoping other families do too, p.t.a. parents, let's ask for universal before and after care and as a district, we won't -- with our budget crisis, i don't think we will fund that. we might fund some it the following year but this is something we should definitely be learning on the city to support and it will be a huge impact for working families. so, superintendent matthews, is that something we can explore? >> it's always something as we talk about as a governance team, we can figure out different ways to ask that question. >> yeah, may i add something -- >> absolutely. >> thank you commissioner collins for your questions. so, i think it was in 2014 when the board passed an after school

for all resolution for school services k-5 was what the resolution looked at. we did do analysis what it means and made some assumptions on it and i can't get into the drive to get this. we did do an analysis, the chief, myself, looking at what that cost to provide after school care for all k-5 families who wanted it and the cost was $20 million minutes and we looked at the tant grants we received to offset that cost and looked at the cost of family fees that we could charge for families waving fees for familiar lows that had free and reduced -- were eligible for free and reduced lunch. the amount came down to about $10 million a year and at that time, the budget wouldn't sur tape that.

we would have to redo that analysis to see what it might be but we can go back and revisit that for more updated information on what that might be. >> i would appreciate that. i don't think that just what i know from our budget, i don't think that's something that we can carry but i do think with this unprecedented partnership that we're seeing now with the city and also with philanthropy, i do think it's something that we should be asking for and especially when families are trying to claw back some of the economic losses that we've had in the past year and families are saying they really need to work. there's less flexibility and this is one way that we can partner with the city to continue this partnership from the summer into the year. and make it the new normal. because i do think we can't do this alone and it should be our duty as the district also to work with the city and partnership and with beckons if we can expand that to help

families, it integrates our schools and we have all these separate after school programs when we have that and i appreciate put and. >> thank you for that and i do want to just recognize if i'm not mistaken, this will be our first time being able to offer before care and.

>> there's a lack of boldness in the reopening care and family's primary concerns because of the pandemic and decade old concerns that haven't been addressed. if we reopen the same schools we closed, we aren't doing enough and i want to say how i feel about our approach to reopening not that i don't appreciate the hard work that has gone into the plan and all that it takes to reopen a school district this size. i just think what our family needs, what our families needs are greater than what we're providing at the moment. >> the first was to families and related to the special education program and i'm just couriers are we able to full pee provide the required support for all of our special education students

over the next 12 months and is that something that families can have confidence in that we'll be able to make sure those students get what they are and they're required to get? >> i guess, the answer and i always think i'm supposed to be called on and yes, we will meet the essence of each students i.e.p. and if there's a question to that, we will call on i.e.p. meeting and have a discussion with the family and work through it together. >> that's exciting for families to hear because i think like my experience with the drilling dit it's not been true and in pre pandemic times it's just really, really good for us to be clear about how we're going to be doing that and provide tag for families and holding ourselves accountable if we're not. i think one thing that families are really disappointed in is

our ability to follow through on the things that we committed. i feel like i will be following back up and if we continue on these conversations around our students and special education programs. my next question is around summer enrollment. i don't know who is the best person to answer so if you don't mind answering or districting it to a particular staff, what is the gap between what is being offered and what is being needed over the summer for students regarding whether it's federal recovery or other learning opportunities this sumner do we have a gage of what the gap is. >> i believe ms. fong is present. >> this is called wait time. >> she's there. >> hi.

>> can you ask the question again, please? >>s what the gap between the summer enrollment that's being provided and what we gaged the over all need amongst our student population? >> yes, so in some cases, we've had an increase in services such as in the excel after school programming because more c.b.o.s were able to received funding and able to offer and other cases, we have fewer students because we've had in a typical summer because of the covid space restrictions and the number of staff who were willing to work so that would be such as in o.s.t. and an early ed. >> can i ask that to the different way. would you say that like, 100% of the students who want access to summer programming through the school directing have access to it? if not, what percentage would you say?

>> i think that based on what we heard in public comments it's many 100% but i'm not sure i can different a percentage. i know we definitely wanted to offer more programming and we had some staff limitations and some space limitations with covid. >> ok, yeah, i just feel like that information is really key for us to kind of gage our success and i do think it's great that we're offering more but it's more still isn't fully meeting the need, i don't know if it's going to address families' concerns and help us get to where we have to go. the next question i have, i'm trying to go sick if it seems like i'm rushing, maybe i will slow down because interpretation would appreciate it. in regards to permits for sites, how many sites will be impacted by the no-access to sites for the new providers? and how are we supporting sites that deal with that and familiar

lows as well. do you want to take the answer to that question? >> no action? are you referring to the summer? to the no access to the sites? i want to make sure i understand it. >> i'm not 100% sure term that was whether it was summer or the fall, i know when we were going over the parts about the building maintenance and that c.b.o. getting access through buildings through permits that legacy would have access but a new one won and i'm just wondering, do we know what sites that will impact and what accommodations are being made if it's going to impact negatively families or schools? >> got it. in the summer, there were two phases of making sites available and so the first phase was what you called the legacy. the programs that were part of

the sum are for all. that was the first subset. and toes have all been taken care of. subsequently, we've made the facility available to folks who were not part of that phase and so other agencies are now starting to submit facilities, permits and be able to gain access and the third phase is sort of, the facilities are also available on the summer for athletics and clubs and things like that which will bring us to the fall, which is our final phase when everybody is available on the same way it was before so we're moving in that direction. >> so basically there's no like loss of access for families or school sites with that permitting situation it's just a roll out? >> yeah. the last question i have. commissioner collins highlighted, why aren't we committing to give families

access to before and after care for sites that were switching school site times on after a third -- like if it's a greater amount of time. i feel like if we as a director, we need to go out of our way to accommodate families and make it easy as they figure out if they need to adjust schools or figure out new routines so it's something we need to do to figure out a way to really uphold what families expect for us and not just as an educational institution but supporting them with their childcare and make sure they function in their everyday life. >> may i just speak. you may want to speak to the

after care portion. that was essentially the main point we wanted toed to convey for those schools that are identified that meet those particular criteria about the number of minutes they're being shifted to or by to that late start, we are -- we want to provide those before school care options and frankly, we have some work to do to design it and identify a specific model and the staff and so that's work that we in the midst of and need to complete. that was the thrust of the point that we wanted to share with respect to before school care. >> we don't have a commitment to do it but we're working to do it? is that correct? >> i guess i would go so far as to say, we have an intention to do it.

and we do need to confirm all the details. that is what we're -- we intend to put that into place. >> can i ask it a different way? so s. should every family who are is at one of those schools that is listed, expect to have access to before care if they need it? >> that is what we're striving for, yes. at those particular schools. >> ok, i appreciate that. >> can i clarify on that point. i'm hearing from parents that are confused and i want to restate because i heard from a parent, there's nine schools and there are nine elementary and eight k-8 schools and nine middle schools and it's on the slide and i'll share it via twitter that includes buena

vista, betsy carmichael, long fellow, ma coppin, paul ra veer, jay ser a, sunny side, sunset and sutro and those are priority schools and then there's also middle schools that are shifting by more than 30 minutes including brown, everett, king, lick, and vis valley and if i can piggyback on that with that being a second priority, does that mean they are also guaranteed before and after care. >> thank you, commissioner. that was a subtle distinction we were doing and i realize an urgent question and we understand for families that routines and schedules are

disrupted by this change, they want inform have certainty. what we, the reason why we are qualifying it slightly, is that we have not completely developed all the details and so, is we are striving to provide those supports to all 14 of those school communities if we find why it's difficult to accomplish we want to name the. >> we're trying for all 14. you chair the curriculum and instruction committee if you convened a meeting this summer we can follow-up on this and track this we can track it and

just have oversight, so that's my request. >> thank you everyone, for supporting the questions that we're bringing up. i do just want to bring up we're nearing two hours on this item and recognizing that there are a lot of information that we're covering. we are also consistently giving updates so if we can keep our comments to issues that haven't been brought up, i would appreciate it. >> i have a follow-up on that.

(inaudible). >> can you repeat the question, it was hard to hear. >> there are nine elementary schools and i have a number of e-mails (inaudible). >> please, chime in if you something something that i'm not but those are the schools that the they are shifting to a start by by more than 15 minutes so with respect to jefferson, we would have to. >> jefferson went earlier not

later. >> jefferson, they shifted other earlier i don't know. so there are parents there who don't know what to do and their schedule is a mess. what do they contact? that's my main question. (inaudible). >> i can give an update if you'd like me to do that. >> we realize and appreciate absolutely that charges and start times are very difficult and in some cases, they'll come in happy and other cases they won't and for us as a district, the commission wanted to reopen better, right.

we don't want to reopen with things this weren't working and pre covid, we had 19 start times. the reason we change our start times is not just for fiscal reasons and we have different start times and it's also to create and depend opening 9 school they were enrolled in they'll have a school day and different minutes between start and end of the school day and so standardization, and transparency and alignment we're much better positioned, as a district, to have a system wide approach to before and after school care and a philosophy around it and by having standardized start and end times. i appreciate if a parent myself, how important it was to have the before and after school care programs so ideally we would

have liked this (inaudible). if we want to announce start times in april we have to engage the community. at that point in time, when was front of mind for families is when is school reopening so the idea that we would leap frog over all of their questions around to engage in a conversation about down the road does not seem like it would be row specialful or authentic to engage the community and so we decided what was appropriate to do was to be fair to all schools, we needed to have a transparent system and we came up with schools that included minimizing the degree of change

for elementary schools and so yes, we did use an algorithm but it was not the driver it was a tool that helped us to determine and which schools would start at which times. it's a super complicated mathematical problem but the guiding principles are most important so in theory you want to have the same number of schools start at 7:50, 8:40 and 9:30, and we have not ended up with that. we have the fewest numbers of schools starting at 7:50. it's 35 schools and there are 53 that are starting at 8:40, so there isn't an opportunity for us to move schools into 7:50 and without moving other schools into it because it's a network, it's a ripple effect. if you change one school you have to change multiple schools and so i want today share that because i know and i hear from families concerns about why didn't you engage and i think it's important we're really

transparent about why we didn't and the thought we put into it and the approach that we used and so, as difficult as it may be for some families right now, the approach we took is fair because every school was treated in exactly the same way. so, if we're not gathering input to determine the times from all schools and families, and obviously it doesn't make sense to do it for some schools and families. the question, commissioner alexander about how the families get feedback, we're been sharing feedback and that is not the question. >> i really appreciate that. and i really respect your work and i think my question what do they do next? we have families that are just frustrated and trying to figure it out, right, so, you know, if

i'm a family at jefferson, the time was moved an hour earlier now i'm stuck, i can't, you know, i've missed the application deadline and i'm way late for that, what do i talk to? if it was more of, it was literally the past is the past and how do we engage with families, who i do send them do? that's my question? >> so the resource link is responding to questions that are coming in and from families and we're providing, as you know that set up with a group of agents who, you know, rotate that and staffed that way so that is one way in terms of dialogue if a family is interested in changing schools they obviously would contact the educational placement centers and then in 'em of the before and after schools solutions, we'll be working with -- we're working to figure out solutions

and that information would be passed out to school sites who would share it with their family. >> that was three different people. do they call the family resource link? is that the thing to do? >> yes, ok. i just, i mean, again, i don't know who -- it may not be possible to address their concerns but i think we need to have a system for us to listen and engage and i think again, this is my fatigue respectfully of the process and i don't think it was respectful of family. it was disrespectful and that's why people are frustrated. if back in february or march we had a conversation with jefferson and said look, here is the proposal, we're really sorry, this is why we need to do this and we would engage with families back then we making having a different response so now we're having that response and i think we need to engage with it and my frustration is i'm getting e-mails and it feels like i'm not clear to staff is

engaging with them. it's principal at jefferson, it feels weird to tell them to the call the family link line and get a random staff person when we know, we have a school like jefferson there's a large number of families that are experiencing the same frustration. i don't want to judge, to me it might make more sense to deal with it on a school-by-school case knowing whether they're impacted. that was just my question. if you send them to the family link line, i'll do that. >> i can also share some additional talking points that commissioners can send in response to families but the resource link, to give you a sense of it, we look and there are folks that lock in review and the questions and the input coming in and prepared responses to responded to that say good way for families, it's important to always work with your school site so i mean, that is obviously the best way to get

the most direct support is working with the principal of your school site. >> yes, i guess my question is to the principals have those, if the principal of jefferson gets a sponsor a request from a family and i want to make sure that whole process is being supported in a way that respects, honors the fact that the families are being impacted differently. >> yeah, i think so. i'm in constant communication with the lead team so we can collaborate that way and that's the best way to have the most personalized and kind of conversation with the principal and then we're available to support that too. >> thank you. >> thank you. i won't take up too much of the repetitiveness of what

colleagues have raised. first, i want today ask about summer program, just following up to a request for year 2. as the be able to narrow in what is the gap. specifically of number of families or students who wanted to enroll in all the parts of summer programming that were unable to or there's current wait lists for. out do we then use that data and the utilization of our education recovery funding for year 2 because you remember, we are ready allocated those california stay education recovery funding for both year one and year two of summer programming and with that, i think we're happy to put that forward as a request and also the question around r.p.d. and knowing the team will look at both the inputs and the out puts or the impacts of summer

programming, are we currently considering research evaluation for the utilization of education dollars from the state as well as looking at those year around supports from summer, excel rate learning, education recovery and year two of summer? >> yes. thank you for your ideas for the future. yes, we are working with the research, planning and accountability department to assess what we're doing this summer to see what is effective and we're planning ask reviews to make sure that we learn from all the different feed backs that we received and from the programming to make it better for future summers. >> are we considered outside research evaluators, in addition our inhouse that provide this comprehensive approaches because

again, this is kind of one in a lifetime of investments that are coming both from the state and the federal government just look agent it -- this may be related more deeply in curriculum and program but just curious around the dollars and all the supposing coming up. >> i don't believe that we have contracted with any outside evaluators on this aspect. we are using different tools and some of which are related to the programs that we are using and i know that r.p.a. is using a scale that is based on research and based on outside expertise. >> thank you. shifting into a lot of discussions are focused on after school and before care and i worked in after school programming for about a decade and this is very near and dear to me and so i want to thank the

staff for being responsive. we raised this at the last board meeting about how port not a it was to identify the shift and you schedules this makes as far as the bell alignment correcting recognizing it was with the families and our administrators and we have room to improve and i wanted to follow-up to commissioner collins and and i'm curious if in addition to the 14 schools that have been identified as a system wide and thank you to ms. smith recognizing there was a previous after school for all and curious in addition to doing that if a refresh of that k-5 if we know about other, right now as i directing, do we have that

infrastructure to truly understand 102 school sites where our programming, what type of programming we offer and where do we want to catastrophe for? does that currently exist and how can we support that work over time, obviously, we're focused on returning to in-person but looking forward and looking ahead it alliance well with those education recovery plans. >> thank you, commissioner. i think what you are asking, do we have the ability to inventory and have a clear picture of what schools have programs and what types of programs they have and where there might be gaps? is that what you are asking and. >> yes, thank you. >> y. i mean we have some of that information. as i said, there's basically three three different ways a school has a before and after

school program. there's the 89 schools that have the after school program because they received the state, it's called aces after school in richmond, supports or the federal money which is another acronym, i'm sorry, commissioner collins, i can't remember what they mean. federal grants are five years grants we a ploy for every five years. if they continue that's great, if they don't, we have to address that gap and we did run into a situation about six years ago, where we lost almost two million dollars and that's when we implemented the fee-based program to mitigate some of those losses we added some money as a district. the spending is a little bit better it renews every three years and that funding just conditions so that it's like a more secure funding that we can

count on and then chief talked about the title 5 which is another funding grant so we have that kind of information. those are the two big name ones. the second way we know whether or not there's an after school program at a school is through or m.o.u. because if there's a provide that comes into the school they need a m.o.u. so we can do that type of analysis and there are a lot fewer than there's been in the past because we've shifted them all over to m.o.u. there were parent runs, like a p.t.a. would have some parents volunteer for after school program and for families with

not the state, not recognizing that before and after school is part of school. so, that is the challenges that we have and however, the board works with the state and recognizing that that obviously helpful for our students and our families. >> yeah, i think, i ran programs that were funded in the 21st sent row before they were block grant for the federal government so we have a moment right now that funding at the state of california what has been stagnant and flat for many years and what they have a closer decade if not more. now, with governor recognizing that the recognition is similar that we can't approach things the same way and i encourage our board working with the staff

around that analysis that we get our kids back to in-person learning we can lift up where those needed resources are and if there's an opportunity at a state level our experience and strict and it's tied right into when we look at our and we're aligning that during the school day and in after school programs and that's what we've just passed and i just want to take knowledge. thank you to the team of launching forward with the ucsf partnership. i'm super excited and i know we've actively been partnering through them throughout pandemic and i'm excited about them

helping us reach our communities through new ways that we may not, so much new information comes out with cove and building the confidence and our ability and that and and the important information and. >> thank you for that. >> i had one request, we still are in and of the academic year and meeting in committees is one day that i've been able to track progress and it's also, i can get a report from staff but it's not public it's not transparent so i am making on the record request, i would like for building and grounds, if they can meet this month and we could

actually get follow-up on air filtration are implementation of those concerns. i didn't get to ask all my questions about ventilation and we don't have time. but i know it continues to be a question as well as academy so that's the mack a tier campus and also the concern for and air quality in the fall is an ongoing can that be discussed in depth and i would think before and after school care that could be followed up and instruction meetings and how we support students with trauma informed care of and make sure it doesn't fall on the shoulders of our teachers. i want to make sure there's enough support and they're not the ones that are kind of trying to do everything and so that lies in instruction and around

how we're going to build out our coordinated care model to make sure we're responding to tram and doing it in a way that doesn't burnout teachers that are already burnt out and i want them to know that they're going to be supported so authorize he is my two questions that we meet those two but they didn't met in the last few months and if we can meet it's a way and to do it outside on the meetings and so that is my question to tell the commissioners. >> thank you. and i'll be happy to follow-up with the committee chairs. enable is all for this item. thank you, everyone, for all of your work and coming out for your consistency, we'll hear at the next meeting on this item. moving on to item 2, ssmta muni,

i know we have guests here who will be holding this portion of the meeting. >> so presenting, we have guests from sfmta presenting will be julie cursebaum, john knox and chava cronnenburg. >> i. everyone, i'm joy and i'm a transit director. i'm also an sfusd parent and so a big shout out to all the teachers. especially ms. kimberley and george peabody who teaches k-2 special ed. super, super grateful. we at sfmta are working really hard to support the school directing and support students

and parents currently and as they plan to return to school in the fall. i know you had a very long meeting tonight. i have a short presentation prepared that i'm going to share my screen now. i will keep my remarks brief and troy to answer anything that i cover too quickly with questions. can you see my presentation? >> yes. >> ok. great. the things that i'm going to cover today is how we're working to restore muni service and the safety and some of the special service we have is specifically focused on students. also, talk about our active

transportation programs and some of the many choices that families have to get to schools and talk about how we're trying to communicate these changes being here tonight being one of them and i look forward to any suggestions that you all have as well. sfmta is really proud of all of our school programs and whether you take your students to school by walking or biking or drop-off, we strive for people to have good, convenient and safe choices that compliment our agency's other values around equity and climate change. last year and and a half has been an extremely charging one

for everyone and having had an opportunity to hear your meeting tonight, i appreciate that the school directing is grappling with and approaching in a thoughtful way a lot of same challenges that we had. the beginning of covid was extremely scary. we had way more questions than answers. we were charged with getting people where they needed to go for essential trips to get to hospitals, and to goat to the grocery stores. the sfmta who is particularly the muni operators, made that possible and they came out every day under very difficult and scary conditions and i'm so grateful for that and as a result result the pandemic we had to make difficult choices because we did not have the staffing or the resources to provide all of our service ex

because some of additional protocols that we put in place to keep our employees or our customers safe during covid, we also had some built in efficiencies that further limited our ability to deliver service. we started out in april of 2020 with less than half of our pre covid service hours and we focused that service on equity neighborhoods and places where people relied on muni to do their very basic and we stood up supplemental programs like essential trip programs which provided seniors and people with disabilities living in areas that we were not well serving very discounted taxi rides and since april, we've been able to

restore service steadily in preparation for the return to city business and our next big push to restore service alliance with the school directings' plan to restart school in mid-august. this is a map that shows gray. all the routes operating and the routes we plan to restore for august. with these changes, our neighborhoods will be in a two to three block walk of muni. there may be instances where people have to travel differently than in the past because we're not able to restore everything the way it was pre-covid. we are stretching our resources and trying to be as creative as

possible so we're serving muni steps but differently than we did pre-covid. all the the route modifications that will be rolling out in august and are just temporary and would be this map here shows the muni coverage that we currently have in place and what we plan to have in place for the start of school. the dark pink is every that are is within where we're starting gaps for the start of school.

on our website, and i believe it went out also in information from the school directing, is information on all of the service that will be in place by august so i'm not going to read through this exhaustive list of routes but one is parents and teachers and other employees to be aware of all of the service. we've also have about a dozen routes that will be extended or modified. these are being done to pick up segments of other routes. the 49 mission runs its regular routes and then it also covers the north point section they are used to cover closing that gap.

we also have about 10 routes that will not be running. these routes typically have parallel options or have been covered in other ways and we hope to be able to more fully restore service and anticipate that in january or february, we will have another round of service restorations and at this point, this is what we have the resources to deliver. the ocean view is currently operating as a bus route from westportal to balboa park. it's the one route that we currently have a little bit of

uncertainty where we stand after july 1st retirement and our current training class. we're very optimistic that we'll be able to restore some if not all of the rail line in the start of sfusd as well as sf state but we don't have all that information right now and we plan to communicate that to the public around mid-july and we have a better sense of how many rail operators we'll have available. there's something offer the next couple weeks that will stay the same about riding muni and there's some things that will be different. and this is this is a federal

requirement placed at least through september 13th and we would really appreciate all of the help that the school directing can provide and emphasizing. we will go back next week to our pre-covid vehicle clean program so we will no longer bring them to be sanitizing but we'll clean many of women continue to keep windows and doors open for circulation and we will also be return to go pre-covid capacity with the state reopening in june of 15th, which we believe will

really help and get more customers where they need to go. muni is really important part of the over all sfusd transportation programs. almost 30% of middle schoolers and 50% of high schoolers use muni as a primary way to get to school all of our heavy routes, like the 38 and the 49 and the 8 bay shore have all had heavy student activity and we also have some routes that are really, i think, almost defined by the fact that they serve multiple schools like the 29th sunset or the 22 fillmore and these routes have all been prioritized for service restoration and have actual low been up and running since august

of last year. also, we provide a school tripper service and this is primarily focused on routes that already have a lot of mid-day activities and a whole bunch of students letting out in the afternoon might lead to too much crowding. what we do is we start empty buses at the school at the end of the day and they make all the regular stops. we're not, as an agency that takes federal money, we can't operate exclusively as a school bus so all of our services are open to the public. by starting our routes empty at the end of the school day, we're able to help with school crowding and the school trippers are among the most difficult service for us to restore and in part because the way we used to

deliver them, is our downtown express service would go out a couple hours early and they with do a school trip and head downtown. we are not going to be providing express service this fall. the downtown recovery is slow and our existing routes will cover it. we will be coming up with other ways to provide this service but we did need to reduce the locations in order to be able to deliver three schools ta have eliminated school and close that have capacity. marina middle school is at the stockton terminal and the buses

are already empty. and we also have a transit program called our mtap program and this program has been in place for many years and it will be restarted this fall with inperson middle school and high school. these are muni staff that ride the buses at busy times and school times and flag the issues and our bus operators really don't have the ability to be monitor on the bus and that can be very hard for students. they're used to looking to the adults as the authority figure and for our operators, it's really their primary focus needs to be on safely driving it's

something that we're very proud is a very welcome part of our school service programs. we also provide free for youth for kids ages 5-18. they're living in san francisco and have low to moderate inand and we provide a dis counted fare for youth and have a variety of fare programs for other folks that may be riding with students like parents and grandparents and caregivers. we've been very appreciative of the school directing to help us promote the free muni for youth program and lastly, i know

questions are around muni so i wanted to focus on that but i also want to say we have a lot of other ways to get students to school and we have been working very closely particularly this spring on loading zones, realizing that at least in the short term there may be more people driving and making sure is that we have the proper loading we need for safety and efficiency. in front of schools and we also have almost 200 crossing guards. many of them worked throughout covid to provide customer information and to help social distancing but, really, their passion is to be out helping the students and it's been really great to see them back this spring and they will continue to be back. we will coordinate all of the

school start times with their shifts so they're there when they're needed. we've been partnering to help kids learn how to bike and walk to school and for many families, this is an opportunity to be outdoors more and to experience other ways to get around. and then finally, really have enhanced biking and walking options including 45 miles of slow streets that link up with many of our bike lanes and we'll make it easier for folks to get to school on walking and biking and all of our slow streets are still open for local access so if a school is on a street, that is a slow street, we still

accommodate all of the loading needs and we'll be sharing through local newspapers and community groups and we're really grateful that information went out in the sfusd e-mail this week and we hope to do another one closer to when school starts. as i said, earlier, while we are covering most stops that we have pre covid, there may be instances where people have to do things a little bit differently than they did.

i really appreciate your time. i'm going to stop sharing my screen. i look forward to a good discussion. >> thank you so much. before that, i'd like to open it up to public comment. and depending on the number of hands we'll do one to two minutes but we won't go more than 15. we'll end at 7:50. >> translation, the let public know this is public comment for the sfmta muni presentation. [ speaking spanish ] [ speaking foreign language ]

>> one minute per person president lopez? >> yes. >> great. hello, cal. >> caller: thank you for that presentation, i've been really concerned about how muni will return to help students so i have two main concerns based on that presentation. one is i question, as it's not mentioned, what will the frequency be of returning lines so, you know, during school, there would be buses are so full we have to wait and watch buses past. if the frequency is not back to regular, the normal frequency, there's no way that's going to be enough to accommodate students. similarly, if we're clothing parallel lines, that assumes the students will be able to go to that para line space and there will be space for the buses.

using an example i know, the m and k are parallel lines that students use to get to school and if the m isn't open, they're going to be forced to go on the k which has capacity issues so how are you going to accommodate for the capacity issues created by pushing people from the m line to the k or other parallel services? thank you. >> thank you. >> caller: hello. surprise, surprise, i'm not wearing my hat right now. i am a member of the o.m.i. community collaborative and invest black in district 11 did we look forward to meeting with director tumlin tomorrow but i can't emphasize enough the importance of the ocean view to the excel see year to o.m.i.

zip code 94112 which is the o.m.i. and the excel see areaers the highest of the students in the zip code in the city. over 15% if we can't be at partial capacity, it's the m. hopefully the m. m tap ambassador, it's an amazing program but it's important to make sure they're trained in cultural humidity and key escalation techniques that pair part of the anti racist training our district is doing right now and so thank you very much for all the work that you are doing m.t.a.

>> i'm hayden miller a student at lowell high school and a person who attends a lot of m.t.a. meetings so i've seen a lot of this but i want to voice a few specific concerns i have as a student. the first thing i want to say is i'm extremely concerned about pass-ups and capacity limitations. even before, when we had 100% of service, students were being left at the curb and now with muni only running 70% of that service, it's going to be a nightmare for students and they'll be waiting at the curbs forever and the other thing i want to talk about, is the issues with discrimination against youth by m.t.a. employees. many m.t.a. employees, whether by mistake or on purpose, mostly on purpose, would discriminate against youth, pass us up, i've had interactions with p.o.p.,

where they have harassed me for showing an i.d. to prove i'm a youth. >> thank you. >> when i'm clearly under 18, drivers say youth are not allowed to ride express buses, et cetera. and you know, i know that i'm right and when i'm wrong about m.t.a. policies, but most youth do not and if someone tells me they cannot get on the bus and they're an authority figure, they're not going to get on the bus and people are going to be late. >> thank you for your time. >> there needs to be a change towards youth discrimination. >> thank you. >> hello, josephine? >> thank you for making the announces in language and we can see the participation already gone up and it's useful right

away, thank you. during the m.t.a. pren race and i i want the concern that you know, the anti asian hate is rampant and security during bus routes it's very important and i think you were saying that the embassadors are going to ride on the muni route is that true or for major school routes? i think especially for the chinatown school routes going to chinatown schools, as well as the valley and some of the schools and needs a lot more, a lot of staff and security that on board of the routes and as well as receiving from and to the tunnels and that would be really, really helpful. thank you, so much. >> thank you. >> i'm a special ed teacher.

first off, we're going to say i love the bus. taking the bus is my favorite form of transit, best form of transit in the world. sadly, it's been really tough as of late. i really appreciate the caller mentioning trancing to san francisco was tough because the frequency of trips is really low. i'm super concerned about bringing back the 28 and making sure that that's frequent because if you look at that route, that's the only route that's taking our kids from the sunset and the richmond over to the steps of gala laio and if that route is not brought back with frequency, those kids are facing like an hour and a half to two hours of commuting, that is not ok.

also, just want to let y'all know, i repeatedly had tourist ask me how to get to the golden gate bridge, how are we not having that route open. they want to pay. let them pay to take the bus to the golden gate bridge. thank you. >> hello, allison. >> caller: i really appreciate this presentation and all the updates. my comment after seeing it is that i just -- i'm frustrated that the responsibility of getting our students to school has fallen on to a city agency and not on the school district.

this feels like something that the school district shouldn't worry about 40 different bus lines and kids being an hour late to school because muni was too crowded. and i know this was a budgetary cut a decade ago but i think that this district and this board really needs to look hard at returning some of our transit service in the future. thank you. >> clerk: thank you. hello, julie. >> caller: hi, first of all i want to say hello and thank you to john knox who has been super helpful in working with our school on safe passage-like program. in coordination with the supervisors and some support from the city budget.

i'm happy to see that option which helps keep our families safe and security guards might make some families feel safe but they make other families feel less safe. in terms of muni though, before the pandemic, our tenderloin school was asking for better service along the van ness corridor and that challenge was raised for us by our latin x families and because we're in an education setting, i don't need to tell you the impact of tardiness opt long-term outcomes of students. latinx families said the bus isn't running often enough, they pass us by, there's no almost for strollers and when we looked at our attendance and tardiness data, it was latinx families who were disproportionately late to school so they were telling us what the problem was, muni is a part of the solution. i'm especially concerned that the 47 is being discontinued. the routes that our school really needs are the 47, 49, 19,

27 and the 31, which is also bees discontinued. pre pandemic was not adequate so any reductions are also not adequate. thank you. >> clerk: hello, lane'. >> caller: hi there, this is laney and i just wanted to say thank you. i would love to see more of this for need for after school and scheduling of fields and so fourth. there's a lot of city agencies we should be partnering with and it's awesome to hear from you. thank you for that presentation. with the school start times, my question is, since these are the middle school and high schools are standardized, how is muni,

they're going to be bigger surges system wide on muni demands. how are they preparing and the directing partnered with muni to give them the heads-up and it's a real issue that come up and other callers have mentioned that and i am concerned but with these surges now that money muni accommodates there may be issues. >> thank you, hello, kerry. >> caller: hi. i just want to thank you guys for making this meeting happen. i would like to give you feedback that among all my friends, some of them are asking me and i don't know how to answer these, i have no answers. if the school district as 35 of the elementary schools start at

7:50a.m. why couldn't you let the families know even before the assignment? that way they can chose. a lot of people cannot make it at 7:50 at school? i wish you at least could be maybe more organized to let the public know. now that a lot of people are trying to fight for those spots at the 9:30 or 8:40. some of the schools even originally were the 8:40 and they have to switch to 7:50. so that's all. >> thank you. >> clerk: hello, brandy. >> caller: hi, sorry about that. thank you very much for

listening to my comments. my comments for the m.t.a. is on the often lack of crossing guards at our schools. at my son's school, which is located near 12th and california just two blocks from the intersection of california street, we went a couple of years without having a crossing guard at that intersection. and this is very dangerous and one of the reasons for that is the low pay that the crossing guards get and the fact that there are so few hours there are no benefits so it's really, to me, unacceptable to be asking people to guard our children's lives not paying them a living wage and then the end result being we don't have enough students to -- we don't have enough crossing guards to guarantee our student safety when they come to school.

i hope this is something the m.t.a. will prioritize in the future. thank you. >> thank you. >> president lopez. >> thank you. thank you everyone for coming out and for your comments. i wanted to clarify for the public is the importance of the relationship with city department and sfmta is there because of the request we heard from the public to make sure that families have a variety of options so i do hope that we move away from a public school system having to hold all of this systems to get our students everything they need and it's really a partnership city wide and so i'm happy this is building and yes, we will improve our transportation within the school district but it should be in partnership with sfmta so i appreciate you being here and i look forward to the discussions we're going to have.

student delegate hines foster, i see your hand. >> i have a few questions. also, this is taking a while for me to present, i'm going to be honest. i think my first question is to share a little bit of information about the 23 route. and the last board education meeting i mentioned how my school or former school lowell high school, the 29 is often crowded so the other route we have to resort to is the 23 as well. but i know that the 23 route is being modified. could you share how? >> thank you for that question. the 23 monterey rather than the traveling along monterey across saint francis and along float will insteading routed to

westportal. we'll be covering a portion of slopes with a new temporary route and the 58 route. students that go to lowell that row lion the on the 23 coming from the east will need to make a connection with the n line and and it's about a .5-mile walk from the n-line stop that and it's a good example of the trade offs i was talking about so we're not able to start everything right now and by keeping things a little bit here and there and we are able to cover the majority of the stops

and routes 29 a tremendous men does amount of capacity right now and we're going to continue to track that capacity. on a daily and wokely basis. that is available on the sfmta website with our covid data. so, we are trying to be as transparent as we can and on capacity questions and of all the routes there's about favorite that serve lowell and the 23 is one of the least frequent routes and we need to make trade offs but in this case 23 students will need to make a transfer. >> and you also mentioned some of these changes are temporary,

how long are you guys expecting to have these changes? theres another months or until we reopen fullly? >> we're going to look to do next round of service restorations in kind of the january and february timeframe and we'll be having a lot of public discussions about it. this late summer. and we will look at doing restore and parallel and like the 21 haze which, as of close option of the five fuel ton. do we have new routes like the 29 rapid which is a project lowell students brought to us and said we need more frequent service and quicker options. so, we'll be able toll do more in january than what wore doing

now because we'll have had time to hire and train. we won't see back to our full pre-covid service until we're really able to address some of the structural funding issues that the sfmta faces but the next opportunity to make route changes or to restore service will be this winter. >> my next question was about the 29r. is there any follow-up with the possibility of that? i know that the students that were leading the work lowell peer resources that is the connection between muni dropped off years ago? so -- >> so, we included it pro covid in our equity plan which we pass every year as part of our budget process and it was included in our pre-covid budget.

we had to adopt a very different budget because of the covid pandemic. we're very excited and like the 29 rapid and so it will be one of the options that we bring to stakeholders to consider along with the whole host of other service restoration ideas. >> is there any plan to do that soon? i know the 29 activism started my freshman year and i'm a senior. >> it could be started as soon as january but it's really pending with larger discussions of how do we stretch our limited resources. >> i also know that the y tab was created recently and the youth transit advisory board. how has it informed your work for the new school year and

reopening? >> we will be presenting all of these changes to the y cab in addition to the school board and the mta board so we haven't taken a deep dive with them yet and i had an opportunity to interview all of the new board members and really hear from them firsthand what were their transportation challenges. a lot of them were conditions about getting service off the hill. for example, and so part of our focus on making connections and coverage for august really came out of my dialogue with the students. >> i am sorry, i have to grill you a lit. i just think it's odd you haven't started the work with the y cab since we're moving

into reopening and youth voices would have been essential to make the changes they want. so i think you guys should definitely revisit or definitely elevate the conversation with the y tab because you know, that's something that a lot of students were interested in and wanted as well. and then also, do you know the make up of the y tab? like what communities they're from, et cetera? >> i believe all that information could be available on follow-up but we have representatives from every directing and really troy to include a really diverse set of perspectives and lived experiences. >> ok and another question is clipper distribution, i know there's a change to make all tickets paperless, how are clippers going to be distributed? i know when i was younger i

would have to sign up to get a clipper and are they being distributed, i guess, without sign up now, because of the free and also $1 program initiative that is going on. so, we encourage people that use clipper it's a to the board but we accept cash on all of our vehicles and people are issued a all day and pass that we recently started ride throughout the day. >> and also, will the bus changes be updating on the services next to us. >> ok. >> and then also, for windows, i

know on some buses, the windows don't really extend that far. i know you mentioned like ventilation and everything and i also know on trains there's not really windows but there's like fans but they're pretty slow. >> the trains actually have a combined or conditioning systems so they're pulling air from the outside and recirculating air and i know that people are used

to community crowded buses and they'll absolutely be a time where we are back to that reamount. >> just a question, are you comfortable with sharing your information so families or students can contact you? i know often times we project more frequency and less capacity where everyone can fit often times it's not the reality for students? >> i'm happy to. i also get almost a thousand e-mails a day and i am not always on top of all of it as i could. i'm julie and i'm on the sfmta

website with our contact information as the district of f transit. we have a tell muni at sfmt.com which say great and and we also see all of the 3-1-1 comments and question that people have related to money' service and that's a multi lingual option for people who have questions as well. i'm julie and i'm happy to take the feedback but 311 is a great way to give input as well. >> thank you. moving on to commissioner bogus. >> thank you. my question, i don't know who is the most appropriate staff but what is our plan to support

families who end up outside of the service routes for muni and really that help accommodate them during this time and what our general thoughts around that, especially in a situation where there's not an m running and how do we support families in directing 11 that neighborhood where we're kind of outside of their normal kind of bus readiness to access. >> i do want to clarify that we have an m bus running right now. it was one of the very first things that we restored at the beginning of the pandemic for equity reasons and based on feedback for community leaders. we're covering the muni stops and we're happy to they will be

able to take transit come august. you are saying there's no possibility they would be negotiate stiffly impacted and there's no other service cuts that would impacts service and versus what muni isn't able to provide with the limitations y'all have of providing school buses? >> understood i'm not the best person to answer that. what we're doing is working closely with our school partners so that they know what is available and can help parents through that transition.

thank you. >> good evening, commissioners. i'm happy to work with julie and her team on identifying if there are any gaps so we can strategize together about how they might be addressed. we have very limited transportation infrastructure but we can certainly collaborate and take it from there. >> i really appreciate that. for me, it's just important to identify the limitations that muni has as providing for students and just how we still ken sure we need to see if we can make a commitment to do. we've not made that commitment

but i think we need to control students and family's experience from the beginning of the school day until the end and that includes their transportation to schools and so that's something we need to make sure -- >> commissioner, i'm sorry, you are going way too fast. >> thank you, i appreciate it. thank you. >> so i guess just to close out, i think we need to figure out how we can support families that have better access and higher quality experiences on the buses because right now it's really hit or miss depending on the bus route, the time of day and each individual family and it's been true since i was a student in the district taking the buses and navigating the things on public buses. thank you. >> thank you for that. before we continue, i do want to

just put out the commitment that we made as a board to organizing our meetings and getting through them. i see lots of hands coming up and we've towed the line between 10 or so minutes each. so i'm putting that on our radar and encouraged us to direct questions and. >> thank you. thank you for the presentation, julie. i want to bridge a misconception that i hear in my community and i am from the 94112 zip code area that the m tap are people checking to see if people have tickets instead of people that are there to support youth and that's just something that i know is very prevail ant in my

community and after hearing the public comment about what our resourceses that we are making youth feel safe, particularly asian youth after the racial violence against them that they feel safe going to asked so my question is is there a way, i know i always notice the adds on the bus where they say oh, muni is doing this or i know that for black history month, i read about mya angelo so is there a way to put that information out there that m tap ambassadors are there it help you or make feel safe. that's a wonderful idea. thank you. >> thank you, julie. we appreciate you coming out here to the school directing and just sharing your time with us.

many parents and individuals have expressed their interest and learning about public transportation so thank you. my question follows up with -- are kids getting ticketed on buses if they don't have clippers or transfers? >> kids are not the focus of our fares program. our fare inspection program in general we have enhanced during the covid period to really be about helping people get the information that they need on how to pay and really making our our m tap staff and our transit

inspectors have the very best training around things that came up in the public comments like cultural competency, implicit bias and they're really more of a resource on board. so, no, students are not the focus of our program. >> thank you for that. my other comment was, i was wondering if you can just convey the feedback to your department in terms of routes. so i grew up in the southeast and i was raised out there and worked out there and what i found with money' is that they will run routes -- if you take

239 to oak dale it will go straight so you have families back there waiting and so, you can say thing for the 44 or the 19, right. and so, you know, i'm just asking if we're going to be running routes, just run them completely and make sure that they're on time. they get really wonky when the t-line and things get out to the southeast. i appreciate you again coming out tonight. thank you. >> thank you. >> thank you. thank you so much for coming out. i appreciate it. i have -- i looked at the website and i appreciate you putting that information out there and i wanted to know how -- if i'm a parent and i know my kid takes certain routes, it's helpful that you have lifted the lines that will be modified and those that are

not in service. where is that information located on your website? because i went and i looked at the links and i'm not able to kind of put two and two together. >> i have a number of people listening to this meeting. i will give one site if you wouldn't mind just going back to that. >> it's a muni route serving schools and website and i clicked on the link for high schools and i have school kids and i found my school and then i clicked on the link and it just shows the route and it shows that it's currently, some of it it says not in service and so, i'm actually, as a parent, i'm trying to figure out how you make sure my kids to school safely. this is planning i'm doing as a mom and other parents are doing it too and maybe it's not up yet but if there's there i want to direct parents to it and if not i want to make it parent friendly. i can be a one person test case and connect you with other

families who are doing this planning for the fall. >> let's do that. let's do that. we really do where we really do want the information tock accessible to people and people are going to come at us from all different angles and people that have been riding muni all along and so, they know.

>> i want us to rethink everything about school and that means coming to and from school. i'd love to have muni work with the school board and we can also work with families who have stories of their children being in unsafe situations on buses and figure out a way we can work with the city and city responsibility but in partnership with muni staff because they can't hold all this alone to make sure buses are safe for kids. >> thank you. >> thank you. thank you julie and the mta team

for coming today. this is welcome information as we do return to in-person. a couple of comments and questions and follow-up. i think we've discussed about the topic of safety of our students as they're traveling to schools and the mtap program and i know it's been raised by commissioners the sfmta board so i think there's interest there as well. for a follow-up, i would be curious if we can understand where the m cap program is on which routes and have directing staff can also be engage in kind of understanding when we do return what are the opportunities there of monitoring and i think that would be helpful for us to narrow down on round data or understanding where there may be

gaps or increase incidents so we can adjust them collaboratively again the agencies in the districts. that is one specific follow-up that i have. the other is around, i recognize mta has been through tremendous through covid, a structural deficit, we can emphasize around structural deficits and as a city agency, you have to make tough decisions, particularly when it comes to, with the recovery and deciding routes and i want to acknowledge or you can speak to opportunities. you've talked about the exploration and restoring routes. i think for us, it's a particular concern around routes that are being either limited, eliminated, when it comes from eastside to west side. i wanted to put that out and

acknowledge and if there's anything you want to spend to specific routes from the east to the west side, the other pieces around specifically around the 28 i think that was an important public comment that was lifted around from west side sunset richmond and then to gala laio so it's also a key route for our students as well. i just wanted to ask if there's a specific sponsor a later response back to the board. >> yeah, happy to talk about that. we're not initially planning on extending the 28 line to gala laio in august. it's a very expensive it's been

up and running for many, many months now. the 23 will be restored and it

will operate from the bayview all the way to westportal and and have a number of connection points at westportal that folks can use if they need to go for their rest. >> one last question that may be n.d.p.ed into a follow-up but i'm curious around families and students and commissioner collins raised, you know, they're doing their route planning right now and do we have a sense of the loins that you listed and that serve our schools around where there will be added potential travel time because, we've just got thrown awe pretty relieved of changing of schedules and appointment and even the changing of increase of travel time of 15 minutes or more really needs ton integrated into the socialization or just

came to practice, right, of what that means for young people for their students and for families who rely on public transportation. any sense around those altered routes and what that travel time looks like? >> it depends on the individual trip. as you all know, we have students from all over the city going to give schools. we have a robust muni effort that makes it possible and we also have some very long trip types when people are going from one part of the city to another part of the city that's very far away. so, without having specifics it's hard to answer that and i think that working on the website and getting information

and the parents move will help pope make those a cementses for themselves. >> i would also, you know, encourage families that haven't had an opportunity to bike or try other ways of getting around to their school site to spend this summer and just experience that option as well because we do have, especially with the streets connectivity and we have pro covid so families may not really biking might be a really convenient way to get to school when it wasn't pre-covid. >> we need a follow-up similar to what commissioner has raised to keep on top of that monitoring as we do return to

in-person working with ms. o'keefe's team we may be having a new transportation policy coming on board soon. i just think to formalize and deepen that, not only the partnership but really understanding where those -- i don't want to use the words service gaps and those limitations right now and how do we support our students and families because we set for ourselves around chronic absenteeism and how do we get our students and the school on time is something that is top of mind as we transition back. >> we'll add that to the list. >> thank you, everyone. for this discussion and thank you so much julie for being here

thank you for offering options get our kids to and from school safely. >> thank you for taking the time in your agenda. have a nice night. >> bye. thank you. all right. we're going to move on to section e. this is public comment on non agenda items. item 1 protocol for public comment. 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 and if you have a complaint about a directing employee, you may submit it to the employee supervisor in accordance to district policy. as a reminder, board rules in california law do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the super inten dent will ask that staff follow-up with the speakers.

our first part of the public, this is item 2, we will hear from sfusd students who wish to speak on any matter. students will have up to two minutes and we will give 15 minutes for this section. students may also speak at any other public comment time but this section is specific to our sfusd students. >> thank you, translation, could you repeat that message, please. >> do you want me to repeat your entire message that you just made right before? >> i would say, this is the time for students to speak and they have 15 minutes total. only time for students. with a two-minute each.

>> thank you for your clarifica. [ speaking in foreign language ] thank you, very much. again, students, if you care to speak right now, please, raise your hand. hello cal. >> caller: hell o i don't have too much to say tonight besides the concerns i raised about transportation and things like that. i want to thank student delegates. i'm sorry i don't know how to pronounce your last name so student delegate and i appreciate and feel you have

transformed the role of student delegate into being the sort of place for students to truly make changes in our directing whereas, like part of this year i knew anything about the student delegate role and i feel like not to be mean to them or whatever, i feel like you guys have really highlighted the student delegate role and turned it into a powerful policy making decision and thank you for all that you've done for students this year. thank you. >> thank you. are there any other students who care to speak at this time? >> they might be on summer break. >> in deed. >> so now we'll move on to section 3. which is the general public comment time. we won't go more than 20

minutes, one minute each depending on the number of speakers and this is on all non agenda items. translation, can you repeat that message as well. please. [ speaking in foreign language ] >> thank you, very much. president lopez, how much time does each speaker have? >> let's do one minute. >> thank you. >> hello. >> caller: hello. i want to echo everything that cal just said about our student delegates, first of all. you are the student delegates that we absolutely needed this year, best of luck to you both

and everything that you do. and to paraphrase, beyonce, who runs the world, girls. so, thank you for all you are doing and you are going to do. my public comment and cal, thank you for being here and showing up at every meeting. you are a rock star too. my public comment today is actually about epc and again, talk about a year of unprecedented everything and moving on-line and getting everything on-line. and adjusting enrollment rounds and families having gotten round two enrollment letters yesterday and some families having not received them yet. for our families applying for special education programs, special day classes, many of our families don't get transition meetings. we've got kids who have placement or don't have placements and can't hold iep meetings to talk about what the services are going to look like at their schools.

that's not an offer of faith and that's actually a huge, huge, heughn problem for the district with compliance. when we look at moving forward, we need to make sure that infuture years, rounds, future rounds don't end up falling over the summer if we're talking about this is how kids with i.e.p.s apply for schools. thank you. >> thank you. >> caller: hello. thank you for taking my comment. i'm a resident and i'm very concerned about the rise in anti sem tism. the stance that the teachers union is taking against israel is not only inappropriate but will lead to greater anti-semitism which is on the rise. i expect the board to oppose their resolution. jewish children should have a space safe to go to school. this will lead to harassment of jewish israeli students. the union is not an expert of

any middle-east conflict and have no business making these resolutions, i have a great concerns president lopez like the teach union stamp on social media. president lopez should have the best interest of all the students and she does not. i have to speak up for all of the jewish students who never felt safe going to public schools and will not feel safe going to public schools in san francisco. i will be honest to say that i am very hopeful that the recall efforts that the citizens are involved in will succeed. some of the members of the board, not all, some, have not the interest of every single student. thank you for your time and i'm confident that the school board will do the right thing and i appreciate your smile and laughter ms. lopez. >> caller: hi, commissioners and the public. this is is naomi leg wanna i'm

the chair of the parent advisory council. tonight i'm not speaking on behalf of the parent advisory council and i'm speaking on behalf of myself and my family and my voice is shaking as a speak. this is really uncomfortable for me and it really upsetting and but i have to say this out loud, and it's just too upsetting to not say and to not be directing districtfor 10 years but i'm vey concerned about ussf about the middle-east and their support of bds and i don't talk to people about this conflict unless they're palestinian or israeli, i don't even talk to my jewish friends about it and please, uesf stay in your lane and protect our teachers and don't get involved in the conflict in

the middle-east and please, board of education, shut this down so we don't have yet another conflict in our district. >> thank you. >> chris? >> hi, i'm chris and special education teacher at washington high school. i am concerned about the consolidation of a number of family liaisons, three from schools in the bayview and three from rosa parks elementary schools and others. these consolidated family liaisons have fostered a stronger sense of community and communications at their sites since they have been there. we should be recognizing their expertise and funding these positions at a district level to continue to support schools they're at. if the district is truly committed to equity, like you claim that you are, you would fund these positions at a district level and provide the same resources to bayview and other underserved schools and communities that get provided to

schools and communities that are lucky enough to be in the richmond and the sunset. thank you. >> thank you. hello, natalie. >> caller: i'm a family liaison and i feel like we're the family's first responders and they count on us to inform them of all the resources the school and the district has to offer and we're the bridge to send them to the correct person they need to get in contact with. families come to us when they have questions, concerns and ideas, teachers and principles are busy and many families do not want to disturb them or don't feel comfortable enough to approach them. as a family liaison, i have built many relationships with the families and they come to me when they need support academically, financially and emotionally. they do this because they know family liaisons are concerned and will do everything to support them. this is why i feel that our family should be funded at a

district level. thank you. >> thank you. hello, gregory. >> caller: hi, thank you. i just like the board to address the large drop in enrollment from the district. i haven't had that come up yesterday. especially kindergarten. this is the opposite what the district needs especially in the face of rising fixed retirement costs. what are they doing to do with the drop in enrollments? thank you. >> hello, tara. >> caller: hi. this is tara and i'm a parent and special education teacher. teaching esy this summer and i want to say i'm concerned about the curriculum that we've -- first i want to thank the board and i'm really glad to be working under this board and also i'm very thankful for dr. matthews. thank you all.

i would just hope the curriculum that we're getting for esy and crs is not appropriate and not culturally appropriate and not evidence based and i'm really concerned that the teachers that are going to be teaching the crs are not special education teachers and i was at a training with one of them yesterday. i really hope this can be addressed when we do it for the school year next year, it can be credential educators. so thank you, very much. >> thank you. >> hello, julie. first to student delegates, i want to thank you and acknowledge that you have already created more justice than most adults twice your age. korea i remember you and the discussion of police out of schools remind us that under student leadership we got ice out of schools and that wouldn't

have happened without your leadership and hines foster, i have been inspired by your determination and the face of antiblack and truly anti-semitic racism at lowell and you helped lead sfusd in the nation in desegregateing and creating equity at lowell. as a jewish parent. the resolution on palestine doesn't make me feel my kids are unsafe. criticizing israel is as anti-semitic as the colonialism in the united states and american. claiming that criticism of israel is anti-semitic, makes it harder for us to root out the anti jewish hatred that makes none of us safer. in terms of the cuts to family liaison, i do rep deputy superintendent lee saying no cuts to school sites and they're crucial staff at school sites. thank you. >> ms. marshal.

>> caller: thank you. president lopez, voice president i am justpleased to join everyoe and congratulating our two student delegates. you are strong ladies. i look forward to one day working in your campaign. because i know one of you or both of you will be a future mayor or future president or future vice president of the united states so come mind me and let me do your work because i know it will happen. i thought about a quote that vice president harris said. she said at her inauguration, i may be the first but i will not be the last. and she also said, i want young women and girls to know, you are important. you are powerful. you are a voice that matters. congratulations to you and the class of 2021.

on behalf of the lions of black school educators, we want to thank dr. matthews and the commissioners for your support this past friday evening when we honored or graduates and keyed our stadium so thank you for that and to the young man key an, he is a 4.0 student and i looked back at my roster and he received a award that made me feel happy when you all called his name. he is in a wheelchair but it has not stopped his academic progress and also, the pact thank you so much. thank you for working with all of our packs. thank you, everybody, have a good evening. >> thank you. >> hello, jose. >> hello, everyone. can you hear me? >> yes. >> hi, my name is jose and i work at he have rit middle school and i have a future student who will be attending in

the fall. we have committed to equity as a guiding pillar for how our schools districts may its decisions and removing the r series at sites that have large populations of black and brown students it's inequitable. how is it sites they can afford these positions? if the district is committed to equity like they claim they are, they would fund these positions at the district level and provide the same resources to baby schools that they don't get in other district and communities. like in richmond or sunset. our parents have long came and been attacked by the districts and being removed at different sites throughout sfusd history. it is time they are recognized and supported and feel safe year by year and making sure that they have a job position when it comes to providing for their families and supervisor services to a black and brown students.

thank you. >> thank you. hello, josephine. >> caller: i wanted to pay the school board today and everyone here for your support for the chinese community and making it the involvement instantaneously successful. it took years for it to be like this today. it's never too late. i'm glad that you are supportive of immigrant communities speaking in their own tongue to be comfortable to speak in your court. we're also live tweeting reach out in chinese so a few dozen volunteers and hopefully the other two things advocate and

they strongly aligned with and student learning loss and mental health will get through it as well so thank you for making school commutes safe with your corporation and sfmta, thank you. >> thank you. >> caller: i planned on spending my minute for our student delegates who have done a phenomenal job but ms. marshal killed it so i wouldn't bother. i'll go to ms. lopez should you mute your or get rid of your feed if you are going to roll your eyes like that. number two, item 44 today is absolutely illegal. there's co mingling of funds. i raised it yesterday, i'll raise it again on friday. there's a fund men problem this board should ask for questions,

why are we co mingling funds on prop a? thank you. >> thank you. hello -- >> hello, my name is mary and i'm a parent of a rising second grader from flynn toal ver add owe and i apologize for raising my hand early before. i'm just repeating myself that there are many, many important things for this board and for the teachers and leaders of the sfusd community to focus on. we've seen five hours of them tonight. with absolutely not appropriate is weighing in on the middle-east conflict. we can go head-to-head for days on who is sprite who is wrong here and there is no exact comparison. the whole point is that it's an extremely gray area. i myself am conflicted about it but that's not what is

important. the teachers union and sfusd should focus on the issues that matter and whether we like it or not, israel is tied to jewish identity. we should not equate one with the other but there's a rise in anti-semitism and jewish students do feel threatened and this is a terrible decision of the teachers union. i consider sfusd like others for private and i value diversity and that's one of the main reasons i stayed here. please make my children welcome. >> thank you. >> hello, michelle. >> caller: hi. good evening, thank you for having me. i am a fourth generation san franciscan a new mother and a proud jew and i'm really in dis believe the dismay to read that the teachers union chose to enter complicated in emotional middle-east political crisis and endorse it versus resolution.

one that makes our community feel hurt and isolated. i'm very concerned the president creates and how it supports the rise in anti-semitic activities in our community. i have a choice to enroll my son in the future in public education and i was a public education, school education from kindergarten through university. and this really makes me question his safety and our future. thank you. >> thank you. >> hello, amanda. >> caller: good evening. i too was dismayed to see that uesf endorsed a resolution about the middle-east political crisis. i'm jewish, my kids are jewish, the violence in the middle-east is traumatic, complicate and personal. i want our schools to be a safe place for all children, including my children.

anti-semitism is a live and well in san francisco and within sfsud. the lowell pad let incident had anti-semitic hate speech and images to my knowledge were not publicly addressed. i don't expect my teachers or the union to be experts. i do expect them to focus on creating inclusive, supportive learning environments. i'd like to see more resolutions on increasing teacher pay and benefits and the science of literacy and a full return to in-person learning, trauma informed responses, and less about international political conflicts. i call on our teachers, u oooh sf leadership and school leaders to promote the safety of all students. thank you. >> hello, carla.

>> caller: hello. i just first of all, our wonderful, amazing student delegates. thank you. i've been at almost every board meeting and i see you and i hear you and you've made such an aiming pact. i cannot say anything better than ms. marshal except thank you on my part as a parent and as an advisory person. and then i just want to put on my parent hat for a moment and mention that we have incoming new students at different schools at the freshman level, at sixth grade level, kindergarten level but the ones that have been kindergarteners and sixth graders and ninth graders this year missed out on orientation on walking through their new schools, and i just hope you can give some extra support to our administrators and our teach tim hortons allow them to brick the students in before school starts as if it was their first time and treat

them a little bit kindly in that respect. i want today say that and thank you again. >> president lopez, that concludes the public comment time. >> thank you to the public for your comments. we'll be moving on to section f. consent calender. item 1, is the consent calender. i need a motion and a second. >> so moved. >> second. >> let's open it up to public comment on consent items. we can do two minutes each. >> thank you, yes, please raise your hand if you speak to items on the consent calender. and translation, can we send that message as well. [ speaking a foreign language ]

>> thank you, very much. hello, lawrence. >> hello, commissioners, hello everybody, thank you for taking my public comment. consent items, i've got three i want to talk about. item 44, like the earlier session is a chance for co mingling of tax exempt bond funds and ab89 funds. there's ways you can make this item separate money instead of modification of some other work that facilities do so please, separate them because we don't want to have any kind of tax exempt bonds co mingling.

you have item 7 and item 8 that have two ex act needs. they're both addressing the rfp for project management that reopening of schools and they're the exact thing for all schools so the facilities have to explain why you have two companies doing the same exact job. and then there's the item of special ed money being transferred into, i don't know, some sort of other training or something. i don't know the exact number of this consent item. it's the one where -- pay attention to the concept item and don't just green light it. >> at this. >> forgive me if i miss pronounce. >> caller: hello, my name is cara and i'm so sorry, something happened with zoom because i had

my hand raised to do provide a general comment but somehow i wasn't called on them so i just wanted to thank everyone for listening to our comments tonight. i am sfusd parent with a child at school and we are jewish, my child is jewish and this decision by the teachers union has made us uncomfortable and you know, we can't have diversity without differences and we want a space which includes us. thank you, very much. >> thank you. anyone else care to speak to the consent calender? that concludes public comment, president lopez. >> thank you for that. so, are there any items withdrawn or corrected by the superintendent. >> there are none. >> any items removed for first reading by the board?

seeing none. any item severed. >> i have one. >> sorry. i didn't see you. >> i wasn't able to raise my hand. i wanted to pull items 29 for discussion. >> sorry. so item, repeat that? >> 29. >> item 29. any other commissioners, are there items severed? >> i was thinking i might be able to giffin aud to address (o explain that one. >> ok. we have item 29 and item 44. severed by the board. we will discuss those.

let's do a role call vote on consent calender for all other items. >> clerk: thank you. [roll call vote] >> you have seven ayes, thank you. so we do have two items before discussion and vote on consent calender that have been severed. we are on section g so let's start with item 29. approve the contract for the purchase of strategically sourced prepared meal and delivery services and so this is s and s and revolution foods.

commissioner, did you have a specific question or did you want to hear from staff before we proceed? >> i guess it's just a concern. i just feel that for me the satisfaction level of students with the food isn't high enough for us to make a commitment and a contract that could potentially go for five years and it just makes me feel decided not in the best interest of our students to continue with revolution foods versus figuring out a way to develop our own internal kitchen system and prioritize tag in a different way than making this contract for the next three years. and that's my primary concern and i don't know if there's anything that staff wants to bring up to address it but that's what it is for me and i wanted to pull it from the

consent calender. >> did you want to address any parts of question? >> yes, i'm happy to. and good evening, dr. matthews and commissioners. commissioner, i think the idea of removing it is aligned with the staff's decision and the direction we want to go and we have seen a significant decline in the number of fields we're relying on. going from it was like 85% of the meals we used to procure from and we're on track to get to 70% in the next couple of years but to completely remove our alliance we need a massive investment and millions of dollars in order to create cooking infrastructure that is needed and right now, most of our kitchens are still out of

gate and even if we got funding to buy our new refrigerator we would not plug it in without overhauling the electrical system so we've been moving in that direction and using the 2016 bonds to renovate and upgrade kitchens and that's what is helping reduce our reliance on an outside vendor but to go to scale, to be able to produce over 30,000 meals a day, we need a central kitchen.

for developing a central kitchen and finishing kitchens and so we're working in partnership with facilities department and preparation for discussion with the board about bond 2022 funds and what it would cost and how much time it would take and hopefully, it's our hope, it's our dream that we'll be available to be part of the 22 and and but the incremental progress is good and so even this summer we're going to break ground and a number of kitchens and upgrading those and we did just before and the pandemic broke out and that was fantastic and it helped us with the meal program and we've been running during the pandemic so, we're on track to do that in the meantime, we need to rely annan

outside vendor to deliver 30,000 meals a day and they have to be delivered daily because we don't even have an infrastructure to store meals, not just prepare them and so that is why we do daily deliveries of meals to schools and refrigerated trucks and the contract before the board tonight, was actually approved and by the board, and in january of 2020 and is we have got to it twice in the last four years and to compete from a fender and we went in 2018 for a five-year contract that would go to 2023 and it was a desire to go again it's their five-year contract and the reason for five-year contracts is it's such a massive investment, having a multi-year contract is important in order to be able to attract vendors who would be willing to

invest in the kind of infrastructure that is needed to develop and produce 30,000 meals a day and with the contract that we have, the provisions in it that it's not binding in the event that we in the directing find an alternative and want to shift wearing the board, we're not obliged over the or committed -- [please stand by]

>> there's opportunities for us to check in and get input to make sure that they are doing a good job of being responsive families are happy with food choices. that is very important. i will be supporting it and i encourage you to work with chief o'keefe to go out and visit the kitchens and see what the district is doing. i am proud of the work we are doing and i'm really grateful to our leadership and the leadership of staff in developing this new way for us to create our own service. >> thank you for that. are there any other questions or comments regarding item 29?

seeing none, i will do a roll call vote. >> thank you. [roll call] that is six eyes -- that is six i. >> thank you. we will move on to item 44 on the consent calendar. that is contract number 2221 lot nine.

commissioner alexander, this was in response to a couple of comments from before. >> i don't have a problem with it. i think it's good process in terms of transparency that if people in the public raise questions that seem unreasonable that we out set to try to explain them. i just wanted to offer that. >> thank you, commissioner. for item 44, i would like to direct the commission's attention -- you can see line items that are described as budget source and the agenda item details. the source of the budget for the contract is clearly identified. i want to start off by stating again that we are not using bond funds to fund in person learning. i do want to acknowledge the speaker's point. as a look at the proposal language that is attached, it is

a little confusing. it is written for an internal audience. i will work with my staff to figure out how we can update the record without having the board revisit any action. i want to just acknowledge that the action item for the board clearly identifies a.b. 806 with funding source. i am happy to work with my own team to clarify on the record the nature of the scope of work and be more specific or be more blunt on that point. >> that sounds great. i want to appreciate the members of the public who scrutinized our consent calendar. there are so many items in there. some of them are quite large. i think it is a generous effort

to look for that and raise these points with more comments. thank you. >> thank you for bringing that up. are there any other questions or comments on this item? thank you for being able to respond. roll call vote. >> thank you. [roll call] >> thank you. that is seven ayes. >> thank you. moving on to second h., there

are quite a few items. i will be going through a similar process throughout. item one, sfusd and san francisco county office of education school plans for student achievement. i need a motion and a second for special order one. >> so moved. >> second. >> thank you. superintendent matthews, can you introduce designee to speak to this item? >> thank you president lopez. speaking to this item will be the director of state and federal programmes, roderick castro. >> thank you. good evening. tonight's requested action is the board of education of the san francisco unified school district approves the san francisco unified school district and san francisco county office of education 2021 and 2022 preliminary school plans for student achievement.

>> thank you. before we do that, can we check if there's public comment on the special order one item? >> please raise your hand if you care to speak to this item. can you please repeat that message? in translation. [speaking foreign language] [speaking foreign language] >> thank you. >> hello. >> hello, carry? >> hi. i got a call -- i got called

away. i would like to see that among asians, we worry about discrimination. i would like to see the school district that can help with us and the school district can educate our kids and send a message to our kids. [indiscernible] stop the asian hate. >> thank you. that concludes public comment on the item. >> thank you for checking in. we are trying to be clear about what items are up so people don't get left behind when they want to make public comment. are there any questions or comments from the board or student delegates from special order one?

commissioner alexander? >> is this approving the school-based plan? i only see the one small attachment. >> it is the preliminary document for the schools for the fall. they actually have to finalize it. it is customary for us to do a draft, a preliminary version in the spring. so for all of the schools they have to complete one. >> and when are they available to the public? >> yes. the p.d.f., they have all been turned into pdfs in their current form. my understanding is they were provided -- uploaded. they are available, to answer your question. >> am i missing something? >> they are not uploaded as a p.d.f. on board docs. >> i only see one page.

i didn't know we were voting on it. i would just voting on this one pager voting to approve the actual plans? >> it would be voting to approve the preliminary plans. normally i provided -- they weren't all uploaded. >> i don't know if we can vote on that. >> this appears to be an error. i will recommend that to the next meeting. >> i wasn't sure about that. thank you. >> all right. sounds good. we will bring you -- we will bring it back up at a meeting. >> i do apologize. i did want to remind the public, if you haven't already, we are going on our five and i encourage all of a sudden to step away, get some water, and stretch and get a moment. moving on to item two.

public hearing and adoption of the local plan in the annual budget and annual service plan for special education for the san francisco unified school district and office county of education. i call a public hearing for the special education annual budget and annual service plan. can i get a motion and a second on the budget service plan? >> so moved. >> second. >> thank you. superintendent matthews, can you introduce the designee who will speak to this item? >> thank you, president lopez. speaking to this item will be the chief of special education, jean robertson. >> good evening, dr. matthews and president lopez and to all of the sfusd team. hang on. my screen just went to full screen. i am here tonight to present, with our special education

services team the public hearing in -- and the action is required by the california department of education to demonstrate there is adequate and effective participation with community partners to ensure a continuum of special education service options that are available to students with disabilities. >> i'm sorry. this is the sign language interpreter. that was very complicated. i will need that again. just be a bit slower. >> sure thing. i apologize. tonight's action is required by the california department of education to demonstrate that there is adequate and effective participation and communication with our community partners to ensure a continuum of special education service options are available to students with disabilities. and as we review the slides tonight, i want you to bear in mind that we consider our partners and the community

advisory committee for special education to be experts in the field, in their insights and recommendations are highly valued. our department listens and participates in regular meetings with other deeply valued stakeholders and groups including our african-american parent advisory committee, our district's english-language advisory committee, our labor partners and others. and during the pandemic, we have forged a new partnership with a group pediatricians and independent groups of latin x parents and a collaborative group of partners. we will remain focused in the year ahead his -- in the years ahead. slide, please. to kick us off tonight, we believe that special education is the heart of the school district. if you take a few moments to pause on that, you will realize special education is literally freeware in all facets of the

work that we do within our department his. we are all special educators. our mission as special educators is twofold in that we are committed to providing innovative and effective strategies towards better outcomes for the lifelong success of our students, and in doing so, wait here to the rules and laws spelled out in state and federal regulations. we need to meet individual needs for free and appropriate public education and we will hear this referred to as state. next slide, please. the work of our district is complex. this slide represents only a flat -- a fraction of the puzzle we are faced with each day. under dr. matthews' leadership these past few years, there has been a keen eye on coherence, aligning our priorities, and

interconnecting our focused efforts inclusive of antiracist practices and culturally responsive pedagogy. the special education budget and annual service plan is focused on one focal student population. students on individualized educational plans. this year's plan takes into account the priorities in our district in the post- pandemic chapter before us as we fully return to our schools in the fall. i will hand over the presentation for the next few slides to our ombudsperson because in her role as the liaison, she is responsible for driving this process in preparation for the public hearing. and now she will map out what it entails. next slide, please. >> thank you. >> tonight, we are presenting our 2021 plan. last year, we completed a very comprehensive three year review

of the local plan. this year, however, we are only required to submit three sections of the plan. section a, which is our certification. these are the signature pages where the board of education, the superintendent and the community advisory committee for special ed sign off on the plan. next is section d. this is our annual budget plan which identifies all of the proposed expenditures for the coming year and then last is section d., the annual service plan, which provides a description of services and the physical location where those services are provided. next slide, please. before we moved too far ahead, i want to talk a little bit about this. we don't really talk about what it means. so it stands for california's

special education local plan areas. this shows where the regions are located and these are the regions responsible for supporting students within their boundaries. some foundries aligned with school districts, but there are also multidistrict ones that allow small districts to work together to provide a full range of special education services. as we know in san francisco, it's a city and county. this makes dr. matthews our superintendent and our superintendent of our county office of education. san francisco it's also a single digit -- single district. making jean robertson our chief of special education and our director. they are all required to submit a local plan. this is to ensure access to special education programmes and ensure that all federal and state laws are being followed. lastly, each one must have a

community advisory committee for special education. the purpose of this committee is to advocate for effective special education programmes and to review and sign off on the local plan. next slide, please. before we share our budget and service plan, we want to provide information about the differences between the district and the sofa. will 75% of our special education department is on behalf of students enrolled in sfusd elementary, middle, and high school, we are responsible for another large group of students who are part of this. these include students enrolled in the county office of education alternative schools. schools -- students who are in nonpublic schools, students in private schools, and have individual service plans, and students in our early education programme. additional students are enrolled in charter schools such as

creative arts charter, gateway middle, gatewood -- gateway high school and life learning academy. now i will hand it back over to jean robertson. next slide, please. >> thank you, julia. this shows the primary eligibility of our students. regardless of disability, over 72% of our students receive services in the general education setting. it is important to know a few things. special education is not a place. it is a service. students receiving services our general education students first and should have access to the same programmes as their peers. in the past two decades, there has been a steady increase in identifying students with autism and typically the students have multiple services written into these. special education encompasses a significant portion of the district's overall budget and is

appropriate and just given the core values and our student disabilities. it is also the law. however, special education is woefully underfunded at the state and federal level. we must be efficient and mindful of our current cost drivers. with this in mind, i will introduce simone green, the executive director of physical and operations and she will report the preliminary numbers for the year ahead. next slide, please. >> thank you. good evening, dr. matthews and commissioners. i have the privilege of sharing with you all tonight our proposed budget for special education services for the 21-22 school year. i will start from top to bottom and i will highlight some key drivers here. so you will see, in the first line item, the guides show site

based salaries and benefits coming in at $144 million, which is roughly 70 3% of the budget. we have increased both site based and central office f.t.e. this year. and although we have lost about 160 students during the pandemic, we do have a backlog of assessments that will be completed in the months ahead where we anticipate newly identified students. next i will bring your attention to a few rows down were you will see these. this is at about $31 million. i will also add that this stands for nonpublic agency. we have made investments in personnel to enable us to build internal capacity to better serve students answer --

students and schools. we are committed to reducing this line item, spending over time, and we will continue to seek ways to do that in the coming months and year ahead. next i will bring your attention to mental health services, which i understand is a very important issue facing all of us within the district. the number you see in front of you represents grant funding, and mental health services are spread throughout this budget, not just in this line item. a lot of them are captured in the first line item with the salaries. medi-cal billing allows us to stretch our mental health dollars even more. next we have legal claims and parent reimbursement. this number is pretty consistent with our spending in the past. we are not anticipating a large increase here. operations comes in at about $2.6 million, and this number

includes ransom -- rents and leases. items such as mileage, telephone, food, postage, supplies, noncapitalized equipment and indirect costs. indirect costs are the costs that cross over into other departments that support our department, such as the budget office. finally, on this line item, you will see the sanction at $1.9 million. we will get to that shortly. we will not spend any time here on this slide. some highlights worth noting in these numbers are, one, we have a deliver it -- a deliberate plan for personnel and the unit, behavioral, and psychological services division. there will be a focus on

completing assessments and revisions of appropriate direct services to the students in response to the aftermath of the covid-19 pandemic. these classrooms were developed for students with autism and all divisions, pre-k, elementary, middle, and high school. we have ensured adequate pricing -- staffing at our conti school that serves eligible adolescents. we will continue to build our programme pathways and our alternative dispute resolution programme where we will work through the into crit -- in ticket -- intricate areas. and a final highlight, after several years of bolstering curriculum materials at the school site, we will focus in the year ahead on building teacher capacity in tier two and three research-based literacy instructions.

i am going to hand the microphone back over to chief robertson and we will move to the next slide. >> thank you, simone. this slide represents our large categories and our budget. seventy 2% of the budget is represented in blue. it represents site based staff, including special education teachers, educators and other service providers in the field. the red category represents the full-time employees in the central office that support the vast network of students and those serving them in the field. these are supervisors, content specialists, analysts, and clerks, to name a few. the category is more complex as it encompasses specialized services to students. to give you a better understanding of this category, we will provide some clarity.

it stands for nonpublic schools. these schools offer very specialized educational services that aren't offered in our cohort schools. eligible schools attending nonpublic schools have a rare and/or significant this -- disabilities. it stands for nonpublic agency. these are independent agencies that provide related services beyond our staff capacity. services may include american sign language interpretation, short-term and/or specialized behavioral, academic, or nursing support, to name a few. our consultants offer varying services depending on the need in the field. to name a few, they foster augmented communication on high-tech devices or conduct independent educational evaluation for eligible students. some consultants provide specialized training for staff. the small slice of the pie represents a 1.9 million set

aside for the comprehensive and coordinated early intervening services plan. we refer to that as c. save. it's currently in process. margaret's internet has gone out. mine has done so three time tonight. i might be covering the next slide as well. if you move to the next slide... >> this slide is -- let me restart that. the california department of education monitors special education performance in disproportionality data. the results of this monitoring is meaningful because it signals the need to strengthen the general education support context and intervention tears to include benefits for students

who require additional support. special education supplements general education. and might be useful to liken this as the canary in the coal mine. it has signalled the conditions of the environment. that being said, it is currently being monitored through two plans. the special education plan, otherwise known as step is a california department of education state plan and it focuses on the performance and outcomes specifically of students on this programme. this plan was submitted in december and approved. the comprehensive coordinated early intervening services plan is a federal sanction and monitored by the california department of education. districts are identified as significantly disproportionate when the same race, ethnicity group is identified in the same special education area for three consecutive years.

when a district is found significantly disproportionate, it is mandated to step -- set aside 15% of its federal funding to develop a general education intervention plan. this plan requires approval before implementation. we will go into more details about this plan at an upcoming board of education meeting. after that meeting, we will submit the plan for approval and we anticipate that it will review and approve over the summer and we expect to implement the plan activities in the fall. i believe we are ready for the next slide. >> i will take this one. now we will shift to the final version of our local plan. this is section eight, the annual service plan. this is a guidance and a

monitoring document. the service plan is made up of two reports. the first is a descriptive document, and then the second is the report out of service locations provided here. examples of special education services include things like specialized academic instruction, occupational therapy, physical therapy, et cetera. if you want more information about different types of special education services and their description, we have added a link on the side of this slide. also, i really want to point out that these local plans are public information. we post them on our website and the last bullet here takes you to our website where you can review past year's plans if you are so inclined and you can always contact us for more information. i will pass it back to jean. >> okay.

great. in closing, i hope you have a better understanding of our work as a single district and you can see the line throughout our district. we have a lot to do in the year ahead and we will continue our partnerships old and new. two of our directors were not part of the presentation tonight, whoever who are integral in the work we do every single day are listening in. a quote from them always resonates. she says, i'm sorry, i've lost my place. she says people talk about equity as if it has one dimension. in reality, equity is a multifaceted and complex issue. the national equity project's definition of instructional equity is reducing the predictability of who succeeds and who fails. interrupting reproductive practices that negatively impact students and cultivating the

gifts and talents of every student. our students are brilliant. they are talented and unique and very worthy of our investment. special education services is committed to serving them and supporting our entire district to do so. we believe we are all special educators in the sfusd. on behalf of the entire special education services team, we thank you for your attention. now i will pass it back to you, president lopez. >> thank you very much. before we take this, i would like to see if there are any public comments on this item. >> please raise your hand if you care to speak to the presentation that was just given. translation, can you repeat that message as well? [speaking foreign language] >> thank you. i'm so sorry. [speaking spanish]

[speaking foreign language] >> thank you. >> how much time would you like, president lopez? >> let's do two minutes. >> thank you. >> hello, everyone. on behalf of the community advisory committee for special education, i would like to say thank you for this report. jean and julia talk a little bit about the fact that we are a single district. we are a county office. we are very unique. even within that, we are even more unique. they do a whole lot of work throughout the state with other groups. i have to tell you, in speaking with other leaders throughout the state, we are extremely lucky to have such a collaborative district to work with.

we have a budget from this to do parent engagement and do parent training. we hire interpretation services and in childcare and we bring in dinner to all of our meetings. the district pays for that to make sure that families can engage. and that is in collaboration with support for pet family so we make sure our child care providers are well-trained and can support our students with disabilities during these meetings. and then we talked to others who aren't even allowed to give public comment. [laughter] i would just like to appreciate the collaborative nature of our relationship with the district. the transparency from our current leadership and anyone who has been in the district knows it's a huge, huge change from leaderships a decade ago. we are really grateful and appreciate all the work that is

being done and allowing us to be part of the work. thank you. >> thank you. >> hello, carla. >> hello again. thank you so much for letting me comment. i just wanted to tag on her comment that we greatly appreciate the collaboration with the district and the special education department. we spent our main meeting reviewing the local plan and budget. we appreciate being included in this work. some of the comments that came out of our meeting that members appreciated the focus on adding autism focused classes and adding more intervention curriculum, more training, more school psychologists, and additional staff. also what came out of it as well is we would really like to have more of a book -- budget

detailed breakdown going forward and personnel has committed to working with them to provide additional information. that was wonderful feedback. a big huge a plot about central health. that has been very, very voiced loudly at all of our meetings. would also like to extend our appreciation to the hard-working gina robertson and julia barton who have come to our meetings, our executive board meetings. we love them. we really appreciate our voices being heard. thank you. >> thank you hello, julie? >> hello. i wanted to thank the department for this presentation. i wanted to specifically list up the process that they presented on the disproportionality process led by a stanford

doctor. that process was the best example of targeted universalism in a community based approach to find solutions that would lead to equity and also potentially have budget savings that i have seen in education period. i am commenting partly to lift up the presentation and ask board number -- board members and other folks to refer back to it. i'm also curious if folks from the department might be able to highlight some of the ways that that process is informing the plans for the future. i'm very excited to see how that plays out and how it may shift the experience of black students and all of our students in the district. thank you for your work. >> thank you. >> president lopez, that concludes public comment on this

item. >> thank you. are there any questions or comments from the board? seeing none, roll call. >> thank you. [roll call] that is seven ayes. >> thank you so much. i appreciated learning more about this. thank you for bringing this to us. the public hearing is over. therefore, the board will go back into regular session. we are moving on to item three. reminding everyone we are under

section h. memorandum of understanding between fs u.s.d. and educators of san francisco for a return to inprison learning instruction for 12th grade students. i need a motion and a second for special order three.

>> hello, meredith? >> i want to reiterate what the previous caller said. it is very unusual to see that in the m.o.u. they do not -- they should not

be making decisions around this expenditure of the money coming from the state. ventilation sounds great and necessary for both related to covid and also as we enter wildfire season. it seems unusual and inappropriate for the state to put in an and will you. >> thank you. that concludes public comment on this item. >> thank you. any questions or comments from student delegates or commissioners? okay. i am seeing none. i will roll call vote on this special order three. you are on mute.

>> i have to unmute myself. thank you. [roll call] thank you. that is seven ayes. >> thank you. all right, everyone. we don't have that many items left. we will power through. item four. memorandum of understanding between sfusd and united educators of san francisco for extended school year. covid recovery services and summer school for 2021. may i hear a motion and a

second? >> so moved. >> second. >> thank you. superintendent matthews, can you include a designated speaker for the item? >> it is the chief of labor relations, greg john. >> thank you, dr. matthews and commissioners. you will hear from you couple more times this evening. i will do my best to be brief. this memorandum, the recommended action this evening is to approve this m.o.u. between san francisco and united educators of san francisco. this is for the extended school year, other known as e.s. why, covid recovery services and summer school for the summer of 2021 term. the m.o.u. sets out the terms for summer school for all those programmes for this year. i'm happy to answer further questions if commissioners have them, and the public. just commissioners, sorry.

>> okay. thank you. [laughter] >> i appreciate that. let's hear from public comment before we hear from the commissioners. >> great. please raise your hand if you care to speak to number four, special order of business. thank you. i am sorry, translation, please repeat that. it's special order of business number four. >> thank you. [speaking spanish] [speaking foreign language] >> thank you. how much time would you like, president lopez? >> we will do two minutes throughout these items. >> okay. thank you. hello.

>> hello. i am just asking for a little bit of clarification here. i see it is specifically called out that early ed parents and staff can work up to an eight hour day, but i have heard that our kindergarten through 12th grade staff are limited to seven hours a day, which has made it quite problematic if that is in fact, true to get staff to work both programmes. what we are finding, and it has been difficult to recruit teachers because extended school year runs four hours, for example, for high school from eight until noon, and then there is an hour break, and then covid recovery services runs 1-4. which is greater than the seven hours. therefore, a staff member, credential teacher could not choose to work both programmes. if that is wrong, please, i would appreciate clarifying

that. i hope i am wrong. if not, i would love clarification on why. thank you. >> thank you. >> hello, meredith. >> hello. i am here again. i mentioned this earlier tonight, but we're just wondering, looking at the m.o.u. and thinking about the upcoming school year, but also this summer, seeing things in the m.o.u. where we are making agreements with labor partners and still conceding outdated, pointless and punitive healthcare interventions for kids like 6 feet distancing need aid, glass separators, even forh graders who have the opportunity to receive the vaccine. we are wondering, how do we see a transition to do what science is saying -- [indiscernible] -- do we need a d.b.h. recommendation in the room? i am not sure.

i would love to hear from you all and what you are thinking as we go forward with the future m.o.u. we don't want schools to feel like prisons for kids. we want them to succeed. we need to stop these punitive operating practices that have no basis in science as of now, as of a long time ago, and treat our kids like vectors of disease. that is not the case. how do we move forward? >> thank you. that concludes public comment on this item. >> thank you. are there any questions or comments from commissioners? i am not seeing any. roll call vote for the special order. >> thank you. [roll call]

>> thank you. that is seven ayes. >> thank you. item five under section h. tentative agreement between the district and international union of operating engineers local 39, redistribution of proper jay revenue. can i hear a motion and a second? >> so moved. >> second. >> thank you. superintendent matthews? >> presenting this item will be our chief of labor relations. >> thank you, dr. matthews and

commissioners. the recommended action for this agreement is to approve the agreement between the district and local 39, and if you don't know, local 39 is our stationary engineers. they work on, among other things, they work on our school's boiler systems and our ventilation systems. this, i will slow down a bit on this to go through the terms. in this agreement, unit members will receive a fixed parcel tax add-on of 4% to the base -- our right set -- hourly salary. payment of the parcel tax will initially occur in a lump-sum in 2021, and thereafter in the regular checks, and then if the parcel tax is not renewed, unit member salaries shall revert to the salaries, and will be in effect on july 1st, 2021.

that is the presentation. i'm happy to answer questions. >> thank you. we will hear from you shortly again. before we do that, can i open this up to public comment? >> please raise your hand if you care to speak to item number five under special order of business. can we repeat that translation? >> i'm sorry. my internet was a little weird. >> that's fine. raise your hand if you care to speak to special order of business item number five. [speaking spanish] [speaking foreign language] >> thank you. >> i will limit it to one minute. >> okay.

>> hello, chris? >> hi. i am a member speaking for myself and not for the union. i think it is a great idea to approve this. i think school employees really do need more money in their pockets for the work that they do, especially those who are keeping our schools up and running. please approve this. i am prepping for you. i will be with you until the end of the meeting. >> thank you. that concludes public comment. >> thank you. any questions or comments from student delegates or commissioners? seeing none, roll call vote. >> thank you. [roll call]

seven ayes. >> we are else -- also powering through. thank you for being here. this is the laced -- last item under section h. tentative agreement between the district and united educators of san francisco regarding bus para- educators. can i get a motion and a second? >> so moved. >> second. >> i will just go to you greg john. [laughter] >> thank you. dr. matthews, i knew you were coming my way.

thank you. commissioners, this tentative agreement between us and the district sets up the terms for bus fare educators, a very few assistant couple of things. these are folks who work on our smaller buses that transport students to schools and this sets out the terms for how far the educators must sit from one another, from the driver, the type of ventilation that is to be available in the buses where students need to sit, and delays all that out so students can be taken to and from school sites with safety for adults and students included. that is essentially what this agreement is about. i am happy to answer any further questions. >> okay. is there any public comment on this item?

>> please rimmie -- repeat the message. [speaking spanish] [speaking foreign language] >> thank you. >> hello, chris? >> hello. i wanted to give more perspective on the students. they usually need a bus para- educator. these are students who have trouble doing things like maintaining a seatbelt or maintaining a safe and appropriate behavior around other students. and so sometimes these social distancing measures need to be any fact just in general to keep everybody safe. not even just from covid, but especially about now with a lot of students riding the bus you may have sensory issues and struggle to wear masks in a confined space.

that is why i think this one is important. thank you. >> thank you. that concludes public comments. >> thank you. any questions or comments from the board or student delegates? seeing none, roll call vote. [roll call] thank you. seven ayes. section i.

discussion and vote on consent calendar items removed at previous meetings. there are none tonight. section jay. introduction of proposals and assignment to committee. to i hear a motion and a second for first reading to their proposal? >> so moved. >> second. >> thank you. i am going to do this several times. may i hear a motion and a second for the first reading? >> moved. >> second. >> thank you. may i hear a motion? first reading of the following board policies. board policy 5141.22. infectious diseases and board policies for the certificate

personnel assignment. >> so moved. >> second. >> thank you. we are going to open it up for public comment. we will limit it to 10 minutes if needed. this is all for the first reading. [speaking spanish] [speaking foreign language] >> thank you. >> thank you. >> hello. >> hello. i am the cochair and member of the task force. i wanted to raise my concern that this is the very first time that any member of the public, including those of us on the task force have been offered an

opportunity to give input or comments on this. it needs input from our students and the people who know them best, early and often in this process. i appreciate that it does include the task force recommendations to improve the process and be compliant for next year. but it does need to be reflective of our sites and our communities. that includes public engagement and the budget process. i do request that district leadership prioritizes staffing and communication to support family and teacher and community strategic and put in a real and meaningful way. >> thank you. >> hello? >> hello. i am a parent of one of the students. [indiscernible]

i'm also a member of the task force. i will not repeat everything that she just said. i agree with a lot of it. i wasn't able to attend the last board meeting. i appreciate the families who took all the time to provide input and their experiences here. i do appreciate the budget has consistently shown up to keep people informed. i do think we need to see staffing support from staff as we are working through these processes. i want to focus on this process because transparency, predictability, and meaningful opportunity matters if we want to build trust with our stakeholders. all year we should be working on this. we should be reviewing data and progress from the prior year. i hope that it is not just looking at the budget documents, but it communicates our values

and priorities and how we can demonstrate progress for accomplishing goals. we need to accomplish these goals together. we need to create ways to review the data together all year. we have created several documents to include this, including -- [indiscernible] >> thank you. >> this can help inform -- >> thank you. >> thank you. >> hello, meredith? >> hi. i will be quick. i want to reiterate what i have already heard regarding the plan. it is the first time i am seeing it. it's 140 pages. i represent many, many families across the district. i want to boil down information. i don't have time to do that.

it's a couple days before we can boil it down, give information to families, and get their input and give it back. it's not enough time. we are failing to meet the requirements. we are failing to follow best practices. we are failing to value input. and when there is already a lot of loss of trust, i'm sorry, but our board of education, and our district, we have to commit to doing better going forward. like the previous caller, i want to request, and i hope to see something in writing. we hope to see something in writing from you all that will get better going forward. >> thank you. >> hello, rory? >> hi. i am a teacher. i will reiterate what the previous three people said. and from a union standpoint and

a teacher standpoint, we have teachers who are done with school now. being able to communicate, being able to give feedback is almost impossible. in addition, i was on a task force. i was one of the very few teachers there representing our 6800 members. and even the suggestions that i made i don't see in there. the purpose of this is so that stakeholders can give input to address our needs and concerns around the dashboard and our report card. if teachers, who are an important part of the conversation can't give input in terms of the priorities for the budget, because it should direct what it's going -- what is going on with the budget, and we can't give those, than that, in turn, doesn't give us what we need for our students. >> thank you. >> hello, lawrence?

>> hello. i would like to echo all the prior speakers with the desire to get more trust from the board, as well as the district. i want to bring up an example from this budget draft of counsellors being cut $300,000. that seems kind of strange. security aids being cut $7 million or 117.9 f.t.e. maybe there is another place where the money is coming from for this kind of f.t.e. loss. i have no idea. prior information on expenditures was one slide. please help us understand things more, and especially when it comes to $100 million plus of deficits going forward where the draft is due in november of 2021. if the parents aren't involved with that decision, those kinds of budget balancing, if it is

revenues or expenditures, this is not good. thank you. >> thank you. go ahead. >> no problem. thank you. you always do a great job. i just wanted to echo the previous caller's concerns about the timeliness of this. much like parents, we need time to review it before i would ever ask them to sign one. you can if you want to, but i encourage you to wait until i finish the paperwork and given it to you to provide your written consent. you aren't following that basic step. it doesn't feel like you are showing the respect to the community members that this will impact. thank you. >> thank you.

>> michelle, would you like to go ahead? >> thank you. i want to appreciate everyone who has called in and made comment. this is something that is concerning to a lot of folks, even to be here at this late hour. i did want to echo some of the previous calls for support to dedicated staffing, as well as the extension of the planning process to take place over the course of this year, and not to start in the spring. with that said, i would like to let everyone know that i have been in conversation with district staff. we are making those plans. we will be starting much sooner. i get that you want to see it in writing and you should. in addition, more presentations will be coming up in the next couple of weeks at the board of education meetings. and this thursday, june 10th, from 2:00 p.m. until 4:00 p.m.,

the task force will be holding a meeting where we will be diving in to this document and the goals and actions. if you are interested and available, the information is on the website. thank you. >> thank you. president lopez, that concludes public comment? >> thank you. are there any questions or comments? i am just reminding everyone that this is the first reading and it will still go through the processes of several other meetings through public discussion before we -- before the final vote. commissioner collins? >> thank you. i wanted to thank public comment. i agree with all of the comments that were made. i also want to say this is not a new issue. this has been true since i've been on the board. and previously -- and this is

also true with the budget. a lot of cases were presented with a budget. the community gets to see a budget. it is in process but not really transparent. i appreciate staff efforts to make the process more involving with the public at a sooner time in the year, and also agree that that needs staffing because we have folks were doing budgeting and we may not have folks who have the expertise to do community outreach and engagement. it is a totally different wheelhouse. i don't think staff has capacity to do both. i would like to see us put more of an investment in making sure that these processes are not only timeline earlier, but also supported in a way that community can engage. and specifically communities

that tend not to be invited to participate. specifically communities of color, and communities that speak english -- speak other english -- other languages as their first language. i am assuming -- i know we have been pushing a lot of things out to try to reopen schools. it has taken up a lot of bandwidth from all of a sudden and our meeting times. with that out of the way, i'm hoping those conversations and updates might also be taking place on a more regular cadence either through committee as a whole meetings or through the budget committee. those are ways where we can more regularly be updating the public and involving them in our discussions around these things in advance of end-of-the-year decisions.

>> thank you. my question is really highlighted around the numbers presented around suspension for african-american and latino students who are within the school district. i am really curious to how the funding we receive is helping us to close those gaps and decrease this despair work -- disproportionality and what progress we have seen over time. is something i feel we have always missed. where the impact over multiple years of us are there doing similar and like kind activities. i would love for that to be something when we can present and highlight specifically around our african-american students and latino student suspension. and cover other areas where we haven't closed those gaps after

lots of years of trying. >> i wanted to think public comment about starting the process earlier and just to chime into what commissioner collins had already raised. we have had it discussed at the budget and services committee and have been working closely with budget staff on acknowledging and recognizing that we have to, we must improve our process. we need to engage stakeholders and then i would also recommend that we really hone in and the upcoming year for those roles and responsibilities and invest more staffing and resources and looking at how we are engaging staff for the engagement piece,

but then also the budget team in their analysis. thank you. >> thank you, everyone. unless i hear otherwise from legal council, i am referring the policies to the rules committee. both board policies to the committee of the whole meeting being held on june 15th. >> almost last item. budget report. item one, report from recent committee meetings. we will start with the budget and business services committee held on wednesday, june 2nd. >> thank you. as i just mentioned, we had a pretty detailed meeting in

covering several important updates. one is around the enrolment trend. we spent a lot of time examining what the potential multiyear projections are looking for. decreased enrolment and how that would impact our fiscal budgets in the coming years and the concerns there and how we will focus on not only understanding what the decreased enrolment means, but how we will look at the strategies to increase those enrolment numbers, and then we will not get a more solidified data until october. that is really going to set us up to really understand what those multiyear projections will look like. then we move into the overall of our general reopening updates, which is a standing item, of any

updated revenues, particularly with the governor. we had a review of what that looks like in a really -- and really increased funding overall for public education. but the net for us in the district was just a slight increase, very much recognizing and appreciating the federal government's funding in the state's funding to allow us to have much more of a transition year in the upcoming budget and really tackling what we know is a deep cliff and really tackling that structural deficit which we can now, as we move into the final weeks of the budget planning for 21-22 and beyond. we reviewed the engagement and approval process. we really recognized, given the year of the pandemic, but also as a practice, we must do better in our process. i just provided some comments to

this, and looking forward to digging deeper with our constituents and stakeholders and also with additional investments in roles and responsibilities at the staff level. and then lastly, we reviewed our current power s.f. project. the contract amendment for the public and for the board, you may have recalled is these are a modernization of systems that not only touches the h.r. and personnel system, but is able to upgrade our budgeting systems. it will bring us into the 21st century with the first upgrade. i believe it's the first upgrade in 17 years. we will be launching and going live in a matter of weeks for the first phase. and then the contract amendment was that we could ensure we have additional funding put in for professional development,

including the successful launch and integration of those systems. that concludes the intensive budget and business services meeting. >> thank you for that. thank you for sharing. up next is a report from the legislative committee which was held on monday, june 7th, yesterday. commissioner alexander? >> yes. we had a very efficient discussion of a number of policies. will they come in two weeks? is that right? >> that is right. we will have to return one policy to you in august. but all will come on the 202nd. >> headset to my fellow board

members, i think almost everything was basically a technical adjustment. it will be on the agenda in two weeks. and if you have questions for staff, please ask them. it didn't seem like there was anything really substantial if in those changes. it was mostly complying with laws and changing various technical provisions. one of them will be the wellness policy. and the chief explained there is a need -- it's almost time for another big revision of the wellness policy. this is about technical changes that they are looking at. i believe they are looking at it for 2022. it will be a larger, more community input driven of the wellness policy. we also had a long and productive discussion about the state legislative situation and

the budget implications -- or the implications for us and in particular, the differences between the legislature. commissioner lam asked some really good questions on these issues in regards to the district programmes, access to internet and other things. and the last thing was we talked a bit about -- i asked the committee to consider taking a position -- sorry. i forgot one thing. we took a position on the school, universal school meal bill that is in congress right now. and supporting that position and bill. we also had a discussion about the local issue that is unfolding right now with the board of supervisors around the usage of funds.

it was widely understood by public and voters -- part of which will be designated for covid debt relief. there isn't a local -- right now it is not being used for that in the budget. we didn't have a lot of information on that because we hadn't given staff a lot of notice. i asked if we could possibly talk about it at an upcoming meeting. i am hopeful that can happen so we can be informed. i urge supervisors to create a local rent relief programme to prevent people from getting evicted. [indiscernible] i think that is it. >> thank you for that. i am reminding us all that committees are going to be picking back up again.

i know they were paused given our intention and focus on the return to schools, but that is opening up again, just like everything else. commissioner collins? >> i would like to make a request that the curriculum and instruction committee and the building and grounds committee have one meeting in june so that we can get an advanced preview of plans for the fall, otherwise if we are just waiting until october, it may be too late for the public to inform. that includes families and staff, any of the fall plans around ventilation and all those things. thank you. >> i want to mention, we will check in with the chairs of those committees so we can follow up on that. item two, board delegates to membership organizations. can you report on the information? >> yeah.

i am more than happy to. delegates received an update on june 5th. the democratic and republican lawmakers are close to making a deal with governor newsome's budget. last wednesday they issued in all member action alert requesting they made sure the items related to public education are included in the final deal. as of last week, we had some of the highest click rates state wide. we are working directly with legislators on the ground and in sacramento, in addition to member outreach. the action alert is a call to protect the legislative agreement on the following. deferrals, the full repayment of the deferrals, paid -- pensions, unemployment insurance relief, and it is also advocating to

include the following parties. proposition 98, revenge for transitional space. [indiscernible] this was words that the governor would fund transitional work. [indiscernible] that is it for tonight. >> i appreciate that. item three, all of the reports by board members. can you share information regarding the riot committee?

>> yeah. it has officially started the work groups. we are at a place now where we have -- sorry. i'm having some internet issues at the moment. we're at a place where we are inside the work group and we are meeting twice monthly truly expedite the process. really representing all the different sectors of the city with a focus on how we can collaborate and really put students at the center and make sure they have a seamless experience to access the services that they need to be successful. thank you. >> thank you. thank you for joining in. we look forward to learning more. item four, calendar of committee meetings. we do have an upcoming committee of the whole next tuesday, june 15th at 4:00 p.m. where we will discuss budget and pieces,

among other things. and then give an update on any other committee meetings needed. [indiscernible] >> commissioner collins? >> yes. i wanted to let the public know that the human rights commission is convening the equity studies task force. they convened that committee. it is to inform curriculum and instruction around more equitable representation and answers questions for folks who have concerns around asian studies, black studies, latin x studies and things like that. that meeting is scheduled for june 28th at 5:30 p.m., and the h.r.c. is hosting that. it doesn't appear on our website but it is a lot of community members, as well as educators and families that want to inform how we improve curriculum.

i wanted to make people aware of that pack and is that gets more visibility, i will see how we can post that on our website as well. >> thank you. i appreciate that. section l, other informational items. there are quite a few posted in this section on board docs for your information. annual report and support for homeless students, supplemental disclosure from the sfusd regarding proposals to the united educators of san francisco, certificated and classified units, federation of engineers local 21, service employees international union local 1021, international union of operating engineers, local 39, united and administrators of san francisco, and common craft and international brotherhood of

electrical engineers, local six. again, that is all regarding supplemental disclosures. section, memorial adjournment. i would like to call on commissioner collins. >> thank you. we have been doing memorial adjournment his for covid losses this year. i just want to continue to create space for families who have lost members of their family or staff or community, and so if we could have a moment of silence for those that we have lost this past year.

thank you. >> inc. you for providing that space. with that, we are almost onto section n. tonight's meeting is adjourned. thank you everyone for your work. by to our student delegates. >> thank you to our interpretation, translation, sign language, and our president for running a very efficient meeting with a lot of content.

thank you to our superintendent and staff. thank you. >> thank you all. >> thank you. >> have a good evening.