how we're going to expend these funds and he will see in the expenditure plan attached to this item the staff has proposed using the funds solely for educators salaries and benefits and i'm happy to answer any questions. >> great. thank you. let's check for public comment before we continue. >> thank you, please raise your hand if you care to speak to the expenditure plan for the education protection account at this time. i think we have that in china chineseand spanish. [ speaking spanish ] [ speaking chinese ] thank you.

>> clerk: hello, amy. would you care to speak to this item? >> caller: no. >> clerk: my apologies. not seeing any are there any comments or questions from commissioners. raise your hand. all right. i'm not seeing any. roll call vote. >> clerk: thank you. [roll call vote] >> clerk: seven ayes. >> great.

moving on to item 3, we're under section i. special order of business. 216-22so3 adopt the fiscal year 2021-2022 budget for the sfusd and san francisco county office of education in the standardized account code structure stack format. the official state form prescribed by the state superintendent of public instruction in accordance of california code section 33129 and 42127. may i hear a motion and a second to special order 3. >> moved. >> second. >> thank you. >> presenting this item will be our chief financial officer, ms. megan wallace. >> hello, again, everybody.

this is the final budget item of the evening and as stated in the title, this is the directing and county offices budget in our state standardized form. the standardized account code structure format and so i am seeking your approval of the budget in this form and this is how staff will submit the budget to the california department of education. i'm happy to answer any questions. >> thank you for that. check for public comment. we'll do a minute each before we hear from commissioners. >> clerk: thank you. please raise your hand if you care to speak to the standardized format of our budget. can that please be repeated in chinese and spanish. >> thank you. [ speaking in spanish ]

[ speaking in chinese ] >> thank you. >> thank you. >> seeing none. >> thank you. commissioner lam, do you have a question or comment? >> chief wallace, for the public and for colleagues, four pages three through five, it talks about meetings and standards and is that part of leading up to this submission why we've been on a math of maybe you can explain there and really looking ahead and vulnerabilities.

i'm just going to go to, right, pages 3-5 are sort of checking boxes to indicate the fiscal health of a school director county office. sometimes the forms don't pick up the data correctly like for example there are some ada reporting that isn't picking up entries. sometimes there's a technical reason why there might be an indication that we're not meeting a certain standard. for the most part, the main thing that you should look for are a.d.a. growth or enrollment growth versus decline and are we being accurate in our reporting and you will see some budget

versus actual indications that if we've been projecting more fund balance in our budget then what we really realize there's an education we need to tighten up our estimates in our budget. so, i would say that is a, you have nailed the point that these are the things we're trying to dial in and get positive indicators as opposed to negative indicators and i think the fund balance is probably one of the main ones that over time we're gradually wearing down the availability of our reserves so our goals will be more accurate as available fund balance in our budget and rebuilding the veil

ability of those funds and that's just an example. >> thank you. thank you for that. any other questions or comments on special order 3? seeing none, roll call vote. >> clerk: thank you. [roll call vote] >> clerk: seven ayes. >> item 4 under section i. 216-22so4 approval of cceis disproportionately plan. may i hear a second and a motion for special order 4.

>> so moved. >> second. >> superintendent matthews can you introduce the designee. >> yes, presenting on this item will be our chief of special education, jean robertson. >> hello, everybody. good evening. i believe we have a deck to put up tonight so i want to prompt juddson before we begin. so, hello. tonight, the cceis leadership team is presenting the final plan. it stands for the comprehensive coordinated early intervening services plan and though a cceis plan is thought of as a special education plan it's not. the cceis plan is initiated by the dis portion at number of african american students in special education.

however, the plan's purpose is to effect change at the general education level and therefore how our african american students experiencing school in sfusd and i will hand over the presentation to dr. nicole preecely, our chief academic officer. >> thank you. next slide. the work of our directing is dis complex and this shows the plan which we have been using as an anchor point for other presentations. the one plan addresses all of the areas of work but we aim to address our identified priorities across a number of plans that live in the ecosystem as we work towards coherence, aligning our priorities, and connecting our focused efforts. the cceis plan is a federal sanctions monitored by the

california department of education. districted are identified when they're found to be disproportionately identifying race, ethnicity groups for special education. if this happens three years in a row, the directing is identified as significantly disproportionate and mandated to set aside 15% of their federal funding until a special education plan to make change at the general education level is developed and approved by the c.d.e. and the plan we are sharing today takes into account these and the post pandemic before us as we fully return to our schools. and among our take holders and

these are some quotes shared from our take holder meeting and to get to the plan we're sharing today, there was extensive stakeholder engagement data analysis, focus groups. is families and an analysis of our stanford research partners grounding ourselves in the voices of our students family and staff have themes that have surfaced across engagement sessions for other purposes like school reopening, public comment, at board meeting, lcap and reinforce key focus areas we've had for our work. anti racist practices, authentic partnerships, consistent structures for support. next slide, please. inrd to disproportionality,

the california department of education notified sfusd in february of 2020, that it was identified as significantly disproportionate in the number of african american students eligible for special education under emotional disturbance, other health impairments and discipline. a district meets the threshold for students have a specific race or ethnicity is at least times more likely to be identified than their peers of another race or ethnicity. it becomes significantly disproportionate after three years of being disproportionate. following this notification, a cceis core implementation team was established to conduct the necessary steps and analysis to develop the cceis plan including

data, identifying students, our priority focal populations, developing intervention activities, and the measure outcome and establishing a budget plan. following board approval, sfusd will sub pit the plan to the california department of education and upon cde approval, initiate the implementation t i will hand us off to dr. mildred brown our technical assistance and for the cceis process and she will explain the opportunity, the impact of the timeline and dr. brown. >> good evening. the cceis plan as an incubator to set up the changes towards system-wide practices and shifts for racial based outcomes. 20920 plan will focus on

assessing the support at schools where our priority focus students and the following plan will also push through implementation and adjustment in regards to populating the strategies and supports that we know the future plan will need. so even though the cceis plan is late in that the plan was due in december, we are really poised and appreciative of this opportunity to be able to make a multi-year commitment in regards to population strategies that will be the foundation for the next 2021 plan, which is due in september. with cde approval, we'll be able to access funding and start our work in july. so, the cceis plan will build on each other.

so, as you can see, in our somewhat complicated slides, that we are working on the 2020 plan now, which will be our foundation for the work in our 2021 plan. so, notice that we are looking at a shortened window of funding which will allow us to assess our needs for the focal schools and the students attending these schools by way of the 2020 plan. in addition to the plan, we've all right stabbedded the 2021 plan will build on the 2020 plan and so basically we're also looking at a 2022 plan which we certainly will also use the foundation of our 2020 plan to build on it so now i will pass this to chief for early-ed.

>> thank you dr. brown. after extensive stakeholder listening sessions, focus groups, and data analysis, things emerged that help us identify root causes that have led our directing to be in the space a portion at tee and was the identification of systemic racism and the harmful impact it has on relationships a achievement for black and brown students. lack of trust also impacts relationships with families who should be our partners and our systemic supports no matter what school or grade level is dis pointed. when these areas are addressed together we'll support students

and families holistically. next slimed this is a flow chart and population of students leverage our support and and the focal population should include students or at risk of being identified and disciplined based on the l.e.a., which is a local education agency based on our analysis of quantitative and qualitative data and determination of factors contributing to students access and opportunities. the l.e.a. would then provide additional support and services to the students that will result in more access in opportunities. a reasonable size focal population is determined by the capability of the l.e.a. to

provide adequate early, intervening services that should result in improved outcomes as well as the ability to track the students and their outcome data a result of receiving the cceis services. if the number of students in the focal population is too great, to adequately support school sites, or to be able to monitor progress then any consideration for narrowing of the focal population must be based on the lea data and root cause analysis. so we would go back and make that determination again. when these areas are addressed together, we'll improve the infrastructure to support students and families holistically by focusing on the priority focal students and i will now pass to dr. mccrae, director of african american achievement and leadership

initiative. >> next slide, please. good evening. for this plan, and as a matter of good practice, all of the activities and strategies we engage in, on behalf of our priority focal population must be measurable tied to an observable, and equated to discipline and behavioral and in this context are observable outcomes. what should we feel students and adults doing as we implement strategy. this means we're getting clearer about the support we are understanding how those are being implemented and what would expect to see students doing if those supports are in place. we want to speak in ways that are supportive in move us

towards the outcomes we are expecting to see. these identify services are intended to provide support to specific students. these are the big ideas that will drive the 2020cceis plan. as state the earlier, the 2021 plan will build on this plan. this plan is essentially a needs assessment to set up the priority focal site and cceis plan builds on the foundation of this work in the district. the through line to these six measurable outcomes is the work of each division has a role in their particular sphere of work compliments their colleagues' fear to ensure that the students and family needs are approached holistically. a measurable outcome for each in this slide would avert referrals to special education and for example, if we incorporate each

of these measurable outcomes and concert with other measurable outcomes, implementation of each accompanying practice would minimize the likelihood of a special education. all and all these measurable outcomes aim to bring support to school sites and staffing sites and needs assessments and insights. the planned activities and strategies on this chart and are the structures we will use that will be used to implement the outcomes to address the dur preportion art african american students being referred to special education across our four great span. a comprehensive plan coordinated with many different departments to provide early interventions before a student is referred to special education services.

[please stand by]

>> okay. thank you for that, and sorry to hear. before we open it up to commissioners, let's hear from public comment. >> yes. please raise your hand if you want to comment on the cceis plan that was just presented. please repeat that in spanish and chinese, as well. [speaking spanish language]

[speaking cantonese language] >> thank you. president lopez, it's one minute per person? >> that's correct. >> hello, megan. >> hi. megan [inaudible], behavioral analyst in the school district, and i spent the last six years providing services, coordinating early intervening services. my position was created by -- a long time as campus proportionality, and i spent the last six years trying to do the work that we're talking about. what i found is it isn't easy to do a tier two or tier three intervention when folks on tier one don't have the understanding or the capacity to support those tier two or

tier three interventions, and i want to emphasize how much we need to build a strong base on which to put our tiered intervention like the ones that we are talking about. we need systemic change at the very base level so that all of this work can be supported. thank you. >> hello, marissa? >> hi, everyone, good evening. my name is marissa robinson, wonderful mom of five beautiful babies, and an aapac leader. i just wanted to speak on behalf of aapac and know that this cceis plan, like any other plan, is only as good as the implementation, and maybe more importantly, the mindset and

behavioral shift of the people that are going to implement it. as uplifted today in the report and time and time again by our stakeholders and the family and the aapac, we know that really exists. let's focus on those root causes and address them unapologetically. we are super grateful for the hard and intentional work, and going forward, we want to [inaudible]. thank you. >> hello, jova. >> yes, i just want to -- really just want to echo what megan says.

i wanted to say without that collaboration and understanding, without that baseline that was just spoken about, that mindset change, i agree, i'm not sure how effective it will be, and without strengthening and tier one and tier two, emotional and mental health support from the ground up, it will just be a program, so again, i'm asking for collaboration. people need to step out of their comfort zones and start communicating with each other so they can truly understand students and take it from there, so that's my biggest concern with these types of things, the mindset behind it until it changes. thank you for your work.

>> hello, brittany? >> hello. my name is brittany o'connor. i'm a school psychologist at james [inaudible] middle school. one of the things that i heard was our department making sure that [inaudible] and black and latinx students in our district are unfortunate, and we need to do better in tier one and tier two. i think we need to work together to make sure that things about structured literacy are implemented and not just talked about tonight. i hope we change some things in

our curriculum and instruction department and focus on these practices. i am really excited because i think we are making some progress in these areas with everything that i'm hearing tonight, so i just hope that we can continue this wonderful conversation. >> thank you. hello, tara? tara? >> hello. my name is tara sesa, and i'm super excited about the cceis plan and how it's not just a special education need, it's a tier one and tier two need. again, i know it's early tonight, but people keep mentioning structured based literacy, and i think staff is going to help with the proportionality. i want to keep working with you all and hope that this can be

something that we build a less an on, and i just want to comment on how t go get them a

them come back to class from the office. but i felt like often, i'm talking to my other black and brown peers. as teachers, we have things that were effective and work and we're surveilled. for example, some of the systems when i was using, when they were questioned, we're often questioned, our expertise, then it had me for the first time sending people to the office when it's something we wouldn't do, and

also, asking why we didn't send people to the office. because they didn't do anything. i want to raise the point that when you bring in teachers of color, we notice they have a high turnover that they needs to be supports in place, too, so that we can support the children. >> hello, ephraim? >> hi. i'm calling in as a parent of kids with special needs. [inaudible] of the tier one and tier two strategies, you know, with fidelity, so hope that's going to get captured in the pilot for this plan, but i also want to echo the plans of really thinking around the

literacy interventions. we really need to see the extent that it's actually harming our students instead of helping them. i do hope that's coming out of this work so that the students that need this work will benefit from having a balanced literacy approach, so thank you. >> hello, rebecca? >> hello, can you hear me? >> yes. >> sorry. [inaudible] special ed teacher at [inaudible] elementary school. sorry. i cut my finger, and i had to deal with that. but i want to say i support so much of what gene has talked about, chief robertson. thank you for what you're bringing to our school district. i really want the sfusd to be a

leader in the state of california in bringing structures science and evidence based literacy to our students. i believe we can do this, i believe we have the will power and the strength in our school districts and team members, and i believe we have the passion and the commitment to do this, and i really appreciate everyone who's reached out for partnership on this, and i really have faith that we can make a difference for on you kids. he can't do anything if you can't -- you can't do anything if you can't read. it's the whole world, and i think we at sfusd can give them the whole world. >> thank you. hi, alita. >> so i think i need to switch from connecting the dots to connecting the puzzle pieces. that's a slide that a lot of us are using. my dog is about to bark because

somebody is walking in the door, so i apologize for that in advance. one of the things about this whole cceis plan is we don't have the tier one interventions in place in gen ed. so what do we do instead? when kids get referred to special ed disproportionately based on race, we spend millions of dollars that shouldn't have been invested in the first place. we really need to break this cycle, and i know that every single one of you here who are about to vote on this believe in that, but it goes so much farther than special education and curriculum. this involves me, this involves each and every one of you. there are so many silos that we

need to breakdown to do this right. we need to be talking about the early literacy block grant that lead is connecting right now, and we need to be doing all of this together. thank you. >> that concludes public comment, president lopez. >> thank you for that and for the public for coming out. commissioners, any comments? i'll start with commissioner collins and then go to commissioner bogus. >> thank you. i appreciate the work and i appreciate everything that's gone into this plan by staff and also appreciate the community engagement and working with both of the

african american advisory council and the parent advisory council. i wanted to know if you could put up slide number seven for the public. >> just a moment. >> okay. so i'll just address it as we're getting it up there. what i'm seeing is the comprehensive network -- what i'm talking about in layman's terms -- i know it's comprehensive and it's a lot of technical jargon, but a lot of black and latinx boys are being referred to special education services when they don't need special education services but they are needing academic support, and i'm also seeing that some of that -- and then, we have community related, you know, issues, where kids need

social and emotional supports. chief robertson, would you say that that's kind of a good summary of what you're seeing the causes are, and if i didn't get it right, if you could clarify for the public? >> [inaudible] we spent a lot of time delving into what the root causes are, and we stand by these fully. >> okay. thank you. so i guess my question is -- >> i'm sorry. >> my question is [inaudible] can you hear me? >> you know, to be honest with you, i missed -- i can't hear

you all that well only because of my internet, and i apologize, it's -- >> no, i'm sorry. can you hear me now? it's because i was cutting out. >> i can hear you. >> okay. so i guess my question is, i know that we are really good at producing reports as a district, and we're good at action plans, but what i'm consistently hearing is we had a parent reader, yolanda batiste ask what our strategy is. i don't know what our strategy is. some schools seem to do it well, and some students say they don't feel welcome, and then, you know, we have issues around professional

development, and just specifically with this number one bullet, i don't know anywhere in our district what our strategy is for addressing this number one bullet in all of our schools, and that seems like the tier one issue, and so this is a -- this is obviously a larger comfortable, you know, and it's late in the evening, but when and where are we going to get an answer to that question? and it could be you answering or -- this isn't just you. this is a gen ed question, and what i see is some kids feel welcome in special education settings, but then, they go into the general ed settings, and they're traumatized by experiences because teachers are not trained, or staff, and

our tier one isn't really in place. so if you could speak to that, and then, dr. priestly, if you have some thoughts, i would like to talk about this number one bullet and bullet two. it's about families feeling welcome in schools. >> very much so. i can tell you that this is what we will be doing is creating a menu, because we recognize that there isn't a one size fits all. we can't just go in and prescribe this is what your school needs. there needs to be engagement at the school, as well, in [inaudible] that we heard about earlier tonight. so we will be creating menus and working directly with each school and their teams, not just their principals, but their stakeholders to identify the prescription that is the right fit for their population, and that's a very high level

answer for you, and we can absolutely go deeper. as we launch, we have to get this plan approved, and then, we will be working very closely with the schools that have been identified as having focal population students at their schools. >> thank you. >> thank you for addressing that as best we can, considering it is a larger discussion. commissioner bogus? >> thank you. i think my question and concern is, like, i don't see the dollars allocated to address these outcomes and root causes. how much is it for us to accomplish this and our vision,

and like how do we balance, like, the expectation that we want to move being a part of this proportionality with the funding constraints and especially the budget outlook with the next couple of years, i'd be interested how we're approaching that and, like, is there any hope that we're able to kind of address these things if we're not able to make an additional financial contribution to support additional staff at other school sites and other things of that nature? >> i'm a little unclear on what your exact question is, commissioner bogus? >> do we have enough money allocated to achieve all of our measurable outcomes and address the root causes? >> and this is where we're going to be doing more of the puzzle pieces and connecting the dots. so the 1.9 million set aside is going to set us up to build an

infrastructure, but we will be connecting with all of our stakeholders, and that's why this was a very comprehensive coordinated plan. it wasn't just special education, it was all of us. dr. brown, this is our very first plan. we have another one that we have to build for september that's going to go a little bit more -- not a little bit more, will go more into the details of the execution of the budget in the plan, so this is the plan [inaudible] and the next plan is to go real deep, and the next plan is just a few months away, so this is going to be an on going comprehensive coordinated early intervention plan on going. dr. brown, is there anything that i missed that you want to add to add a little bit more to

that answer? >> no. the budgets will be building on each other. the first cycle is assessment. many things, we don't know what we don't know yet, so we are building that infrastructure which will be based on the assessment. each one of those measurable outcome areas, and then, we'll actually know if, in fact, we do have the budget that we need in regards to some of the execution and implementation that will come into the 2021 cycle and the 2022 cycle, so i think we're at the point of assessment. it would be great if we had started a little earlier, but we are where we are, and we're going to build and take this as an opportunity to do so. >> no, i appreciate that, and i guess a follow up question for you, dr. brown. i think as a board member, what do i need to do to guarantee we move beyond kind of the safe plan and move beyond where we

have been and what kind of, like, additional, like, financial and, like, staffing commitments do you think we need to make as a district to be able to at a site level to move things forward? >> i can only say at other districts, they have had to go back after their first cycle to see what additional staff needs to be brought on board, particularly at some of the sites to build on the work, but we're not there yet. we're building on the lcap plans in the district, and we're hoping that all of those plans and pots of money will help look at where we are in regards to staffing and what's in place. you, in terms of san francisco, already have a very rich -- even though it doesn't appear to be rich, but you really are very rich in regards to resources for students, so we want to build avenue those

resources -- build off those resources. and it may mean doing things differently than saying we're bringing on additional staff. so changing staff and how they're utilized now. that's a little different than asking for a pot of money. in fact, it's a different ask because most districted are pretty comfortable with the way things always are, and we're hoping we'll be able to disrupt and interrupt with the cceis plan. >> thank you. i have [inaudible].

>> i was just wondering, i don't know if i'm the best [inaudible] can you share how that has gone in other districts? >> we already have a communication plan in place in regards to some of the measurable outcomes, so if we're implementing and hoping to be able to get this plan approved by july, being able to go back to our stake holers, hopefully in early august, to say this was a plan that was -- stakeholders, hopefully in early august, to say this was a plan that we are ready to go, and we're ready to build one plan on top of another. we're talking about quarterly stakeholder meetings that are already in place. hopefully being able to come

back, fingers crossed, to the board for the september 30 due date for 2021, and then creating in the plan, the 2021 plan, based on the data that came from the -- that will we anticipate will be coming from the 2020 plan, to talk about what that communication plan will look like because we need to be able to work with all of our focal principals and priority focal staff members at each of those schools as far as definitely keeping this to be site based. the one thing that is very unique in regards to cceis in regards to 2013 when the district was first identified is the fact of observable behavioral outcomes in regards to following those priority focal students, so i'm hoping that we'll be able to come after our first cycle to be able to celebrate the achievement of those students

because we will be documenting on a quarterly basis and submitting the behavioral outcomes that we expect to happen to the california department of ed and of course to the board of education. >> thank you for that answer, dr. brown. commissioner lam? i think i'm particularly interested, as we move forward through this planning process, around, you know, what are we doing differently? because i think that is what i'm curious to. you know, we've had mtss funding, the way we fund our sites and students, but given that what we know in the coming

years, it's going to be a really tough fiscal outlook, but yet, we do have investments coming in specifically for various interventions, and so i think that's where i would like to see where i really understand what we're going to do differently because what we have been getting to do may have been getting us inching forward but not at the progress and gains that we need for our students and our students deserve. >> okay. thank you for that. any other questions or comments? okay. let's do a roll call vote on special order four? >> clerk: thank you. [roll call]

>> clerk: seven ayes. >> okay. cool. we're halfway through this section, section i. item 5, 216-22-so5, contract, orders for service, work order, and modifications in connection with the school building program, contract number 5344, pionic unit construction, do i hear a motion and a second? >> so moved. >> second. >> and superintendent matthews, can you let us know who will be presenting this? >> yes. presenting this will be chief of facilities [inaudible]. >> commissioners, i'm here to

recommend the board approve a contract between pionic and the san francisco unified school district and for the superintendent to sign all contracts necessary [inaudible]. just as a little bit of background on this particular item, as the board of education is aware, we are moving with all full speed towards preparation -- or not towards, but in the midst of preparations of sfusd campuses so we can resume five day a week in-person learning this fall. we are conducting repairs across the district, and this particular project is an important once towards making sure that the [inaudible] campus and the [inaudible] are prepared for five days a week in-person learning instruction.

on tuesday, june 8, the district did conduct a bid following responsible requirement. we are utilizing provision of the public contract code that says for the cupca program, if all bids received are under 200,000, the governing body, in this case, the san francisco unified school district board of education by adoption of resolution by a four-fifths vote can award the contract at $212,500 or less if the agency finds that the cost estimate was reasonable. so you find a resolution that stipulates to that fact, sets a budget of $200,000 for this

project, and authorizes me to move forward with it. >> okay. and before we continue, can you briefly explain the four-five vote? >> well, i would probably ask for legal to actually weigh-in on what -- how the four-five vote applies to the board of education. >> i'm sorry, president lopez. are you asking why we need a super majority to pass this item? >> i guess i just didn't know if i needed to do the math for the seven of us, but it's sounding like most of us should approve it, otherwise, it won't pass. >> yes. you do need a super majority to pass this because it's an emergency resolution. >> right. i just wanted to be clear. let's open it up for public comment before we hear from the board.

>> operator: thank you, yes. please raise your hand if you care to speak to the orders for service that were just presented. could that be repeated in chinese and spanish? >> interpreter: thank you. [speaking spanish language] [speaking cantonese language] >> interpreter: thank you. >> operator: thank you. and president lopez, we're continuing with one minute? >> yes, thank you. >> thank you. hello, lawrence? >> hello, everybody. thank you for staying so late and paying attention to ventilation and equipment at these schools. i would definitely recommend that you guys vote for this and try to get these schools all in order.

i don't know if ventilation is going to be a problem going forward. all i hear is teachers being concerned, and my concern is it will continue to be a concern in july and august, so if there's any update about what schools are not ready and what the plans are, specifics can help reassure everybody. thank you. >> operator: thank you. hello, miss marshall? >> sorry. that was for the last item. my hand is not up this time. thank you. >> operator: thank you. that concludes public comment. >> okay. commissioners, questions or comments on special item 5? commissioner alexander did the math. >> 5.6. >> commissioner collins? >> i just wondered when we were

going to get an update on specific plans for families at the mackateer sites. >> commissioner, i did speak to mr. sanderson about that, but i was waiting until after tonight to make a complete report. >> okay. thank you for that response. anyone else? okay. roll call vote on special order 5. >> clerk: thank you. [roll call] >> clerk: that's seven ayes. >> okay. item 6, under section i,

216-22-so-6, tenant preference and eligibility policies for shirley chisolm village educator housing project. may i hear a motion and a second? >> so moved. >> second. >> and superintendent matthews, can you introduce the designee? >> yes. presenting this item that i have been assured will be a five-minute item is our director of policy and planning, [inaudible]. >> thank you, superintendent matthews and commissioners. good evening. i will make this as brief and informative as possible. thank you, judson, for presenting. my name is [inaudible] and i am the lead of policy and planning, and i have been the lead for the shirley chisolm project. this is granting highest priority to teachers and paraeducator employees,

followed by all other sfusd employees. the presentation will include a brief progress report on the development which has continued during the pandemic. partners from mid town housing and mayor's office of housing and community development will join myself and deputy superintendent lee in copresenting. i am joined by ally gaylord and [inaudible] from the mayor's office for housing and community development. [inaudible] the action requested is to approve the [inaudible] preference. next slide, please. i'm going to pass this onto allie. next slide. >> good evening, commissioners, and happy to keep this as brief as possible. mid town is a 50-year-old

nonprofit housing developer, owner, and property owner of affordable housing [inaudible] by the district and the mayor's office of housing. shirley chisolm village will provide 134 rental homes for sfusd educators and employees and will also provide one on-site resident manager unit. the apartments will be affordable to people with incomes of 40 to 120% of the san francisco area median income. it will provide a variety of amenities, including community room, children's daycare areas, and community areas, as well as outdoor spaces for community use. we'd like to provide the board with a wider update. as i mentioned before, midpen was selected in this 2018.

we engaged in community engagement and the building design process which included neighborhood focus group with stuffed educators. we engaged a design studies and received our land use approvals in march 2020. we've been working on securing progress financing in addition to the financing that will be provided by the mayor's office of housing. the project financing relies on competitive state funding sources that are highly oversubscribed, however, we anticipate shirley chisolm village will be well positioned to secure a funding award later this year or next year. securing funding later this year or early next year will allow us to start construction in 2022 and start leasing in

2024. >> thank you. next slide, please, and move to the next slide. good evening. jacob [inaudible] with the mayor's office of housing and community development. the education and occupancy development [inaudible] both initial tenancies and vacancies will be filled with available preferences. first available tenancy will be given to tier one eligible applicants, which includes san francisco educators, both teachers and paraeducators, to be followed by eligible applicants, which are all other sfusd employees. the applicable city and county of san francisco preferences will be used within each of the tiers to further queue the applicants, and with around, i believe, 4,500 educators and 5,500 other employees within

the sfusd system, the 134 apartments at shirley chisolm village are highly likely to be sold within those two tiers. however, pursuant to state and federal tenancy laws, applications may be accepted from tenants not in the sfusd, however, consideration for those applications will only be given to those after all tier one and tier two applicants on the wait list. now availability to rent at shirley chisolm village will require current employment with sfusd, so if the employee qualifying for the occupancy preference discontinues employment with the district, and there's no other household number currently employed by the district, then, the household may be required to

vacate when the current lease ends. in determining whether to extend the lease, the owner, shirley chisolm village, will consider if there's an applicant on the wait list. it's expected that shirley chisolm village will serve as a stepping stone to home ownership, and we will monitoring and provide support. back to you, allie. and next slide. >> thank you. next slide. one more, please -- slide, please. as i mentioned previously, securing the competitive state funding award this year or next year is our next hurdle before moving to construction in 2022,

at which time we'll have full completion and occupancy of the building in 2024. thank you very much. next slide. >> thank you. that will conclude our presentation, and we're happy to take any questions. >> thank you. before we do that, let's open it up to public comment. >> operator: raise your hand if you care to speak to the educator housing presentation, and could we repeat that in chinese and spanish, as well? [speaking spanish language] [speaking cantonese language] >> interpreter: thank you. >> operator: thank you. hello, chris? >> hi. i'm a special education teacher at washington high school. this is really, really exciting. i've been hoping to get support

from the mayor's office of housing and community development for purchasing a home in the city, and it's nice to know that others will be able to get supports? it didn't work out this year as far as finances went, but i'm keeping my fingers crossed for next year? if i were to not succeed next year, i'd have questions for tenants of the shirley chisolm building as far as what would be allowed. one of the things that i've always wanted to be able to do is to have a pet that would help my emotional well-being? i don't want to abuse the support animals laws by asking for one, but it would be really nice to have one, and i would just like to see if this could be something in the building for other educators. as you know, it can be a

stressful employment in these times, and we all know that mental health and stress is served by having a pet. >> operator: hi, tom? >> in 2024, i just wonder how many -- what the teacher shortage is going to be like at that point compared to what it is now. 134 units is not going to do much. not trying to negative. just saying that we need housing now. is there more that the city can do to get teachers to come out here because it's expensive to live not just here but in the bay area. if we pay teachers more, not just teachers, but paraeducators, so perhaps we could do something else like

this. thanks. >> operator: thank you. hello, susan? >> yeah, hi. think, mr. steele. this is susan solomon, united educators of san francisco for another week, and i just wanted to call in and make sure i say that i appreciate the work that we've been able to do there [inaudible]. it is really difficult [inaudible] which is affordable housing. i do want to say that i look forward to continuing this work and seeing how we expand, and i want to particularly thank [inaudible] and mark sanchez and young yee, and others who have done this work. yes, it will be a lot of work, but it's exciting to be on this

difficult site. thank you. >> operator: thank you. that concludes public comment, president lopez. >> great. thank you. can i hear from commissioners? i do see commissioner bogus and commissioner alexander? >> thank you. i think my question is really kind of geared around the -- the priorities, especially for the general public, and is there any way for us to prioritize students and families -- students or families with students in district as a part of, that as we kind of think of that as we kind of expand it out, understanding that it is very unlikely that that third tier will materialize, but to say that if that does happen, that there would be a way for us to have a priority for the -- for families with students at our

schools. and is that something that's possible. >> yeah, i'll take that question. i think it's one that's interesting, and it's one that i'll certainly take back to the mayor's office of housing and community development and see if that's possible. >> and if i can add on, commissioner bogus, thank you, jacob, for checking with your colleagues. i will say that state law authorizes educators to be prioritized. i think it was senate bill 1413, sponsored by then senator mark leno. i can't remember what year, it was that provision in now state law is what was really important to allowing us to prioritize our educators and other school district employees for this type of housing on

district owned property, and that law did not include any similar provisions for public school students or families of public school students, so i think we have some limitations there, but definitely appreciate mohcd and our partners at midpen and anyone else for helping exhaust our options there. but we did rely on that start law to prioritize our educators. >> thank you for that. i just wanted to check if there were any other comments from staff, and if not, we can move onto commissioner alexander. >> president lopez, could i just also add an acknowledgement and thanks, as president solomon, especially given that this may be -- i

don't know what the rest of the meeting will entail, but in case this is her last comment on an item before you, we really appreciate the comment of president solomon and uesf in particular and predecessors that we've partnered with for years on exciting projects, so we definitely want to thank and acknowledge them. >> appreciate that, and absolutely agree. commissioner alexander? >> thanks, yeah. i'll echo the praise of susan solomon and uesf, not just for this project, but in general. i have two questions.

one i think is for mr. newman. the public commenter mentioned additional help, 134 units is great, but there's more needed. has the mayor's office considered rental subsidies for teachers? >> yeah. i think young lee laid out some of the challenges around preferences for educators. the mayor's office of housing and community development certainly has subsidies and is creating housing just in the general perspective. we just completed procurements of developers for nine new affordable housing sites that will bring in, in the next five

years, around 1,000 new units. none of those units have preference to educators, but we're certainly open to exploring the possibilities. >> if i -- if i -- if i may add on, we did, you know, there isn't additional privately funded -- well, it is in partnership with the city, as well, but the balboa reservoir project -- it's not tomorrow, but they have actually been able to dedicate 150 units both to educators of ucsf and sfusd partners. we are looking at how we can provide supports, and those are the only other, to my knowledge, other projects that are in pipeline to be able to provide additional housing that is dedicated to our educators.

>> yeah, no, i'm sorry. just to be clear, i was asking more about subsidies because those developments take a while. so i was just -- that's awesome about balboa reservoir, but i was also curious around rental subsidies because i know that the city has done that for other populations. my other question was around eligibility and the lower end, the 40% a.m.i., and i ask this to staff earlier, and i just want to make sure that the answer is clear. i just want to make sure that some of our lowest paid employees -- let's say we have an employee making $18 an hour. will they qualify for -- like, i know they would qualify under the income -- their income would be low enough. let's say they're under 40% a.m.i., but would they make enough to pay the rent? you understand what i'm saying?

i want to make sure our lowest paid employees will be able to afford to live there if they win the lottery? >> you want to go ahead and answer that? >> yeah. i could provide a little more color on what employee groups are. >> yeah, i think that would be great. i think the way you would typically think about this is there's an income band. so the way we would determine what the rents would be is we'd determine the salaries for paraeducators and teachers and then have an income band to target those levels, so yes [inaudible] would be making [inaudible] to make a 40% area median income rent that would be set. that rent is set at 30% of 40% of area median income, so that

would give them about 70% of their gross, you know, take-home pay to spend on other nonhousing costs. >> awesome. and is that true for, like, cafeteria workers, janitors? is that true for the roughly entry level paraeducators? >> i think [inaudible] can take that. >> i don't have the numbers for our para and cafeteria workers, but i know that salary increases happen at the same time. we were able to come up with the income band of 40% to 120% on individuals in sfusd. i don't know the salary or the starting salary for our custodial team or our cafeteria

workers, but that is how we were able to determine the income range, but i don't know, deputy city attorney -- i'm sorry, deputy superintendent, if you have actual numbers around that. >> we don't need to do that. we can just flag that [inaudible] i just wouldn't want to get to a situation where we have employees excluded based on being too low or their median income being too low. i just wanted to raise that as an issue. it sounds like it's already been planned for, but if you all could just keep that in mind so if it comes up, we could provide a solution, providing an additional subsidy or something so that everyone is connected. >> okay. thank you. and i just want to recognize, i do see a hand from celina chu. i don't know if you want to add

anything or -- >> oh, hi. sorry. i missed the public comment. >> i'm sorry about that. we'll have to -- >> i have a question about this housing? >> i'm sorry, celina. i wasn't sure what this was regarding or if you wanted to share with staff, but that time has unfortunately closed. >> oh, okay. i just have a question about the housing? like, when it comes to reselling, is it also the first party will be, like, for teachers so we can keep these housing within our teacher population because 134 is kind of low, you know, units for all the teachers out there? thank you. sorry. >> thank you. okay. so seeing no other comments, we can do a roll call vote on

special order 6. >> clerk: okay. thank you. [roll call] >> clerk: thank you. seven ayes. >> great. thank you, everyone, for coming out and staying late during this meeting. we're almost there. moving onto item 7, 21 is 6-22-so7, tentative agreement between the district and ibew, local 6, re:distribution of proposition j revenues.

can i have a motion and a second? >> so moved. >> second. >> thank you. superintendent matthews? >> thank you, president lopez. presenting this item will be our chief of labor relations, greg john. >> thank you, dr. matthews and commissioners. i promise to be succinct. this evening, the item is to approve a tentative agreement between the district and the international brotherhood of electrical workers, also known as local 6, regarding the distribution of proposition j revenues. just a very little bit of background. san francisco unified school district and the ibew have tentatively agreed to this m.o.u. regarding the conditions of this disbursement. the unit members will receive an add on of 4% to their base hourly salary, and it comes out of the prop j parcel taxes. this is a fiscal impact which is described in the boarddocs

background, and i am available to answer this if the commissioners have question. >> great. thank you, and also thank you for acknowledging the background on boarddocs. this is before you made any comments on any item. let's open it up for public comment. >> operator: we're opening up the item for public comment. please repeat that in spanish and chinese, as well. [speaking spanish language] [speaking cantonese language] >> operator: thank you. hello, chris. >> thank you. chris [inaudible]. just speaking in support of pay raises for, you know, people who work in our schools in general because you get what

you pay for, right? you don't skimp on shoes because then your feet hurt. you don't skimp on the clothes you wear because they burn through really quickly. you don't buy the cheapest cars that you can afford. please, please treat your employees how you treat things for yourself by investing in us. thank you. >> operator: that concludes public comment. >> thank you. any questions or comments from commissioners? if john is available. commissioner bogus, did you have anything to add? >> i did not. >> okay. i thought you were unmuted. let's do a roll call vote. [roll call]

>> clerk: thank you. seven ayes. >> great. and now the last item under section i, item 8, 216-22-so-8, professional services agreement with university of kentucky education civil rights initiative to conduct an equity audit pursuant to resolution number 212-2a1 in response to on going systemic racism at lowell high school. i hear a motion and a second? >> so moved. >> second. >> thank you. superintendent matthews? >> thank you. presenting this item will be the deputy superintendent of instruction, [inaudible]. >> good evening, commissioners and community.

as you might recall, on february 9, 2021, the board of education adopted resolution number 212-2a1 in regard to on going systemic racism at lowell high school which directed the school district to work with the university of kentucky education civil rights initiative to conduct an equity audit. this scope of work includes three phases, including establishing an equity action committee, surveying communities, hosting focus groups to prepare an action plan and recommendation to our board as well as conducting policy review that would ultimately result in some recommendations for next steps for sfusd as we move to address this across our system. i ask that you approve the

professional services contract agreement for f.y. 21-22 with ukecri. >> great. thank you for that. before we do so, let's hear from the public. we can do a minute each on this item. >> operator: thank you. please raise your hand if you care to speak on this item. can we have that in spanish and chinese, please? [speaking spanish language] [speaking cantonese language] >> interpreter: thank you. >> operator: thank you. hello, julie? >> yes, thank you. this is julie [inaudible], former commissioner on the committee on the status of women and a member of the san francisco bar association. i think i heard commissioner [inaudible] what is the actual

definition and how does it apply to lowell? there's such a hyperfocus on lowell and why can't we study it district wide? i'm concerned because the population in kentucky is different than the population of san francisco, [inaudible] articles one and two that had a covered state list, and any states that have antilgbtq laws as well as antiwomen's right to choose laws are uncovered state list, prohibiting the city and county from having state sponsored travel and contracting. and why not have district wide implicit bias training from the get go? i feel this is not well thought out, and there is not enough detail for the public to really weigh-in. but university of kentucky seems to be a wrong choice --

>> operator: thank you. thank you. that's your time. thank you. hello, miss marshall? >> thank you, mr. steele. to the board commissioners and to lieutenant matthews, on behalf of the alliance of black educators, the naacp, we support the university of kentucky for this equity audit. it is necessary at this time and in the history of the sfusd. hopefully in future years, we may need to have an equity audit for all schools in the system to make sure that every student has equal access to a great phenomenal public education. thank you. >> operator: thank you. hello, luis, i had to promote you to panelist, so your video

will be showing. are you there? lois or luis? >> oh, can you hear me? >> yes, go ahead. >> hi, good evening. you've missed the very first step in this whole process, which is you need to bring in an outside unbiased group team to do an actual investigation for the school for these very serious accusations of racism. i've said this before, i'll say it again. the u.s. department of education office of civil rights, o.c.r., does this all the time. it investigates accusations of racism. do the right thing, bring in this group. they will do a fair unbiased approach to this. this has caused huge problems in the school district especially against asian americans and the white students in the school, so do

the right thing. the university of kentucky is also financed in this matter because you brought them into the february 9 meeting and into the after meeting, and they were part of the discussions that were hurtful especially towards the asian american and the white students. they could be subject to lawsuits along with you. you've already been sued, you'll be sued more, so do the right thing. bring in the department of education bill of rights group, and do not fund this concept. very bad idea. thank you. >> operator: hello, julie? julie? >> can you hear me? >> operator: yes, go ahead. >> just as a white person, i want to make it clear that i am not, you know, white people have not experienced racism at lowell high school. racism does not work that way.

kentucky does a better job than sfusd and are known for their integration work, so in some ways, they are ahead of us in terms of racial equity. these measures throughout the school district are long overdue, and the black student union specifically asked for this type of equity audit, so look forward to this being approved tonight and for us to be able to move forward to solutions towards racial equity in our district. thank you. >> operator: thank you. hello, lawrence? >> hello. i'd like to expand on the point that julie sue mentioned earlier. this is worthwhile activity, but choosing an organization in kentucky is choosing a state that has very egregious laws

against lgbtq youths and families. so what this action is doing, if it is approved by the board, is an insult to such families, and i've spoken with them. it is -- it is something that you have to really, you know, consider a delicate dance of how not to insult another group when you're trying to make things better. maybe there is some way you can do this that will do both, but if you do this through this, this is something that will upset quite a few people. thank you. >> operator: thank you. hello, christine. >> hello. i'd like just to follow up on the comments made by the previous speakers. there are so many incredible organizations within the state of california that have experience doing equity audits. the university of kentucky civil rights initiative was

started in august 2020. they have not completed one equity audit ever. think about that. every time somebody from kentucky has to come out here, san francisco tax payer dollars are going to be funding a state entity that is banned by doing work with the state of california and the city of san francisco under both state and california law. you should do the right thing and put this over until you reconvene in august. when superintendent rojas last examined the lowell admissions policy, 1996 through 2001, the task force was based in san francisco. you just had a dream team explain to you what they were doing with the cceis examinations. you can easily use your own staff that knows this city

better than anything else to do the work that needs to be done. you're breaking the law if you sign this contract. that's just the bottom line, and you have a letter on it. >> clerk: thank you. >> [inaudible] representing lowell high school and friends of lowell foundation. >> operator: president lopez, that concludes public comment. >> great. thank you for that, judson. i do want to clarify that this is district wide. i just wanted to share that before we continue. commissioners, do you have any questions or comments before we vote? not -- commissioner bogus, and then commissioner lam. >> yeah, thank you so much. just for me, i just want to say that i think this process is conducting the audit is something that me as a board member i really want to be engaged with and make sure that there's a transparent for the

public to see and to identify because i think that this process is going to rely a lot on the school board, the school district leadership as well as the community to really help kind of create the change that we want to see, and if there are any gaps or anything that come out of this process, our ability to kind of close them or fix them as a district as we kind of are ever evolving and changing, and so i just think, ask the public to have faith in this process as we kind of embark on it and the fact that their voices and their input will be heard as we craft kind of what comes out of this equity audit. thank you. >> thank you. i just want to first start that absolutely an equity audit is necessary, and thank you for clarifying that this is going to be a district wide approach not only for lowell. i have a couple questions or

just clarification for the public and for myself. for this proposal, you know, were other local or state of california universities considered or was it because it was written initially into the resolution that university of kentucky is the lead researcher or entity for this process? >> to commissioner lam, yes, the resolution specifically called out the partnership with u.k., kentucky, so that is the organization that we proceeded to draft the scope of work and m.o.u. with. >> thank you. and i didn't see it in the program design, but there's been a tremendous amount of work that has occurred in the city, both with the reinvestment dollars and the mayor's dream keepers initiative, for example, where the human rights commission

led, you know, hundreds of conversations and local town halls, so a question that i have is how will the human rights commission and the various citywide initiatives be including our own equity task force, which is led by human rights commission, be engaged in this process and equity audit? >> commissioner lam, i'm not sure all the details in response to that question. i do know that as folks decide who will be on the equity action plan committee, we are really thoughtful to make sure it's a diverse group of stakeholders. i do know that the university of kentucky, when they're facilitating this document, they will be reviewing any type of findings or documents from other organizations, including the commission -- human rights commission. you know, like you said, we already have an equity task force in sfusd, so this

committee, once formed, is not just to do research, but to do research on previous research and findings that have been made by other stakeholders. >> okay. great. >> i'd like to add to that for clarification, if that's okay, president lopez. >> yes, in response to this question? >> yeah. i also know that, initially, the human rights commission was invited to participate, you know, in whatever capacity that they wanted to participate in and have been invited as have members of the public to participate on the committee, but as deputy superintendent [inaudible] stated, the equity audit is going to include, you know, input from a variety of stakeholders as well as previous work that's been done, and that also might include the work of s.f.s., any

documentation of work that's been done throughout specifically lowell or district wide, that's been welcome. i support and am encouraging, and i think president lopez, you are, as well, open communication with the human rights commission, and everything we want to be involved, we've been assured that their involvement is welcome in partnering and serving our district. >> i appreciate that, because i think it's absolutely important that, you know, that we not do this equity audit in kind of a vacuum, and i'm hearing that we wouldn't be approaching in that way because there has been a tremendous amount of work that has occurred, particularly over the last 18 months, two years, across the city, and so i wanted to ask also specifically about the committee. i saw that in the resolution

that it will be appointed by board leadership, and maybe we can just highlight just for the public, is there -- is it interested individuals to reach out or how will that -- or has that already occurred just so we can be clear about the process. >> thank you for bringing that up, and that's actually something i can respond to. sorry, deputy superintendent [inaudible]. we did open up the applications i want to say now about a month ago since we started or info sessions, so there were two info sessions explaining to the public how they can apply going through the process that we go through seeking the individual and then board will be reviewing those applications as they come in to choose the committee members. >> and then [inaudible] 50,000

as stated in the m.o.u., deputy [inaudible] if you could explain where that funding will be coming from, how that will be supported to the university of kentucky? >> i can answer that question. coming from an outside funder, outside anonymous donor, and so there'll be no district dollars or no san francisco taxpayer dollars. as one of the caller said, there'll be no taxpayer dollars going into this project. >> thank you. >> i think just overall, you know, i do have some concerns with how we arrived with landing on the process. i do, again, just want to emphasize the importance in urging of the engagement of our partner -- our partners and hoping that, you know, urging that that actually -- that both

research and all the processes that haven't happened because that is a very important piece of understanding, you know, what is happening locally here in san francisco, and if it would also help the overall process plus principles of the university not being based here both in san francisco or the bay area. thank you. >> thank you for sharing that, and i just want to add, this work has actually been extended over time because of the concerns that we've been hearing, and even coming to this m.o.u. at this time of year is much further than the original plan, so we're definitely taking into account the amount of people who want to be involved, the amount of information we're sharing, the transparency around all of that. also, understanding that this has been asked of us for many, many years now, so we're trying to meet that balance of the

urgency that has been pushed in getting to this point and also the clarity that the public is seeking and our ability to make it very open and transparent and publicly available. any other questions or comments on this before we vote? commissioner sanchez? >> just i don't know if counsel wants to comment on the legality that was implied or illegality that was stated in public comment. >> mr. sanchez, are you asking with respect to the use of funds for the university of kentucky? >> yes. >> so the city charter provision is exactly that, a city charter provision, and i think as most folks know now, the city is a separate entity from the school district, so -- and to my knowledge, the school district has never adopted that provision for its own

contracts, so there is no prohibition on spending money on the university of kentucky. >> okay. thank you. >> okay. let's do a roll call vote on special order eight. >> clerk: thank you. [roll call] >> clerk: seven ayes. >> great. thank you. moving onto section j, we're almost there. section j, proposals for immediate action and suspension of the rules. may i hear a motion and a second to suspension of board

rules 6102.6, independent study. >> so moved. >> second. >> okay. we got both, right? >> clerk: yes. >> okay. thank you. so this is a roll call vote on suspension of the rules. >> clerk: thank you. [roll call] >> clerk: seven ayes on suspension. >> thank you. now may i hear a motion and a second for formal introduction of the board policy 6102.6, independent study? >> so moved. >> second. >> okay. superintendent matthews? >> thank you. presenting this item will be our chief academic officer, dr.

nicolle priestly? >> thank you, superintendent matthews. good evening, president lopez and other commissioners. i hope to be concise and as brief as possible in sharing this update. earlier this evening, superintendent matthews shared information on independent study, and i want to add some additional details to that. at the end of the 2020-21 school year, the waiver permitting school districts to offer distance learning under california law will expire. in order to provide continued access to virtual learning for those students who are medically fragile or would be put at risk by in-person instruction, board policy 6102.6, independent study, has been amended to add a new type of independent study. that is, for the 2021-22 school year, students who are

medically fragile or would be put at risk by in-person instruction due to covid-19 are eligible to participate in virtual learning of independent study. the policy has also been amended to add explicit language acknowledging that a student's participation in independent study shall be voluntary. students participating in independent study shall have the right at any time to enter or return to the regular classroom mode of instruction. because it is necessary to staff and build the new independent study program over the summer, we are seeking approval for this amendment at first reading. thank you. >> okay.

thank you. let's move onto public comment before we hear from commission. >> operator: yes. please raise your hand if you care to comment to the independent study policy. please repeat that in spanish and chinese. >> interpreter: thank you. [speaking spanish language] [speaking cantonese language] >> interpreter: thank you. >> operator: thank you. hello, julie? >> i think that's from the previous -- >> operator: oh, apologies. lawrence? is that from the previous, as well? hello, chris? >> hi, this is not for the previous one, this is for this one. i just have a couple of questions. again, i'm a special education

teacher at washington high school. it says that students participating in independent study shall have the right at any time to enter or return into the regular classroom mode of instruction. i just want to clarify if, for example, a student a month into fall semester is now fully vaccinated, their family members are fully vaccinated and safe to return and want to, they can return a full month in. they don't have to wait until the end of the grading period to return. and then, i've never had a student do independent study. there are maximum limits on time which may laeps between the time an assignment is made and the date by which the student must complete the assigned work. i assume that time would be adjusted for students to have

i.e.p. just making sure this is inclusive for all students. thank you. >> operator: thank you. hello, sarah. >> hi. this is sarah maskin. i just want to say i'm happy to see an option for students who, because of covid-19 or something else, can't come back, and i just want to thank the school district for figuring this out. thank you. >> operator: thank you. hello, rebecca. >> hello, can you hear me? >> operator: yes. >> hi. this is rebecca [inaudible], a special education teacher at [inaudible]. i just wanted to make sure that we have articulated study policies for students with independent study. i've experienced students that

don't arrive to classes and then attendance policy making it hard for me to get help to get those students to class or even figure out what's going on, aside from, like, me driving to their house and being, like, hey, are you still there? so just making sure that we have policies in place if we have this independent study to make sure that their mechanic -- that there are mechanisms for educators to make sure our students are safe, happy, and healthy. we need a mechanism in there to make sure that we're able to continue to do that. thank you. >> operator: alita. >> hello again. so as mentioned before, the c.a.c., this is one of our -- one of our -- our concerns and areas of advocacy, so we're really excited to see this

policy. a couple quick questions. so would students who are currently receiving safe through the home hospital instruction program be eligible to transfer to this virtual academy? this seems like a much higher level of access to education than current students are receiving through h.h.i., question one. secondarily, less of a question and more of just a comment. please keep in mind that the i.e.p. team is supposed to make the individualized decisions for students, deciding what is appropriate and what is not. and so while these board policies are great guiding documents, they cannot override the individuals made by teams. that would be predetermination, and that would be bad. anyways, thank you very much for this, and the c.a.c. is willing -- oh, my gosh.

it's too late to talk -- to enter and being a partner in building out this program. thank you. >> operator: thank you. president lopez, that concludes public comment. >> okay. thank you. commissioner alexander? >> thank you. yeah, well alita just raised this issue which i think i had asked about before, around who's eligible, and i think the policy the way it's written has to be due to the impact of covid. so i want to propose a small amendment to the policy wherein that section three, where students who are medically at risk or fragile due to covid-19, i would suggest that we insert or another documented medical issue or disability or

something along those lines to expand eligibility. not that everybody -- i mean, obviously, there's still going to be a capacity to this program. it's not that every student will be able to participate, but i just think it's not -- as alita, i think this would be a less restrictive environment. it would be more appropriate for some kids, and if we're going to offer it, i don't think it makes sense to restrict it just to covid related issues, so i don't know if that makes sense, but to add after covid-19, or another documented medical issue or disability as a proposed amendment. >> commissioner alexander, i'm going to defer to my colleagues who might be available or deputy superintendent about what might be possible around that and what implications that might have because i do believe

we've had some conversations about that, and i do know you've raised that, and i think it's something we can discuss. i don't know if my -- >> well, i'd love to hear more about it. i just got a note that no, it's not possible, so i'd love to hear more context if staff has it because actually i didn't get that earlier. >> if we don't have it tonight, i think we can go back and get more conversation or ask for your clarification. >> yeah, nicolle, i'm here. it's margaret, and i'm still not completely straight on the question, commissioner alexander, but i -- you know, i'm happy to look more into clarification -- the nuances. >> well, it's not a question. i proposed an amendment to the language of the policy.

i guess now my question would be, do you have a concern to the amendment or does it sound okay to you? >> and if i could just add, it's sounding like we need more information before accepting the amendment. i'm hearing from staff that we'll have to do a little more work. >> yeah, i would agree with that, and i would say, commissioner alexander, just to be really honest, one of the constraints this year is around staffing and capacity, so we would be mindful we do have options for students with medical conditions who need an alternative placement. we're trying to serve the students that would best be served in this, who, because of covid restrictions, needed to be in remote learning [inaudible]. >> yeah, no, i definitely hear

that, and my concern with that is if we create a new program for that group of students, then we exclude other students from a program that might be as alita suggested, better for some students. i personally can't support this if we can't include other students for other reasons because we've excluded them from this pilot because it might not be preferable inform -- to them. >> can i ask a clarifying question, commissioner alexander? it says medically fragile in it. it says for students that are medically fragile or who will be put at risk by covid-19, so i don't understand the

distinction. >> well, staff is saying that it's only for students that are impacted by covid. >> that's not what it says in there. it says medically fragile or who would be put at risk by in-person instruction. that's the language under three. >> but i don't think that's how staff intends that language. maybe deputy superintendent could clarify because i think what i'm hearing from you -- you know what i'm saying, it has to be related to covid. >> with our primary consideration, when we were deciding which students would be able to participate in this program, likes commissioner san -- like commissioner sanchez said, there are students with medically approved circumstances. we're calling it a pilot because we do recognize how virtual learning might be

better for some students, or a hybrid model, and we're open to considering that for the future, but for this fall learning program, we think it's best for the pilot to be serving a small percentage of our students to make sure we have a quality program but also make sure we have the adequate staffing to actualize the program. i'm sorry. i thought you were asking about students that would benefit from distance learning. >> no, i'm sorry. my concern wasn't about extending the program, it was more around -- what i didn't want was for particular students to be excluded, even if it's a small program; that i wouldn't want a student -- again, the example that i used earlier was a student that has cancer and was on home hospital study. alita had mentioned in public comment a student with a disability who maybe this would be the most appropriate placement for them.

i wouldn't want to write a policy that would exclude them. i'm not advocating for a larger capacity. if it's a defined capacity, that's what it is. i don't know if that makes sense, what i'm saying. >> yes, and i just want to say both of the descriptions that you just said would fall into the medically fragile. >> oh, okay. if that is in the policy, then i don't need to propose the amendment. i'm not trying to make the program larger or expand capacity. it's all about who's eligible for it, so i support the possible [inaudible]. >> okay. commissioner bogus and commissioner alexander -- i mean, collins? >> thank you. i think my question is -- is really, i guess, about how long

would want to offer kind of this independent study option? understanding that we are kind of committed to this pilot, but is there, like, a desire or intention for us to continue to offer this over the next three years and have this as a part of our educational offering or is that kind of necessarily not how we are thinking about it, and how the pricing of the pilot reflects the pricing of, like, scaling it out to everything else, in that makes sense? >> so at least we think education and all the learnings that we've had during the pandemic, we are definitely open to the idea of providing different options and ways for us to engage in learning, including perhaps some virtual options. at this point, commissioner bogus, this proposal and what we're presenting is really just

for the fall for those babies who cannot participate in person, but we also intentionally called it a pilot because we want to learn and see how we can actually scale this to be something that's available to more students when our capacity and our resources allow us to do so, so it's a yes and but. yes, we definitely want to consider expanding and providing more options and expanding the options, but this program is just for the fall, what we mentioned earlier. >> just one question. is it possible -- it's possible, then, that after the upcoming school year that this would not be offered anymore in this district, is that correct? >> that is possible. >> thank you. >> thank you. i just wanted to say i'm

personally interested in exploring this as a potential option for the future, even though i know that is not the intention of this proposal, and i would love to hear what folks learn with the idea that i know that distance learning could potentially be more beneficial for students with social anxiety or specific, you know, challenges, and so i just would love to -- i'm assuming that, you know, we'll get a commitment from staff because you want to learn from this pilot, and i'd be interested in just getting a report back in the fall about how it might be something that we would want to expand or not. >> okay. just checking if there are any responses or other comments.

okay. let's do a roll call vote. >> clerk: thank you. [roll call] >> clerk: that's seven ayes. >> okay. section k, board members' reports. item 1, report from recent committee meetings. we only met through the committee of the whole, and vice president moliga, i know we reviewed and approved many of the items, so i don't know if you have anything additional you want to add? >> no, there's nothing additional outside of what we just went over tonight. i think one thing that i

thought if the public was interested in, or even partners, that there's a new tableau on the website that you can track our budget, so i encourage the public to play around with it and see if it answers your questions, but the items we discussed were the lcap, recommended budget, and all the items that we discussed. >> the tableau is an amazing tool. item 2, roord from board delegates to membership organizations. csba. >> there are no updates from csba. >> item three, all other reports from board members. we'll hear from commissioner bogus regarding the [inaudible] committee. >> yeah, just to share that the

rise working group is meeting, and we're going to continue meeting over the summer to produce something by august to kind of share out, to kind of give a direction of recommendations, and just to say a really positive strong group of people really committed to moving forward to breaking down the barriers between the city and the school district and committed to making sure our students come first. thank you. >> thank you for that. commissioner bogus. item 4, calendar of committee meetings. as we've shared, we won't be meeting in july, but our meetings will be coming back up in august, so check boarddocs for upcoming meetings.

section l, memorial adjournment. commissioner collins? >> actually, before section l, could i read something from lowell? it's about holly giles? >> on june 10, holly giles passed away from injuries sustained in her car accident on may 31. the lowell school system lost a highly respected educator and friend. she served san francisco unified for 28 years as a teach teach -- teacher and administrator. as an assistant principal for the past 18 years as lowell, her door was always open. she mentored many students, staff members, and teachers.

she celebrated multiculturalism for all students. miss giles was well known for her love of music and cultural events, was always in attendance at numerous student performances, and attending numerous games each week, always wearing her cardinal gear. her generosity of spirit and open hearted support of students will continue. in the past few years, holly conducted the senior awards ceremony, an important tradition of which she was very proud. a scholarship in her name will be established in her name. she was a gifted administrator whose legacy will live on in her colleagues and students. we will miss her laughter and

steadfast commitment to students and others. she was a beautiful and caring colleague, gone too soon. >> thank you, superintendent matthews, for reading that. >> president? >> go ahead. >> okay. i also am going to read in honor of dr. mary francis. i adjourn this meeting in memory of dr. mary francis, retired district administrator. dr. mary francis welch bird was the first born to samuel massey welsh and grace clayton welsh on january 12, 1930, in chicago, illinois. she was the last to leave on may 21, 2021, in salt lake city, utah. mary francis attended a.o. sex

ton elementary school and went onto graduate from inglewood high school in 1948. she received her b.s. degree in 1952. mary francis received her master's degree in educational administration from xavier university in 1957, and her doctorate in education from university of california berkeley in 1962. her marriage took her from chicago to cincinnati, ohio, and subsequently to san francisco, california, in 1958, where she began teaching with the san francisco unified school district. her marriage to ted bird would end, but she would remain in the bay area and would go to onto serve as an educator and

administrator with the district for 43.5 years. she heldmany positions with the district, including assistant principle at samuel gonyars high school, and coordinator for human resources services. she retired as a program director for state and federal projects in 2001, and in 2010, she moved to salt lake city to be close to her daughter. she heldmany education memberships, among them, the national women in education honor society and the united administrators of san francisco emeritus. her heart and soul belonged to her beloved sorority, delta

sigma theta. another love was football, and her san francisco 49ers. the board of education and superintendent of schools offers their sincere condolences to her daughter, tony lynn, and to all of dr. bird's family members. and with that, this meeting is adjourned.

>> what we're trying to approach is bringing more diversity to our food. it's not just the old european style food. we are seeing a lot of influences, and all of this is because of our students. all we ask is make it flavorful. [♪♪♪]

>> we are the first two-year culinary hospitality school in the united states. the first year was 1936, and it was started by two graduates from cornell. i'm a graduate of this program, and very proud of that. so students can expect to learn under the three degrees. culinary arts management degree, food service management degree, and hotel management degree. we're not a cooking school. even though we're not teaching you how to cook, we're teaching you how to manage, how to supervise employees, how to manage a hotel, and plus you're getting an associate of science degree.

>> my name is vince, and i'm a faculty member of the hospitality arts and culinary school here in san francisco. this is my 11th year. the program is very, very rich in what this industry demands. cooking, health, safety, and sanitation issues are included in it. it's quite a complete program to prepare them for what's happening out in the real world. >> the first time i heard about this program, i was working in a restaurant, and the sous chef had graduated from this program. he was very young to be a sous chef, and i want to be like him, basically, in the future. this program, it's awesome. >> it's another world when you're here.

it's another world. you get to be who you are, a person get to be who they are. you get to explore different things, and then, you get to explore and they encourage you to bring your background to the kitchen, too. >> i've been in the program for about a year. two-year program, and i'm about halfway through. before, i was studying behavioral genetics and dance. i had few injuries, and i couldn't pursue the things that i needed to to dance, so i pursued my other passion, cooking. when i stopped dance, i was deprived of my creative outlet, and cooking has been that for me, specifically pastry. >> the good thing is we have students everywhere from places like the ritz to --

>> we have kids from every area. >> facebook and google. >> kids from everywhere. >> they are all over the bay area, and they're thriving. >> my name is jeff, and i'm a coowner of nopa restaurant, nopalito restaurant in san francisco. i attended city college of san francisco, the culinary arts program, where it was called hotel and restaurant back then in the early 90's. nopalito on broderick street, it's based on no specific region in mexico. all our masa is hand made. we cook our own corn in house. everything is pretty much hand made on a daily basis, so day and night, we're making hand

made tortillas, carnitas, salsas. a lot of love put into this. [♪♪♪] >> used to be very easy to define casual dining, fine dining, quick service. now, it's shades of gray, and we're trying to define that experience through that spectrum of service. fine dining calls into white table cloths. the cafeteria is large production kitchen, understanding vast production kitchens, the googles and the facebooks of the world that have those types of kitchens. and the ideas that change every year, again, it's the notion and the venue. >> one of the things i love about vince is one of our outlets is a concept restaurant, and he changes the concept every year to show

students how to do a startup restaurant. it's been a pizzeria, a taco bar. it's been a mediterranean bar, it's been a noodle bar. people choose ccsf over other hospitality programs because the industry recognizes that we instill the work ethic. we, again, serve breakfast, lunch, and dinner. other culinary hospitality programs may open two days a week for breakfast service. we're open for breakfast, lunch, and dinner five days a week. >> the menu's always interesting. they change it every semester, maybe more. there's always a good variety of foods. the preparation is always beautiful. the students are really

sincere, and they work so hard here, and they're so proud of their work. >> i've had people coming in to town, and i, like, bring them here for a special treat, so it's more, like, not so much every day, but as often as i can for a special treat. >> when i have my interns in their final semester of the program go out in the industry, 80 to 90% of the students get hired in the industry, well above the industry average in the culinary program. >> we do have internals continually coming into our restaurants from city college of san francisco, and most of the time that people doing internships with us realize this is what they want to do for a living. we hired many interns into

employees from our restaurants. my partner is also a graduate of city college. >> so my goal is actually to travel and try to do some pastry in maybe italy or france, along those lines. i actually have developed a few connections through this program in italy, which i am excited to support. >> i'm thinking about going to go work on a cruise ship for about two, three year so i can save some money and then hopefully venture out on my own. >> yeah, i want to go back to china. i want to bring something that i learned here, the french cooking, the western system, back to china. >> so we want them to have a full toolkit. we're trying to make them ready for the world out there.

>> my son and i was living in my car. we was in and out of shelters in san francisco for almost about 3.5 years. i would take my son to school. we would use a public rest room just for him to brush his teeth and do a quick little wipe-off so it seemed he could take a shower every day. it was a very stressful time that i wish for no one. my name is mario, and i have lived in san francisco for almost 42 years. born here in hayes valley. i applied for the san francisco affordable housing lottery three times. my son and i were having to

have a great -- happened to have a great lottery number because of the neighborhood preference. i moved into my home in 2014. the neighborhood preference goal was what really allowed me to stay in san francisco. my favorite thing is the view. on a clear day, i'm able to see city hall, and on a really clear day, i can see salesforce tower. we just have a wonderful neighborhood that we enjoy living in. being back in the neighborhood that i grew up in, it's a wonderful, wonderful experience. now, we can hopefully reach our goals, not only single mothers, but single fathers, as well, who are living that. live your dream, live your

adjourned. >> shop & dine in the 49 promotes local businesses and challenges residents to do their shop & dine in the 49 with within the 49 square miles of san francisco by supporting local services within the neighborhood we help san francisco remain unique successful and vibrant so where will you shop & dine in the 49 my name is jim woods i'm the founder of woods beer company and the proprietor of woods copy k open 2 henry adams what makes us unique is that we're reintegrated brooeg the beer and serving that cross the table people are sitting next to the xurpz drinking alongside we're having a lot of ingredient that get there's a lot to do the district of retail shop having

that really close connection with the consumer allows us to do exciting things we decided to come to treasure island because we saw it as an amazing opportunity can't be beat the views and real estate that great county starting to develop on treasure island like minded business owners with last week products and want to get on the ground floor a no-brainer for us when you you, you buying local goods made locally our supporting small business those are not created an, an sprinkle scale with all the machines and one person procreating them people are making them by hand as a result more interesting and can't get that of minor or anywhere else and san francisco a hot bed for local manufacturing in support that is what keeps your city vibrant we'll make a compelling place to

live and visit i think that local business is the lifeblood of san francisco and a vibrant community

>> good morning. welcome to the june 22 meeting of the treasure island mobility management committee. brittany milton is our clerk. please call the roll. >> commissioner chan. absent. >> haney. >> present. >> mandelman. >> present. >> commissioner mar.