francisco unified school district of september 28, 2021 is called to order. roll call, please. >> thank you. >> mr. alexander: here. >> mr. boggess: here. >> ms. collins: here. >> ms. lam: here. >> ms. liang: here. >> thank you. section a is general information. section b opening items. land acknowledgement, we, the san francisco board of education acknowledge that we are on the unceded ancestral homeland of

the ramaytush ohlone who are the original inhabitants of the san francisco peninsula. as the stewards of this land and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretaker of this place. as guests we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects to acknowledging the elders of the ramaytush ohlone community and confirming their sovereign rights as first peoples. item 2. approval of board minutes. regular meeting of september 14, 2021. i need a motion and a second. >> so moved. >> second. >> any corrections? seeing none, roll call vote. >> thank you. >> ms. lam: yes.

>> ms. liang: yes. >> mr. alexander: yes. >> mr. boggess: yes. >> ms. collins: yes. >> ms. lam: yes. >> president lopez: yes. >> vice president moliga: yes. 7 ayes. >> item 3 is the superintendent's report. i'll call on superintendent matthews. >> superintendent matthews: thank you, president lopez. i am extremely proud to announce what you may have seen in the news. there have been less than five outbreaks in san francisco schools since beginning of the year and full return to in-person learning. that includes the school district charters and private schools. all the cases were mild or moderate. no one required hospitalization. attributing to the success of the mask mandate for students and staff also our requirement that staff members get

vaccinated or tested. as of earlier this month, we have 96% of staff reporting having been vaccinated. we recognize that san francisco has some of the best health experts and will continue to follow their guidance. this accomplishment is due to the commitment of health and safety by the staff, student and families. i want to thank you all. our department is partnering to hold four vaccination clinics at san francisco unified school district. in no appointments are necessary and walk-ins are welcome. anyone 12 and above is eligible and san francisco families receive priority. getting vaccinated against covid-19 is one of the best ways to keep schools safe. learn more at sfusd.edu.

the eviction ban will expire on september 30th. families are encouraged to apply for relief as soon as possible we've been working to provide resources to families. our district has sent out different information. families can go to www.sfusd.edu/rentrelief. congratulations to the school being just one of the schools named as a blue ribbon school. it's based on the overall academic achievement. we're proud of the work that

chinese emergent school and all of our schools are doing to help realize their potential and dreams. october 2nd is national custodian day. i want to extend a huge thank you to all of our custodial staff. custodians have critical roles in school and work hard to keep our schools clean by clearing debris, cleaning school yards, among many other things. please be sure to thank your school custodian on the day before national custodian day and every day. the day before is this friday. as national custodian day is saturday. save the date. the 2021 virtual enrollment fair is october 22-29. families are invited to learn more about our schools and meet our school community. at the fair, they can attend workshops on specific enrollment topics such as -- [dog barking]

-- and how to apply to language programs. families can find more information about the fair at sfusd.edu/fair. and president lopez, that ends my thoughts for this evening. >> president lopez: thank you for sharing that. next we'll hear from our student delegates. >> thank you, president lopez. yesterday, the advisory council held elections for the cabinet that oversees facilitation of business and meetings. we're proud to present the cabinet for the 2021-2022 school year, consisting of president rea, vice president, kali lee, secretary alissa may, public relations officer isabela hansen.

and, of course, your student delegates. >> our next sac meeting will be october 18 to join in or speak as an adult presenter at one of the meetings refer to the s.a.c. website. thank you, president lopez. that concludes our report. >> president lopez: great. thank you. moving on to item 5, recognitions and resolutions, there are none tonight. item 6, recognizing all valuable employees, our rave award. i'll call on superintendent matthews. >> superintendent matthews: thank you. we have a rave distinguished award and special service award. we'll start with the distinguished school award. this goes to one of our outstanding teachers as thurgood marshall high school, ms. grace gold. and presenting will be the principal of thurgood high school.

>> thank you, board, thank you, student delegates and everybody in attendance. i'm very honored and incredibly happy to be here to represent and give -- pay tribute to our instructional reform facilitator grace gould. she was nominated for the work she did on behalf of our school and as a parent helping teachers last year prep and be ready for online learning. she did an unbelievable job helping everybody not only at their school site, but her daughter's school site in prepping and being ready for the large challenge and incredible task of being ready and willing to support our students in distance learning. grace is a whiz with computers and technology and is incredibly supportive and on a personal

level, i think she's a saint. she puts up with me and everybody else at our school site. always has a smile and we just dearly appreciate and love all the hope and excitement and everything that she brings to the table here at thurgood marshall. so i'm very, very happy and feel very honored to know grace, to get to work with grace, to have her help with other leadership of our school and she is just a fantastic, wonderful, wonderful human being. so, grace, this award is way overdue. if there is more we can give to you, we'd be glad to. the check is in the mail, i swear. the doctor is sending it. i'm sure. thank you for everything that you do, grace. you are the glue that keeps not just our administrative team,

but our entire staff and faculty together. so glad to honor with you this rave award. >> thank you, h. and i want to thank my daughter's teacher who nominated me and the amazing team at marshall that supported my leadership over the years and the digital learning team and help desk. moving into distance learning helped me to teach other people how to help others over zoom. it was very challenging and i appreciate everyone who led us through this. and i just love being part of our community. thank you, ms. gould and principal. our next rave award is katy porely. the director of central

custodyial services and the presenter is the chief facilities officer. in you shall flushial services presenter is the chief facilities officer. in you shall flush >> it is my great honor to present katie with the award. she was nominated by a colleague for her leadership in delivering instructional materials to every school site during distance learning and in classic katie style, she was customer-focused, responsive and completely thorough, coordinating with over 15 different shipping companies and vendors to get books and items to every school. this included the science textbooks and large science kits for the elementary schoolteachers, math materials for all students in the district and other supplies. this was but one of maybe 100 examples that i or others have

observed of katie literally saving the day over the past 18 months of the pandemic. and whether in support of distance or in-person learning, katie that developed creative methods to leverage resources, landscaping and warehouse teams to achieve better customer outcomes, even under duress. it was truly a team effort across the district and especially within the facilities division to get schools open for in-person learning this past spring. but there are -- in every effort -- a few people who stand out. i say this wholeheartedly that, sfusd would not have been able to open without katie poile. so i really count recruiting her

as one of the great decisions of my three years here. and i really hope that everyone will join me in congratulating and thanking katie. katie, really, thank you for everything that you have done and will do for the district and our students and families. >> thank you, dawn. [applause] >> thank you, dawn. and superintendent matthews, commissioners. i do really appreciate this award and this recognition. like dawn said, i think i could share this with a lot of my colleagues who were very integral in bringing our students back. not least of which -- and i was thrilled to hear dr. matthews, october 2nd is custodial appreciation day. i encourage everyone to extend their thanks to our gardening,

landscaping staff, truck drivers, the people that deliver your mail and the warehouse drivers and window washers. they're really the people who get there at 6:00 in the morning an make sure that the doors are open, that the front stairs are clean, so you don't have to think about that. i am just one representation, but there really -- i would not be here without my staff. so thank you. >> thank you. and now turning back to president lopez. >> president lopez: yes. i love these awards because it's such a nice reminder of all of the work that brings us here and the testimony made on behalf of grace and katie are telling of your work. i hope you get to celebrate yourself as well. section c, public comment on non-agenda items.

item 1, protocol for public comment. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using employee and student names. if you have a complaint about a district employee, you may submit it to the employee's supervisor in accordance with district policies. as a reminder board rules do not allow us to respond to comments or attempt to answer questions. if appropriate, the superintendent will ask that staff follow up with speakers. item 2 will be public comment for sfusd only. we'll hear from students who wish to speak on any matter. they will have up to 15 minutes of the general public comment period and can speak at any other public comment time.

>> thank you, president. so please raise your hand if you're a student and would care to speak on any agenda item. can that be repeated in spanish and chinese, please? [speaking spanish] [speaking spanish] >> [speaking chinese] >> [speaking chinese] thank you. >> thank you. hello, maria. >> hello, do you hear me? my son is going to speak.

[speaking spanish] [speaking spanish] i'm in kindergarten. we want our school to be safe, please. thank you. >> hello? luis? >> [speaking spanish]

[speaking spanish] hello, i'm third grade and attending mann and the school district is not spending any money to help us out. i want to feel secure and safe in my own school. thank you.

[speaking spanish] [speaking spanish] >> hi, my name is luis and i really wanted the district to please renew our building. we need an answer and we need it now. we've been waiting for so long for this to happen. please help us out. >> thank you. >> hello. i had to promote you to panelist so your video will be on in order to speak. >> hi, my name is -- daughter of

-- this is my mother. and i have been in this school for five years now and i have seen the district saying okay we're going to do this and they never do it. and i have been waiting and waiting and waiting for so long. and i'm like, wow -- the gas leak has really wore me out because some students have asthma. that's really dangerous, because -- [indiscernible] -- had to go to the building to use the restroom. we need a safe school so we can

study. it's not because we want our school to be beautiful, no, it's for our safety. because my mom is always worried. if something happens, go to the office, if something happens, do this. i cannot concentrate thinking that i'm in danger. that's all i want to say, bye. >> thank you. >> carmen? >> can you hear me? [speaking spanish] [speaking spanish] hello, my name is -- and i have

three students studying at sfusd for five years. [speaking spanish] [speaking spanish] >> interpreter: -- could you let her know this is only time for students to speak. >> will do. [speaking spanish] [speaking spanish] >> hello, whitney? whitney, are you there? looks like this concludes the

student portion of public comment. >> president lopez: okay. let's open up to general public comment time and see how many speakers there are. >> thank you, if you care to speak to general public comment, please raise your hand. this is only for items not on the agenda. can that be repeated in spanish and chinese, please? >> [speaking chinese]. thank you. >> [speaking spanish] . >> president lopez: we'll do a

minute each and no more than 20 minutes. >> carmen, are you there? >> okay. [speaking spanish] [speaking spanish] hello, everyone, thank you, president of the board and the board members. my name is carmen rodriguez and i have three children in the school district for about five years. [speaking spanish] >> interpreter: and i'm here to advocate for our school

committee horace mann. >> [speaking spanish] >> interpreter: here staff and teachers and students and the community in general, we all need to have a safe space and a safe place to all be working together. >> [speaking spanish] >> interpreter: what we want is to have a safe school. we don't want anything fancy, we just want everything that works perfectly fine so we don't have

to be worried about any other event happening in your school. thank you. >> thank you. >> hello, chris? sorry, chris? >> hi, can you hear me? >> yes. >> i'm chris, a teacher at washington high school and i need you to listen to this. i mean, really listen. we have serious safety concerns at washington and other sites. students with ieps are getting placed in learning settings that are not appropriate for them. students who need a small nonpublic school setting to receive, cannot be safe at a school of 2000-plus students. we cannot continue to be sent to schools that do not have those resources.

when you fail to support students with their correct placement, you create unsafe situations for students and safe. we cannot work when we're being physically threatened and when our students are not safe and you need to fix this. the way to fix this would be to fully fund and staff our positions. i missed one board meeting last week and now all of a sudden, people are talking about cuts to site -- [bell ringing] -- more than half of those -- >> thank you. >> your educators are already over-- >> thank you. >> fix it! >> thank you. hello, sara? >> hi, my name is sara, i'm a parent of two students. i want to thank the board and district for all your work to ensure that some schools are properly equipped to remain open safely, especially all the labor that has been done to get air purifiers in the classroom.

i want to voice my support for the student, family and staff at buena vista. we're facing budget challenges and demands due to the pandemic. i want to stress all the stakeholders working together in a true collaborative fashion. in order to solve these problems, support students as they navigate this world and cope with the mental health challenges they face every day and manage the budget crisis, the only way forward is together. it's my hope that district officials, board site, admin, teachers and parents and families can work together for the overall well-being of each and every student in the san francisco unified school district. >> thank you. hello, marie?

>> [speaking spanish] [speaking spanish] >> interpreter: hello, i'm here to advocate for -- [speaking spanish] -- >> [speaking spanish] [speaking spanish] >> interpreter: hello, everyone. i'm here to advocate for all the community in our school to help us out to fix our school and i just want to make sure that everybody knows here and the board that we do really need

this help and it's important for us as a community and for our kids to be safe. thank you. >> thank you. hello? >> hello. hi. i am an individual parent advisory council member. i'm here to talk about horace mann. i want to bring up a point that i thought about today. the combining of the k-8 through school at horace mann middle school site, when it was built, it was built as a middle school. it was only to have middle school students in it. it was never thought to have kindergarten students. if you think about it, one thing i heard, especially from the younger children, going to the potty. a lot of time the potties are

way bigger, especially if you're a 5-year-old. the hallways are way bigger as well. things like that. from the very beginning when the two schools were put together, it was -- [indiscernible] -- elementary school student as well, that's number one. and that's also to think about there is a child who received electric shock in may 2021. we know about the gas leak that was told and they ignored it and called it a rodent problem. [bell ringing] >> thank you. hello, marie? >> can you hear me? >> yes, go ahead. >> thank you, dr. matthews and commissioners for discussing the budget crisis last week. alison collins said it's time to look for coins in the couch.

i agree. the $87 million lawsuit was dismissed and deemed frivolous, yet it has cost sfusd $26,000 so far. this is equivalent to two wellness councilors. commissioner moliga said he won't try to recover the money because he wants to get past the drama. who will have the courage to recover this money that belongs to our students? this is what restorative justice looks like. please, someone step up. thank you. >> thank you. >> hello, meagan? >> hi, my name is meagan. i'm a behavior analyst in the school district. today i had a very heartfelt conversation with a colleague in special education about hope, about our jobs, about how much

longer we can keep doing this. and by this, i mean continue to serve students with extraordinary needs with far fewer educators and resources than are needed. i mean work long hours every day to come home and feel as they we didn't do enough. between the two of us that were talking, we had almost 40 years of experience in education. and we both agree this has been one of the hardest years in our careers and it's only been six weeks. i really don't want my colleague to burn out. this person is an anchor, not just for me, but many in special education. we need this educator. we have to take care of all of our educators, even in difficult time, because helping them helps them take care of our students. what we're doing right now isn't working. thank you. >> thank you.

hello, kurt? >> hi, my name is kur i'm the parent of two students at horace mann. and i would to side with what was just said. support them and teach them. i feel that a lot has been done wrong here and it's never been fixed and we're still at the same point we were when my son started the school district. teachers are not being supported. they are -- i talked to a teacher the other day and he signed a petition for us because he said this has been done

before and nothing has been done. if i worked at a job and didn't get the stuff i needed to work, i would just walk out. that's the reason you're having so many teachers leaving the school district and it's tough to find new ones. please do something about this problem. >> thank you. hello, rebecca? >> can you hear me? >> yes. >> hi, my name is rebecca. i'm a special education teacher. previously i taught in special day class which was an autism focused class. during that time, at one point i had a woman stop me on the street because she assumed which was a victim of domestic violence due to all of the bruises on my arms and being bitten by students and punched and hit. when i was a spc teacher i was sexually assaulted by a student

and then their parents blamed me for the reaction. this is why i don't teach in spc anymore. i encourage board members and district administrators to talk to us members of the special education committee, because we have voices we'd like to highlight. there are teachers who are being threatened at school and who are having heinous things said about them by students. these students are in crisis, but we don't want to blame them. we need administrators and the board of ed to step up and make sure we're safe in our schools. it's hard to go to work and know you're going to be assaulted. thank you. >> hello, bob? >> yes, i'm bob armstrong, the art coordinator at horace mann. i've worked at that school 11

years, 10 years previously at buena vista. i want to speak up to not only make it a safe place for our students, with the electric shock and gas leaks, but in favor of the renovations so badly needed. we have an art teacher who is currently holding her classes in one-third of the old girl's locker room. and she has had to, herself, renovate that space to make it sort of semi-habitable. we need the board's support for making that school much better, much safer and renovated for our students. thank you. >> thank you. hello, meredith. >> thank you. this is meredith with the parents coalition. and now that we're six weeks into the school year, i want to

congratulate the district on the incredible work it's done. the data is clear. now you've done keeping everyone safe if school. thank you. and also work with the air purifier distribution, thank you for that, too. we want to note that many families are contacting us for improvements on the online learning program. so just wondering what we can do to strengthen the quality of that program. and we're still hearing from the children about the staffing shortage, but what can we do to get teachers in place? thank you on that. and then we can't ignore the enormous challenges facing our district. we'd like to ask every commissioner to not lose sight of the decisions looming sfusd.

>> hello, melissa? melissa, are you there? >> hi, thank you for taking my call. one thing i wanted to comment today is how often we're hearing folks struggling in all kinds of way. i wanted to tie that, actually, into what i've often spoke about with regard to outdoor learning. there is so much stress. so much social and emotional mental stress and anxiety that people are feeling. one of the ways we can help everybody with this is by taking them outdoors. we know when people are outdoors, when they're walking

or talking or sitting down and breathing fresh air, they feel better. they feel more positive as a general rule. they're more able to come up with different and creative solutions, to refocus, to pay attention, to succeed in different ways. navigate the many challenges that are being faced, whether by students from bvhm or people concerned about the fiscal crisis or teachers having all sorts of struggles with staffing and with handling challenging students in various settings. this is something that can be a benefit to everybody who is interested in it. please help to make it a reality. thank you. >> thank you. >> hello, tom.

>> hi, can you hear me? >> yes. >> i'm a special education teacher in the district and, you know, i was in the special education teacher meeting and found out there is 100 positions open right now. this is not going to just get fixed by offering the $1750. it's a band-aid and a disgrace to say, maybe people will take it if we offer a little bit. the pay for para educators needs to go up. these people do so much and we don't respect them. along with that, they have two or three other jobs. we count on them, students count on them. and what are we going to do? we also need to support our -- board of ed, i'm speaking to you. come to the school.

talk to the school staff, not just teachers. please come to the schools, show your support and show that you actually care and talk to the school staff. thank you. >> hello, darcy? >> hello? this is darcy blackburn. can you hear me? >> yes, we can. >> so, i'm a first grade teacher at sheridan elementary school and at the board meeting last week i heard of the proposal to start balancing sfusd's budget by consolidating positions in the school site. as a time when we've had a year and a half for online learning, the last thing our students need is the turmoil of having a position consolidated that would result in the removing of students to other classrooms, meaning they'd have different teachers and different peers in their room. for the newest hire teachers,

the thought of being consolidated is putting more stress on them than they already have being a teacher during a pandemic. this will result in many of our newer teachers creating, which will create a worse teacher shortage than we have. i have heard the district is considering doing something otherwise, so i would like to hear that as soon as possible. thank you. >> thank you. alison? >> hi. i'm a 4th grade teacher at bvhm. and today i want to thank the families who are here, the families from bvhm and engaging in this struggle that at latinos we've been engaging since the 1940s against school segregation and the type of facilities that

our latino students have had to endure. and also for engaging in part of the struggle to be seen and recognized as fully human, because what is going on at bvhm and what our students are facing is inhuman. and the $100 million that has been allocated to the art building instead of bvhm is what 21st century segregation looks like in san francisco. i'm inviting the commissioners to come to our school and see what 21st century segregation looks like in s.f. thank you. >> guadalupe? >> [speaking spanish] [speaking spanish]

[speaking spanish]

>> interpreter: hello, everyone. i'm here to give support to the community and the h.m. i don't know what is happening, but i think that we're talking about racism. we're being forgotten and the school really needs so many changes and nothing is happening. please to all the members of the board, please help us out. we need to -- we need to be all together and work it out. thank you. >> thank you. >> hello, mary? >> hi, can you hear me? >> yes. >> okay, great thanks. dvhm, i see you and hear you. i'm a sfusd social worker, but i'm first a parent. in the start of the year, my

first grade daughter has had to quarantine two times. she was heart broken not being able to go to school. that's a lot to ask on working parents. i understand we're all doing our best and want to be vigilant due to the delta variant to protect our babies under 12. and i'm so proud we're coming together as a district to keep our district safe, but our children 12 and younger, are only going to get farther behind. and asynchronous independent learning means no teacher instruction is harmful, especially for our black and brown and latino students. we're talking about -- that cannot happen. i'm asking the board for the union to reach an agreement and

make asynchronous learning happen for our children. keep the communication open. >> forgive me if i mispronounce -- >> yes. >> [speaking spanish] [speaking spanish]

>> interpreter: hi, i do have

kids in buena vista horace mann. we're depending the board of education to help us out to fix the school. we're really concerned that our kids are more focused actually in the fact that they are -- that the school, they think that the school is not safe. they're actually focusing on going to class and do their work. i want you to also put yourselves in our shoes so you can see what is happening to us. thank you. >> thank you. president lopez, that concludes the time for public comment today. >> president lopez: thank you for coming out and speaking. we're moving on to section d, but i did want to make a quick announcement and shift in our agenda. section h, discussion of other educational issues which includes the fall update on safety and learning and district

summary will be moved up to go after section d, advisory committee reports. i just wanted to note that. we are on section d, advisory commission reports. item 1, report from the advisory council for special education. i'd like to call on our ombudsperson julia martin. >> can you start the presentation? >> and also can we try to mute -- >> yes. ready, justin? >> yes, go ahead.

>> great, thank you. good evening, superintendent matthews, president lopez and commissioners. my name is julia martin and i'm proud to be here as your sfusd liaison to the community advisory committee for special education. the c.a.c. appreciates this opportunity to present before the board. tonight, c.a.c. members will be sharing their priorities and asking for your support to advance them for the 21-22 school year. i'd now like to hand it over to our c.a.c. chair. >> thank you, julia. hello, i'm danielle and i'm the chair of c.a.c. you will notice that several of our slides are also in spanish. we strive to reach full inclusion, although we still fall short. to that goal, we always provide

spanish and chinese interpretation at our meetings, both in-person and virtually. further, we have seen an increase this year in participation from the latinx community. by using google slides, we can provide captioning to make our meeting accessible to more community members and we also provide asl interpretation at meetings when requested. our meeting calendars for the year are translated into the seven languages the district supports and is posted on the sfusd website and the c.a.c. website. we recognize that there is a great need to be more inclusive as we learn more, we strive to do better. the c.a.c. is a unique group in sfusd as we are written into the california ed code and our mandate are provided by the

state. our purpose is to advocate for effective special education programs and services and advise the board of education on priorities in the state. the c.a.c. provides three monthly meetings, school and staff presentation as well as persistent advocacy at school sites in the district and on the state level. next, i'd like to pass to christina, our vice chair. >> start of this evening, we'd like to lift up the voice of our own sfusd board of education who in 2013 passed this resolution on guiding principles regarding inclusive practices for sfusd. they resolve that students requiring special education services are first and foremost

general education students who need additional services and support in order to succeed in school. their success, therefore, is the joint responsibility of all sfusd educators. unfortunately, families of students receiving special education services continue to report being turned away or excluded from general education response to intervention programs, from wellness centers and from everyday school activities with their general education peers. for example, all sfusd students required to stay together during recess rather than being allowed to play and interact with other students. we call on all staff, educators and community partners to remember that regardless of their placement or pathway, our students receiving special

education services are general education students. next i'd like to pass to carla. our membership chair. >> thank you. here are the c.a.c. annual special education priorities for the current school year, 2021-2022. social emotional and mental health supports and interventions. racial, ethnic and socioeconomic justice and inclusion. curriculum, math and reading interventions. staffing, training and stability. in reviewing our priorities and requests from june and given the ongoing challenges posed by the pandemic and the delta variant, some of these needs and concerns have shifted. we highlight them here. the return to in-person learning

has been joyful for many, but as our special education supervisor mentioned in last thursday's meeting, the pandemic has caused trauma for our society and potentially ongoing trauma for many more. prioritizing mental health and wellness for our students, families and our staff is of the utmost importance at this time. racial ethnic, socioeconomic justice inclusion remains an important priority for the c.a.c. as the pandemic continues to magnify the inequities, disparities in our society and schools. as many of our students are recovering from learning loss from the pandemic, we must ensure that our staff is provided with the appropriate math and reading curriculum and intervention now more than ever. and lastly, none of this can be

accomplished without staffing stability. we are facing a severe staffing crisis with the loss of special education teachers, service providers and over 150 para educator openings, which is exponentially impacted our students and mental health of the current staff that show up day in, day out. now i would like to pass it to our c.a.c. member. >> hello, everybody. the first c.a.c. priority is social, emotional and mental health supports and interventions. we would like to thank the special education department for all of the assessments completed at the assessment center as well as at the school site this year. however, it is crucial to continue addressing the backlog of assessments to ensure that

the appropriate support and interventions are in place and to address the mental health of our students as they transition back into in-person school. building inclusive environments is a critical component of the social, emotional well-being of students with disabilities. sfusd celebrates inclusive school week december 6-12. this event reminds us of the importance of inclusion all year long. the c.a.c. encourages the district to develop curriculum that highlights and honors the multifaceted and rich history and diversity of our disability community. inclusion means ensuring that students with disabilities are provided appropriate accommodations and are not punished due to a lack of

understanding of their disability. when school staff misunderstand a child's disability -- excuse me -- students often end up feeling blamed and shamed. parents are currently reporting an increase in phone calls from schools asking them to pick up students from school due to behavior issues. instead, we are asking for more behavior support and de-escalation training to ensure students feel safe and supported at their school. more mental health supports are needed in schools right now. in june, we asked sfusd and our state legislators to provide a distance learning option for students who cannot safely return to school. unfortunately, the distance learning waiver has expired and

ab130 only provides for independent learning which does not meet the needs of our most impacted students. the c.a.c. encourages sfusd to create appropriate programs that will provide students who need additional support access to their education. the district still has an obligation to provide space to these students. now i will pass it to anita fisher, our c.a.c. advocacy chair. >> thank you. on all other slides we frame our presentation as asks of the district, however, often this slide we're framing our ask to ourselves. and/or highlighting the work we're doing. the c.a.c. strives to be an ally and coconspirator.

we acknowledge we do not reflect the ethnic diversity of our district and we're not okay with that. we're recruiting members who more accurately represent the diverse communities in the district. we collaborate and listen to our fellow advisory committees as much as possible. it's kite exciting to see the approval of the plan that addresses the historic disproportionality of african-american students in sfusd. we're excited to see this work move forward and into action. after many years, the c.a.c. is hopeful that this time the changes recommended by the plan will be implemented with fidelity. lastly, the c.a.c. believes that literacy is a civil rights issue. we're pleased to have the oakland and naacp committee presenting at the october 28 c.a.c. general meeting.

we respectfully encourage the board, the board of education, the district leadership and the general public to not only join us on october 28, but also read mr. weaver's article, a moment for humility and a new path forward on reading. i will now pass to christina. >> the c.a.c. believes inclusion is not just something nice to have, it's a civil rights issue for our students, families and staff. discrimination against our students with disabilities happens all too frequently in our district. the individuals with disabilities in education act, the americans with disabilities act and section 504 remain in effect during the pandemic.

the pandemic does not give us an excuse to bypass these laws. we cannot segregate students because of their disability, even if it's due to their behavior or inability to wear a face mask. it's important to teach disability history so our students can learn about disabled advocates such as marilyn golden who played a key role in the american of disabilities act of 1990. according to marilyn, "what you want is rising expectations, that's the clearest sign of progress". next, we need to improve accessibility in the enrollment process. families have reported not being able to find access programs in the sfusd school finder. we appreciate that some locations have been added, but the most popular standalone locations are still missing. it's never been easy to tour

schools for parents of special day class students. the staff and parents are typically unable to answer questions about special education programs. moving to video and online format is an opportunity for inclusion and we ask that our school and district leaders, please don't forget the special education programs in your materials and presentations. due to last year's extension of the realm two enrollment time line, families of special education students did not receive assignments until summer. and, therefore, were not able to hold transition iep meetings, which caused even more disruption at the start of the school year. please make sure to make -- make sure that all round two applicants are placed before the end of the school year. in june, we asked the district to improve transportation flexibility and communication.

many families appreciated the increased transparency and information from the zoom app, but there are still struggles with bus reliability and communication. the c.a.c. appreciates the partnership of the transportation department and especially our sfusd transportation executive director who has listened to family concerns, been transparent in addressing challenges and taken time to attend and present at multiple c.a.c. meetings. now i'd like to pass it back to alita. >> thank you. math and reading intervention. math and reading intervention have long been priorities for the c.a.c. it is of utmost important that sfusd provide structured literacy as a tier one general

instruction methodology. we aren't alone in raising the issues. the california naacp introduced a resolution recognizing and addressing the educational implications of dyslexia in the state of california in 2019. oakland unified has adopted a new curriculum based on the science of reading. due to a class action settlement agreement, berkeley will no longer be able to use literacy instruction in classrooms. districts in california that moved from balanced literacy to evidence-based reading instruct are seeing huge improvements in reading scores. we look forward to working with you to create similar changes and better outcomes for students in sfusd through the early literacy block grant and the intervening services plan that i mentioned before. the c.a.c. has been working for

years on improving reading outcomes for all sfusd students. we're proud of the collaboration with the special education department, the curriculum and instruction department, decoding dyslexia, the dyslexia center and many other partners. this year our work coalesced around the reading instruction resolution. reading is critical to life-long success that we wrote in collaboration with others this summer. we have recently introduced it to president lopez, commissioner collins, commissioner lam and would love the support of the rest of the board and sfusd leadership as well. the c.a.c. is excited that the district has received funds for covid recovery services to address the learning and regression learning loss. we're happy to hear it is starting in october. we have concerns about staffing and how the program will be

implemented and individualized for students to meet the needs of each learner. in june, the c.a.c. asked the district to advise parent advisories for returning to school as well as state and federal spending. a.d.r. and covid recovery dprants. we -- grants. we appreciate the outreach that has happened. lastly, in june, we asked for improvement in expanded school year programming. the hiring of a supervisor to focus on the program is a step in the right direction. we hope that through additional funds, extended school year opportunities can be extended to more students other than those who spend the majority of their day in special day classes. next, i'll pass to sam murphy. >> we want to highlight the need to support para educators as they provide the most consistent services and care for our students. as carla, who is a para herself, mentioned early, we have a

staffing crisis which is directly affecting our para educators. we would like to see priority given to staff, afford the opportunity to work the entire school day, no more limiting schedules to fix our days. align special education practices with certificate staff, including professional develop and ongoing coaching as well as leadership and growth opportunities. we'd also like to see an increase in special education professional development and expand offerings for general education teachers. every sfusd school site staff member should be trained in de-escalation. universal design for learning, positive behavior intervention strategies, ability awareness and technology. these -- sorry -- assistive technology. pardon me. these trainings should be

mandatory and include all professional development cycles. on a personal note, my child's para, ruth, has been with my child since halfway through her kindergarten school year. three and a half years ago. she transformed a classroom. she helped retain our most loved veteran kindergarten teacher. ruth is a trusted part of our iep team and community. i'm lucky that my child's school interprets the para educator contract to coordinate every week. all schools should be doing that. para professionals deserve more respect. they often have health and safety concerns that go unaddressed. their job description is often misunderstood. i want ruth to stay with us as

our community deals with struggles and celebrates the wins. >> thank you. we look forward to seeing all of you at our upcoming meetings hosted here. for more information, please visit our website at cacspedsf.com. as always, feel free to reach out and contact us to discuss any of those topics or other questions you may have. thank you all for your time and attention. >> that is our presentation this evening. thank you, commissioners, and thank you c.a.c. members. >> thank you, all, for that report. and i know my colleagues will be

sharing questions and comments soon, but before we do that, we'll check to see if there is public comment. >> thank you, president lopez. please raise your hand if you care to speak to the special education citizens advisory committee presentation. can that be repeated in chinese and spanish, please. >> [speaking spanish] [speaking spanish] >> >> [speaking chinese] >> [speaking chinese] >> thank you. hello, meagan?

>> i am a -- in the school district and longtime c.a.c. member. that was my face on the opening photo of the slide deck. i want to share how appreciative i am of this group and the space they hold for family and educators to advocate for students receiving special education. it has been a particularly important space this year as many issues in the district is facing disproportionately affects children receiving special education services, from staffing to transportation, reengagement in learning and basic safety. as a longtime special educator in the district i can safely say if it were not for this amazing group, i may not be here today. i stand with the c.a.c. insisting that we do better for our students in all of the ways we have highlighted even in difficult times. we all deserve better.

thank you. >> thank you. hello, chris? >> hi i'm a sped teacher at washington high school. i want to say thank you because we need our advocacy and support. just yesterday i had a student in the wrong placement threaten one of my colleagues with physical harm and improvised weapon. last week that same student was using foul language and bullying results that i will not repeat here. i am not blaming the student. i blame the people who place the student with an iep who needed a small setting and created this unsafe situation that set the student up to fail. your advocacy is important in fixing these issues because this is wrong and it's not the only

time that something like this has created an unsafe situation. level of outrage i feel for sfusd to be talking about cuts to school sites, most of which would hugely impact -- [bell ringing] -- causing educator burnout and try to actually support the students who need the most support, because when you fail to serve them, that hurts everyone. >> thank you. >> hello, tom? >> i'm a special education teacher. right now i just want to thank you for the presentation. i think it's really cool when parents advocate, but also you advocate for teachers and school staff, because that makes us feel supported and you have our backs. i wish the district had teachers' backs like chris mentioned, because, you know, i'm the only person on my site for sped.

we have a para on medical leave, she's right to do so, but they did not post the position until a month after school started even though we kept e-mailing them. it's not just about me needing the help, it's about the students needing help. i can only be in so many places at once. i'm trying to do everything for k-5 in the whole school. i'm just reaching out to say, please, district, have more of the back by showing the care by paying people more. it's not how you're not just going to get them to apply, but to stay. >> thank you. >> hi. good afternoon. i'm guadalupe lopez. i'm here to advocate for special education. students and teachers. and i urge you to think about

ways to give us -- we have always heard that the problem is money, so we have to look how this -- how big is the budget for the san francisco unified school district. so we need to advocate for more to increase the budget, because before the crisis we had needs for special education students. so think, how is it now worse. we need to take opportunities when the crisis is here. so, here is the chance to advocate for more. thank you. >> thank you.

hello, rebecca. >> can you hear me? sorry, i'm in the middle of working out because it's one of the only things that keeping me sane as a education teacher. i want to thank c.a.c. for the continued advocacy and the tireless work they do. like tom said, i don't feel supported by my school district. i don't feel supported by my board or my administrator, but i feel supported by the c.a.c. that's wrong. i would love to see more support. i would love to see administrators working hard to -- [indiscernible] -- i would like to see you experience what we experience on a daily basis. i know that it's fun to get cute pictures on the playground with the kids, but we would love to see you in the classrooms where the teachers are struggling. i want to mention that a lot of them are the lowest paid teachers in the district with the least amount of experience.

a lot of pathways teachers get placed in our classroom and it's a great way to get out of education, because it's one of the hardest pathways. >> hello? >> hello, thank you, justin. this is michele. i just wanted to appreciate the citizens advisory committee for special education. we appreciate the c.a.c. for the students of sfusd. we appreciate the c.a.c.'s example of working to increase access through translation and interpretation. and we join you in your efforts to continue to increase the diversity of our advisory council and committees. we ask that you really hear

their requests, including enrollment timing, transportation issues, curriculum, school tour access, staffing and education support especially for paras. and we ask that you respond to these needs, the needs of the students and families that are struggling with special education issues and just trying to get that extra support. thank you very much. >> thank you. >> hi, everyone. good evening. i'm a parent leader for the african-american parent advisory council. and on behalf of aapac we are -- joint recommendations made for the safety plan as a priority. we, too are asking for school

implementation with oversight and monitoring that are approved for the current plan. we want to emphasize strongly that the onus to deliver on the promises made to stakeholders and families and the implementation of the strategies outlined in the plan must be put on staff and district leadership and not the parent advisory group. we'll continue to work with one another to ensure we're providing adequate resources to our families, but also to see the shift in disproportionateality. thank you for all that you do and thank you for your partnership. >> thank you. hello, jennifer? >> hi. i'm a parent. i have a daughter who is in 8th grade with an iep.

she has down's syndrome. i just want to say thank you so much c.a.c. for advocating for our kids. i want to say thank you to all the special education teachers and the para professionals that work so hard for our kids. and i want to say i really hope you listen to what they have to say. i was shocked when i was on the committee -- i can't remember the name of it -- at my daughter's elementary school advocating for more money to go into special education. i couldn't believe, it was shocking how low the amount of money was for special education and it still seems like that continues. so thank you so much to all the special education teachers.

i want to shoutout to chris at washington. i've been listening to you and i hear you and it makes me want to send my daughter to washington so she can be with you. so thank you. >> hello, brandy? >> hi. i just want to like so many other people express my thanks and gratitude of the hard work of the c.a.c. this is more of a comment. when you have parents who are continually enduring public comment telling the board they have to make tough decisions and make cuts, that is really hard for parents of children with disabilities to hear. [indiscernible] if there is any comment about financial -- the board's finance -- the school finance, they need to be addressed with the board of supervisors. which has not really been their

share -- that fair share of funding. [indiscernible] hardly any -- very -- our children who receive special education. i just want to encourage parents to direct their advocacy, instead of to the board, the funding mechanisms within our city that provide funding for our students who desperately need it. thank you. >> hello, meredith? >> hi, thanks, justin. san francisco parent coalition. thank you so much to the c.a.c. for the update and report and for all your advocacy. we just want to reiterate we're asking for more mental health supports for kids right now, especially our kids with iep. i would like to ask the district to -- for all of the kids with

ieps, including those in general ed. we need to see those services immediately. and we agree with the c.a.c. that literacy is a civil rights issue. i was shocked recently to see sfusd is at the bottom 5% of districts across california for reading levels and despite our funding, our per-pupil funding, sfusd is the second highest in the state. it's not okay. thank you to the c.a.c. for the report tonight and for lifting up our district's challenges with getting kids to read and math intervention that we need and all the support we need with our kids. >> hello. i work at jameswood middle school. i'm the school psychologist and also the chair of the special education committee for sfusd.

and on monday night we had our meeting and i am just so concerned about what is happening with special education across our district. as well as what is going on with our teachers. they're not getting lunches because they're making sure kids are safe, kids aren't getting lost, kids aren't getting dropped off at the wrong school sites because the buses are doing that. i'm so concerned. the stories i'm hearing are trauma. our teachers are experiencing trauma. the worst part of it, when we had the presentation the other night, they didn't discuss how -- we had so many vacancies, but more than half of the vacancies are special educators. are we on twitter? what is sfusd doing to recruit? >> that concludes public comment on this item.

>> president lopez: great, thank you. again, are there any questions or comments from student delegates or commissioners? on this item. >> ms. collins: thank you. i just want to, again, reiterate my deep appreciation for the special education community advisory committee. and i mean this is an ongoing years' long folks, parents and educators working together in partnership within this committee. i've watched as our district has really shifted the way that we support students with disabilities and even though we have a long way to go, i think your parent advisory and really a community advisory committee has really created a model for other parent advisories in our

district and i think nationwide. and i deeply appreciate the volunteer work that you do and this goes for teachers and parents, because i know you work, you know, many, many hours to put together these recommendations, to attend meetings and also even advocate at a state level. and so with that, i also just as a member of the african-american parent advisory council also appreciate you naming where you want to increase support and more inclusiveness for families that speak other languages in english and also for -- than english and the aapac and other parent groups. i wanted to put out the request for disability heritage really resonates and i appreciate your participation in equity task force. we were there last night. i saw alita fisher and other

members from this special education c.a.c. i'm very interested in finding ways to support how we celebrate disability heritage throughout our district. and i think october is disability heritage month, so offline, i'm just volunteering myself and maybe we can -- i know that the african-american parent advisory council, it was parents that initiated a resource guide that became a resource guide for black history month. and i'm offering myself as a volunteer and i guess, encouraging across the district, if there are folks interested in this work, maybe we can put together resources to support more schools in celebrating disability heritage, because i think it is really important. reach out to me and i will be reaching out to you and sped c.a.c. as well to see if i can support that. specifically, i wanted to talk

about the structured literacy work that you all have been doing. that is also something i'm deeply appreciative of. and we've been talking about that in this district for a very long time and there hasn't been a lot of movement. i know individual teachers are always taking the lead, but this summer i feel deeply appreciative of sped c.a.c. members, specifically alita fisher and then sfusd educators who advocated that we shift our approach to a structured literacy model, really felt lucky to work with them and support them in drafting a proposed resolution to support our district in making that shift. i believe as an educator, i'm a high school educator, i taught english, but i've never been a reading teacher and i believe the work lies with those experts

who work with students daily. and that is in the early grades and also folks who support students with dyslexia and other challenges with reading. and also parents who are also supporting reading at home. so, i'm excited about the resolution that you all developed in partnership with many other folks. and just am very excited for our district and excited for a new chapter in our path toward supporting students with reading. and then i guess, finally, i am consistently concerned that parents consistently have to bring up -- and educators have to bring up issues that are related to -- they shouldn't be requests. they're federally mandated. i guess my question to staff, when it comes to access -- and

i'm hearing about parents in the online learning programs, if a student has an iep, their rights don't go away just because they have online learning and they are -- we are required to provide supports for students whether they're in school, whether we have students with mask issues or whatever. and i'm just wondering how do parents -- how are we making sure that parents know what their rights are and that we're -- you know, if parents aren't -- if students aren't getting the support that are required, how are we making sure that they can either report those issues so they can be corrected. this is a consistent issue and it feels like this is the one thing i don't see any movement on. i'm seeing a lot of movement on a lot of stuff, but when it comes to access, it feels like we're just continuing to do the same thing and wait for parents to kind of advocate harder.

but -- and especially now with the online learning we have even more challenges. so i don't know if anybody can answer that question. >> chief robertson, are you available? >> hello, i am available. and i just want to say thank you to the c.a.c. i completely love partnering with them. so to answer your question about providing faith in the online program setting, it absolutely has been a challenge because the regulations did not align with what we all know should be. so we have had to find ways in which to set up a fate in students home outside the process that was legislated in ab130. we built a framework and a plan. unfortunately, the legislation happened before we could build a structure. and the plan is due on thursday

of this week. and once that plan is received, then our -- we call it alternative dispute resolution, but at the board meeting with our partners this past week, we really want to change the word dispute and make it more proactive, so parents don't have to have dispute to access the resources. there is monies that came with it and we're ready, willing and able to spend these resources to kids in their home settings muching -- and my work as a chief is to ensure that we do a huge parent university and julia martin is going to help do that, get the education out there. and my team is going to be reminded that they are the

advocates for students whose families may not have access to this structure, that literally had to be built in the last several weeks. >> for families right now, julia martin is a fabulous advocate, but parents watching this right now, if they're having concerns, who should they contact right now and how can we find out more about the education effort for families to get support and learn about how they can access more supports? >> okay. so first of all, it's adr. alternative dispute resolution. julia, did we set up the e-mail for that yet? >> we have e-mail. sfusd.edu. and always if parents have a concern about services for their child, their first place to go is their child's principal,

their child's teacher. so to start at the school site and then if they need additional help, we have the family link line where it's not just me, but many other people who are there and can help connect families so that we can get resources to everybody. >> i want to say thank you for your support in advocating and navigating the system. >> thank you for your presentation. just want to say with urgency, just hearing the deemdz and the issues that are coming up from the community and wanting to figure out the best ways to address them and whether or not we're adequately staffing the support for the students in special education program and our ability to effectively

deliver instruction as we are mandated because it seems like we're struggling to do that. figuring out how to continue this conversation and really talking about how we're meeting our commitments and really to just kind of really kind of focus in on where the gaps are so we can be proactive in addressing these issues and making families feel comfortable and assured that they're getting access to the best education possible. i wanted to share that and thank you. and just to keep the conversation going and keep it at the center of everybody's mind. >> thank you, again, as well for the presentation, for your longtime efforts in supporting our students with disabilities

for the school district. i do look forward to continuing to partner with you specifically around the literacy work that i know we've been talking about for a very long time. and look forward to moving that forward within the next month. moving on to confirmation of sped c.a.c. appointments. i'd like to call on julia martin again. >> so this evening we're requesting that the board of education of san francisco unified school district appoint to the community citizens advisory committee committee for special education two regular members to serve a two-year term. the members recommended for appointment are halva kelly and martinez.

we're doing this as designated by resolution number 63-987 which created a citizens advisory committee for special education and the c.a.c. by-laws revised august 2015. the c.a.c. shall have a membership of 11 and not more than 25 members on staggered terms. the c.a.c. currently has 12 members in their first year of a two-year term and nine members in the second year of a two-year term. if requested appointments are confirmed, 21 seats on the c.a.c. will be filled leaving open four seats. the nominees were named and approved by the c.a.c. per our by-laws and ratified by the c.a.c. for confirmation through the board's approval. biographies have been provided to the board in a separate

document. >> i do apologize, can i get a motion and second on the confirmation. >> so moved. >> second. >> president lopez: okay, let's hear from public speakers before we hear from the board. >> please raise your hand if you care to speak to the special education advisory committee appointments. can that be repeated in chinese and spanish, please? >> [speaking spanish] [speaking spanish] >> >> [speaking chinese] >> [speaking chinese] i see two

hands. break? -- sorry, i was in the middle of something. sorry. sounding out of breath. i just wanted to call in and speak in support -- i'm a special education teacher. i just wanted to call in speak in support of halva. having met her personally and knowing she's a tireless advocate for her child and she is not looking just change for her student, which unfortunately is all the capacity some parents have and guardians have, but she's looking for change for all students and the betterment of all students. i think she'd be a great person to have on the board and i fully support that and again, thank you, sped c.a.c. i cannot speak highly enough of

you all, thank you so much. >> yeah, hi justin. michele again here from the parent advisory council. i'm the coordinator. and i just want to lift up and support the parents who have stepped up to be members on the c.a.c. and i encourage you to support these appointments and look forward to working with them. thank you. >> that concludes public comment. >> president lopez: all right. any comments from student delegates, board members? >> mr. boggess: thank you. i think my comments were just in regards to the diversity and the makeup of the special education advisory council and just really

trying to figure out what ways we can support as a school district and really kind of increasing the diversity of the participation of the folks who are appointed and who are applying. as well as how do we ensure we have good representation from all the different parts of our city and all the different types of income, housing situations that folks have. so i think that's something that is a really big priority for me and would love to be in conversation with you all about ways to support you as well as get to the district to support you in increasing those numbers to have more representation of more communities in there. thank you. >> thank you. i just wanted -- i wanted to add on. did ms. martin want to make a response? >> oh, i just wanted to thank the commissioner for his comments and say we would love an opportunity to meet and

discuss ways to partnership. how do we really focus and be thoughtful about reaching out into different communities to make sure we're representative. >> thank you. i'm just wondering, ms. martin, i know translation and interpretation is a huge burden, especially for staff in general, but especially for volunteer bodies. and i'm just wondering if you currently receive support in translation and interpretation from the district? and if not, would that help as far as outreach and making your meetings more inclusive of more community members? >> yes, we're very lucky in that our sponsor organization, if you will, number one, we do get support for translation and interpretation in sfusd. so the sfusd department

translates our flyers, notices, documents and things like that. so it's same as anyone, 10 days ahead we have to be together and organized and submit those things. but we're also very lucky in that our meetings are hosted by support for families of children with disabilities, which is an incredible organization here in the city. and so for all of our meetings, prior to the pandemic and on zoom, we have a dedicated spanish interpreter and cantonese interpreter who are integral parts of our team. and also help us translate material when our sfusd departments are full or are busy, we can use those interpreters to turn things around quickly for us sometimes. i think the challenge that we find is it's different on zoom

to be a community with folks than in person. so that has been a challenge that we have seen. it's just trying to do the same inclusion we've done before, but on zoom. >> first of all, i didn't get to say this earlier, but wanted to voice my appreciation for the special education citizens advisory committee, but also a little thing at the bottom of the c.a.c. appointments, the document attached to board docs, it says that brief biographies for the proposed and current members of the community advisory council have been provided to the board in a separate do you mean, but that's not listed under board docs. i just wanted to make sure that gets on there for the public. thanks.

>> we don't generally share the full biographies with the public because it has personal information about us and our children. so it's provided to you, commissioners. we would be happy to provide a version, if you like, that does not contain -- we list our children's disabilities to show the eligibility category, that kind of thing. so for the privacy reasons we could provide something that is less personal. >> i've seen similar biographies for aapac members and it may just be on our end, because i didn't receive the document with the biographies and neither did

agnes. >> let's do a roll call vote on the confirmation. >> thank you. >> ms. lam: yes. >> ms. liang: yes. >> mr. alexander: yes. >> mr. boggess: yes. >> ms. collins: yes. >> ms. lam: yes. >> vice president moliga: yes. >> mr. sanchez: yes. >> president lopez: yes. seven ayes. >> president lopez: are there any advisory committee appointments by board members? >> i wanted to nominate kevin robinson to the peace committee -- peace advisory committee. >> commissioner collins had a question around vacancies for advisory committees, there is an update.

>> i can get those to you tomorrow, i have them all. i think the last time i forwarded it to the board was exactly two months ago. thank you. >> if we can just have that as a regular report. i think if there are vacancies, it's one opportunity for us to let the community know they're open and then they might want to reach out to us to help us fill the positions. >> okay, i'll get -- >> that would be great, thank you. >> okay. so as mentioned, we'll be moving section h. up in the agenda and then section e, consent calendar will follow. so section h discussion of other educational issues. item 1, fall update on safety and learning. i'll call on superintendent matthews.

>> superintendent matthews: thank you. could you load the documents? good evening. i want to thank you, all. tonight we'll be presenting our fall update on safety learning during covid. for this evening, september 28. next slide. so the areas that we'll be covering today are these four areas, independent study, ventilation, testing and vaccination, and the current covid context in san francisco. additionally, we also have dr. rogers from u.c.s.f. with us this evening. medical partners are here to provide a brief update on the current context of covid in san francisco. so moving towards the independent study i would like

to call on deputy superintendent to give an update on the independent study program. >> thank you, commissioners, and community. the focus on this update will be independent study, specifically our online learning program. as folks might recall, the online application, we had two rounds for the online program and both of those rounds have closed. we were able to accept and notify all families who applied for the online program and we created two different options for our families. one point of clarification that is important to make, all families in the online program are guaranteed to return to their original school of assignment at this point. but they will not be guaranteed their original teacher or class. so just wanted to add that point of clarification. there was a question about that before. next slide. so our original plan was to

create a small online learning for students were fragile. we were planning for 1% of the students, 450 or so students. the application period for that first online program actually closed on july 30th. and we were able to take all the students that applied. even though at that time the number of applicants did exceed that 450 number. it was clear, even after that first round, that there was a greater demand for online action as many felt they did not feel their students were safe -- >> i'm so sorry, would you please slow down, thank you. >> those families expressed they didn't feel safe for the students to return to in-person, even if their students were not medically fragile per cdc guidelines. so we reopened the application for online program on august 13 and we have another two-week

application window closed on august 27. after school had started. so in response to the increase in demand, we have a new program, o.d.l.p. i think it was jean that mentioned the challenges that exist. and we're trying to respond to legislation and need without necessarily having the time, the lead time if you will, to create the structures to support a model. i think we have highlights to share with you all around how we've made progress in that area. so we, again -- i'm sorry. okay. we had over 2000 students apply for online programs for round one and round two. and wanted to again point out where we have finally landed. again, even after the close of round 2, which was august 27, we did need additional time to look

at applications to identify grade levels and to actually place students in the program. and we continued to say that we believe that in-person learning is the best action for many and most of our students and said that continuously as did our site leaders and teachers. so we had 854 students actually choose to return to in-person learning. so of the many applicants we had, 854 said they were going back to in-person. we now have 416 students who are active in the online learning program. again, that's the program model that is for students who are -- who the cdc diagnosed are medically fragile. i'm not feeling well. i'm sorry. or who have a contra indication. so again, we have two different

online programs. the o.l.p. and the o.d.l.p. they're similar as they are both a form of independent study and we've attempted with both to respond to board resolution as well as ab130. but there are key differences and i want to highlight the differences in the schedules for you now. the online learning program or o.l.p. is a combination of sink house in and asynchronous learning. they're both with assigned classroom teachers and grade level peers as well as having time for daily independent assignments. in addition, students get opportunities for small group instruction and weekly grade level meetings. this program model, students have and they're having multiple interactions with peers and adults each week. this exceeds the expectations of the assembly bill, which requires students to have daily

sink nows instruction. they require at least weekly synchronous instruction. for the students, they are receiving daily live synchronous instruction regardless of the grade levels that they're in. >> sorry to interrupt, deputy superintendent. i may have the wrong deck up. would you like me to switch it up? >> i think you're okay. thank you for asking. again, our other model is the o.d.l.p. this model is primary asynchronous or independent. and we really understand and believe in the value of relationships, connections and how important interaction with

adults and peers are, but this will have frequent live interactions with adults and peers. this model, our goal toys meet or exceed the expectations of the ab130, but we have not gotten there yet. it is primary asynchronous with weekly opportunities for community meetings and live interaction. that calls out that we will be able to provide the synchronous interactions or learning as soon as our staff -- for each cohort. we know that the live component of the program for the o.l.d.p. student will begin on a rolling basis. however, the asynchronous instruction has began immediately. next slide, please. so we spent a lot of time preparing ourselves for return to in-person learning and again,

made a quick pivot to provide actions for the students who are medically fragile and then quickly for the high demand without the lead time to plan and structure it as we would want to. that said, we're not where we want to be and we hear the community feedback about the room for improvement for this online option and we're continued to improving the service of each and every of our students. [please stand by] [please stand by]

just to at that point, we were clear about that purpose at that time to go back to school if you will and so that virtual space was rather large. now we have our students in the o.l.p. program to their specific class and teachers. we have worked with them

earlier today to help with the on-demand curriculum so that even though those students are primary independent, beare still engaging in good work. we have a couple of hour classes, remember, that's the one that's primarily asynchronous. we started with fourth graders to be able to start that live interaction for students as soon as possible. that said, of course, an obvious challenge for this program that you've also heard about our in-person options is is just the challenge around staffing. for us, we're specifically challenged with staffing on demand and learning programs for members that synchronous instruction. and, also, as you heard, our

staff for special day classes, this is an urgent priority and we have not had any applicants. communication continues to be a challenge when you talk about a remote environment. >> wow. >> we are working on some additional strategies aside from and beyond e-mail communication and beyond the website. there's also a clear need for chinese speaking community relationship specialists. we have a large population of chinese-speaking families who've been through this online option. we had a really good meeting today with some of those leaders of those family groups and we do have some ideas around staffing that particular need. in terms of curriculum, one other area of improvement for our students 6-12th grade participate in the ingenuity.

and finally when you think about i.e.p.s students need to be placed to enroll in the online program. again, we are committed to making this program as robust as possible as we try to be responsive to the increased needs, but wanted to be transparent around where we're making some progress but also our serious focus and growth. with that, i'm going to pass to the chief to talk about ventilation. thank you. >> commissioners. good evening. so just a very brief update on ventilation efforts. next slide, please. so i think the big headlines and i apologize about that. i think folks have been very

hungry for a lot of detail on how we're distributing p.a.t.s but i think there's positive news here and that overall by cement, this has happened in the past now as of september 24th, elementary school classrooms have received p.a.c.s. there are a few go-backs where folks have identified spaces that we did not know were classrooms. and so we're going back to those spaces. by in large, elementary school classes have received p.a.c.s. by october 8th all middle school and high school classes will have received their p.a.c.s. there's about four sites that will stretch into the week after. and we've had so far really smooth, overall good luck in our deployment of these. there were two criteria that we used to shape our selection of

the first sites that receive p.a.c.s and that was we had some understanding of the local capacity of the buildings and also the geographical location. so we did start off focusing on schools in the southeast and at this point, we are very close to competing all of our p.a.c. deployment. we will be returning on october 12th at the board of education meeting to request some additional funding to also provide p.a.c.s to more of the shared spaces at school sites and as well make sure that we have sufficient p.a.c.s for central office and administrative buildings as we prepare for full, in-person operations. and that concludes my update. >> thank you. good evening, commissioners. i'm going to talk to you about testing and vaccinations.

i wanted to provide to you sort of a summary of the covid-19 testing different scenarios that are either required or recommended by different guidance or our health and safety m.l.u. with our labor partners. so weekly testing of unvaccinated staff is currently required by the california department of public health and the s.f.u.c. vaccination policy and also in our health and safety m.l.u., we agreed with labor partners to provide weekly testing for unvaccinated staff and test kits available for symptomatic staff. in terms of another testing scenario, weekly testing per student activities when face coverings are exempt is also required and it is required to start the week of september 27th which is this week. for sfusd, the two activities

that are currently exempt from wearing face coverings by the california department of health guidelines is wrestling and competitive cheer and so we have worked on providing those student athletes with access to the weekly testing. swimming is another activity that's exempt from face coverings, but that does not start until january 2022 and we will have options available for those student athletes as well. as part of the department of public health's quarantining guidance, there is the ability for a shortened quarantine which means that the student would test on day six and if that test was negative, then they could would return to school on day eight of the quarantine. sfusd is not currently implementing modified quarantine, so we don't have testing around those quarantines which is twice a week for the ten days of the

quarantine period. and, finally, there is student surveillance testing. it is recommended but not required and as part of our m.l.u., we provide weekly testing options for students. so those are the different scenarios. i wanted to talk a little bit about the detail of how we're implementing those scenarios. could you go to the next slide, please. thank you. for the surveillance testing for staff and providing kits to symptomatic staff, we have self-swab kits at every school site and we have a weekly courier pick up at every school site. in addition, staff may drop off a kit. they can access a kit on any day of the week and if they want to drop off a kit on a day the courier does not come to their school site, they can go to any of these sites that we have student testing or they can drop it off at 555 franklin

street. for students, we have 28 schools that we rotate over a three-week period. so every day, there are two schools that have a mobile test site and ten different schools over the course of the week. we are really excited. next tuesday, october 5th, we will be launching a mobile test site at crocker amazon on mondays and fridays for symptomatic students as well as staff. so we are working to expand our testing options. the one other thing i wanted to mention, we're excited, the self-swab kits have been approved by the fda to be available for students under the age of 18. and so we're really excited we'll be able to expand those testing options for students to have the self-swab kits available at school sites if the student is identified as a

contact. so they can take the kit and go home and have it ready for that 6-day testing or if a student comes to school and has symptomses during the school day, we can send them home with a self-swab kit. so that we're working on operationalizing what that looks like and looking at the cost analysis of how much we can expand that testing program and hope to have that in place by the 1st of november. next slide, please. and, finally, i just wanted to talk about vaccinations. as we all talk about one of the most effective ways to mitigate the covid transmission, needing to quarantine is to get vaccinated and we're really fortunate in san francisco that we do have high rates of vaccination among the 12-17 population. many of our populations as you can see actually. as you can see, we continue to

work with the department of public health and operating vaccination sites at four of our schools. as you've probably heard, the f.d.a. has approved the pfizer vaccines. and the city of san francisco and the department of public health are waiting for cdc and california department of public health to release the guidelines around that booster shot and as we learn more, i'm sure we're be partnering more. we hope that vaccinations for students under 12 will be ready to go in october and we already have our sites up and running and i know that the city is also working on their plan to ramp up vaccinations for students under the age of 12. and i think that is it for me and i'm going to turn it over to dr. elizabeth rogers from the ucsf cares program to talk

about the current context of covid in san francisco. thank you. >> hi everyone. thank you so much to the commissioners, president lopez, superintendent matthews for the invitation to speak to you today about covid-19 in san francisco. first, i want to acknowledge a large group of colleagues within the ucsf cares group and whose work i borrowed today. and i want to thank you all for your efforts to serve the youth of san francisco.' as pediatricians, we are bonded with you by our common moral calling to balance the harm and

using the data and the science finding the best options for the students and kids of our city. with that said, as i said in the meeting previously, we do want to congratulate you on what has been in our estimation and comparison to many districts in the south and east of our country a successful open in-person education. as of last night 14,500 tests performed with sfusd since school opened. the test positive rate is approximately .14%. by comparison, the running 7-day average in san francisco yesterday was 2%, 14 times higher and obviously those aren't necessarily 100% comparable rates, but really that's great news for the sfusd community. so next slide. i'll try to get through it quickly.

this context. some of this is repetitive, so i may skip through the slides for time. but i think clearly we acknowledge that hospitalizations of children due to covid-19 have increased nationwide both visits and hospitalizations have particularly increased in states with low population vaccine coverage. and we're looking at hospitalizations of adolescence and they are ten times higher vaccinated versus unvaccinated adolescence. data has come out thankfully in the last few weeks showing there's no increase in the proportion of children admitted to the i.c.u. or meeting in intensive care services. so there's not increased severity of delta in children. but the very fact that delta is highly transmissible means that more children will have

covid-19. next slide. so what do we see in california children? it's not surprising. the largest overall population of children. but california has low rates of child hospitalizations compared with other states as you can see in this graph. one of the biggest differences between these states in particular between california and florida.

>> dr. rogers, are you there? she's still on. dr. rogers, perhaps you hit mute by accident? we can no longer hear you, dr. rogers. all right. she's no longer on. >> hi. she's trying to come back. she's having internet challenges but she's working on it. >> my apologies. 18 months into this and the bandwidth on the west side of the city is not supporting me tonight. so my sincere apologies. i hope you heard what i said. of it's the difference between california and florida. really is a mask mandate difference. we think that is one of the biggest differences between california and florida and

accounting for lower rates of child hospitalization. next slide. specifically in san francisco, these are numbers i pulled last night. however, this morning, they're already lower. i think many of you know we are really very much hopes we're on the other side of this most recent surge due to delta. and, if you look at it. it's a little bit small, but these graphs really show that the percent of cases in children less than 18 is really quite a bit lower than the percent of the population for the 0-4 and 5-10-year-old groups. when we start reaching preadolescent age, it starts to mirror that population, but definitely the lower rates amongst children fairs out in the percent obviously very greatfully in terms of deaths. we've had no deaths in our

pediatric population in san francisco for which we're very grateful. next slide, please. so this is just great data from sfdph which shows the week of school re-opening and, again, i think it's fair to say we were on the down swing of this particular surge already by the time that school opened, but our rates continue to slowly go down, so we have not seen an inrelease of cases due to school re-opening. next slide. and this is a similar way to show the same data that really our rates since school has opened have remained very steady and, in fact, our peak cases for pediatric covid cases actually occurred in june of this year. next slide. i want to call attention to the fact that no matter how you look at this data and i won't spend too much time, but the overall message here is that the racial and ethnic

disparities in covid-19 that are very true and that have gotten quite a bit of needed and necessary attention, those disparities are even greater among children than in adults and so i call your attention critically to that. next slide. and our key safety layers to really make school the safest places in the community, remain what they have been with some changes really over the summer based on delta and based on the high vaccination rates in our community. so that remains our best layer of protection is to get all who are eligible vaccinated in the school community. then, testing and those who are sick staying at home and this is one place where we continue to put added attention as we bolster and as chief lou smith

mentioned, increased testing opportunities for folks in our community. masking indoors and improving air quality and being outdoors when possible and that has been mentioned earlier this evening. next slide. i'm really going to go through this quickly, but what i really want to call your attention to is that there's a lot of data now showing that in-person learning is quite safe. this was in north carolina where the plan really was masks. without minimum physical distancing and they found a very low secondary attack rate meaning low rates of transmission of covid in a community. so next slide. and this is out here in california. lausd and that's some of their early data from this year. they identified and quarantined close contacts. in the first four weeks of school, 30,000 school community members were identified as close contacts and were placed in quarantine.

and of those 63 went on to test positive for a secondary attack rate of .2% which is very low. and based on that data lausd decided to implement modified quarantine. just to note, since the opening of schools again in those first four weeks, lausd reported that .5% of its student body and .7% of its teachers and staff reported new infections. next slide. so this is new data that just came out the end of last week that mask requirements really do make a difference. we're really grateful to sfdph and cdph, that's the california department of public health for setting our mask requirements for in-person. indoors, there's a 3.5 time chance of covid-19 outbreaks in settings where there are no

mask requirements. next slide. and this slide, i think i'm going to skip, but what i really want to highlight is this has worked from the safe schools for all and i really encourage everyone when they're looking at headlines or hearing the news to think about what it is that they're reading and in particular we learn more every day and what we know today, we are humble in our ability to learn from new data as it emerges, but really overall, across the state, in-person learning has had quite a safe start. next slide. in fact, the learnings really have continued to be that school associated cases are caused primarily by nonschool social events. those cases that we do see in schools are typically caused by symptomatic individuals who enter the community while sick.

across the state, as you heard from chief lou smith, schools are adjusting to modified quarantine practices and trying to adapt their close contact identification practices. there have been staffing shortages across the state as well as difficulty ramping up testing capacity that we would all like. next slide. and this is data from sfdph, so i'm happy to communicate it today that sfusd has reported a total of 321 cases, that's .5%. so it's lower than the lausd, you know, comparable numbers. the vast majority of cases that we've seen have occurred outside of school as you've all heard, fewer than five confirmed covid-19 outbreaks and so we're really grateful that the data has shown that the school communities really have remained safe and school

continues to be safer even than the community in terms of our kids acquiring covid-19. thank you. >> president lopez, that is our update for this evening. >> president lopez: great. thank you. i know we look forward to hearing more about the status of safety and learning during this time. i'd like to open it up to the public before we hear from student delegates and commissioners. >> please raise your hand if you care to speak to the fall update presentation. can that be repeated in spanish and chinese, please. >> [speaking spanish].

>> [speaking chinese]. thank you. >> thank you. seeing nine hands so far, president lopez. >> president lopez: okay. let's do a minute each and no more than 20 minutes total. >> thank you. hello, rebecca. >> hello, can you hear me? >> yes. >> hello. i just wanted to comment on the air fires. i'm not sure how we went about deciding the number that went to a site but i do know when the air purifiers got there, i was told i'm not a classroom, i'm not a classroom teacher, i don't count as a teacher, so i

don't have an air purifier in my room. and i want to highlight this is one of the areas this is why i feel disrespected as disabled students. i'm not treated as a real teacher. i see kids from eleven out of the twelve classrooms of my school. all of my students have comorbidities that make them more susceptible of going to the hospital with covid-19. i'm not given priority for things like this. so this is an area in which we would love to see improvement. thank you. >> hello, chris. >> hi. chris from washington high school. i'd like to echo rebecca's concerns. i am in a shared office with six other adults in this space.

we have kids in and out of this room all the time and no air purifier in the space at all. i also have paraeducators who are going in between rooms who are dealing with lots of different issues. she helps us keep track of so much and her space, people are in and out of there all the time and there are no windows for her space. >> and also teaching drama. no air purifiers for that room. you know, these air purifiers [inaudible] >> thank you.

hello, brandy. >> sorry about that. thank you very much for both presentations. i know a lot of work has been going into these. i just want to report on what i've heard from some families who have children in the online program. it's week six and just yesterday, there was the first time their children had ever seen a teacher. i'm also hearing that just some basic things like not being able to open up the documents they're being given are not in readable formses. so it's just a lot of love that needs to go into this and, secondly, yeah, i just feel like, you know, i just feel like there's a lot of quite frankly misinformation in presentations. when we say there's no spread in schools or that spread is very limited, we really don't have any robust contact tracing going on in schools. we also have parents who are getting notified a week after

the fact that their child was in close contact with someone as a child diagnosed with covid. so, just, please, we really need more of a robust mitigation. it's really unacceptable. thank you. >> hello, supreeya. >> hello. i have a question, it may have been answered earlier, i wasn't able to listen to the whole thing. but i noted earlier that i think the superintendent noted that 96% of staff reporting had been vaccinated. that made we wonder how many people are not reported? i would like to know how many people have not reported and what indication is there of vaccine status of staff who do report? thank you for taking my comment.

>> thank you. level,alson: allison. >> sorry. i wasn't raising my hand. >> okay. good. hello, amy. >> [speaking foreign language].

>> translator: i feel online 22 teachers teaching thousands of students. this is too little. this is taking too long. this should have been planned at the beginning. there needs to be more chinese people to teach. and you should find superintendent assistant tang and you need to do more chinese community outreach. this is taking too long.

hire more chinese liaisons. this is so slow. >> thank you. hello, robert. >> hi, i have just a few comments i wanted to make. the victim of o.l.p. is an observation of how horrible things are going for the o.d.l.p. i have two kids in o.d.l.p. and my 1st grader has not been in contact with a live teacher since may. since the o.d.l.p. program is broken for first graders, we have taken on educating our sons ourselves. my other child was working with a social worker last year. the social worker has not

reached out. in fact, our home school has not reached out once. for three years, every teacher my child has had has recommended getting a draft assessment. it was promised to us last year when we were talking about the social worker. sfusd is failing our children. i'd like to mention the doctor who mentioned outbreaks, we do no surveillance testing. that's an apples to oranges comparison. >> thank you. hello, sophie. sorry. go ahead. >> hi. can you hear me? >> yes. >> hi. thanks. regarding the covid numbers that you guys keep fighting, if we had lead in our schools, would you say that's okay because no kids are in the hospital? no. of course you wouldn't.

you'd say it's unacceptable because lead can potentially lead to long-term damage in kids. there are many doctors including dr. fauci who believe it's not okay to allow our kids to be exposed to covid. kids worldwide will have technically mild covid cases anywhere from chronic headaches to respiratory and cardiac damage. scientists are just starting to study that the number of kids impacted in the u.s. because of testing. san francisco has been a leader compared to many other part its of the u.s. we should be protecting every kid from exposure to this virus and not bragging about how few of them are in hospital. we need surveillance testing please. and not to depend on parents and families to speak out. how many parents are not willing to do that or not able to do it. thank you so much for taking my

call. >> thank you. hello, cassandra. >> hi, good evening. this is cassandra creole. i wanted to make one point about the presentation today. one thing is any reference to lausd must come with the context they do twice weekly testing whether they are vaccinated or unvaccinated. they have a much larger amount of information to work with. the second of which is that we are at -- and to that point, we are advocating for universal testing, of course. we did put forth a proposal today that includes testing and with levels considering the vaccination mandates and also eligibility that is forthcoming or that we hope is forthcoming for our youth especially at the elementary level and with

concerns over having to quarantine and exposure. we want our students to come back to schools when they feel it is safe and we believe the measures are put forward to advocate. the second thing is that in covid reporting, we do get the report around contact and positive cases and we believe that sfusd could do more by way of transparency in order to make clear to all parties without having to double up efforts but instead having to report those covid cases in so we can in fact show the school mitigation measures when actionable and used and contact tracing is robust. we are doing a great job at maintaining a safe school environment. the third point i'd like to make around o.d.l.p. and o.o.l.p. and specifically, i work with nicky and julie

kessler in trying to spearhead an effort to not have to open up more jobs. we know there's vacancies out there and i didn't want to move forward with helping out creating more of those vacancies and in an effort to do that, the o.d.l.p. job applications is a great way to start. however, we're hearing feedback from folks they are feeling very burnt out in their regular school day and are hesitant to take the jobs for o.d.l.p. and while we will continue to advocate and we do have some candidates who have applying for o.d.l.p. or who are excited to help students work and help them through their independent study program over the course of a year. we want to advocate for more brainstorming and more resources allocated for whatever could help in order to get more of our experience and loving educators from school sites involved in helping students in had their independent study.

thank you. have a good night. >> thank you. hello. sherin. forgive me if i'm mispronouncing. >> we. i have a meeting with the superintendent this afternoon. i'm glad that cpac can finally cooperate with the district for the online program. and we wish that the district would hire more teachers to help improve the quality of the online learning. parents are indicating that we need more teachers and hopefully better for the resources and teachers so we can have -- and learning and thank you so much for your

help. i appreciate your help and your support in your effort to improving the online learning experience. currently, the parents and the students are struggling for hours of homework without any help. so they are the group that needs the most attention currently. so thank you very much for your attention and support. >> thank you. the handle says 'jrp'. >> hi, my name's julie and i wanted to speak to the difficulty of getting access to testing. the surveillance testing would be helpful and i also understand the balancing of resources and based on the case counts in the city, but, you know, our family's been working to do the right thing and when we get tested before we go back to school. the slide presented earlier said there are testing sites at

all 28 schools where there's testing in the summer. i believe that's incorrect. there were testing sites in the summer and now there are no usd testing. we have been able to go to glide which has been a real lifesaver if our kid happens to show up on a day where the test site is available, we've been able to do that. but the first time we did that, it took us four days before our child was able to return to class. the second time we managed to miraculously get results the same evening or the next morning, the kid went right back to class. i think we need everyday testing so we can understand how many students are missing school because they don't have access to testing to return or are not able to get testing to make sure they're safe. thank you. >> thank you. president lopez, that concludes public comment. >> president lopez: okay. thank you for checking that.

now, questions or comments from student delegates or board members on this item. i see commissioner lam then commissioner boggess. >> commissioner lam: thank you for the presentation. i think i just had some questions. i think for me, it's hard to celebrate the success that we've seen in the numbers. i'm just a worrying person who kind of has a negative view on things. i'm just worried these numbers are good now and they're going to turn later. i'm just curious from staff like what do we see in our practice that has been successful throughout kind of the district that we think that we'll be able to maintain over the course of this school year. and i guess secondarily what should if any have we made to

adjust to our new normal of needing to be kind of covid ready for the indefinite future at least and if some of those things have also been thought about and considered and incorporated into some of the thinking we have around our on lightning learning programs that we've had to gear up in a rush this year to address. thank you. >> i'll start and other staff members can come in. i think the report or the update tonight were the large numbers of staff members who've been vaccinated. i think a number of people were student vaccinations in line and then you also had people who were not necessarily eager to get vaccinated but along the way changed their minds or were convinced that this is the right thing to do. i think staff setting up in a huge way of getting vaccinated in large numbers is huge. i think the other thing you heard is the masking throughout

all of the buildings, all of the schools, all of our central offices. you saw the difference in florida and california and people have stepped up and been really diligent as you walk through schools, as you walk through offices are really diligent about wearing masks and there's no shame to it as you've seen in so many other parts of the country unfortunately. so it really is i think those two and others more. but i think it's the thought of doing everything we can to take care of each other. and so i don't know if -- i'm sorry if our chief wanted to jump in on other promising practices that you're seeing. >> sure. thank you for the question, commissioner boggess. yeah. i think that's a great question because i think for all of us and all of the callers that

called in and that presentation, like all the work that we all have had to do to pivot quickly for basically building new operational systems and structures that have never had to exist. we've never done testing before. we've never been online learning before. we've never had to contact trace, so all of these are new systems which we build as quickly as we can and then we're constantly iterating on them and we do that by the feedback that we're getting in all of that. so i think on the testing that we are and then we're continually constrained by our resources to build the robust systems that we would like to build. i think in terms of testing, i hear what everyone is saying and i agree. we could have many more resources for testing and we're constrained by the cost. we have $2.3 million for testing for the entire school year and those funds can be taken up very quickly when it cost $75,000 for every mobile site. because of that and we knew that the cost of the mobile

site was limiting what we could offer, we have, you know, the color lab and we have been waiting for f.d.a. to approve the self-swab kids for children in use under the age of 18. and we can't speed the f.d.a. up, but now that that has been approved, we are quickly trying to analyze how much can we expand testing. how can we make testing more available for families with the limited resources we have. so we're constantly trying to do those analytics and design things. i know that school sites are really feeling the crunch and the pressure around the contact tracing and we've done as much as we can to make that easy knowing that's a new body of work amid all of the other work we have to do. so we added more central staff to support sites. we're working on releasing a

request for proposal to get consultant support. so as we get feedback, we try to address that as best as we can within the constraints and the limiting resources that we have. we built the resource incline in about a six-week period to address the fact that families didn't have a place to go to get information. we're also limited by the constraints of the resources for that and that has been a big source of information for the online learning program and the on demand learning program and i know that deputy superintendent and i have been working closely together to try to provide as much information and communication to families about this quickly changing. i know that we have a long way to go and we don't do it as well as we wish we could and that a lot of folks are dissatisfied with it which i completely understand and i just wanted to say we hear it and shift as quickly as we can, but we do have some real deep

resource constraints. we have fewer people in the central office than we ever have had before and we're being asked to provide more jurisdictional. that may be more than what you're asking for, but i appreciate the question. >> commissioner: i have some questions about reimbursements. my first question is really to funding available to the state of california and then the second is related to federal grants. aside from in addition to the dollars we're applying already, are there additional federal reimbursements available specifically for covid-19

testing? >> thank you, commissioner lam. i can take part of that and i may ask chief megan mullis to talk about additional grants because i know she's pursuing that with some of her team. in terms of the reimbursement, it includes that color seek reimbursement for as many tests as we can. that includes medi-cal as well as health insurance. so color is working to get reimbursement for as many as we can. i have asked them for a breakdown between student tests versus staff tests. overall, mostly with the reimbursements, we are only reimbursing about 40% of the tests that are being analyzed because we don't have the

health insurance information to seek reimbursement. we do have to have certain information as staff and students come and sign up to take the test and we're working closely to create, we're noticing that there are some ways with the platform like previously from staff, when you activate your health kits, you would have enter your staff number every time. and those trying to get it done quickly or on their way out the door, that they're not taking the time to do that which is understandable. color has been working to change their platform so maybe we can increase our reimbursement rate. similarly with families, that's something we have to look into. right now, i think we have a high imburstment rate for student testing because they're going to a mobile site.

someone is there and going to support them completing the information. when they expand testing through self-test kit which is a great way to expand testing, then families will have to do the activation and set things up themselves. so we have a whole body of work. so we are exploring every potential way to reimburse ourselves for the test kits through a person's own insurance, through medi-cal and i think we just continue like i said before, we just continue to try to find ways that we can improve the system and increase that number. i want to turn it over to chief wallace because i know her team is working on some federal grants. >> thank you chief. yes. that's right. we are preparing a grant application to fema. they have expanded the window for entities to seek

reimbursement for covid testing. and that window will close. it's currently scheduled to close. it's the end of december of this calendar year. so that's the only basic additional information that i have to provide. the chief covered a lot of the details about setting ourselves up for being eligible for reimbursement. it's important for us to show we've done our best effort to utilize insurance dollars to cover the cost of the tests. but i'm happy to answer any questions about our grant application. >> >> commissioner lam: yes. i just want to request for future presentation through our regular board meeting or even in the budget and business services around what this reimbursement looks like for testing particularly around the

medi-cal. i know medi-cal is a whole other animal when it comes to reimbursement's, but the state legislature did approve that for l.e.a.s to benefit from those reimbursements and the i think what my approach is absolutely recognizing that we have parameters. we have parameters as a district of how we're doing our operations and also the costs associated. if we can get higher reimbursements, i'm hoping it will go further than we currently have. i just want to recognize all the staff building out the testing operations because it's no easy feat. so thank you to that. so that wraps up kind of the questions i have related to reimbursement and funding for student testing specifically. i wanted to ask about mobile sites. i know we're launching at the

amazon croaker site. can you speak to the the next expansions as well? >> sure. and i also wanted to note, the caller said that the presentation when i said that, the 28 sites were the sites in the summer, she was correct that it wasn't 100% correct. i should have been more specific that they were the 28 sites that we had running all through august. we did have more sites running in june and july while the extended school year was and then we kept the 28 sites that we ran throughout the whole summer june, july, and august and that's what i meant by that. so i appreciate that comment and i'll make sure i clarify myself in future presentations. in terms of the mobile sites, we so, again, as i mentioned, it's $75,000 every time we launch a mobile site. we will be looking at

potentially adding -- because we only can use crocker amazon two days a week, two mornings a week and we are launching a mobile site, we have other days that we can go to other schools. so there are six different schools that we may be able to go to and we will be working closely with as folks know, we have the way that we split up our schools is they're in cohorts, we have seven cohorts. five cohorts of elementary schools, one of middle school, and one at high schools. we probably have each of those working in partnership with deputy chief superintendent or the assistant superintendent. we do not know whether or not we will expand another $75,000 on a mobile unit. when we can soon basically hand a family a self-swab kit at the site their child is at for testing and we may be able to expand and offer testing much

more robustly going through that method rather than launching more mobile sites. so those are all the calculus that we have to do with limited resources. as i said, we're going to be able to provide the self-swab kits at school sites hopefully by november 1st. we have to work out the whole distribution system, but eventually that's going to expand testing options more conveniently for families when you can come to a school site and identify your child as a close contact, they will go home with a test kit and that could happen at their school site. we're hoping that is going to expand convenience and opportunities for testing. >> great, thank you. >> commissioner lam: and related to the self-swab test, i'm excited this is going to be an option for us. so if you can also speak to

maybe even some of the early thinking then on what are going to be some of the training options or communicationing to parents because they're home, self-swab, i'm assuming there's going to be needed instruction on how to do it appropriately and the right approach to getting the test results. >> yeah. fortunately, they're really easy to use. they're not like the antogen home tests which are complicated. you have to measure and wait 15 minutes and match things up. these are really simple self-swab kits. i'm not going to go through them but we can share the video of dr. matthews doing one. but the actual administration of the test is so simple. in fact, it's easy enough that any student over 13 can do it

themselves: so i think that's not going to be too difficult for families to be able to do. i know as a parent of four children. i'm not too concerned about that. we'll have videos and information, but it is really a very simple, straight forward process for families. i know our families are brilliant and bright and can figure it out quickly. in terms of the access to what you do is you activate the kit and you have that activation and the website is in all

different languages. the seven languages of the district and that will have to be working closely with deputy superintendent blithe and her team who have done some amazing work throughout this pandemic. if you think about it, our chief of technology was able to get how many ipads out. i'm confident of the team we have and we're looking ahead to that as well. >> commissioner lam: thank you. >> president lopez: thank you. we'll come back to you. i'd like to here from commissioner collins and then vice president moliga.

>> commissioner collins: thank you for the presentation from staff. as far as -- you know, i heard the presentation. it is confusing i think to have o.l.p. as an acronym and then o.d.l.p.. i do appreciate the clarification. i would appreciate in the future not using acronyms or using acronyms that are different because i do think that makes it confusing for the public. but there were rather large classes and i want to be really specific that i heard from one

i'm glad that those classes are now fully staffed, but what i'm also seeing in very small print with an asteric on a slide is that we still do not have the on-demand learning program fully staffed. and we're six weeks in and that's really concerning. at the last curriculum and instruction meeting, i asked is this a williams violation because the williams act states that all students should receive a credentialed teacher and i was told that staff would get back to me and so i just wanted to get followup on that. >> commissioner collins, i

can't answer that question, but i did want to provide some clarification. again, we quickly added a new one and we did have a lot of conversation around the name and we thought it was good to add an extra word. it's actually the online learning program the o.l.p. for staff. >> commissioner: right. so it doesn't have teachers in many classes. you said third and fourth grade had some teachers and so i want to know -- well, in the past was that also a williams code violation? >> again. i'm not able to answer the williams clarification. i heard you say o.l.p. but you

are correct, the on demand learning program is not fully staffed. however, we were able to start two groups of students, a fourth grade class and a third grade class in that program this week. we have two more teachers we're ramping up to start another two classes and we have more applicants that we are in conversation with. so, again, we're trying to staff that on demand learning program so that those students who get primarily asynchronous will also get the live interaction. >> commissioner: i have a lot of questions. maybe we can talk off line. how many classes are staffed versus unstaffed in our o.d.l.p. program? >> joy. i'm going to let you answer that. i want to clarify, because that program is primarily

asynchronous -- joy, do you want to answer that question. >> we have 19 unstaffed cohorts. >> commissioner: out of how many, please. >> for the tk-5 it would be 23 total. we are able to staff four by tomorrow, 19 unstaffed. and then the 6-12th grade is fully staffed currently. >> commissioner: okay. can we have really clear data on how many classes there are total per grade level and how many are staffed versus unstaffed as well as -- i mean, i'm hearing that -- i'm happy that we're going to have four classes staffed, but that's really concerning to me especially when we have families -- you're saying a lot of chinese-speaking families and i'm glad we're looking into getting a chinese communication liaison. i'm concerned that we don't already have a chinese

communication liaison six weeks in, but i'm glad we're addressing that. but i don't understand how we expect chinese-speaking families that are mono-lingual chinese-speaking students that are learning independently online with no teacher and especially no teacher that can help them. i mean, in regular in-person classes, my daughters went to gene parker, they were able to go to classrooms with teachers who spoke their home language and support them with the in-person instruction which is what they wanted and need and so i'm wondering how we're ensuring kids have access to curriculum with 100% online program with no chinese communication liaison and no teachers. >> i would just say, we're not satisfied either, commissioner collins, and that's why we're

trying to add more staff. we did make it clear the instruction would be primarily in english and we recognize any family that needs support to give support in that instruction which is why we're working hard to get this community specialist who speaks chinese to get families working as soon as possible. aside from a we're working to get assistant principal clerk and support staff. so just continuing to try. >> commissioner: appreciate that. i have a few questions and i don't want to make sure i take up too much time. >> i just want to say one thing. there was that change in application that got a lot more students than we planned for. and so no excuses, but that's also why we're trying to catch up and be responsive and we didn't know the students were going to be serving until late in the game. >>. >> commissioner: well, we kind

of new because based on the survey. so i'm not surprised and online, i have to say too, all the applications were online. so i did receive communication from families that are spanish-speaking parents so i'm not surprised. so i've heard from a parent that said that they didn't have seesaw, the link for an accurate. superintendent, can you tell me when i'll get an answer about the williams act as far as our compliance with that. >> i'll look at that. >> commissioner: do you know when i'll get an answer to that question? >> i'm work on it. >> commissioner: and as far as access, parents are telling me that they can't get access or

they're uploading p.d.f.s that kids can't get into. there are kids that i've heard from that said they didn't turn in their work because it was like a slide and they couldn't type into it. you have to make it so kids can respond in an easy way and we can't expect parents know how to transform p.d.f.s into google docs. i wanted to know as far as seesaw, is that a williams complaint if students can't turn in their work or maybe they're not able to access seesaw because maybe they haven't been able to get an account: it also deals with facilities we don't have to worry about because they're online. but if the access is mediated online, i'm assuming that that's an access issue that the williams act would cover, but i wanted to get clarification.

>> so, commissioner collinss, we have our chief of technology to explain a little bit more on what some of the access issues are that we're seeing and also ones that you and the other commissioners do know we have a professional development. i believe this week for the teachers in the o.l.p. program to get training on how to navigate the various apps and how to upload materials and things. >> commissioner: can somebody just tell me, is it a williams complaint violation like if the links aren't working or if they don't have a seesaw account? >> i said i'm going to look at that. >> commissioner: okay. and as far as staffing, i'm also thinking about families that connect with schools. it seems like we have two basic schools online. in a way, we should think of them as schools. we have principals, we have teachers. you're saying you're hiring clerks and things. you're looking for a chinese

community liaison. i'm wondering what other staff do parents also have access to social workers? counselors? nurses? because those are services that i rely on to support me as a parent at my school and i know a lot of families do. they're reaching out to their primary school and i'm hearing that some of them are being turned away. so i wanted to know how are parents connecting with services, social emotional supports and those kinds of support services at these online schools that we're setting up? >> i'm sorry. i'm muted. at this point, the access to all the staff that you mentioned is back with their school and record. we do not have those staff -- people staffed up for the online learning program and i want to also say we continue to call them program. it's not a school. they're still assigned to their school of record. >> commissioner: so they know that. are they connected with -- how

are parents connected with pooernt parents because one thing that parents do is share resources through their p.t.a.s and stuff like that. is there a way for parents to connect to other parents to support each other with this online learning? >> at this point, we have not designed such a program or any type of parent group for the online learning community. again, we did name that communication is a challenge and we were trying to be creative on how to get information out. and so that would be a way but also get families together to share, but that's not something we have done to date. >> commissioner: thank you. i have a lot of questions. we can go over maybe off line. but i also wanted to note the chinese community liaison, i really appreciate that work. i'm wondering about the spanish-speaking community and

if you have do you have data on how many students might be or families might be included in that and how are we supporting those families? >> i don't have that data at this time. i can definitely circle back with you. i think we mentioneded how we work closely with the folks on the resource link line and that's how we get a lot of information around needs and our online learning program and other programs. at this point, what really surfaced was the need for support for our chinese-speaking families. we know there are others, but i will definitely come back to you with more information. >> commissioner: okay. so i just want to say i know this is last-minute for the staff, but i was wondering about this in june and i'm concerned that we're relying on parents to reach out and organize. the reason we're considering a

chinese-speaking community liaison which parents have organized which i deeply appreciate, but it's sad to me that families have had to organize to get a response and that we're not actually pushing out supports and it also means that our families that don't have the ability to organize that's potentially families in other monolingual communities or border lined and things like that. if they don't have the reason that we've had some organizing with chinese communities is because they rely on nonprofit supports. but if there are communities that don't have that, then they're communities that are underserved. and i also want to just put out a request for data. i want to know how many students are we tracking and you can answer this off line, but i would like to know if we're tracking students'

absences based on either families that have chosen not to bring their kids to school because they're fearful? is there any way that we're tracking that? and are we tracking students out due to quarantine and are we tracking absences due to people waiting on testing results? those are all things i would like to know because those affect our attendance and student learning as well. and, then, finally, i appreciate commissioner lam's questions on testing and would like the staff to tell us how other districts like los angeles are able to provide testing two times a week and i'd like to know more about the state resources for testing reimbursements when you do your reporting on that because i'm hearing that berkeley and other districts are able to provide weekly testing at every site and parents don't have to drive across town or pull their kids out of school in order to get

tested. thank you. >>. >> president lopez: okay. i also want to recognize this item hasn't been on our agenda since schools have been open. so i'm noticing there's a lot of inquiry and hopefully we can continue to do this at future meetings so our questions aren't as lengthy and we have the answers we need. i'm going to hear from student delegate lam and then vice president moliga, you can comment afterward. >> i'm wondering if there's a projection for when we can expect these classes to be fully staffed. i know there was some time line given in the earlier answer, but i'm wondering for all 19 unstaffed cohorts. thank you. >> we are hoping to get it as

fast as possible we don't have a projection. that said, we did see an uptick in applicants and actually folks who fill the positions over the last week. again, we just started two classes. we have two more and six applicants in the queue and our president said that we are working together just being creative about how to staff it. so i don't have a specific timeline or by when date. as soon as possible is what i would say, but just know we are working together daily trying to figure out how to staff vacant seats. >> i'll just add to that that this is a time like we haven't seen before in terms of teachers being unavailable. typically, before the pandemic, each of those years, the three years before the pandemic, we started schools with one to two vacancies. and then we were able to fill

those vacancies within a matter of weeks if not days. this year, we've had 40, 50, go down to 30, 10 more people resign, so and this isn't just in san francisco unified, it's across california. so i think that adds to the as you heard deputy superintendent saying not sure. just know we're living in unprecedented times right now. >> definitely hear that. thank you, superintendent. and also to kind of follow up to that, wondering if we can get an update on the staffing in the o.d.l.p. program. sorry the acronym's tripping me up a little bit. sometime in our next regular board meeting. i think this is a priority especially since we have like tk-5th graders without a teacher right now. i think if we can give the public as well as i think everyone here regular updates

on how staffing is going, that'd be great. thank you. >> thank you for the presentation, staff. also thank you to dr. rogers for coming back and presenting again. i just wanted to piggy back off the reimbursement process and kind of just put a little more emphasis around reimbursement. these are as you all know these are dollars we can continue to draw down on and they don't need to come out of our general fund and so i would also be encouraging, you know, maybe even putting together a plan where we go out and hire folks through the insurance data collection if that's what's needed because all these funds are going to be coming back to the pot and so i know we're going to have a medi-cal presentation or update soon and i would love to hear when we do

have that presentation an update on how we can get to 100% reimbursement for covid-19 testing. doesn't that sound great? in the end, thank you chief lou smith and staff. appreciate the updated presentation. >> president lopez: all right. go ahead. >> commissioner: so baseded on staffing, is the personnel committee, is that a place where we can get regular staffing updates because it feels like that's a place where i know in the past -- >> that's on the agenda for next meeting. >> commissioner: okay. that's coming up soon, right. okay thank you. >> president lopez: in october. >> president lopez, i just had a comment. i will follow up with staff around contact tracing but i just wanted to mention it but not take up too much more

meeting time. >> president lopez: okay. thank you for that. i had a couple more questions, but i also won't go over. first, out of curiosity, do we know how many teachers requested to be in online learning before resigning? >> you mean a teacher who requested on and didn't get the position resign? >> president lopez: yes. >> let me follow up with h.r. >> president lopez: okay. the other question i had was specifically for support for remote learning. is anyone assigned to lead that work similar to our schools and assistant superintendents who provide support for school

sites, has there been someone assigned to the remote learning option? >> at this point, commissioner lopez, i'm directing for the online program and principal shew has the report and as well as julie kessler but in terms of lead, i'm the one checking in with him. >> president lopez: okay. and while we love deputy superintendent marcel, you are holding a lot. so if there are discussions about how to get further support for the principal and the teachers who are doing a lot of educating our students with very minimal support, i'd like to hear about that as well. and my last question is what is the status of holding the home school spots for students who

are in our online learning programs. >> they are not guaranteed to be in the same class with the same teacher upon return. >> president lopez: i did say programs but i guess i should make the distinction between o.l.p. and o.d.l.p., is that for both? >> yes. >> president lopez: okay. great. thank you. we've got to end this item. so let's get our final comments and then we'll move forward. >> commissioner: what about quarantining students? how are they receiving instruction? >> the students who are on quarantine have the option of being on short-term independent study which is a 15-day period and that just requires for the family to reach out to the staff and often times the

teacher reaches out to families as well and requests that and assigns a rather quick time track and starts independent study. >> commissioner: that's through their home school and their teacher. >> and that's the regular independent study we've had in the past. we just added the additional criteria that you can do when you're quarantined. >> president lopez: thanks everyone for all of your work, your questions, and i look forward to hearing more at future meetings. we are still in section h., moving on to item two. district pk-12 data summary. superintendent matthews. >> sorry about that. thank you, president lopez. so, this evening, we have our data summary presentation. this will be presented by our chief of research planning and

accountability. >> good evening student delegates, board of commissioners, superintendent, and members of the public. i'm joined by my colleagues to share with you the district pk-12 data summary which is the annual report to the board of education regarding a summary of the previous years. this would be the year '20-'21. overall trends will be shared for select metrics pertaining to enrollment, attendance, well-being, engagement, and academics, which help inform sfusd's continuous improvement efforts. there are three items that we want to hold front and center as we share this data.

number one is all data should be used as a flashlight, not a hammer. all data should be used as an anchor to developing improvement goals. the continuous improvement mind set is also a leadership competency focus for this year. the third tenate is making the invisible visible to nonparticipant data is important to highlight especially during these times. the data that you usually get is about the students who attended or participated this year. we have shared data of students of the unheard voices. students who did not have a

spring '20-'21 assessment. the next thing i want to mention before we go through this slide is we have shared this data you're about to see with site data as part of the summer admin institute encouraging them to identify bright spots as well as opportunities to grow. we also share this data with the superintendent's leadership team and central office leaders and continue to do data conferences with school teams. after today's presentation, we will make the data available publicly. this sfusd website as well as the public dash board with current data. again, what i'm presenting is a summarized version there are many more details at the group level especially in the program that are available to sites and

will be made available soon to the public. the data that we'll be sharing is situated in five domains. and what you see within each domain is a guiding question for continuous improvement. additional to these five domainses, i wish i had a measure for flexibility and adaptability as we would see every stake holder group on that measure. the domains that were important to look at this last year began with who is enrolled, if enrolled are they attending? if attending, are they well? next, are they engaged and, lastly, academic performance. the pandemic has reenforced engagement are key to academics. questions that you can see.

one for enrollment. to what extent has enrollment changes in the transition rates. . for elementary schools that would be kindergarten, for middle school, 6th, and for high schools, that would be 9th grade. next slide. thank you. for the '20-'21 outcome metrics. we usually report are highlighted in blue and those highlighted in orange illustrate pandemic specific trends. those are new reports that we have created to account for all the data that was collected just last year. each school leader has access to all of the reports and to this presentation. we will highlight at least one measure from each domain as noted by the yellow arrows. in all these reports, we describe trends overtime and

also a certain patents at different levels that is overall across student groups and additional reports are provided to schools to identify individual students who may need targeted support. lastly, to repeat, we know that the impact of the pandemic created a range of challengeses. so we emphasized making the visible visible and sharing participant data. next slide, please. let's begin with our first domain which was enrollment. in this domain, we are tracing two measures, enrollment and transfer trends. what i am going to share with you is the enrollment metric. we report on this every year and usually we give you a three-year trend, but this year is unique because, you know, it was the pandemic here and so we wanted to give you two years

prior to the pandemic year which were nonpandemic. that's the reason you see the prior enrollment trend in the data above. if you follow the table above, you can see that in 2019-2020, the enrollment was 2,934. in 2021, the enrollment was 8,988. so approximately a drop of 4,000 students. [please stand by]

>> reflect the previous two years. as you can see, average attendance has been stable across the school year. in the bar graph below we see a three-year trend on chronic absenteeism rates which is defined by having less than 90% attendance.

chronic absence rates student groups compared to their previous year trends. our third domain is well-being of all stakeholders. we administered numerous surveys, school teams did family check ins and narratives collected from different stakeholder engagements, we will be sharing later on a slide on some of these narratives. in this slide, we are sharing the culture climate survey results. this survey is given to all three student groups and all three stakeholders groups, sorry. students, families, and school staff. as you can see, school culture

climate increased significantly over all for staff and across all student groups. deeper dives in the data surface a pronounced in the safety and it was mostly during distance learning and it makes a comparisons to be done with caution. next slide, continue. a second metric that we shared is a summary of the family we willness collect in which were administered three times last year to provide information on how families were doing and inform targeted response to support our students and families. the california department of education has especially the area division of mental health, threated about our family

wellness checks as a key way of establishing connections with families while understanding needs. also in a research report, produced by restorative retax marking fexs with families is center to our work. in looking at the results of question about one which is how did the families seem to be doing we found 80% of our families reported that they were doing pretty good or great, across all three administration windows. for questions two and three below, the family share anything about what they need to support learning at home or did the family share anything about what we might be able to help with in terms of connectioning to other resources and we saw that almost

09%, 85% to 90% of reached indicated they have what they need. however, this shouldn't take us away from the 10% that did indicate a need for resources and the well-being needs that have surfaced during these times. first of all. kudos to our coordinated care teams, our school staff and 90% of our families were reached in the first place. the other 5,000, 656 families

not reached in any of the families wellness checks. you can see that the highest percentage of families not reached were of african american and pacific islander students but trend that you also saw with chronic absenteeism rates. one-third of families not reached also had no parent accounts. these were provided to school staff so that during our return, special attention can be given to its reconnecting with these families. digital learning grew last year and so our measure of engagement was on-line activity game our mark for seeing how many students were on-line.

we will taking a look at engagement domain for students are metric-centered on-line activity and we saw that 94% of students being active in distance learning is observed for the first 30 or so weeks of the school year. the graph below shows student log inns in the top 10 learning apps students with log in more

often so see secondary students into youtube. next we turn our focus to academic outcomes and i'll give the mic to my colleague to take us through the rest of the slides. thank you. >> thank you. in academics, we typically report smarter balanced assessment results. however, the 2021 for the 2021 school year the california department of education provided local education agencies with the option to use local assessments if they were not viable to the administered given the range of challenges for remote learning. as such, sfusd opted to use lola local assessments for 2020-2021. it's our english language arts lola sisment and administered in

grades 3-10 district wide. the string math milestone task served as our math lola sisment and were administered in kindergarten through high school. and the table above, it shows spring reading inventory participation rates for the last three years. the bar gast below provides the proficiency rates over all and for student groups. over all, participation was consistent with the previous year, however, participation decreased significantly for african american, american-indian, latinx, pacific islander, english learner, and special education students.

we which students might need learning acceleration it takes us to our next slide. this current grades 4-11 students who may need english language arts academic support or acceleration for 2021-2022, based on last year's spring reading inventory participation and results. so as you recall from the last slide, reading inventory is administered in grades 3-10 and these students are now current grades 4-11 is students. so, as you note in the table column headers, there are two major categories. the first is, needs to be assessed. which is simply an account of students who did not take the reading inventory in spring

2021. this is another example of our commitment to making the invisible visible. out of our over 33,000 total students, there are over 7700 grades 4-11 students. student level data has been provided to schools so that they can test these students. of these assessed in spring of 2021, we have identified students who may need ela academic support or learning acceleration. by one of two markers. first students with a learning change below predicted only. which means that we used matched students results from the fall window to the spring window and it was below the projected trajectory. students with the performance level is the only marker which students that were below basic

on this reading inventory and in some cases, students were both in the lowest performance level and had a learning change below predicted. so, of those students, who had a spring of 2021 reading inventory result, over 12,000 are at the lowest performance level and or experienced learning change legal owe predicted growth. so importantly, this is a summerrization based on the criteria i described and from here, school staff has student level data to ascertain the extent to which students can review additional data alongside this data to. another academic metric relevant to our secondary level is students with one or more ds

or fs in core subjects. the four subject areas why england arts, math, science and social science. and data was tracked the last three years to illustrate any changes if students earning ds or fs with the exception of the 2019 22nd semester which was not there given the initial school closures. the blue-line in each graph represents just the district 4 year average. middle school students had significantly higher rates and

2020-2021 than in previous years. whereas, high school rates remained the game. as we mentioned earlier, in addition to quantitive data that we collected there's qualitative data that play a critical role in improving our efforts. here is an example of themes and quotes collected across different stakeholders at different engagement opportunities and in green are

teacher reflexes on the last academic year from their sponsors on a survey administered over the summer. so lastly but not the least, it's important to note that data is meaningless unless we act on it. these data form the basis of our continuous improvement journey. these are outlined on this slide that we help answer together as we inspect the data, reflect or not our practices and plan. thank you for sharing this data summary with all of you. thank you. >> thank you for that presentation and all the of the information. i'd like to open it up to public comment ask we'll hear from the

board. >> thank you. please raise your hand if you care to speak to the data presentation. please repeat that in spanish and chinese. [voice of interpreter] >> thank you. president lopez, there are four hands up. do we want to do one minute, 20 minutes total. >> yes. >> hello, rebeca. >> caller: hello can you hear me? >> yes. >> caller: hi, my name is rebeca and i am a specialized teacher at an elementary school. i want to thank the members for the presentation. it was very concise and i really

appreciated how slowly y'all spoke because that was awesome to be able to actually track what you were saying. i wanted to highlight that it's really unfortunate that we don't have assessments for our k-2 students because these are the most formative years when it comes to reading and literacy. if kids aren't reading by third grade at grade level, exponentially, their losses increase and that is really, really heartbreaking and can lead to so many social and emotional issues. so, i really look forward to hearing our literacy resolution brought up at the board because i know part of it is we would love to see the directing pivot to having assessment that's we can utilize in data presentations like this and they give us us an accurate of what is going on with the youngest learners and the most important years. thank you.

>> hello, guatelupe. >> caller: it you hear me? i saw the data and i have volunteer over on and off over five years of when i was (inaudible). i think and other teachers think that it's very important for the san francisco to push for a resolution that passes on for the students who are in need of tutoring in small groups or on one one. we need before or after school

to tackle the needs of the students. and you can see from the data we should needs to have these resources and they need it and some parents are not able to help them and this cold sometime not enough and they really node to have it and have the support and resources that they need to try it at least from k-3. so we can tackle this problem. thank you. >> thank you. >> hello, sharon. >> caller: yes, regarding the reading level for all the students, may we provide on-line resources such as from the website to enhance the student reading especially for those

odlp students on the demand learning program students they do not have any instruction or children would that be helpful for them to learn and to help for their homework? thank you. >> thank you. >> caller: good evening, board commissioners. superintendent dr. matthews, deputy super inintent i'm one of the a pack parent leaders. i would think to thank you for acknowledging the students who were not represented in the data report. african american and pacific islander students were among the top groups that were not reached regarding wellness check inns. we know one-third of families are not linked to parent view, that can't be the only way.

it impacts the academic we continue to see for the percent that said their needs were not met did they get resources requested. who followed up? now that we have many back in schools, how can we solve this and monitor wellness checks. the pandemic is still here and families are still suffering. thank you so much. >> thank you. >> caller: hello, commercial. thank you. i simply want to elevate what she just said. all of her questions need to be

answered. thank you. >> hello, tom. >> caller: yes. i'm a teacher in the directing, a special ed teacher. regards to the wellness checks, a lot of times when there were parents that had resources it fell back to look for those resources so to say that you know, where the resources are or at least that's what the care team it came down to us. the other thing i think, when i look back at data, my site, we don't have an a coach, rtip is a reading support. so, these measures are somewhat ok to look and say oh this person is not doing good. the reading inventory, if the student is not doing well it says below level but it doesn't say more than that. it's not a good assessment. it doesn't tell you much information on what to do with that student and how to help support them. so i think sites are struggling

to build the vacancy and say ok do this and that. to me it's not putting data into action. i think that we have to like look at each side and say, what do you need from central and can we send people to help you sub so you can get reading scores and help with the parent and meet with the parents and things like that but we're not doing that. that would be more beneficial. thank you. >> thank you. >> hello, chris. >> hi, i'm chris clause from washington high school. can you hear me? >> yes. >> excellent. >> i would just like to elevate what rebeca and rihanna and tom and other callers have said tonight about this data. it's wonderful we have it but we need to use it. we need to increase literacy support especially in the k-3 grade levels because as a high school special education teachers, one of the things i run into most is this backlog of students that struggled with their literacy skills for years and never gotten the support at

an early age they need it to be on track by the time they get to high school. second, i'd like to shout out the fact that what tom said was true, a lot of this reach out and a lot of the supports when a family said they didn't have what they needed came from school sites and on the ground and in the zoom and educators and it was a load. it was so much more to do and it impacted our abilities to do our jobs in the classrooms and on the zoom classroom. [please stand by] ñ.fym?úíkb"]wújs"wáljgá;hmmc[)

>> i'm not asking, i'm asking because the data is saying we got to get going . so i just want to say there's a need for us to continue to focus on reopening schools and making sure buildings are safe. like i mentioned that the other meeting there is a need for us to focus on how do we provide safe environment in addition to addressing all this violence that's going on on the streets. i've been in the southeast and i'll be in the southeast for a while visiting schools and i'm going to start knocking on doors because of these families arenot coming out of their homes so we have to go to them . if the teachers were doing that during thepandemic, knocking on doors, checking up on kids . we have to do whatever we have to do to be able to go and meet

with thesefamilies where they are at . i was at micromax, showed out and they want their voices heard. they're not at these board meetings which isevident . they'renot really familiar with us . so anyways just to close it of , i know and i trust our board and our colleagues and staff at the school district and i've met everybody inthe stands that we need to support our kids . i would encourage us to continue to make that a priority for us here in the city. thank you. >> i appreciate what the vice president was sharing and i think thank you staff. it's really powerful and one of

the things that stands out to me is chronic absenteeism. in particular for black students and pacific islander students and american indian students as well. even before the pandemic those chronic absentee rates were high. even before the pandemic chronic absenteeism among those groups were higher than it was for homeless students so students that were on house were coming to school more frequentlythan black students . send pacific islander students, then native american students and to me that speaks to a failing on our part to make our schools welcoming spaces or students and families and as the commissioner was speaking, when folks are experiencing trauma, when thecommunity is failing because it's a citywide problem , i think this is an

opportunity for us as the publicschool to become a space and a place of hope . that's why i think i'm excited this board has made a commitment to community schools. now we need to figure out how to make every one of our schools safe for families that are experiencing gun violence. see our public schools as a place they cancome to get resources , to organize, to change things but that does require investments just as we need those literacy coaches which we need and literacy support in our schools, we als need social workers . we need these other things and that's where the board has made this commitment but we need to figure out the financial implications of how to actually fund that and we don't have the resources to do it right now but if we don't begin to move and this is the conversation we

were having aroundnot coming from schools because once you start cutting those positions it becomes hard to ramp up those investments unless we figured it out .i think we have committed to astrategy around communities schools and the question is how do we then find a path for implementation. as one thing i see in this data . one day i wanted toshare was chief, you can correct me if i'm wrong around the enrollment decline . it looks like from the last two years on thatslide , we went down about twopercent . from 2019 through 2021. we experience a two percent decline. statewide enrollment went down by 2.6 percent. so we are experiencing less increment decline in statewide which i think is good news. it shows our public schools are still strong despite certain public narratives around abandoning publicschools . it's happening less in san

francisco than across the entire state of californiaif i'm not wrong about that map . please correct me. and then the last i wanted to make was around assessments. iagree on the need for assessment data and we need to have a conversation about the quality of assessment and what assessments are used for . the cause these are important to beable to look at a high level of primary user of data on a daily , weekly and monthly basis is the classroom educato and the assessments are a lot more standardized for our kindergartners . we need assessments that are embedded in good classroom practice that are about observation and that really help teachers andeducators do their jobs and to have the resources to do their jobs . we know some kids are struggling.

we need the resources to be able to make that happen and assessments integrated into that learning process so i must have a longer conversation tha at the board level because sometimes it's easier to think of a policy level , if we just have more testing are going to solve the problem. you actually need to have assessments that are embedded in learning. thank you. >> clerk: next is commissioner fotis and commissioner sanchez. >> i'm troubled by the data i see. i know it's not new data, it's just troubling it's still the same. i feel for the black families in our district andthe historical struggles that we have failed in educating them as well as their peers in the district . i'm interested kindof going back to the presentation and

kind of the three questions for our continuous improvement . i didn't know if we answer those during the presentation or if we were supposed to because i don't think i wrote those addressed. i don't know if we're capable of answering those. what are we tryingto improve ? what changes might you make and why? how will you know if it's a change or how we've incorporated those questions into our practices and how are they reflected in what we're seeing in this data? i was wonderingif we could have someone respond to that . >> superintendent did you want toaddress that ? >> i am speaking on behalf of superintendent ford-morthel. she stepped out for the evening

to get some rest to recover. i'm going to ask the doctor if she's got questions. >> i asked us to make sure i heard you clearly. i look forward to moving to the next question, that would be helpful. >> the presentation started off with a slide that highlighted three questions that we keep in mind guarding into his improvements and i was pacificallywondering how we are answering those questions with regards to the data on black students .whether in regard to the attendance issues , the dll board, the mask board. any of that stuff, just how we're putting those things into practice or are those questions the district is looking to the

board to provide answers to an direction in this moment as we attempt to address the situation . >> thank you for the question andit's a good one . i would say those are questions that we want the cities to practicein our classroom. those are questions we need to askourselves about the instruction that they're providing , about the assistance we're providing . about the environment we are putting students into. those are questions that are relevant to our day-to-day academic environment that we're providing for students and we revisit those so aswe collect data we ask those questions . what problems are we trying to solve?what are our benchmarks ? how do we know if we're making progress and how do we improve? those are what we should be asking ourselves and that we revisit time and time again

particularly if we have new data to reflect on and i want to also say that we do look at different types of data. we want to look at qualitative and quantitative data and as we connect particularly in professional development spaces we ask those questions and use that to build ourpractice . we have started that work in recent years and we are as we come back to in person learning we are able to focus on those areas to think about them more on strategically, more intentionally knowing that our students are coming with new experiences. we see they become assets into the classrooms and we want to utilize that experience and ask those questions around our academic environment. >> i want to say you think

about a mission statement which is talking about each and every student so overall asking those questions or each and every student. we really did answer each and every one and we know that we are engaging african-american students the way that we need to . when we have specific support and specific initiatives that are aimed african-american students . we choose to highlight high level wraparound services for african-americanstudents , how we're doing everything we can to ensure they have the environment they need which is the part of the mission statement and the second our high-level initiative is actually takes 20 schools where we have higher numbers of

african-american students actually looks at support at schools to focus on the african-american students looking directly at those students and figure out what are the barriers that are in place so giving dollars to help break down those barriers but we will do those at a highlevel , ask those three questions and we want to get to each and every one,go to all of our students . >> thank you for that and i appreciate the clarity on our efforts that we're taking to address the issue. i do want to lift up the amount of resources and energy and intention that our district has put in a typically to help black students other marginalizedgroups in the school district . my big struggle isaround the outcome , not the level of effort we put intoit . i understand this is a nationwide problemand how important it is for us to

address it . these numbers indicate that our house is on fire and we need to fix and take action to address it. just know board member i'm committed to figuring out how we can better support staff and familiesto retain these numbers . the challenge i had with the presentation that i would hope to be corrected is we don't have consistent data measured points for each of the slides where we don't get ethnicity breakdowns for every slide but as we're looking to supply on who's attaining them and assuming, just to be clear i don't feel numbers saying people are at the bottom as they always are and they are disproportionately negatively affected by that . so i'm assuming that'strue but i would like to actually get clarification on that . i guess just then to say that

for us to figure out how to move forward is helpful for us to be transparent and ensure these conversations are just happening here at the board but are continually happening at schools that families understand that if their child is struggling for their struggling is just them but we have a systematic issue we're hopingfor . i really hope this is something we can address so that we can feel confident when we're talking to black and brown families that they're going to get the best that we have to offer and the outcomes that they receive will be the same. for me to center on that and assure families that we care about what we see in these numbers and we are passively just to see them but we are doing everything we can our very limited funding flexibility to meet the needs and make sure that every child is treated as someone who is individually special and deserving ofall the attention that they need .

>> thank you for that commissioner valdes. my fellow commissioners, i've listened toevery word spoken on this issue . the numbers numbers are definitely depressing and i'm not surprised given that we were in a state of emergency for certain groups of our students and we have to do muc better and support our state and doing better . so commissioner alexander's comments around community schools really resonates with me. we need to move forward with that our funding is limited , but when we have clear evidence in front of us that certain groups of students are struggling or in crisis and we're not serving them as well as we should or the city as a whole for that matter , we have to treat it

like the crisis it is. i was looking at the appendix. i think we need to look at it closely because it's an appendix but we on slide 20 which is the ela foundational skills for kindergarten only which is the assessment that the district utilizes for at least 4k through three so there's our language arts assessment tool. i think if you look at this you'll see some other not very happy news around what we're calling the early literacy watchlist. if you look at for example african-american students , it went up from 28 percent to 33 percent. the identifier for ethnicity are not really clear . i don't know what mr is but it looks like it went from 28 to

50 percent of students in kindergarten on the foundational skillsassessments are on this early literacy watchlist . my question is staff is why we have the absentee numbers for first second and third as well so we can see how those students are getting , just getting to comments from one of the members that spoke. we do have assessment data or those early grades and we should be able tosee it . maybe it doesn't exist forus but are you there ? >> which one is for latinx? >> this is on your slide four. the slide that you have for the watchlist.

>> it would be hr for latinx. >> thank you. can you respond to the question around the data for ela which is a business employee for k all the way through third grad ? >> sfp was not done in grades, 12 and three because of the distance learning so what we have in terms of data for those grade levels is standard report cards. we have summarized for each school and each teacher by the leadstandards . this report comes for all three trimesters, all three markings for grades k through one that

summarize the standard report cards deleting all the priority standards and how many students were marked on it and what was the performance ofthose markings ? taking both aspects into account on presentation as well as performance. >> is that in the slideshow? >> it is in every school and it is in the district that we are only limited to what i put up. when we put up the slides i think both aspects of the foundation skills data as well as the ela and math for k through three we will be those ofhis well . >> is broken by ethnicity west and mark. >> yes, even the grades where it is k and d and f arebroken

up by older programs . >> my last comment in question arearound like 11 . which is the ela learning acceleration. the numbers on the bottom are the 7700 students in four through 11 did not have ela but i guess the answer to that is on the list. hopefully that's been done at this stage. then for 12,000 having learning a little predicted growth, what's the plan in place for working with those students ? to accelerate and or intervene? >> commissioner sanchez, there are 7422 as predicted. the low predicted really means it was a variation from the trend.

so we looked at their past three years and how the student group was doing and then said that they fall below predicted so when we look at individual students, some of the students are still advanced or some of those students still continue to be proficient but they might have a few points below predicted. however there are some which we havepointed out . those that were below basic and fell below predicted, so we can give you those numbers. the ones that are 2752 students that were below predicted and below basic, those are the ones that weneed the most work . and as i saidearlier , those haveindividual lists of those students . and in all the data conferences we've had around 25 to 40, so

far it's schools they are paying attention to those list . >> was theguidance for the schools to work with the students ?>> all way in. the acceleration piece it has definitely been a key focusfor our instructional efforts . so this year doctor beasley can speak more about the professional capacity building and direction that we have been given both to sites and the capacitysupport that we're having towards that end . so we have another question commissioner sanchez and thank you for your pointaround acceleration . several aspects of exploration are considered. one being in on wednesday early release days for professional development we've got to focus onacceleration and not radiation for students . you've heard our superintendent

that in another meeting. we are focusing on our grade level standards, making sure that students have grade level standards-based instruction daily and that they have opportunities for support to fill in for any gaps they might have that might prevent them from accessing the grade level instruction. so that is one piece with our teachers we want to continueto focus on . we are also in this moment working to secure touring for some of our students. it willnot be for all students . it will be for targeted students and through fifth grade specifically we know it would be after school and it will be an independent component to that for students and we want them to be able to use their technology on their own and access those resources.

the same time we are looking at what additional support we can provide in school for our k-12 students particularly using springboard as an opportunity for learning. so we are investing because we have heard that there's a need and we hope to bring that to them in the near future. >> can youbriefly tell us what springboard is ? >> it is a program we use. online and it does come with teacher support but it's an online program we've used in our summer program and selected during the school year that provides opportunity additional instruction in reading and math we have actually just gotten the results from the program we saw some good results with the schools that participated. >> thank you very much. >> you're welcome.

>> we will hear from commissionercollins . thank you for being here. >> thank you. >> thank you. i appreciate the questions and i guess i just want to continu . i do know this is just a selection of allthe data we select and analyze and i appreciate staffpresentation . i think it's very helpful . there's the appendix but i also know there's site level data and also potentially other data we collect and if this one is, if staff could explain because it's online and there's a great resource for families for communities that want to get more information and i was hoping staff could tell commissioners but also the

public where this is located on thewebsite because i know there's a lot of these reports that are shared with me . >> i think that's a good question and what we would do is revisit one of the slides for the website link to all the public facingresources that we have . we have details of all the questions that were asked tonight why the public and members so we will need all these slides by theend of this month .the second resource is we do have a dashboard where we can get the results for any school site, for all these measures for these domains that we spoke about can be taken at the school site level into the dashboard.and that dashboard is also available.

it has the previous year's data but by end of september we had promised based on that data that we will update the data this year. >> i'm hoping maybe there's a way we could circle back to tell folks where that is because i feel like the data at the top level is important but i know that when you get closer to students and teachers in the classroom, that'swhen it becomes meaningful . our school communities that might want to talk about their specific data and how they want to support their educators and their families and maybe their specific challenges that's hopeful for school counsel to think about how they use their resources and i just want to say i think it was commissioner alexander said the person that's most useful is teachers in terms of the data or the assessments and i want to counter that and say i think

the most important user isand parents . they are alsoreally important users of assessment data . parents and students love to know how they're doing and like to see progress so i like what you said that it's really embedded assessment. it's ameaningful activities, not these online tests . but i guess thinking about how we can help make that visible because ultimatelywe have a lot of parents that want to know how is my child doing, how can i help them ? kids want to know how they're doing and they're motivated when they see progress so howwe can make learning more visible and where they can improve . i know that i appreciate commissioner sanchez questions and comments about sst. that used to be the data we were using as far as reading. i know there's concern around using that and it's been very

time-consuming. it has been a measure that we've been using to track reading atthe early grade levels and i'm just wondering now thatwe're counting back , does that mean we're going to go back to that ? there's discussion around other assessments because obviously we introduced this resolution that this shift a balanced literacy model to more structured literacy so i'm wondering i know a lot of people aren't happy with what we're calling the ri assessment. it's an easy assessment to give because it's online and you can just ask a question but some teachers i've heard asset is more like a vocabulary assessment and it doesn't reallyprovide meaningful data as onecommentator said about what to specifically work on . just to give you a score . so i'm wondering reading is such ahuge focus for all of us

and especially the early grades , i'm wondering if you have any thoughts on we've got a break now. we can't even have data compared to because we didn't do one last year so i wonder about your thoughts on early reading assessments that we are conducting and how we're going to be online now that we're back in schools just to track our early reading and where kids are at and how we can track progress. >> i still agree with you commissioner collins but you know, there is any to make this data more usable among our teachers and so even in that data conference the same issue came up about it being just a score and how do we look into how the students responded to each and every question? we were able to show how they

can actually pull up to test for that student and look at the responses for each question which was helpful to them looking at the student data. yes, we do need to do more but we have launched the new s&p kit. this is what we have put out in our school and they are being used. the good part about sfp is it's an assessment platform so there's more learning as you go back with the students and learn from the students about their responses and their needs in reading. >> i guess i also wanted to just note commissioner malega's

comments as well and there was a commentor talking about the conditions for learning the fact that there are students that are, we are dealing with assessing learning but we also have students who are experiencing gun violence with families facing eviction, exposure those are across different communities and across our city . so i've also heard from the commissioner recognizing the need for community schools which is a way of saying as educators we can deal with the lord inside but if students dealing with gun violence or trauma, that is their learning and we need help as educators in the morning families so i'm just wondering you know, with the southeast side of the city for specific neighborhoods that have communities like sros for foster youth, when we talk

about our investment and when we talk about making tough choices, i guess this is an open question to my colleagues and also to staff. how do we make decisions about which supports to maintain and which supports we consider coming? i have trouble thinking about when we're talking about communities that are hard to reach and schools, one of the questions that the public commentor asked is how are we reachingout to students that were disconnected ? the way that i know what i've been hearing is that school staff aretaking on more work in schools that have black and foster youth . as commissioner malega said,

knocking on doors, that goes above and beyond our regular school day so my question is how are we supporting those schools that have made a higher demand and how does that look from a budget standpoint if we are considering cutting back? this is an open question. are we willing to make those decisions based on populations that are maybe experiencing more trauma or more environmental factors because right now we're looking at how students are doing that we're not seeing the opportunity about how students are experiencing their community as commissioner sanchez said. it's not the city that families are in some cases struggling through.if we're not looking at where gun violence or which school service students have more foster youth or even demographics like black and pacific islander students or

latinx students, how are we making decisions on what we increased not just based on numbers in the classroom but based on community needs. that's what community schools is about and how do we do that at the district level to ensure that we're not destabilizing communities that are already experiencing more environmental impact? that's just an open question i'd like for us to take up in our conversations when we're talking about budget and resources and staff. >> thank you for this presentation and commissioners for your comments. sounds like there's a lot more work we'd like to follow up on building off of what we just learned. i want to remind the public

that we did move items on the agenda. we're still on section h and afterwards, we will go back to session he and continue on the agenda although it is getting close to the 10 pm time. when 10 the mcats i'll be asking for more input from commissioners. i'll need a motion and a secon . let's go on to item 3. under section h. i called the initial public hearing to the material revision to city charter to affect a merger with leadership icewill charter . i wish to call on michael davi . >> accu president lopez. thank you. could we move to the next slid

please ? thank you. what we have tonight is the initial hearing as required under the board material revision to the city arts and tech high school charter. in spring of 2021, the administrators from indigenous schools which hold the charter for city arts and tech and leadership high school began community discussions regarding a plan to merge 2 high schools and in june governing boards approved the merger plan and authorized an addition to material asking the board of education to approve combining the two schools on the cityarts and tech charter. the revision was submitted july 30 .next slide please.the current city arts and tech charter was approved by the

board of education in just this past december 2020 four the period of july 1, 2021 through june 30. the current leadership high school charter was approved by the board in 2017 for the period 2017 to june 30 2022 but that charter was extended by a state law this past summer to june 30 2024. next slide please.

>> the revision is covered by the petition standards and criteria described in code 70650c that must conduct a review of the revised decisions andadherence to those standards . though this current position of city arts and tech was approved by the board indecember 2020 , now that they want to materially revise it we basically have to take a fresh look at it even though it was just reviewed at the and of last year. next slide please. here is basic criteria for review of material revisions which are the same as criteria for review of a new petition. you see these five standards outlined their . next slide please. so the district will review the proposed material revisions to ensure that one revised petition continues to meet code

criteria as outlined for charter school petitions, to the revised petitions adequately detail how the cat and lhs instructional programs are combined into one and three, how the enrollment projections for legalization of the two campuses in the first two years 22 through 24 timeframe. next slide please . school siting considerations. as previously stated chad has a current agreement with the burbank campus that ends in 2026 and lhs has an agreement at san miguel that ends in 2022 and has a five-year renewal option . if the proposed material revision is approved by the board district staff will need to revise the current agreement

with cat at burbank and makeit a 2 year agreement. it's not a five-yearagreement . and that new two-year agreement with would be with the newly merged city arts and leadership . secondly, we would need to enter into an agreement with city arts and leadership at the san miguel campusfor the period beginning july 1, 2022 . also if this is approved by the board the leadership high school would need to surrender its charter at june 30, 2022. next slide please. having said that, the timeline for the review of the material revision and the next thing that would happen is as required by code staff will have to publish a review findings and recommendations and then on october 26 we would hold the public hearing for action on the materialrevisions . that's my presentation.

we have with us tonight. strong ceo of innovation schools.we have mister philip who's the school leader for city arts and tech high school and we also have shakira taylo who's the school leader for leadership caucus .>> can we share the presentation? >> good evening president lopez,commissioners and doctor matthews . we wanted to sharea quick presentation of our request . i don't know if the slides are coming out. one more time? great. our material revisionrequest , we are requesting forrevisions . the first one is a name change

from city arts and tech to city arts and leadership high schoo . the second request is to temporarily increase enrollmen . we would increase when we merge are two schools eventually this is the sustainable side of400 . we are requesting that two temporary sites for the next two years and by the fall of 2024 we are on one side in 350 or san miguel campus and the last case is that we want to maintain profile white while innovating key aspects of our leadership program.next slide. very simple. combining city arts and tech to leadership we want this to be a placeholder name because we want toengage our community and coming up with a new name . this is a representation of both communities. next slide.

in terms of the enrollment are combined enrollment currently calling it the planning phase at 557 so over the next three years we would get to about 400 which means the one inch campus. next slide. 350 setting up, 325 by rhonda is suburban campus so right now we're at 100 percent to charters on campuses. next year we will have about 45 students. we will still need 2 campuses. it's a slight decrease in our enrollment but we would still need 2 campuses. we would need 2 the following year by 2024 we can all fit onto one campus and we would like to fit into 350 seneca campus. next slide. in terms ofprogrammatic , just a reminder. as for approved renewals for five years. pat has a core program really with our signature defense.

100 percent of our graduates are a through g and we have an antiracist pro-black program and we shared with you some great results last time as well we have plans and leadership, their restorative practices and robust sports program bringing the festival school to our exemplar schools equity and excellence in the southeast side. next slide. we have engaged our communities sincethe spring of 2021 . board members and key staff members have engaged parents and staff and we started and innovation working group to think about how we would integrate academic programs and culture as well as operations and talents and next slide . and alsowe just wanted to give

, i believe we met with commissioners whohad great questions . all staff will become eligible employees if this were approve . all teachers could be represented by an indigenous union at all eligible staff will be provided employment and all students of both types will be guaranteed aslot in the march school . these last few items we weren't able to share this data the next slide shows our latest scores. we had told this board we've been focused on student and math instruction and professional development around content and we saw some great internal results. it was great to take that back and see externally substantive thing that we saw 22 percent growth in math for our students

at a 29 percent growth in ela so we're proud of that. wejust want to circle back and report back . i'll go to principal hardin who will share more about why they'resupporting the future . >> my name is philip jordan, principalat city arts . i'm glad to have thechance to my student board as well . it's my eighth year as city arts and in san francisco my hometown i've had many successes and so the schools in the southeast mean a lot to me. i don't take that potential merger likely because we have taken time to really discuss and think about and plan.

i do strongly believe that we have strong school communities in the district who provide a stronger experience and more opportunity for us as one school. we have noteworthy strength an instruction in the arts , historical practices and sport . we need our collective goal and ultimately the board will present the opportunity to our school communities. thank you. >> i am the new principal this year. [inaudible] i believe in this

merger because we are stronger together. we will combine our strengths to become one school. we have the bestopportunities for students . [inaudible] combine our resources to guarantee. [inaudible] and make sure our students have high academic outcomes .they will have what they need in order to go through college and i implore you to consider approving this for us so we can do rightour students .

>> thank you for that confirmation. we recognize that will be decided at a later date. i want to open it up to public comment before i hear from the board. >> please raise your hand if you care to speak to the petition that was given. can we repeat thatin chinese please ?>>. [speaking chinese]

>> hello emma? >> my name is emma sebring and i served as officemanager at leadership high school for the last eight years . i am here tonight to advocate for the merger of the leadership inschool communities . with well over a decade of experience as both a student and employee i can say this merger is in the best interest of both the students and schools institutionally. the schools provided a strong support forenvironment our students . it does not come without challenges however provided for all our resources they deserve is a more diverse offering for arts and sciences and more student lifestyle communities. will be able to provide students with a more robust

experience while exploring the integrity of bothschool missions . thank you . >> thank you. phil sick i, your video will be seen as well. >> i am a sophomore at the high school.let me tell you what i really think about the merger. the merger would be a great opportunity to obtain both communities and schools but i think it might be a great way for us to meet people and learn how to talk to people and share experiences especially due to covid we haven't had the chance to talk to other people out of ourcircle that we didn't go to schoolwith so that might be a

great thing to talk about . most importantly , we really want to most importantly develop strength in our schools and be able to create a great community and school environmentfor all students . >> thank you. >> hello julian? >> can you hear me?hello everyone. my name is jillian. my son graduated in 2017 and my daughter is currently a junior at katz . i am for and i encourage us to merge with leadership high school because i was born and raised in san francisco.

i have known leadership high school has been around for many years and i feel like joining the two would strengthen a strong instructional model of both schools because i love the curriculum that high school has tooffer and i feel like it will help the leadership as well . after all these years i believe cat believes a place to call their home and help with their enrollment because i know that's something that's been good for them through the year . >> thank you. hello kyle. >> good evening. i currently serve as chair of leadership high schools board of trustees. originally having graduated from school in 2008 and later

joining the board as an alumni in 2018 i'm a second-generation native from the philippines and scotland respectively. my time coincided with some of the mostchallenging experiences of my life . i spent those years unaccompanied and homeless . the leadership was a place that icould find peace . it has remained that for a decade's worth of students and merging withgives us an opportunity to continue . it depends on holistic support and students driving to balance success with visions for justice both schools sharean identity, valuesand purpose . such amount is not one we have taken for granted . as you consider the proposal before you know this board support is anopportunity to go beyond surviving towards driving . it's that same hope we have for our students.

>> thank you. alexandra. >> the evening everyone. my name is alexandra contreras, i'm a parent of a leadership high schooler was an 11th grader athleteand also soon to be a ninth grader athlete . i am a member of the school site council leadership. i'm excited for this merge because it will provide more opportunityfor students , help guide students career path, provide more activities and add on to our wellness practice and also help students with learning struggles. >> tank you. that concludes public comment. >> thank you again to the public for waiting on this item and for sharing your thoughts. are there any comments from the board?

commissioner sanchez. >> thank you for this.i'm generallysupportive and i know we will have the opportunity to talk about it . mister davison, what could the downside be for this? eventually it moves out? >> commissioner, it's hard for me to answer that. it feels like a bit of a hypothetical . there's less areas that could involve future requests for space under prop 39. i will say this and mister davis, please chime in or add it you have other thoughts.

i'd welcome you sharing as well. at the moment, i see no imminent risk pertaining to the campus that is shared by june jordan and. it's presented by this proposal. as mister davis said staff still has to undertake analysis of the request for material revision and we will do that over the coming weeks before that second publichearing on october 26 . the facilities aspect is one we are taking a close look at but to address your question in the moment i don't see any particular threat to june jordan posed by the facilities arrangements. >> we will take that question into consideration as we give the analysis.

we will add that question to theanalysis . >> mister davis, i don't know if we have anything to add. >> i agree with what you and doctormatthews have said . what we know is where analyzing the enrollment of the merged school over the next two years to make sure it supports the need for both facilities and initially ithink it does . and at the end of those 2 years, that space will become available at the burbank campus and there is not an immediate prop 39 need for that space as we sit heretoday . >> thank you for sharing and foryour questions .

i now close the public hearing andresume the regular meeting . so at this moment, given that it is past 10 pm and we want to try and exercise our board policy, i would need a motion by a commissioner to suspend rule 9322 to continue meeting past 10 pm. >> so moved. >> all right. >> here we go. mister alexander. [roll call vote]

>> to continuetonight, yes . do people recognize what we voted on? we are continuing,got it . a few. >> that is 6 aye's. thank you. it's a good practice though. all right. moving back to section e is the consent calendar. i need a motionand a second on the consent calendar . >> so moved. >> we check forany public comment ?

>> if you care to the items on theconsent calendar that it be repeated in spanish and chinese ? [speaking chinese] >> seeing none. >> any items with john or the superintendent? >> i called onmister steele to read the item . >> being next on the consent calendar is contract number 37372, proposed second contract with emphasis and that is it. >> we will not be voting on thattonight . >> it's being reviewed.

>> it's not theentire number eight, it's justthe one item . the contract number 37272 . >> thank you for clarifying. any items for firstreading by the board ? any item by the board or superintendent for discussion and vote tonight ? seeing none, rollcall vote on consent calendar . >> that is without contract 372 number eight. >> mister alexander. [roll call vote] >> that is 7 aye's. >> this and bill on consent calendar resolution for consideration. there are none tonight. section d, special order of

business . item 1, 219 two hs 01 successor agreement with international union of operatingengineers , local 39. >> i need a motion and a second onspecial order one .>> so moved. >> second. >> i'd like to call on chief manassas to read the recommendation. >> good evening president lopez and commissioners. the recommended action is to approve the successor agreement with the international union of operating engineers local 39 stationary engineers. >> is there anypublic comment on this item ? >> please raiseyour hand if you care to speak . might that berepeated in spanish and chinese .

[speaking spanish] [speaking chinese] >> thank you. seeing none. >> any comments orquestions for the board ? commissioner bogus. >> i want to say i'm not going to be supporting the agreement today though i do appreciate all the work and effort that's gone into coming to an mutual agreement between the district. i think i'm really struggling with the fact that i feel like all the labor agreements we entered into having been long enough for me to give us i think the kind of consistency and budget stability that we need from our labor agreements at this time and i feel that we need to take more bold action

and working with our labor partners to do more to address some of the structural deficits we have in the district specifically related to our labor contracts and agreements and the way it impacts staffing andschools so i want to highlight that for myself . i feel like we need to have a different direction in these labor conversations that are more centered on dealing with the pending fiscalcrisis and how we can bring more supports and services to our families . >>okay, any other comments ? rollcall vote . >>. [roll call vote] >> 6 aye's. >> under section t item 2, 218s02 successor agreement with

ibew local six. i need a motion and asecond on special order to . and i'll call on chief manassas once again. >> yes. the recommended action is to approve the successor agreement with ibew local six. >> lets check for public comment. >> raise your hand if you care to thisitem. please repeat it in spanish and chinese . [speaking spanish] >>. [speaking chinese] >> seeing none. >> rollcall vote on special order 2. [roll call vote]

>> i skipped an opportunity for board members tomake comment . do you have any? seeing none,rollcall vote . >> i have to startover. mister alexander . [roll call vote] >> 6 aye's. >> last item under section g, 20928 as so three. resolution of the board of education of the san francisco unified school district finding that as a result of the state of emergency declared by california governor gavin newsom on march 4, 2020 it is necessary to conduct a virtual

meeting to avoid imminent risk to the health andsafety . can i get a motion and a second ? >> somoved . >> can legal counsel way in? >> president lopez, sorry. recently the governor signed into law 8361 which permits us to continue meeting virtually without complying with all the other provisions of the brown act in terms of posting notices and having board members present in the jurisdiction of san francisco. as i detailed in the resolution we need to meet certain requirements we are currently meeting with our meetings including allowing the public to comment in real time and allowing them time to do that. this resolution will be necessary every 30 days for so long as the board determines that meeting in public presents

an imminent risk to the health andsafety of the participants . >> before we hear from commissioners like check for public comment onthis item . >> if you care to a resolution extending our virtual meetings please raise yourhand . i will have that repeated in the spanish and chinese please . [speaking spanish] >>. [speaking chinese] >> tank you. >> let's do minutes. >> thank you, this is michelle troutman. i just wanted to take a moment to appreciate the ability for

not only myself but especially our current leaders to be able to participatevirtually in these meetings . it's a huge benefit to not have to be present at 55 franklin and to wait around. we can do what we need to do in between being present forgiving reports so i want to appreciate the opportunity to continue to do that. >> includes both comment. >> any commentsfrom the board or superintendent matthews . >> commissioner sanchez. >> i want to clarify to counsel could you state that we have to re-meet every 30 days? >> yes i did. that's one of the new provisions that we can continue meetings. >> that's what iwas going to

comment. every 30 days like this second meeting of the month or for this content continue , in this way the board would have to approve the vote. so everything has to come to you and the board has to approve it. when the recommendation comes in we would revert back to in person. >> i would love to have a discussion about this because i have mixed feelings about it. i think in particular i guess one feeling i have is that our students are back in person. we've asked our school staff to be back in person and so it feels a little bit strange to me that we don't have in person meetings. other than we do have a smallishroom here . and so i understand that could be an issue. i guess i wonder what the alternatives are. we used to have our meetings at everett middle school.

are there other ways or spaces in which we could have public meetings in person. that would be safe from a public health perspective and allow members of the public to attend west and mark have we thought about that at all ? >> you just suggested one which is a larger venue. this venue has been safe in the fact that there's no windows in here but there's no windows and it's verysmall, just 2 doors . that is an option. what i would suggest is that if that is the desire of the board for moving forward i would suggest just putting this out there on the floor to to do this for this meeting but it would give us because we have to figure out how we're going to move the tv studio from where it's to actually in some

way shape or form in everett so we have to, there's a lot of that goes into it also so just a suggestion would be to approve thisone. and if the board wanted to , i don't know that yet. >> i was raising it as a question i honestly have mixed feelingsabout it . i'm not necessarily advocating for that but i guess my thing is i'm not sure that we have a, i think we're at a point where i feel like we don't have a public health emergency that prevents us from eating in person. we have an emergency that prevents us from eating in this room. i wanted to make sure we were considering those options and i'd love to hear what other board members thought . >> i'm in a similar camp. i think we should actually just

start back meeting in public with whateveramount in public we can accommodate based on the space that we have just understanding we don't have to let everyone wants to come in in . i think it's a good practice for us to be as open as possible. i would just i don't think that it's something i can support but i feel like it's possible for us to figure out a way to an in person meeting happened at some capacity . understand it could be at the full capacity we were out before but for me it's just i don't see the need for us to prevent the public from being here. we do need to figure out how to maintain the current features and accessibility for folks as we move forward but i think as far as the public not being allowed to be herethat's something we definitely should consider especially since we had meetings in the past when people have come. i think maybe one or two, that would still be okay . thank you. >> just wanted to respond to them. i do have mixed feelings. i lean towards not having the public physically with us because for safety reasons you never know.

and i don't think we need to have to encounter that risk but whatever the board of supervisors are doing and other boards in the state and the city, and if they're not i don't necessarily want to be putting people at risk. >> i can share just anecdotally i know oakland unified recently passed a similar resolution based on similar concerns. i think that some districts in the south are also crossing those solutions but many school districts in southern california have already been back consistent with the other divide we see around masking and the politicization of the pandemic. the other thing i would add channel chief austin for a minute who has gone to this, i hope. [inaudible] any assessment of

this room or an alternative meeting location will require staff and resources and i would just remind the board that right now we'refocused on getting those air purifiers into school. so reinforcing our safety measures there . that wouldbe a pall of resources away from that effort . >> the other piece with the boards, they continue to meet in this way without the public in the room and mister supervisor, i think similar to this or not similar to this ... >> i'm supporting the opposite because i'm recognizing how much more accessible these meetings have been now that we are in the zoom space. it's one of those things that

as the school district we should build on learning what we got from the pandemic and how we can incorporate these measures moving forward. if we ever get to aplace where there is no more measure that's telling us to keep people at home , just because we're also recognizing and noticing either families who historically have not been involved, have not been able to come here in person are now concluding our monolingual families are learning around the abilities to log on to zoom and share their thoughts with us as well . so i'm hearing what we're saying about just transitioning into the space where we are opening up to the public and i'm not necessarily opposed to that if people want to come in person but i don't want to get rid of this option to remove the public from participating from the comfort of their home , specifically ourfamilies and engineers .

>> i want to an that. there's a lot of families that can participate because they cook dinner for their kids mother following along. i do want to also continue to make meetings more accessible. when it comes to translation and interpretation. for me, i think we should model so i do appreciate when commissioners bring up here we should model what's happening in theclassrooms what's happening in classrooms is they have windows and they had a thorough assessment . so this is based onthe space i think if we do bring folks back , that would have to happen anyway just because the department of public health but also just i would be concerned about the resources needed and the kind of cost-benefit of if we could include 20 more people if that works, that effort

right now. i don't know how many more people would be able to invite into the space based on the effort necessary to create or increaseventilation in a space that doesn't have any. so those are just the questions i want to answer . >> i didn't want to say one more thing and i also appreciate the ability to kind of be able to monitor this on a month-to-month basis because we are heading into cold and flu season and to be welcoming people and have to close the doors again is just many areas that we don't avoid during this time. i do want to support it in a month we'll see what's happening. >> i'm comfortable supporting the resolution before us and to review in the coming months just speaking to potentially put it a resources and attention that's seeing right

now. we need to be concentrated on theclassroom level . >> i'll do a rollcall vote on the motion . [roll call vote] >> that is six aye. now we've done section beach, we are on section i, discussion and vote on consent calendar, items removed at a previous meeting, there are none to. section j, assignment two committee item 1, public and board comments on proposals. there will bepublic comment after i read that item into the record . item 2 resolution and authorizing documents for the

issuance and sale of the san francisco unified school district general obligation bond in an amount not to exceed 284 million $250,000 i appreciated sale area item 3 resolution and authorizing documents to the issuance and sale of the san francisco unified district general obligation refunding bonds in an amount not to exceed 145 million i negotiated sale. can we check if there are public comments on these two items. >> please raise your hand if you care to numbers two and three being introduced and assigned tocommittee. please repeat that in spanish and chinese .

>> this is coming from the bathroom, can you please repeat what i need to say.>> please raise your hand if you care to the items. on items being assigned to committee. [speaking spanish] we have 1, president lopez . hello, lawrence. >> thank you mister steele. thank you commissioners. this is the superintendent matthews. just want real quick regarding

this bond request, i think the court can appreciate understanding the choices and the modernization of schools because the staff has been very vague. explaining why one school as opposed to another.is that the building was hence grounds community where the commissioners were a little unclear on why certain side of the city were less well represented than others. and also how the money was understood to be spent. because if you have a list of a whole bunch of schools, 20 of them are not going to have modernization for years. that kind of pertains to itself.it's really important to give the public to understand the system.

>> that includes public comment. >> thank you for that. any comments from board members?seeing on, may i hear a motion and a second for third reading to the two board resolutions that has announced. >> so moved. >> second. >>unless i hear from legal counsel i am referring those resolutions . they are excited about that section k . boardmembers reports . item 1, report fromrecent committee meetings . we will start with the alpha coming down to the assignment. >> we have that meeting last week kind of trying to remember

when it was. last week it was very fruitful working for the folks who are able to participate for the public and from the commissioners. i would just share with the public we're going to continue to have meetings over thecourse of the semester and next semester . one of the big struggles we're trying to deal with before reassignment is really around how do we find the additional measures we need to take to make sure all of our schools are equally resourced and funded and moved to his own model and really guarantee that people have access to stop near their home communities and elementaryschools . those are a lot of the conversations as we continue building with our model of what these different zones can look like and what will be included

and how we can make sure students get as much access as possible to the programs we have in the . >> thank you for sharing that and now a reportfrom the buildings and grounds committee . >> we met yesterdayfor the building and grounds coittee with three items . the chief coveredone of them in terms of updating the public in regards to facilities . there was a lengthydiscussion around air purifiers and schools . it was also a need for more information for the public so that folks can stay updated on and some of the issues around the past month or so. a community member came out and

advocated for what they rightfully deserve, for funding of the schools so there were lengthy discussions around using the current alterations that are in the bonds to help support the school and also discussions around trying to figure out what the long-term model are in terms of how to rebuild and modernize our resources so this item will most likely be acontinuing item . the final item we talked about was around 2016 general bonds. we had a presentation about what modernization is and also the first schools that have been awarded based on the 2016 bond and also schools that have relisted that or receive partial resources in terms of rehabilitation so we are going to continue to see this item at

bmg and monitor very closely. we want to be able to prepare ourselvesfor the 2282 bonds . there is an allegation that is still within 2016 bond which data is working on in terms of which in terms of repurchasing so that we can use the immediate needs in terms of the school district. if you want to know more about building grout stay tuned. >> thank you for explaining that. >> item 2, board delegates to membership organizations . the cfp a and c gcs.

seeing not. item 3, all otherreports by board members. commissioner collins . >> i just wanted to let the public know that the we're partnering through the equity studies resolution that i co-authored with commissioners lamb and commissioner sanchez which was also supported by commissioner bogus before he was on the board. the resolution was to create a community task force to help inform and curriculum and celebrations. it's consistently comes up with different communities that we want to see ourselves in the schools and how celebrations this month and the next is heritage month and i'm excited. my kids participated attheir school in the day of different instruction . it was great and i know that's happening across the district. but the equity city task force is held by the human rights commission and the purpose of that group is to be an external group from the district for the community and for what we want

to see in our school curriculum and districtwide to celebrate all our communities so i wanted folks to know these meetings happen every month.they're open to the public. we had a meeting this past monday and we've been discussing how we make sure that celebrations are visible in our district calendar so that incidents that happened when we plan a meeting on yom kippur we shouldn't be doing that and we want to make sure to recognize ramadan so kids aren't fasting during their mile run. those are things that we want to improve as the district so i'm encouraging the public i want you to know about them and reach out to the hrc so you can get involved. we're working on the school calendar but also looking at ways we can have curriculum. make visible allof our communities so filipino, american, native american . and also connect our larger

city in terms of all the resources and cultural resources we have. if you have questions reach out. also hrc is doing work and i just am interested and excited to continue our partnerships in making curriculum in our district more reflective and inclusive that it already is and i know we're already leading the way for a lot of districts across the country so thank you. >> item 4, calendar of committeemeetings . i'll be announcing upcoming committee meetings between now and our next board meeting which is october 12. on monday, october 4 the rules committee will be meeting at 4 pm. we will have a committee of the whole on tuesday, october 5 at 5 pm. and i just wanted to announce a change in the curriculum committee. we will not be meeting on

october 11 in honor of indigenous peoples day and instead wewill meet on october 18 also at 4 pm . >> budget andbusiness services wednesday, october 6 . >> sorry about that. also at 4 pm. next week is a busy week. section l, memorial adjournmen . before we move into the closed session i do want to offer an opportunity for any speakers to the on the items listed on the closed session agenda. we will allow 1205 minutes per speaker. >> thank you, please raise your hand if you care toany items on the closed action agenda . cannot be repeated in and chinese mark . >>. [speaking spanish] [speaking

chinese] >> thank you. there are none. >> okay. >> section and reconvene to publix session. item 1 approved employment contracts for unrepresented chiefof human resources . i moved to ratify the contract for the interim chief of human resources with the salary set at grade six sub three for a term commencing september 29 of 2021 through june30 2022. can i get a second ? >> second.

>> rollcall. [roll call vote] closed session access report, in the matter of fwc number 317 tb 05678 emc, the board by vote of six aye, one may authorize the general counsel to pay up to the stipulated amount and to matters of anticipated litigation the board by a vote of 7 aye's gave direction to general counsel . there is no further business so this meeting is adjourned.

>> by the time the last show came, i was like whoa, whoa, whoa. i came in kicking and screaming and left out dancing. [♪♪♪] >> hello, friends. i'm the deputy superintendent of instruction at san francisco unified school district, but you can call me miss vickie. what you see over the next hour has been created and planned by our san francisco teachers for our students. >> our premise came about for

san francisco families that didn't have access to technology, and that's primarily children preschool to second grade. >> when we started doing this distance learning, everything was geared for third grade and up, and we work with the little once, and it's like how were they still processing the information? how were they supposed to keep learning? >> i thought about reaching the student who didn't have internet, who didn't have computers, and i wanted them to be able to see me on the t.v. and at least get some connection with my kids that way. >> thank you, friends. see you next time. >> hi, friend. >> today's tuesday, april 28, 2020. it's me, teacher sharon, and i'm back again. >> i got an e-mail saying that

i had an opportunity to be on a show. i'm, like, what? >> i actually got an e-mail from the early education department, saying they were saying of doing a t.v. show, and i was selected to be one of the people on it, if i was interested. i was scared, nervous. i don't like public speaking and all the above. but it worked out. >> talk into a camera, waiting for a response, pretending that oh, yeah, i hear you, it's so very weird. i'm used to having a classroom with 17 students sitting in front of me, where they're all moving around and having to

have them, like, oh, sit down, oh, can you hear them? let's listen. >> hi guys. >> i kind of have stage flight when i'm on t.v. because i'm normally quiet? >> she's never quiet. >> no, i'm not quiet. >> my sister was, like, i saw you on t.v. my teacher was, i saw you on youtube. it was exciting, how the community started watching. >> it was a lot of fun. it also pushed me outside of my comfort zone, having to make my own visuals and lesson plans so quickly that ended up being a lot of fun. >> i want to end today with a thank you. thank you for spending time with us. it was a great pleasure, and see you all in the fall.

>> i'm so happy to see you today. today is the last day of the school year, yea! >> it really helped me in my teaching. i'm excited to go back teaching my kids, yeah. >> we received a lot of amazing feedback from kiddos, who have seen their own personal teacher on television. >> when we would watch as a family, my younger son, kai, especially during the filipino episodes, like, wow, like, i'm proud to be a filipino. >> being able to connect with someone they know on television has been really, really powerful for them. and as a mom, i can tell you that's so important. the social confidence development of our early learners.

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 so, first of all, thank you all for coming here today. we appreciate the presence of labor and the building trades. thank you, rudy gonzalez, and larry mazzola jr. for joining us. we know that army morgan has a rich and deep history with labor not just as the business representative for local three, but also serving, you know, as a liaison for the building

trades, for the labor counsel. we know that having an important voice to represent labor on our commission is significant and sadly we lost one of those voices and tony rodriguez who we all knew and love, he was an incredible person and we definitely feel the loss, but we also know that he would be happy and proud that you would be serving in the capacity to step in and serve with our good commissioners that are joining us here today. and those who serve on the commission will be the ones that provide you with guidance and help during this process as well as our good chief. the fire commission is near and dear to my heart as many of you know and thank you to supervisor safai for joining us as well. it's near and dear to my heart

heart. i served for two years before i was elected to the board of supervisors. making sure that you listen on the fire commission and listening to the men and women of the department that you're working hand in hand with the chief. the department has many challenges. we've got to get this training facility open. we have to make sure we deal with ambulance response times and continue to support the important work of serving and protecting the city and county of san francisco. it is a great honor to serve on this prestigious commission, one that is highly coveted by so many people and so of all the many people that wanted this opportunity, of course, you were chosen mostly for your work with labor, but also for your commitment to providing opportunity to people of san francisco especially your work

with city build and how you've worked hand in hand to ensure that the next generation of young people growing up in this city have real access to good paying labor jobs especially in the trade. so we know it's not easy work, but we know you're committed to that work and the same i think work ethic that you brought to labor and in your role is going to be very similar to what you bring to the fire department and our desires to try and ensure that people and young folks growing up in this city have access to these incredible opportunities. i know the chief is very much committed to this and so i know she's going to be very thrilled to have a partner who will help her in this effort. at this time, i'm going to ask you to come forward and then we're going to swear you in and then we're going to hear a few words from you as commissioner morgan. with that, come on up. where are we expected to stand?

okay. let's do it. all right. you can take off your mask and keep a little distance there. all right. so please raise your right hand and repeat after me. i, state your name, do solemnly swear that i will support and defend the constitution of the united states and the constitution of the state of california against all enemies foreign and domestic that i bare true faith and allegiance to the same that i take this obligation freely without any mental reservation or purpose of evasion and that i will well and faithfully discharge the

duties upon which i am about to enter and during such time as i serve as a commissioner for the fire department of the city and county of san francisco. congratulations. [cheers and applause] >> here's your official city pin now. please wear it now along with your local three pin. you can wear them both at the same time if you want. so with that, commissioner morgan, please say a few words. >> thank you, mayor breed. i didn't expect all of this. thank you and this is a great honor to serve on this commission. it's a great honor to, you know, try to fill the shoes of

tony rodriguez as a replacement, i take it as an honor. and i'd like to thank everybody for coming. the fire chief and the other commissioners and supervisor safai and this is a very big honor for me. you know, i've been serving in labor for the last almost ten years and, you know, trying to fight the good fight to keep people working in the city and i try to tell the kids 'dirty hands, clean money' it's all good money. keep out of trouble and make a good living wage and have some integrity in your life, you know, because that's what union work has done for me. you know, i'm a union person.

my family was union. my father drove for the muni for 20 years. my grandfather, his father was part of the laborers union. i won't say that too loud. i think he worked on the golden gate bridge or the bay bridge, one of them. he might of worked on both of them. so i'm kind of like third generation. i've always considered san francisco my home even though i moved away when i was 15 even though i've come back in stints but i've always considered san francisco my home. i won't bore you. i'm not great at public speaking. i want to say thanks again and i'll turn it back over to the mayor. [ applause ] >> greetings everyone and welcome and congratulations. we are so happy to have you

aboard the san francisco fire commission and thank you, mayor breed, as always for giving us another star and, yes, we all loved and miss tony rodriguez but we will all help guide you along the way and i think it will be an interesting ride for you. so we look forward to it. so, again, congratulations and thank every one of your labor pals for being here and as well as our commissioners and command staff. so welcome aboard, commissioner morgan. [ applause ]

>> and, mr. covington, since our president is not joining us here today, as the president of the commission would you like to welcome him. oh, well, of course. >> thank you very much, madam mayor, for that occasion and this honor. i wanted to congratulate commissioner morgan. i stand here with your fellow commissioner. it's going to be a really

wonderful experience that you're going to be having. the fact that you are taking the spot of tony rodriguez was very important. i was able to finish off his term as vice president. you know join us as his labor representative, but more than that, a san franciscan. and we know your contribution to our team is going to be wonderful. commissioner covington. >> thank you, sir. it's wonderful that you're going to be joining us. we do need a full complement of commissioners. there is a lot of work to be done and i know from what i have heard that you are well-able, and up to the task. we have many things that need to be done and we are, as a commission, we are a cohesive group, we are of one mind that we are serving our city as

citizen volunteers and a very sometimes challenging but always rewarding role. so welcome welcome. [ applause ] >> i strive not to be a success but more of being a valued

person to the community. the day and day operations here at treasure island truth in family is pretty hectic. the island is comprised of approximately 500 acres, approximately 40 miles of sanitary sewer, not including the collection system. also monitor the sanitary sewer and collection system for maintenance purposes, and also respond to a sanitary sewer overflows, as well as blockages, odor complaints. we work in an industry that the public looks at us, and they look at us hard in time. so we try to do our best, we try to cut down on incidents, the loss of power, cut down on the complaints, provide a vital service to the community, and we try to uphold that at all times. >> going above and beyond is default mode. he knows his duties, and he doesn't need to be prompts.

he fulfills them. he looks for what needs to be done and just does it. he wants this place to be a nice place to live and work. he's not just thinking customer service, this is from a place of empathy. he genuinely wants things to work for everyone and that kind of caring, i admire that. i want to emulate that myself. that, to me is a leader. >> i strive not to be a success but more of being a valued person to the community. the key is no man is an island. when anything actually happens, they don't look at one individual, they look at p.u.c. stepping in and getting the job done, and that's what we do. my name is dalton johnson, i'm the acting supervisor here at treasure island treatment plant.

>> president walton: good afternoon. welcome to the september 28, 2021 regular meeting of the san francisco board of supervisors. madame clerk, please call the roll. >> thank you. >> supervisor chan: present. >> supervisor haney: present. >> supervisor mandelman: present. >> supervisor mar: present. >> supervisor melgar: present. >> supervisor peskin: present.