>> reporting progress. >>. >> chair: thank you everyone. regular meeting of the board of education of the san francisco unified school district or

february 8 2022 is called order. roll call please. [rollcall] >> chair: item 1, general information. item 2, opening item. we will begin our meeting with the land and knowledge meant. we the san francisco board of education acknowledge we are on the unseeded ancestral homeland of the original inhabitants of the san francisco peninsula. as indigenous stewards of this land and in accordance with their tradition they have never seeded, lost nor forgotten their responsibility of as the caretakers of this place as

well as for all people who reside in their traditional territory. as guests we recognize we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors, eldersand relatives of the ramaytush ohlone community and affirming their sovereign rights as first people . item 2, approval of board minutes. the regular meeting of january 25 2022 and special meetings of december 7, 2021, december 9, 2021, december 16, 2021 and january 27,2022 . i need amotion and a second . are there any corrections? i will also check for our virtualparticipants . seeing nine,rollcall vote . [roll call vote]

>> chair: let's move on to item 3, superintendentsreport . i'd liketo call on doctor matthews . >> thank you president lopez. tonight i want to start by acknowledging black history month. as a school district that values diversity we believe black history should be celebrated hundred 65 days a year, hundred 66 in inthe year. the diverse stories and voices of black people should be recognized, honored and uplifted every day . we value the fundamental opportunity history month offers schools to acknowledge african-americans of the past,

present and future of this country . we recognize the importance and origins of black history month. the month of february was officially recognized as black history month in 1976 but it's origins go back 50 years prior when a vision forpromoting african-american history . the association for the study of african-american life and history once negro history week to remove the study of african-american history as a discipline . although we have made progress in our efforts to reach each and every san francisco unified school district we know there are still persistent gaps in access, experiences and outcomes of ourafrican-american students in our district, city and country . we are proud there are many examples of how student staff school sites and school communities in san francisco unified oruplifting the achievements and history of

african-americans all year and especially during february . this month the san francisco alliance of black school educators presents the 28 african-american honor roll for all san francisco unified students of african-american descent in ages three through 12gpa of 3.0 or higher . this year's event will take place on two over three days on february 15 two elementary students, every 16 for middle school students, everyseven for high school students for more information visit the san francisco alliance of black school educators website , as if 80 sd.org. congratulationsto every scholar of theafrican-american honor roll . there is so much to celebrate . happy lunar new year to everyone who celebrates. and this year of the tiger let'slive our shared san francisco unified value of

fearlessness . in line with san francisco unified wellness policy be well guideline, our wellness teams have shared the fun and creative ways to celebrate holidaysobserved by san francisco unified diverse community throughout the year including lunar new year . check out these ideas visit sf ust.edu/be well, one word. scroll down to wellness resources and click on ceremony ascelebrations to explore resources for different holidays . now i'd like to provide a health and safety update. as of january 29 the san francisco department of public healthreported a seven-day new per day average of 694 cases . this is a decrease from the 919 cases on january 26 and what appears to be at the height of the search which was 2229 cases on januaryknife . we are now down to 694 cases.

this is a strongindicator that the search continues to decline as predicted . the city vaccinationrate is at 82 percent . 412 through 17-year-olds is 90 percent and 5 to 11-year-olds at that 62 percent. 64 percent of residents have received booster shots and 32 percent of 12 through 17-year-olds have received their booster shots . to support students and staff having access to vaccinations and boosters areworking with the san francisco department of public health and california department of public health to expand vaccination clinics . additional school site vaccination sites have been added and included tenderloin community school , brian elementary, er taylor elementary, moscowthe elementary . all information about vaccination sites is at our district website under covid vaccination resources and

includes flyers in multiple languages. that vaccinated . if you are not and if your children, get your children vaccinated there over five years old. san francisco unified has provided 3579 tests from january 3 tofebruary 4 . this march 2021 san francisco unified provided 100,000 color tests and we seen a decrease in the median turnaround for test results which is now taking less than 24 hours and in some cases there has been an 11 hour turnaround time. san fran unifiedhas been offering weekly testing for over a year . staff and students have access to the testing option. as of november 2021 we have been able to offer students the additional option of the self swap gets and have daily color at each school sitein addition

to the four daily mobile labs and the central office locations . favor together has added burden high school as one of their antigen testingsites starting tomorrow. the site will be open from 1:30 to 5 to accommodate staff and students who cannot make the earlier times at the other sites . we're working onadding one more later afternoonsite to open soon .in order to streamline access to testing for the san franciscounified school district , and families not already done so youshould set up a color account for your child today . 14 and older can create their own account . students and staff must register for color self swap testing accounts to access the service available at everysan francisco unified school district site . families who need to register can go to www.color.com/sfusd-

students. to register your students for a color account go to www.color.com/sfusd-students. >> is everybody muted? who has a zoom on in here? >> masking. 1.2 million masks have been delivered toschools in january . distribution began last week as part of the monthly ppe distribution to schools. you can find information about our distribution efforts on the public facing dashboard on our website. some of you may have heard california's statewide mass mandate which require everyone to wear face coverings indoors

most of vaccination status will be lifted february 15 as anticipated. health officials have noticed cases have dropped dramatically from the peak of the search. the easing of the state border next week will not apply to pre-k-12 schools. i want to repeat that. the easing of the masking the order will not apply to k-12 schools. where indoor masking will continue to be required for all students and staff. face coverings also will still be required on public transportation due to a federal health order and in certain congregant settings like nursing homes. people who are not vaccinated will still be requiredto wear masks indoors and all public settings . sf ust has been sharing information about safety protocols and testing offerings

with families and students through most of multiple channels. information has been translated and made available inseven san francisco unified different languages including spanish, chinese, arabic , vietnamese, somali and english . sfusd online for medications include website, socialmedia and email . online for medications are essential as a reference for all those who support families in a more targeted manner including staff and cbo partners and are the basis for any information sent by text and phone calls as only limited information can be made in short messages. a couple of examples to share with you this evening . the sfusd website is updated regularly and contains an overview of information of sfusd covid testing options, location and registration details. the family announcements bulletin is aweekly summary of

public announcements, resources and opportunities sent to family , sfusd families who have an active email on file also receive a monthly family newspaper that contains rated resources and information. additionally to remove access barriers for families , sfusd since multilingual traits mailers to every household in august 2021 with health and safety and covid testing information. every student will receive a print mailer in february 2022 and information on how to register for a color swap self swap account. sfusd shares testing information directly with student audiences through a monthly i schools student newsletter and during the recent surge is nowsharing information in weekly student digests . finally, i am pleased to inform

you are school sites will be closed february 21 2022 in observance of presidents' day. this is a non-instructionalday . the most up-to-date academic calendar is available on sfusd.edu/calendar and is now downloadable in pdf format in seven san francisco unified school district languages . thank you president lopez. that is myannouncements for this evening . >> chair: thank you for that information and i know there are efforts to get your reports posted publicly so people can access the information. okay. before we hear from our student delegates i did want to announce i will be moving up section j on our agenda regarding the independent study items to follow up section d after our advisory reports.

item 4, student delegates report. i'd like to call on our student delegates. >> thank youpresident lopez. this is our student advisory reports of this evening . we want to start by giving a quick recap of our student advisory council cabinet meeting in fact the chinese progressive association for wanting to work through the covid demands with us. we're excited to announce we become the planning of our annual youth summit and with that i will pass it to our student delegate. >> an update on our resolution still in the works and we are excited for what's to come and lastly as always if you have any questions feel free to email justin at sfusd.edu and our next council meeting will be february 21, no 14 at 6 pm

andthat is open to the public . and that concludes our student delegate report. >> president: thank you for that information. moving on tosection c, public comment . item 1, protocolfor public comment . note public comment is an opportunity for the board to hearfrom the community on matters within the board's jurisdiction . we asked you refrain from using employee and student names . if you have a complaint about thedistrict employee you may submit it to the supervisor in accordance with district power policy . board rules in california law do not allow us to respond to comments or answer questions during the public comment time. if appropriate the superintendent will ask that stafffollow up with speakers . item 2,comments from sfusd students . we will hear from sfusd students who wish to speak on any matter .

students will have up to 2 minutes to make comments and may also speak at any other public comment time. >> thank youpresident lopez. please raise your hand to speak if you are a student at this time . you will have oneminute each a totalof 15 minutes . cannot be repeated in spanish and chinese ? [speaking spanish] >>. [speaking chinese] >> to clarify, apologies.

students are getting 2 minutes. >> hello, darcy. >> i forgot it wasstudents first . iwill be back . >> hello, count. >> i apologize for background noise. i am still at school but i wanted to talk about the agreement that was passed by the union today. one of the district's main pillars is the center, it will have favorable discussion to move forward with an agreement that only causes harm to the students . the proposed agreement takes vital resources away from students. classes are essential in providing students with a vigorous and challenging course load and these cuts don't only harm ap classes. they're detrimental to other

enrichment programs like visual and performing arts, language and even our pure resources program all of which are often highlights of students time in high school and make it so much more bearable . i implore you to vote no on this agreement because of how much it in peace and splitting experiences and i encourage the district accept accountability for its role in forcing this agreement. it's caused by the district's lack of control in the past and also because teachers feel underpaid and they're willing to trade in their other teachers to get a one-time bonus or two time bonus. the district shouldn't be throwing teachers under the bus as aresult of its long-standing negligence taking away the likelihood of 60 real people . i think that's something that's truly being in this discussion. these features that would be fired are real people with real bills to pay, real families to support real futures and retirement story about.

these features are not on second be tossed aside in a political game so i hope that considering both how this agreement detrimentally affect students andhow it affects the teachers who would be fired , the board of education does not allow this agreement to move forward . thank you. >> thank you.>> hello, astrid . >> caller: can you hear me? my name is astrid, i made eye school junior i'm calling to make public comment about tonight's closed session conference.if this contract moves forward over 60 full-time teaching positions could be cut and ap programs that do not fulfill graduation requirements would be cut 11,000 sfusd students participate in ap classes annually . at some schools the money from the bonuses is also used to supplement other programs like art, languages and resources.

these are all classes students out of passion and interest . that is not up to students and teachers so i urgethe board to vote against this agreement . >> i had to promote you to panelist inorder to speak so your video will be on . you can go ahead. i see you but ithink you are on you . >> can you hear me?>> you can speak up a little bit but we can hear you. >> caller: helloschool board, i am bree lincoln from, elementary school .you are

trying to take away the teachers that help us with our education and who we love. there is a way you can fix the money. one way you can keep all of the school sites, this would save the school districtmillions of dollars. children are born every day . more people can get a public education at these teachers and staff mean so much, please don't take them away. >> thank you. so kw. kw. kenzie, same thing.you are beingpromoted to panelist in order to speak . you can go ahead.

are you there? you can go ahead. >> good evening everybody. i am tansey. i am online learning but i will be back in person. to my own school. learning means a lot to me. i am able to go to thesame school with all my siblings . i get a lot. of help from ms. avery, my readingteacher . she does so much to help me. learn how to read better and how to improvemyself on the reading . please don't cut any money from

puritan. thank you. >> thank you. hello, rachel. >> caller: my name is rachel roberts, i'm a sheridan parent with adaughter who is 16 . i just enrolled my youngest daughter. >> is your student going to speak right now because this ace is for students only. you'll be able to speakpublicly after thestudent section . >> caller: thank you . hello, kylie. i will promote you to panelist to speak so your video willbe on but you can go ahead . >> caller: hello. my name is kylie. i'm a student at jackson williams and i don't want our

teachers to go. especially our mentors. our teachers work veryhard for us . we need them to learn and get an education. my kindergarten teacher taught me to read and at a very high level. my first grade teacher was very nice. and inspiring. my mentor also helped me be a great reader and now we play a lot of games and talk about life. help these teachers, thank you. >> i do. thank you. hello, catherine. are you a student? >> i am reading a letter on behalf of one of my students so i'm reading a student letter.

hi, my name is angeli and i'm a student.com and i heard about the budget situation that's going on in our school district . i feel so upset because some of our teachers may leave and the future of our school and my friends could beharmed. both my little brother andi speak spanish and english . because of this , he and i both need help with our reading and other subjects that we struggle with. the teachers at pop have worked with us after entering school to help usimprove our reading . do not take our wonderful teachers from cop kids. we just want to learn. thank you. hello, alan. >> caller: i'm here. i'm alan wong, senior atabraham lincoln high school and i

wanted to bring up , bring attention to the demand letter that we've been working with. i'm a part of the chinese progressive association, a.k.a. cpa and together with the student advisory council we have been working to improve and expand on the demands that havebeen made based on student surveys . we've also called other teachers around schools to ask what they feel like we need in our education and we just want to make sure everyone is up-to-date and considering our future plans including potential options for virtual transparency around wrist distribution including tests and pcr tests as well as better enforcement strategies for safety protocols in preparation for spring break. thank you. >> hello, ameena.

i had to promote you to panelist aswell so your video will be on . you can go ahead . are you ready to go? thank you. >> caller: my name is ameena, i'm a student at, and i don't want you all to take our teachers because when i was in first grade kindergarten, her name is ms. mil and she worked with me when i was shy. i made friends and when i walked in she helped me and i love her a lot so don't take

ms. miller awayfrom us please. thank you . >> thank you. hello, beatrice. can you see? >> let me see something. okay. for somereason i can't turn on my camera . >> because you are an attendee you don't have camera access. >> i go to mission high school and my mom is in the sfu as the district and right now they're

currently laying her off because of her new managers ... she has a lot of seniority and she's been working nights for a while. for some reason there laying her off and they did this the last time but they did this the last time and she should have like enough seniority to stay in the district because i believe she deserves it and she's been working there for a while and she has a lot more experience than most other people and i would really like her to be heard. >> hello, danny. you can go ahead. >> my name is danny and i'm a student at, elementary school. i do not agree with the fact

here because also as a student. [inaudible] all staff and teachers are unique. please keep our staff and teachers . >> thank you. hello, selena. >> i am a student and i understand all districts face a financial deficit but our school, staff and teachers. >> could you identify yourself, are you a student and what school doyou go to ? >> i am a student at lowell high school.>> go ahead. >> just to see the thing again.

sorry. it's her first time so she's a littlebit nervous . do you want tostart from the beginning ? just say it again. just introduce yourself. okay. you have tointroduce yourself first . >> i understand the school districtsface a financial deficit but our schools, teachers and students shouldn't be sacrificed . >> thank you hello, sherry. >> my name is sherry and i'm a senior at lowellhigh school .

time and time again we see policies created that negatively impact people that our schools are created to serve, without the impact from these people and while i most likely will be attending a sfusd school there's thousands of students who are and thousands of students who will miss out on unique programs like your resources, programs that have helped me and thousands of others help to find their way through high school. i firmly believe we can't trace theseopportunities and i hope a district that claims to support students that we will uplift students by providing opportunities for them to learn instead of cutting them . >> thank you and president lopez, one more. should we do one more president lopez? thank you. hello, claire.

claire, are you there? looks like that concludes publiccomments for students . >> as a reminder, students can still make comments throughout tonight's agenda. item 3 under section c is comments from the general public . on all items that are not on tonight's agenda , commenters will have one minute to speak and we will have up to 20 minutes of public comments time. >> again, this ispublic commen period for anyone items that are not on the agenda raise your hand if you care to speak . that will be repeated in spanish and chinese . [speaking spanish]

>>. [speaking chinese] >> thank you. hello, darcy. >> caller: this is darcy blackburn andwe're speaking withsharon in school. there's a number of parents lined up . is this the line for us to speak ? >> i needed to start from the beginning with your group and it lookslike the first person wasn't on. i may circle back to you all . >> should i start? >>you should wait and i'll announce when you can speak .

hello, chris. >> i'm a special educator at washington high school calling in to speak about the schedules for next year sincethis is the time to speak on things not on the agenda . i'd just like to point out that we have two amazing portrait resolutions at play with an issue around gradually. we have ethnic studies and arts resolution from a few yearsago . i love the ethnic studies resolution and i love the arts resolution but unfortunately they don't do well together when you look at a student's class schedule and a six period school day. at this point when ethnic studies come down the pipeline as a graduation requirement is going to be difficult for students to actually be able to enroll in higher-level arts

classes and other collectives that really make high school so much funand really allow them to customize their experience and tailor it to what they want to learn most . from an and teachers perspective it also makes it hard with a six. schedule and this added requirement for students to take collectives so please consider allowing school to go to a seven day bell schedule or a seven period bell schedule . >> jennifer. >> can you hear me? i'm calling to implore the board to require the superintendent and policy team to release immediately the number of kindergarten consolidations and general class closures at the elementary schools. i firmly believe based on both doctor matthews history in oakland and my own understanding as a teacher in california over 20 years that the district is gearing up for mask site closures one year out. moreover these decisions do not

appear to be made based on the best available data or are equity values. we heardtonight from two schools that have high amounts of low income students . i am a teacher and despite rising kindergarten request including more than enough first-place request to build our classrooms we are slated to lose numerous classrooms next year and we have been told that only first rounddata from epc will be used . given we and many other schools have families thedistrict does not reach during the first round we expect and demand better . >> thank you. hello,supriya . >> thank you for taking my call. i have a child in elementary school and a child in middle school at sfusd. i'm calling with two comments, the first is that the school

district clearly inform schools that masking is only required indoors and not outdoors . despite the fact neither sfusd require messing outdoors the large majority of schools are still requiring it and to have our kids wearing masks when it's not considered important for health or safety pretty much anywhere else, we need to give them a break and let them take offtheir masks when their outside and where it's safe . second thing is i really would urge again that board urge the district to move forward on longer-term outdoor planning for the schools at sfusd. however much time it maytake to get the bonds issued , the bond funding that we talk about there's no reason that net needs to delay planning and it has been since october now since the board passed that money, past the bond funding to be allocated foroutdoor use and

nomeeting at all has occurred, nothing has occurred in terms of schools for parents that i'm aware of . thank you . >> forgive me if i mispronounced kathy. >> i am a parent at lakeshore and i'm asking you not to fund the schools based on their popularity . make sure the wonderful school that i fell in love with just because i had a chance to tour it and the families do not have the chance to see it and obviously they've been included in their list so please do not make decisions of funding and cutting our wonderful teachers from school that will we love so much. >> thank you. hello, megan. >> behavior analyst in the school district and i'm imploring districts to consider

all of the many things on educators plates right now and offer more assistance specifically around the power system and the way pay stubs look. there's a lot of confusion around our pay and of allthe things we need to think about right now , our students, keeping our schools stable, being paid so we can pay our bills is one of those things we'd like to not have to stress about . there are so many more important things so offering in person support with regard to the self help website many times we've not found as much help as we needed and we're going to each other to help but it's not enough and it's very stressful in a very stressful time so we need more support so our educators can focus on the important stuff that our schools need.

>> i'm going to start with the sheridan group. you have 12 people on this list. the first three are not on the list so i'm going to start with the four and go from there. go ahead. rachel. >> caller: my name is rachel robles and i am a sheridan parents with a daughter in san francisco. i just enrolled my youngest daughter for kindergarten next year but ilearned the district is planning to remove the kindergarten classes . it is possible she will have to go to another school and sheridan may not have enough space for her. it's important she attended sheridan schools because it's the closest to her house and having to travel another distance run home to take a child to school is a big deal for me because i'm going to say it. often i have to choose between food or paying for gas.

and i'm going to say it again. sometimes i have to choose between food and paying for gas.so if i have to bring my child farther to the school from my house, why? myoldest daughter has been in sheridansince kindergarten . i already know the teachers and they are excellent . >> i'm sorry, everybody was not on a panel should you, mute herself. thank you. hello, rebecca. >> caller: my name is rebecca. i have two boys that attend sheridan elementary school and my oldest started off in a special day preschool classes from the beginning of our journey it has felt like a home

to our family whether it's making adjustments from special education, preschool to general education kindergarten class or helping to get the right accommodations for their success, sheridan has gone above and beyond inevery way . i believe sheridan elementary school helped facilitate emotional and educational growth in a personal way i could not have received elsewhere.my boys enthusiastically talk about how much they love their teachers, gardening, drumming and theater courses and all other activities at sheridan along with their lifelong friendships made with peers . i would hate or anyone to miss out on an opportunity to send their children to our school and that is exactly what i fee when i heard this decision had beenmade to reduce the incoming kindergarten population from twoclasses to just one.

over time that would meet essentially putting the school in half . i ask that younot allow that to happen . thank you for your time . >> chris. christopher back . >> caller: i have a child in sheridan elementary. given that sheridan will slowly be losing classes, it made me want to speak up. sheridanhas been absolutely essential and meaningful for my family . the entire faculty and all the amazing programs have made my and my child's life possible. there has got to be a better way of addressing a budget shortfall then denying kindergartners and children starting their educationalpath to not be able to have sheridan , sheridan has been a crown jewel of the neighborhood and in my personal opinion as a behavioral specialist it would

be a catastrophic outcome for the emotional andsocial development of the children who will be living here in san francisco in the future . please find other way we can keep sheridan alive inthe future for the children coming up . thank you. >> hello, darcy. >> i'm darcy blackburn, first grade teacher atsheridan . historically our school has had many families register their children to attend during the first week of school. by limiting our site to the first, 21 kindergarten class based on the number of families registered by the first round is unacceptable. i'm speaking for the families in our schools neighborhood that cannot attend.they have families that do not speak english as a first language, more than one job that they were to pay bills.

they do not have adequate access to technology or wi-fi and most of them don't even know that they can register their child for school as early as februarythe year before their child is old enough to attend kindergarten . sheridan provides a loving, and happy community for ourstudents . the 94112 zip code has the highest concentration of students to attend . do not bar those community members access to our schools. do not less let's sfusd us back to one kindergarten families need us to be accessible to them . >> carol s. >> caller: i'm carol savery and i'm an art teacher.sheridan fully expected to lose a classroom teacher in the 22 13 school year due to declining enrollments but we did not expect the central office mandate we mustclose one of our two kindergarten classrooms . this mandate unnecessarily and

forcibly drinks the size of our school not only next year but permanently with only one kindergartenclassroom we will only have enough students to fill one first grade classroom next year, one second grade classroom the following year and so on until we only have one classroom at each grade level . our administrators tobe able to make school and classroom configuration decisions that are in the best interest of our students and their family . this mandate was made with no regard for the decision-making at the school level or for the students and families we serve. we accept closing a classroom due to declining enrollment numbers but we cannotaccept an uninformed classroom configuration mandate that servesabsolutely no onein our community . a few . >> thank you. hello, karen . karen o. >> my name is karen osher and i'm a literacy coach.

it's important you reconsider yourdecision to eliminate the kindergarten classroom at sheridan . the community can only conclude by forcing us to close kindergarten classroom our district is saying they want to close the school. closing andkindergarten will lead to closing a new classroom each year . schools would have only one classroom. a grade levelare not driving places . effective families will see sheridan as a dying community but you know this. there are nothriving schools that have such a small number of classrooms . are we to assume this is your intention? likewise using enrollment data from round one to justify your decision is not in line with

the decisions of this district . families are rarely from our community and you know this. we understand the consolidations have to happen in order to balancethis budget but allow families and our communities to have sheridan as an option . >> thank you. hello, naomi. i don't know this is naomi. are you there? naomi? hello, bonnie? >> my name is bonnie mack levesque and i've been teaching kindergarten at sheridan for seven years . karen is a loving, thriving community and our students attend with their siblings, cousinsand family friends . i see your family fred their

students later than around one. at sheridan we are honored to accept every student to our school no matter how late in the year they enrolled . due to the pandemic we have 31 kindergarten students enrolled this year but i am confused as to why sheridan is being capped at 22 students next year. even during this year of low enrollment we would have had to turn away nine families forcing them out of the neighborhood and face the possibility of sending multiple students to school.>>. >> caller: tonight i'm commenting on behalf of the community collaborative. as we've heard from many before sheridan is an amazing and thriving community and it's in fact the closest thing we have two a community school inthe district . inour district, in our neighborhood .

we might not be on the official community schools you list but we have amazing partnerships with the cbo's and other partners of the online community such as the lmi family resource center and many of the faith-based organizations and sheridan is exactly the kind of school that we need in the middle of our neighborhood and we're in the process of an enrollment system redesign. what on earth in the most populous zip code of sfusd students when we're talking about building down would we be kneecapping a school ? when we're still in the process of redesign, that logic befalls me. please keep sheridan hold. >> the handle says the ross off family.

>> i have two children in the school district and i wanted to voice a concern about the priorities around how the budget isbeing allocated next year . is it truly necessary to cut so many amazing teachers at the school site level? what about the administration? have you considered the cuts that could be happening on the administrative level? there's a 15 page document school administration at official sites if you cut any of those . >> hello, carl. go ahead and hold on a second please if you are a panelist please knew to . tom, goahead . >> my name is carl hoffman and

i am apartment had, not department head and council president in lowell and i'm speaking to strongly oppose the removal of ep funding from high schools. ap funding is one type of specialty funding. other types are ldp title ix, title i. these funds are distributed among schools in different proportions basedon the specific needs of the school's studentpopulation . some schools get a large chunk of funding from one or more of the sources while getting smalleramounts from others . the formula was designed to be complemented by all these resources . only with all these pieces of the puzzle in place does the student function properly. removing one of these funds the ap funding has a drastically lopsided effect onschools rarely affecting some school budgets while brutally reducing others . this is grossly inequitable on a scale that the school board

should not tolerate if it cares about equity.>> that concludes our public comment. >> thank you to the public for coming tonight. we'll be moving onto section d advisory committee reports and appointments. our first item is our parent advisorycouncil . i'd like to call on the pack representative. >> good evening commissioners, student delegates. superintendent, students, families and members of the public my name is michelle and i am the coordinator for the parents advisory council to the sanfrancisco board of education . the role of the path is to present parents perspectives in order to inform board of education policy discussions and decisions. this is our report for the

february 28, 2022 board of education meeting .i am enjoying by pac chair emma luna. are you there? good. >> i'm trying to set up, i'm sorry and is coming from having picked up their child at sunday school. >> thank you michelle. the pac would like to take this opportunity to remind the board of our support for all parents advisory council in our district. especially when those parent groups represent a portion of the sfusd family student population that has been oppressed but never provided an

official space to advise the school board. this is hetero sexism and trans-phobia still plays our school district and our school board. in a city that prides itself as being clear and trans-friendly, our school district needs to show up for clear trans-parents and families. suicide, mental health problems and violence still happen to queers, transferstudents in our district . the qt pac resolution will save lives by ensuring that the presence of clear and transparent as the best advocates and other queer students themselves to do this work. in 2019, this board passed the healing in our hands resolution

authored by commissioner lamb, collins and moliga creating a qt pack to ensure that clear and transparent have a channel where our voices heard and where we can help move the district board in destroying cities sexism and hetero sexism through a review of policies, state mandates regarding parent boards and other issues which affect families of all student . in the clearest city in the world we can't and must do better by clear and trans-parents. we encourage you to pass the resolution today. the pack would like to appreciate the efforts of

district staff and labor partners on coming to the agreement on supporting the health and safety of school sites by committing to provide appropriate maps like and 95 for all students and staff. we would like to acknowledge that there is in theory the capacity for all sites to conduct weekly testing but we want to clarify that there's still confusion and discrepancy at the sites and across the district in regards to availability of kn-95 masks and as well as who is prioritized when there are not enough mask . the message we are hearing from central office is not consistent with what families are hearing. the pac wants to elevate the

concerns of families. the community advisory committee for special education is hearing from families who are really worried about covid right now. it's all about remote schoolin , independent study, learning, etc. in addition they are worried because there is not enough information about the effects of covid on medically fragile students with students with developmental disabilitie , etc. we encourage the district to utilize the funding available from the state to fund additional health and safety measures. if and when they become available. all of this goes back to our report from last month. where we stated that everyone needs timely and accurate

information in order to make the best informed decision. they can't with their situation. this discrepancy between what is recommended and required and what is being provided and then available is difficult to navigate. that puts parents in a tough position. one that is even more challenging for our families who are not native english speakers. we need clarity. i'm going to hand it back over now tomichelle . >> the pack regular monthly meeting on thursday, february3, 2022 , we were joined by kristin van and olivia chang of chinese for affirmative action who shared an overview of the

economic justice and immigration support services that their organization provides. as well as their work as part of the collaborative effort to support the rights of the non-citizen sfusd parents and registering to vote for school board elections as per proposition and. they also provided detailed information on how sfusd parents can register and vote in school board elections in san francisco which we found very useful and which there's a link provided in the agenda on the webpage. the pac received an update on the sfusd arts equity plan from director sam bass and had the opportunity to ask actions and provide feedback. we appreciate the plans focus on entering equitable access to the arts and creativity curriculum for all sfusd students through dedicated staffing at elementary middle and high schools and support

for staff across sites through ongoing professional development and professional learningcommunities . we encourage the board to continue their support of the plan and an end to the efforts to secure stable funding for dedicated arts educators at all elementary schools . as a way to ensure stability and even unity connection. in addition to our regular business items we also suggest ways to elevate sfusd family voice and create greater equity among the advisory and reporting up to theboard's education .consideration of these efforts are currently underway either various advisory and withinthe advisory alignments as result . as coming opportunities for families to engage in district and school site level issues include the following . mission graduates is hosting a spanish-language facebook live

event at noon this friday, february 11 2022 on budget issues and emily gordon executive director of sfusd budget services will review key points from her previous budget related presentation with graduates from december 2021. and we will provide updates and changes to site allocation and capacity setting for the 20 2223 school year. sfusd's school filing summit will be saturday morning march 5, 2022. the summit will be virtual again this year and principles will have the options of planning with their school site team on that day or at another time that week that would be better for the families and their communities. the senate focuses on the budget planning process involving school counsel but all families are welcome to attendthe online plenary session to participate in their

sites planning process . attending the pac meeting gives an idea what we do.our next meetingwill be held from 6 to 8 pm on thursday, march 3, 2022 via zoom . pac meetings are open to the public and all are welcometo attend . we encourage everyone who is interested to join us. meetings are conducted in english, translation and interpretation canbe provided with position advancements as we do provide close captioning . meeting information can be found at sf usd .edu /áuntran15á. agendas, zoom links and information on how to dial in our posted at least twohours in advance of the meeting . if you are interested in attending a pac meeting or have any questions or comments about this report or the pack pac's work in general contact us at

pac@sfusd.edu. we welcome yourquestions and would like to request this report be linked in the agenda . >> president: thank you. i believe thereport is already online . >> i didn't see it on the column onthe left but i did see it on the item . >> before we begin our discussion i'd like to open it up to public comment. >> please raise your hand if you care to the pack report. can that be reported in spanish and chinese?

>> i'm sorry president lopez, the amountof time for this . one minute. hello, lida. >> i get the honor of going first. thank you very much. on behalf of the community advisory committee for special education we would like to thank the pac for elevating the concerns that families of students with iep's have right now. yes, things are moving so quickly but having said that, the legalstate and federal obligations of the district have not changed . even in these very uncertain times so we are always grateful to the pac port for partnership,elevating ourvoices and for being strong allies

with us and we look forward to our continued partnership this year and beyond . thank you for all you do . >> hello, gregory. >> i did not mean to have my hands up at this point. >> miss marshall. miss marshall. miss marshall, are you there? i'llcome back to you . hello, sam. >> caller: my name is sam. i'm a member of the pack, community advisory committee. sorry, a little nervous.

i wanted to thank the members of the pac for this presentation and appreciate all your work. i know as a pac member it's all volunteer. it's hard to get organized and get everything together and i really want to express my support for the qt and i believe that they should have support from our school district in every level that they can. i was looking forward to working with them because we have a lot of crossover. i believe it's a student and parent population that deserves a place at the table. i really don'tunderstand what happens but it didn't seem very straightforward and clear . our ethics are to have inclusion and the quality and this pack is an important voice. hello, marissa?

i'm sorry, go ahead. >> caller: can you hear me? i'm representing the parents and teachers of buena vista and we'd like to speak in support of the qt pac in addition to what was presented. we ask that the board fully fund the qt parent advisory council so that it can be the most effective in its support of an advocacy for lgbtq families. we've heard how essential it is to have a staff dedicated to their efforts and by approving the funds you will ensure leadership, creativity and connections brought together by tangible benefits for the district. unlike other parent advisory councils the pack is a core

part of efforts to support sfusd and practices that support lgbtq parents and ensure their rights are protected. we are all part of this district. please fully fund the qt pac. >> hello,josephine . >> just wanted to commend you. even though members may have different voices and opinions and may not necessarily agree on everything but they are all ableto speak their piece . i also support the qt pac. i wish every group would have a place. unfortunately right now the

school district is under financial crisis and under state takeover. i wish there was a way to recognize the body and delay the funding. the pac has been operating as far as i know for nearly ayear . theyhaven't gotten any funding . they ran on passion and this great work. >> hello, sammy. >> hello. thank you for the report and i'm also appreciate the focus on instructional support for teachers. i also hope that the district could be also supporting our learning by providing teachers who are available because i

know some teachers just worry about covid and they have to take care of family members at home so maybe they can do instructional support for an online learning program and many students do not have support. they study at home and only have 30 to 40 minutes of questions. they do not have actual lecture time so thank you. >> caller: i am also a pac member. i wanted to say two things, the first is that i also support

the qt pac and regarding the finances it is my hope that there issome resolution . many other advisory groups rely on a variety of different ways, some through districts. i'd like to call the community to make this happen. it's that important. i don't know how the solution is for finances but if this advisory committee needs to happen. that's the first and the second, i deeply appreciate the pac talking about students with iud's. when talking about masks, keep the students in mind. i also want to up that loss whether it's at home or in school, i've been asking for this to be on the agenda since august. please, please do not forget

these students that arebehind you thank you so much . >> miss marshall. okay. i believe that concludes public comment on this item. >> thank you for checking that. >> i raise my hand, i was on call. can i speak for a minute? >> what is your name? >>. >> caller: selena. >> go ahead. >>. >> caller: this is selena and i want to send kudos to my pac

members and michelle who are always working so hard for all the school students, teachers, everyone in the community . i really want to applaud all their hard work and unfortunately i missed the last meeting but there were so many places i hear from my community around noncitizen voting. i really want to say thank you all for providing that opportunity for all voices to be heard in this city and we feel this is how inclusion works in this diverse city. some of the parents are also asking if, they were asking me for the court documents. if they can be available in their language. i did search an update and you'll see that the board documents for the agendas, i

don't think they are translated into wrestled languages recognized by the san francisco so i want to maybe bring that up. >> hello, jordan. >> caller: can you hear me now? good evening. my name is jordan david, my pronouns are she and her and i wanted to i guess it's time to say this. i wanted to throw my support for the qt pac. i'm just second that some people don't want this to happen and therelike complaining about how are we going to pay for it ? this is a good idea. it helps keep the board focused on the important issues and that's why we have pac's. this is not, if this is not passed tonight i'mgoing to be

upset and i will hold people accountable . i'm not a member of the sfusd humidity but this will have reverberations across the lgbtq community so thank you, i yiel my time . >> thank you. hello, brandy. >> caller: i'm a public school parent speaking in support of the qt pac. as the caller said it's important for the board to pass this tonight. so many people are watching our school board and i want folks to think about what kind of message that sends to our yout . if we don't pass this. our youth are listening. i know also when our youth spoke at city hall and talked

about bullying they specifically talk about how queer students are targeted. so i just want people to approach this with empathy and i also because so manypeople are looking at the san francisco school board , if this doesn't pass tonight what kind of message that sends two other students at other schools throughout the us. thank you very much. >> thank you. i believe that concludes publi comment . >> thank you for checking and i want to recognize there's some confusion because we will be discussing the qt resolution later on on the agenda so i

appreciate folks in the public who have made comments and we will break down the opportunity to comment during that time since we have heard from multiple voices . i'd like to now open it up to questions or comments from our delegates or commissioners regarding the pack report and i am also keeping an eye on participants who are zooming in.okay, i believe we are saving our conversation probably for the item later on in the agenda. >> thank you all very much. there is a comment. >> i wanted to say thank you, i'm always appreciative of the

pac and your reporting. we will save our comments but appreciate your support. i wanted to talk about just, i wanted to highlight that one of the comments said that there's a difference betweenthings being recommended and required and also between things being provided and available . i just wanted to validate that i'm very excited that our district is expanding testing and vaccines throughout the district . and that we have now made pickups of the take-home color test daily pickups at our site so i really appreciate that. that is not something that was available last fall. they were weekly pickups but i also want to recognize that i am consistently hearing from community members that despite the fact that the superintendent has said that weekly testing has been available to families all year

that still is not something that i'm hearing from families at all school sites. and so i think there may be a question of communication. i've heard from and specifically i want to highlight this idea that non-native english speakers especially need clarity and i do want to acknowledge as well as things change, medication changes but it's hard to get that medication out there so i wanted to hear from the pac. the comments you made around testing availability for some people it's easy and other places they're getting told her they have been getting told that they needed to be symptomatic in order to get the take-home tests so i was hoping you could clarify that a little bit so that staff can hear it because i'mhearing it and i'm just trying to connect the dots and also help us to improve our litigation . >> i can respond to that commissioner collins and i

appreciate your looping back on that issue because we are hearing very different things from families, families are being told byprinciples that there's not enough tests to go around . that studentsare not prioritized , staff are prioritized and so whether it's sort of that reality of on the ground versus the ideal of what we're trying to offer or whetherit's just sort of a breakdown in communication , and it's just not getting the correct word isn't getting out to everyone . the reality is that not all of our families are feeling what they actually do have the kind of access that's being offered. >> i was wondering superintendent if you had any thoughts on that. >> i would check in with you after the meeting because we are really clear about the availability so i'll check in with you afterward to get specifics on which schools your

hearing this from. >> i am seeing the medications that have gone out from the district .have districts committed we should withhold tests to preservethem because there's a lack of test kits ? that'swhat i've heard from some staffmembers . >> know we have not . >> thank you. >> thank you for clarifying and i can support afterwards to get more clarity. i just wanted to appreciate being able to attend your monthly meeting and reminder to my colleagues. i know we're trying to make an effort to meet with more of our advisory committees during your time and yourspace to be able to connect around theissues you are uplifting . thank you . >> thank you very much. >> president: we're still under section b. i'd like to see if

there are any advisory committee appointments from commissioners. okay, seeing none. >> are there any spaces that areopen ? >> currently there are seats for the charter committee. and unless staff has other information. >> just go to oversight right now. >> if parents are interested in applying for that position, wh should they contact ? >> chrisarmentrout . >> thank you for uplifting that . as i mentioned earlier we will be moving up section j proposals for immediate action and suspension of the rules which is the independent study or policy to accommodate students, who would like to

comment? so section j item 1, a need a motion and a second to suspend the rules and the public comment period thank you. and item 2, board policy 6102. , independent study. i'd like to call on superintendent matthews to introduce thedesignee to read the recommendation . >> there will be general counsel,daniel houck . miss hout, are you there? >> i wasn't aware. is that you superintendent? >>i don't know if you are going

to introduce me . where asking the board of education approved policies 612.6 independent study. we are requesting the board vote to extend the rules. the proposed amendment adds an additional eligibility criteria forshort-term independent study .under this proposed amendment short-term independent study would be available to students who wish to engage in short-term preventative quarantine based on concerns that in-person instruction will put their health at risk due to current search in cases as determined by the parent . >> apologies, would you mind calling down? >> where asking that the board approved the amendment toboard policy6102.64 independent studies . we are requesting the board vote to suspend the rules . the proposed amendment policy

adds an additional criteria for short-term independent study. and under this proposed amendment short-term independent study would be available to students who wish to engage in short-term preventative quarantine from schools based on concerns in-person instruction will put their health at risk due to the current surge in covid cases. >> thank you. for a clarity we moved and suspended therules . now i need a motion for board policies 610.26 independent study. >> i think we need to vote. >> student delegate lam.

[roll call vote] >> we moved and seconded the boardpolicies . iq commissioners, colin and lam. let's open it up to public comment before we begin our discussion. >> please raise your hand if you care to the board policy. that will be repeated in spanishand chinese . [speaking spanish]

>>. >> caller: hello again everyone. thank you so much for this update to the independent study resolution. it's we have as we talked about in the pack report a lot of things that are really working hard to keep up-to-date with information and so many children with iep's are coming in the uncompromised and need access to bothonline and in person programming depending where we are . in this saga of covid. neither state or federal laws that relate have been waived. they haven't been stopped so any programs that we put in place in the district we are still bound by the ida to provide supports and services to our children in whatever the current leaserestrictive

environment is so thank you . hello, rory. >> again, i think there's no consideration here for teacher training, support, professional development. i have no idea how to do independent study. i asked on facebook, many people don't know how to do independent study so just to note again every time you're putting forth these resolutions you have to consider staff report so that we can do this with fidelity and to the best of our ability. >> thank you, president lopez that concludes public comment . >> let's open it up for discussion. any comments from our student delegates or commissioners on

this item ? student delegate lam. >> i think agnes and i agree that we are happy to see this come forward because this is in our letter. around the omicron surge. this is one of the bigger items we wanted because students during the omicron search for staying home, taking preventative measures and may continue to do so in the following weeks, months depending on the state of covid in our city so this is a huge win for the sec but we do want to urge that as we open this up to more students we also want to make sure teachers have adequatepreparation for the coming amount of students that are signing up .

>> is there any comment or responseto our student delegates before i hear from other commissioners ? >> in addition to this amendment we are working with our instructions team to create activities and lessons that are both grade level appropriate and specific to secondary content that teachers can use if they would like to create independent study assignments . using those but they also continue to have the flex ability to assign lessons and activities on their own because him teachers want to keep up with thescope and sequence of their class . we are having conversations around how we might be able to support a central independent study option where there might be opportunities for students to engage asynchronously and a webinar format but that would not be aligned to whatever the students are working on in their classroom but that would be another option we are offering for students and

parents as well . >> just a follow-up, is there any guidance in terms of assisting teachers with the technology that comes around supplementing their current classroomcurriculum ? for example some teachers on their own bullish and are posting things on classroom or sending out emails to students as they miss class.are there any district or central supports that help with formulating those plans and i guess timelines western mark. >> if i understand your question that activities and lessons we've created are using those same formats, google classroom, etc. so it'snothing new for the students orteachers to learn to access . we're using that same platform to get information out, is that the question ?>> i guess for teachers that maybe don't use goal classroom as often or are not used to sending out emails to the students that are absent, is thereany additional support in helping them learn the tech but also prep lesson plans ?

>> our team has a help desk that they have your left round but we wrap up during school closures and we also have videosand things like that for teachers are trying to learn new software . a lot of folks continue to use what was used in this proposal but all those resources during the closure we still have now and that is around the class but it's always the proposal. >> i wanted to tag along on the question you are asking and see if we could get a follow-up in the curriculum committee on the ways we are supporting like the consistency. the things you're talking about, it would be great. i'm just asking whoever is the chair now that committee. if we could do afollow-up then, that would be a time to date in and get more information . >> our chief of technology

reminds me to say we have office hours. dot has office hours teachers can come and get direct support for thosewhere systems . >> next is commissioner sanchez and commissionerboggess . >> ithink student delegate lam covered my questions . >> i have a question. just as we pass this policy how many more people would be able to access these resources and is there any, like students who didn't qualify before who now qualify be able to access a study option in real time? is this something people shouldn't expect to see access to this semester? >> once this has been approved by the board it's an additional criterion that allows students to be eligible so students can access the short-term independent option as soon as

possible. >> isthere any limit on the number of students that can participate or restrictions that go beyond students that would prevent them from being able to participate ? >> i want to be mindful folks understand this is short-term so it'sonly as long as 15 days so you would need to reapply if you need to have that option that's the one stipulation . >> i wanted to make sure. the clarity that this is voted and passed that families would be able to ask and access it and theyshouldn't have any issues . it's just good clarity to see how the policy translates to our everyday experience in the classrooms. >> any other questions or comments before we vote on the motion? vice president lam. >> if the proposal policy gets

passed tonight deputy superintendent, how would these students arefamilies be able to access nextstep's ?>> families or students who reach out to theirclassroom teachers let them know they are requesting short-term independent study .>> thank you. okay. we will do one quick scan online. seeing no other comments, let's doa roll call vote on the motion . [roll call vote] >> moving back to the top of our agenda, section e. consent

calendar. board members may remove items prior to the vote. i need amotion and the second on the consent calendar . let's hear from public comment. before we begin. >> thank you president lopez. raise your hand if you care to anyitems on theconsent calendar . can this be repeated in spanish and chinese ? >>. [speaking chinese] >> josephine. >> i don't know if it's the right item but i want to praise superintendent marcel for

suspending the regular study and making independent online study available asap. >> thank you. hello, catherine. >> i'm not sure if this is the right time to be speaking on the last issue we were talking about with the help desk and teachers. >> it is not, this is the consentcalendar . hello, patrick. >> thanks very much, patrick waltz, executive director for families for san francisco and a public school parents. i like to add my voice to the issue around tests. >> sorry to interrupt you. this is only for comments on theconsent calendar

>> this is not part of the consent calendar ? >> itis not . >> my apologies. >> clearly they need to sit in sophia's classroom and relearn their alphabet. >> i'm not sure who that was butdon't make comments when it's not your turn and please meet yourself . that concludes public comment. >> president: often we move things around to accommodate students or families who would like to speakon them. as mentioned we are on section e , consent calendar. and now i'll see if there are any items with john or corrected by the superintendent any items for first reading by?

seeing none, any items by the board or superintendentfor discussion or a vote tonight ? seeing none. roll call vote on consent calendar. [roll call vote] seven aye's. >> president: section f, discussion and bill on consent itemcalendars for separate consideration . there are none tonight. section g, proposals for action. item 1, resolution number 211 nine a1, in support of equitable representation and services for 2 lesbian

transgender asexual parents and families andcreation of a queer and transgender advisory council i need a motion and a second . >> so moved. >> second. >> i'd like to call on the resolutions father, commissioner collins to give a brief summary . >> having trouble with microphones. i wanted to say how appreciative i am of community members who work on this resolution with me. this has been a long time coming . as a parent in the district, in mostly schools where black students were underrepresented, i know how powerful it is to be

a member of an affinity group and have the support and the partnership of other families across the district and advocating for visibility. for my children and for all children, and i know that for queer, trans, lesbian gay bisexual , non-binary youth and families, there has been, there are a lot of families in the district and yet no ways that they are visible in ourdistrict . and i have witnessed parents and children having to advocate individually for their schools to be more welcoming and more inclusive. and that shouldn't fall on the shoulders of an individual childor individual parents . so in partnership with our

family coalition and with queer and trans andnon-binary families across the district , i was able to offer a resolution to support a parent advisory committee in helping to be a mechanism for accountability and visibility in our district. and i think this is especially important for children who are in the community because while we can identify students that are black or pacific islander or even students that have special education needs, we don't collect data on students in the us community and families may or may not always identify and yet it really is important for their voice to b heard . we see that because in some

cases we aren't following state guidelines. and it's in those brave parents that speak up and say hey, would you be doing things that are, that's when our system improves. this resolution basically introduces an official to ask parent advisory committee to serve as a voice for students and families in our district that we know exist.and yet may or may not be counted. and additionally, it's puts forward requests that i've heard from families for a long time in terms of making sure our schools are more inclusive and following state guidelines. so as the district we are required not to discriminate against students and yet inadvertently because we don't

have maybe specific guidelines around how to include pronouns or non-hetero sex is parental structures, additionally where we don't have signage, those are things we should be doing and according to state law, there are things we should be doing to make sure our schools are nondiscriminatory and so those are also called out as well. and then i guess i just want to say that there was a discussion in the last budget meeting that related to concerns around budget items for paying for someone to serve as a liaison for the lgbtqi+ pack and based on a recommendation from guests and also from commissioner alexander , we have added language to the resolution.

to include it, including concerns around funding position in the larger conversation around balancing our budget. if you seen this before,that is the one change that we face . >> iq and commissioner alexander, was the chair of the budget committee will be reporting out on this . i like to give theopportunity to add any more information now if you'd like . >> i think we had a lively and i hope productive discussion at the budget committee on this topic on how to implement this resolution and i think it's really an important one. i think it brought agreements that it's really important and how to make sure to do that in light of questions around the

budget and the deficit. i think we had our proposal and actually was not sure if that was included in the amended resolution that was posted because when i look on board docs it looks like both are th same but maybe i'm missing something. maybe staff could clarify that point . >> commissioner alexander, that was an inadvertent technology mistake. we tried to attach an amended resolution but it didn't take in the google docs so it was a mistake. general counsel can correct me if i'm wrong but i'm going to read theamended language this evening and general counsel can clarify that for us . >> which would include the language propose that the budgetcommittee . i wonder if we could maybe do that if it's okay with president lopez just soulfulto understand the options that are on the table for the board . >> i was supportive of the

amendedlanguage . and so i think that might be an effective wayto move forward . should i do that now? >> yes please. if you could read itnow . >> you're breaking up but i did save here you say that. this is being added to the last final result statement so i'll read the entire thing and then at the amended language. finally, be a result of the board directs the superintendent to work with staff to identify the resources

prior to develop an implementation plan that includes a budget analysis to identify a minimal level of staffing and funding to accomplish the goals set forth in this resolution as well as an audit to the current levels of funding programming for fl, for lgbtqi+ including gender and sexuality alliances gsa's. psychoeducational support such as chewing group and districtwidestudent voice and leadership such as the queer trans advisory council . the amended languages set the cost associated with this resolution be included in the district's budget balancing plan and work annual budget with offsetting revenuesor expenditure reductions . >> thank you for including tha . for the public before they gave comment and before we discussed and voted. let's open it up to public

comment on this item. we will do one minute each and i am reminding folks who have already commented on this previously to leave space for other voices . >> could that be repeated in spanishand chinese . >> miss marshall. miss marshall, are you there and mark we will come back. julie.

>> my name is julie and i'm speaking in support of duty pack. this is long overdue in a city like san francisco where we have so much, so many opportunities for queer families but also still though many inequities for your families inour schools . i want to the idea that it's not appropriate for queer families to have their own pac . disability justice organizers often talk about how they don't get to be raised by parents that sharetheir identity and don't get to raise their own communities . similarly, while some queer youth have are raised in clear and or supportive families, many parents don't understand queer youth and it's appropriate to have a pac made up of your folks. i wanted to say i was disappointed to see the budget committee board members make

multiple requests to staff that seem to be deferring their responsibilities by asking for staff to make recommendations they don't know including members of lgbtqi+communities . >> mimi. mimi. >>. [please stand by]

>> -- but this will be legally required and make sfusd a truly inclusive community. thank you. >> clerk: thank you. hello, siena? >> thank you. hi, my name is sienna dunn, on behalf of the aapac parent leadership team. every student, family, and educator in sfusd deserves to feel like they belong. queer and transgender deserve that, too. because are that, we understand

the resolution. we also understand the budget cuts, cuts that kids are going to be impacted [indiscernible]. >> thank you. >> clerk: thank you. celestina. >> my name is celestina. my pronouns are she/her, and i am the parent of a nonbinary, and i am a queer parent, and i support my seventh grader with my full heart, and i cannot

begin to tell you what it means to me to see my child be supported in school, and i also just want to say how far we have come from when i was an school, that i would never considered going to an adult to talk about all of the bullying that i was subjected to. whether or not you believe in lgbtq rights or you believe that it is worth it to have an lgbtq parent advisory community. i would ask that you please consider that we should all be represented and please support this funding. thank you. >> clerk: thank you. m? >> hi.

my name is m, and my pronouns are they/them. i cannot tell you what this means for a community in the school district that many times think they are not visible, but we are visible. we see and talk to each other, and we are there. justice delayed is justice denied, and we deserve justice. as trans and queer parents, we see the trauma that's going on with our childrens. please pass this now.

>> clerk: thank you. hello, alita? >> hi, everyone, yet again. on behalf of the community advisory committee for special education, we strongly encourage the board to vote and approve the q.t. pact tonight. i do want to caution everyone, though, in the budget analysis that's going to be coming with this bill, please don't tie the cost of things like forms or signage to this pack. we need charge the c.a.c. for all of our practices. we don't charge for interpretation and our practices in the district, and it's not fair to that for the q.t. pack either. i can't tell you how important it is for safe spaces for families. having an affinity space where you can just be open and honest about shared experiences in our

schools, it's really transformative and really what all of our q.t. families deserve, as well, so thank you and i hope you pass this. >> clerk: thank you. hello, miss marshall? okay. president lopez, that concludes public comment. >> okay. i'd like to hear from our student delegates or commissioners. commissioner bogus? >> i guess i'd just like more clarity, if we could breakdown

those expenses in fisking years and how we're moving forward as a district with all of this. -- fiscal years and how we're moving forward as a district with all of this. >> if there's someone that can answer this. >> hello, commissioners. this is megan, and i presented the 22-23 fiscal year, so i believe i'm the best one to start off discussing the fiscal impact, however, i may need to ask for support from my colleagues who oversee the individual expenses.

commissioner bogus, your timing had to do the individual expenses. so i say since we're underway of this current fiscal year and also, you know, just to make it simpler, if they were to start next fiscal year, although i would say the timing of the initiation of the excess depends on the timing of the board. but if it were to start next fiscal year, the district would expend $480,000. that would be for the full cost of the liaison position, and that's including salaries and benefits as well as there's

$90,000 for a project manager halftime, or half an f.t.e. we looked at $50,000 of costs for aligning the forms, another $50,000 for documents for state law, and another $50,000 for signage. of that 480,000, i would estimate that 260,000 is just one-time in that first year, whereas 220,000 would be on going. you would see it in the second and third years. however, costs would escalate over time. >> does that -- and you might have -- i guess my question is, for the budgeting set up for the next fiscal year, the

things were set up at the start of this school year or next school year? >> yes, i believe so. one example would be that if we were to create a position, it would take some time to hire that position to approach and fill. sometimes if you know a position would be included in the budget, you would start that at the beginning of the year because typically, there would be some sort of delay. and then, if we needed any additional support for -- you know, looking at the signage, it might take some time to identify who exactly would create the signage and get it put up, so yeah. there's definitely -- there are elements of delays that could reduce the cost in that first year, but i would anticipate that things would even out over

the course of the first couple of years. >> right. we'll hear this after commissioner moliga makes a comment or question. commissioner moliga, did you have a question or comment? >> oh, thank you, president lopez. the conversation i want to bring to the board is one we had last year. really, my sole focus -- sorry. [indiscernible] the couple of things that i want to address tonight before our board is

we're really having a conversation around our budget, so ofshl, you know, i support the work of our will go lgbtq community. but for me, the question at hand is, you know, how do we move forward -- and this is what i asked the resolution to go back to the leadership so we can look back as a whole at the all the resolutions that are coming. you know, we sent out pink slips, and we have individuals coming to our meeting, sharing about fundings at our schools, and how do we have a fair process, you know, across the board in regards to the things

that we want across the school district? that's why i would ask us to go back in regards to how we want to move forward with these fund resolutions such as this one and others, which are very, you know, important, you know, but we are facing a budget deficit, you know, and are on the verge of being taken over by the state. so how do we have these conversations, you know? real conversations, you know, around how do, you know, we want to move forward, you know, around areas that we want to move forward [indiscernible] and so to me, that's still not clear, you know, i'm not clear where we're going to land on that. so i'm not 100% sure yet how i want to pursue with my votes

tonight, but i do want to get some clarity around it, so i don't know where that lies, you know, within our school board, and i don't know how we're going to have that open and honest apparent conversation, but i would like to know. but saying all that, you know, i am curious to know, are we going to, you know, are we going to have to cut from other areas? you know, when we say we're going to have to go and look in other areas, you know, are we looking at budget resolutions coming from other sources? what does that relate to, you know, in terms of, like, process? >> i'm happy to take the first stab at responding,

commissioner. i think, in my mind, an ideal way to move forward would be the several resolutions coming through the committees currently -- for example, i believe we have one related to literacy, we have the [indiscernible] resolution in support of partnership with noncommunity development center. all of these resolutions should be reviewed and evaluated by the committee, and if they could come together at the point of reviewing the budget in its entirety, that would allow the board to help make some decisions with regard to overall priorities. if all of those resolutions, for example, are prioritized, and let's say they all add up to an additional $2 million to the budget, you know, you think of the balancing plan at a

point in time where we had a balanced budget plan for next year. we added $2 million to that plan, additional costs. we'll continue to look at revenue streams. we'll see if the state generates more revenues for us such as during the may revise of the governor's budget, and it's possible there are other funding sources that may be made available that would closely align with these new investments. but if the board would determine if these costs are the highest priority, and they wouldn't identify new revenue sources, we would identify new sources to cut. it's literally a balancing act. if we don't have a way to pay for it, then i would not advise that we move forward. but i don't think we'll have a clear answer for that until

we're closer to the board adopting our budget. >> thank you. i appreciate that. and again, that helps with a little bit of clarity. i just, again, am confused, you know? we're talking about making cuts to central, and then, we're adding cuts to central, which i think is confusing for the public. so i think putting it out on the board, you know, what is our process and how do we want to move forward with these kind of decisions? you know, if we're saying one thing, and we go and create more positions in central, and then, we're saying we want to cut, that is confusing for me, and also, i feel like it's confusing to the public. so, you know, again, i'm really unsettled around this financial piece only, the financial piece only. the spirit and intent of the work, i agree. and i'll finish it with this question. can some of this work be done

now without the funding support or does it have to be totally funded in order to start to move? >> i don't know if any of my colleagues who are closer to this funding would share this work, but i think one way would be to look at existing resources, and that's staff and current budget. and keeping in mind that if we were to ask existing staff and to call on our current budget to be directed here, we just need to recognize that there are trade-offs. an example might be are there currently liaison staff that could split their time, start to initiate the work of working

with this new advisory committee, or if we're looking at the facilities budget, thinking about what work could be gone or delayed, so just purely from a resource standpoint, that might be one way that we go about prioritizing doing this work, but i certainly encourage any of my colleagues to manage those staff or funding resources -- colleagues who manage those staff or funding resources to speak up. >> commissioners, if i could, with respect to signage, we do, as we modernize building sites right now, install signage, as part of bond projects and make sure to designate at least one single-stalled bathroom. i think to the extent that the board directed us to move

forward with over 1,000 single stall bathrooms in the district, so just focusing on that first, we could move ahead with fabricating signs and installing them, but my recommended funding source would be out of our deferred maintenance budget. so again, the trade-off there is less to work on repairs or other capital needs that come up during the course of the year. we have been slower tackling this. >> i wanted to follow up on this, also. i don't know, commissioner, if you were going to respond to that or if you had another question, as well. >> thank you, commissioner lopez. i just wanted to end by saying you if there's areas around,

you know, this effort that relates to compliancy, i'm 100%. we've got to get to compliancy in areas that we're violating compliancy, and there's areas that i want to just 100% support, and we -- that we need tomorrow. you know, should have probably been done yesterday, you know, but any way, thank you for the time, president lopez. i appreciate it. >> yes, and then, just to follow up on that, given some of the comments made from the public and what we've been discussing now regarding state mandated signage and its high price tags for the resolution, i just think it gives off this, again, question around our budget, which we have to be doing around this time, but

it's additional requirements when this is a state mandated issue. so i think i'm just -- i'm wondering -- i'm needing more information as to how this is tied into the resolution's efforts when it's something that is required by law? >> commissioner, that question is directed to me around signage, but i would defer to counsel. >> and also, chief wallace, if you have information regarding the budget and funding. >> so i can -- i can chime into, chief wallace, before you get to the funding. so with respect to the signage, if we have single sex rest

rooms at every school, which i think we should, we need to have signs at every school. we are getting into full compliance. it sounds like something for our renovation and our bond program, but if we need to change something that we do, there will probably be some level of cost to that. >> so is that cost included in what you presented? >> commissioner, i want to differentiate between a.d.a. compliance for a bathroom and having signage that is a.d.a. compliant. >> thank you, yeah.

>> okay. so -- >> but the a.d.a. compliant signage on the nongenders bathrooms? >> right. we required chief [indiscernible] to introduce an item for nongenders bathrooms. should we need to designate a staff person or persons to do that, we can. >> i'm also hearing this in the -- our state advisor, we shouldn't be including compliance related budgetary items in this budget if we're considering additional costs because those should be covered just like we cover costs for

students with disabilitied so they're not considered extra costs, things that we are required to provide. so if those estimates were in your previous budget analysis, one of the things i think commissioner alexander and i asked is can we see a revised budget which excludes things that are required by state law? >> commissioner, we would either address that using in-house staff or contracting

with an appropriate contractor to deal with the signage. >> i think what we're trying to find out is why is the budget cost connected to something that is state mandated connected to this resolution? right, why is the funding tied to something we are required to do by law? >> president lopez, i can go ahead and try to answer that. my understanding is we've been trying to implement this process over time as rest rooms with being rin owevated, and so this cost would be for those additional rest rooms that aren't on that lineup of --

renovated, and so this cost would be for those additional rest rooms that aren't on that lineup of time, and while we were working on those renovations, that this would be a new cost for our operating budget. so this is the reason it's called out, because this would be tapping into our operating budget in a way it is not currently. if it is a new expense, it does need to be called out, so be it to aligned with our laws or not, in this case, it is, and the funding is different, and we would need to address in our balancing plan. >> so i guess this is where,

you know, i feel concerned because what i'm hearing you say is that we are not in full compliance, we are coming into full compliance gradually, and in order to implement the resolution in a way you want to include this as a different budget item because it would mean spending money sooner than we had anticipated spending it. and if that's correct, then that concerns me, because we are not prioritizing a q.t. pack. a bathroom, it doesn't mean much to me and my kids because they can go to the bathroom without a unisex bathroom. but if my children were nonbinary and they didn't know there was a bathroom because

there wasn't signage, i'm just reflecting that it feels like -- you know, we can talk about what it costs to come into compliance, but this whole conversation is kind of problematic, and it's kind of a reason why we need this resolution because the only parents who are consistently advocating to make sure we are in compliance are those that it affects. i do think this is a valid conversation. what we're seeing is that without this official group, families that have children that are nonbinary or nonbinary, transgender, or

queer are going to be deprioritized when it comes to making our schools free of discrimination. >> commissioner alexander? >> i think we are having a good conversation, but i think we are getting into the weeds. but i believe this is a priority, and we are saying as a board that this is a priority. maybe it wasn't a priority as much as it needed to be, but now we're making it one. we also need the staff to go through a series of trade-off in terms of staffing the path, and there's different ways it

can be approached right? there's creative thinking involved. i just think the amended language would say this is a priority and then allow staff to do their work and come back when it comes to the whole budget and make some trade-offs. okay, we heard this is a priority, and here's some other things that we're going to do to make this a priority. we are asking staff to make those tradeoffs in funding and

prioritize them. >> thank you. >> thank you to the public and for the parent leaders who have been engaged in putting the resolution together with commissioner collins. you know, unfortunately, i do have to leave the budget and services -- i did have to leave the budget and services committee early last week due to a family commitment, but i did support the resolution with the amendments that have been brought forward this evening for how do we incorporate the budget commitments in this resolution to be part of the full package of the balancing plan moving forward? i think there are tough decisions ahead for this district, and we have to see it holistically.

how are we going to be able to put forward a balancing budget overall and how this will be part of a broader package. so i think i also want to acknowledge and recognize that if this resolution does pass, it is stating that this is priority for the board and for the district, so i will be supporting the pack. i also want to be clear that depending on how the budgeting process happens this thing, that i also expressed at the b.d.s. meeting that i didn't want the work to stall or stop, and we've had those discussions tonight about how, you know, could the work be leveraged,

and that i acknowledge that the work is important and identifying additional communities is key. we have an existing budget deficit, but the work should not be stopped. >> okay. commissioner bogus, and then, i'll make a final comment. >> commissioner lopez, i would like to comment, as well. >> i'd just like to ask, as far as balancing the budget, would we be looking to budget the one-time costs, the on going costs or all costs? i guess i'd love to get a comment on staff as far as how much dollars and sense are we looking to adjust for the current year, kind of understanding these expenses will kind of be happening over

time? and then, i'll have one more comment, and then, i'll close out. >> thank you, commissioner bogus. we will be closing out in fiscal year 22-23, and the state requires us to look at two years beyond that it will change how much we need to exchange to adopt that. >> is it three years of the one-time or is it three years of on going? >> it's both. in the first time, it is a higher cost because there are both one-time and on going, but in the following two years, it is just the on going plus

inflation. >> okay. i appreciate that clarity, and yeah, i think for me, it's really important that we figure out a way to support and prioritize families and family voice, and i feel like that is anchor for us to be successful as a district. i think one things that i want challenge on is i feel like our parent advisory council structure isn't working well right now, and we have a lot of frustration from families and groups that don't feel heard, so i think as we move forward this, that we really figure out what it's going to take

[indiscernible]. >> i'm hoping that everybody votes for it. i also just had some questions around -- i think the budget issue is paramount to, but i do agree with commissioner alexander, that we should trust our staff with moving forward with this and making recommendations about how we do that, but i do have a couple of questions about the structure of this advisory groups.

how many parents would be on that? >> we have a small pacific islander group, we have a special education c.a.c., and they're all organized differently. it's not like the parent advisory group that we have for the mural or even peef. i really do believe that the community itself needs to decide what makes sense in terms of their kind of governance structure. i know that the aapac doesn't have a formal chair. you know, they have folks that volunteer whereas other groups have an official chair, president, vice president, secretary. that's why that versus a liaison to work with the community and family coalition, they have an external kind of nonofficial group that has been very supportive?

and in having a staff member work with community members that have been supportive, that it should be up to them to determine their structure. but it is not a group that we would be appointing members or proving members, this is an officially recognized parent group that is kind of -- exists on its own, just like the aapac exists on its own and makes recommendations to the parent structure. >> thank you for that clarity. and would they be devising their own bylaws? >> correct. >> and would they have to follow the brown act -- >> they would have to follow all the rules that any of our other parent advisory committees follow. and all of our committees should be following those guidelines, and they would want

to do that, as well. >> okay. well, thank you again. >> thanks. >> okay. thank you, everyone, and i think what i just wanted to be clear around is when we are having discussions around the budget and what's required and how we bring up the cost of the work that we're required to do versus what we want to prioritize, i just think it's important that this isn't on the backs of voices who are already struggling to be at the table, who already want to be included, and we make every effort to, as mentioned to, just our staff to do this work. i also want to point out that the resolution itself does have resources to fund the initiatives that are being called for, so hopefully, people can take a look at that, including members from our staff. so with that, i'd like to do a

roll call vote on the motion. [roll call] >> i would hope that everyone is clear on what we're voting on. your yeses -- okay. [roll call] >> clerk: six ayes.

>> okay. thank you. moving onto section h on our agenda, special order of business. resolution finding that as a result of the state of emergency declared by california governor gavin newsome -- newsom on march 4, 2020, it is necessary to continue to conduct virtual meetings to avoid imminent risk to the health and safety of attendees, 2199-28-so-3. >> so moved. >> second. >> thank you. >> bringing this item forward for discussion will be attorney danielle houck. >> commissioners, this is the

same item that you have been considering for a number of weeks. it is to allow you to continue meeting over zoom. i am happy to answer questions, but i think staff are happy to answer other questions. >> great. before we do that, let's open it up to public comment for one minute each. >> clerk: yes. please raise your hand if you care to speak to the resolution to continue virtual meetings, and if we could repeat that in spanish and chinese. [speaking spanish language]

[speaking cantonese language] >> clerk: julie, you can provide your comments. >> yes. i would hope that when it is safe for in-person board meetings to happen, that the public also being able to participate remotely via zoom, so i want to make sure we get clarity to enable that as a technical possibility. and i know this is something that the city of san francisco and other boards and commissions are looking at, so i'm hoping that sfusd, you know, can be a part of those discussions and help us figure out how to maintain, you know, this access in an equitable way and to potentially lineup support and resources to create the technological upgrades that would make it possible. thank you.

>> clerk: thank you. i believe it's mr. hroa, or hroa is the handle. >> yes, that is me. i am a parent -- lgbt parent, and i have just a quick question. are you -- do all marginalized groups have similar programs -- >> clerk: i'm sorry to interrupt, but this section of public comment is only regarding the resolution to extend the option of virtual meetings for the board of education. >> oh, sorry. >> clerk: no problem. the handle says 14086. 14086. >> hello. >> clerk: hello. >> so i just wanted to make sure that i understand what was -- did you guys vote just

for resolution to create what kind of bathrooms? can somebody explain? >> clerk: i'm sorry. this is the public comment time. we are not responding to questions. you can make a comment. >> well, in order to make a comment, i need to understand what you are voting on. i read all the proposals and resolutions -- >> hi. i'm sorry to interrupt. right now, we are discussing the state of emergency declared by california governor gavin newsom and whether we will conduct virtual meetings or not. that is what we are commenting on currently. >> but i am asking -- >> can we move on -- >> clerk: all right. we are moving on. thank you. this is not the time for this.

hello, alita? >> hi. thanks again, everyone. so the c.a.c. as an advisory committee of the district, we understand we have to do this exact same process every month, and so we at our board member had the first conversation about that this month to bring ours into compliance, and our members are really grateful to be able to have a way to connect virtually. but one of the comments that really resonated was man, oh, man, do we miss the opportunity to get together personally and

commiserate, that would be so helpful. >> hi. as a mother, it makes it difficult for me to attend meetings going late into the evening because it affects his bedtime, bath time, and i'm sure that anyone with young

babies would appreciate the same, and i'm even sure older babies. it's very difficult for families with young children to be able to participate for any length of time. if it is voted for the in-person option, if we can do a hybrid option, that would be very much appreciated. thank you. >> clerk: thank you. hello, patrick? patrick? >> yes, hi, can you hear me? >> clerk: yes. >> great. thank you. thank you. so i think we all agree that zoom access is a very good thing. it's good for people to be able to attend remotely, but, you know, the emergency order says it's necessary to continue to conduct virtual meetings for the health and safety of the

attendees. i have to say that we've been able to conduct school since the beginning of the year. it's a health risk that we're able to manage, but we're able to do it. i would like to ask that the board and staff really think about over the next month moving to having in-person meetings because i think it would be a full benefit to us. thank you. >> clerk: thank you. >> hello, randy? >> hello. i want to voice my support for having these meetings available or acceptable virtually. as randy said, for those of us

with young children, it provides us with more access to our city's meetings that we would not have if they were solely in person. i also want to bring up a memo that was sent out by attorney general merrick garland. the national school board association asked president biden for security from the f.b.i., the secret service, given that some people have shown up at school board meetings and caused problems. i'm sure you're all aware of this. the fact that this is -- is coming from the attorney general of the united states and specifically mentioned attacks on school boards is something we need to take very seriously. so should we go to in-person, we need to make sure that it's

in an atmosphere where our parents and students feel safe and culturally and emotional safe, as well.

>> clerk: celestina? >> hi, so i would like to advocate for both in-person and virtual? i think it would provide a greater degree of accessibility. thank you. >> clerk: okay. and hava? >> hi. i wanted to call in separate from covid protocols and separate as the parent of a [indiscernible] student. i have a physical disability in my own life, and what this experience, the one silver lining is zoom technology. that has allowed me to participate in a way that i just literally could not do prior, so when i hear these conversations, i appreciate personal connections, as anybody else would. but i can't access biweekly meetings and other meetings.

i just physically cannot do it. so i just wanted to put this out there, if there is a possibility to streamline this policy. i just -- please, thank you. >> clerk: thank you. michelle, would you like to go ahead? >> yes, thank you, judson. i'm michelle, the executive director of the p.a.c. i would just like to express what myself and the p.a.c. have heard, which is maintaining the virtual option for

participating families is absolutely vital. for p.a.c. members, they wouldn't be able to be there to present the report because they have to be picking up their kids or they need to be making dinner. many of our families have talked about that they have younger children that cannot yet be vaccinated, like you've heard tonight, or have family members that are immune compromised. and that doesn't cover students with disabilities or parents themselves with disabilities, so it doesn't seem truly equitable to return to in-person meetings unless we can retain some kind of virtual option. thank you so much. >> clerk: thank you. hello, greg? >> okay. thank you. this seems like a no-brainer. i would keep the virtual meeting as an option. >> clerk: thank you.

hello, roberto? >> yeah, how you doing? i'm a parent, and i'm also a school district employee, and i would just like to say that i work with a lot of latino families and african american families that don't have wifi. this is [indiscernible] i haven't really heard too many latino parents calling in, and so i know they're limited to the participate in these meetings, so if we can provided virtual and in-person meetings for families to be able to access and give more feedback, eve our homeless population families. they -- even our homeless population families. they don't have internet, so

how are they able to participate in these meetings? thank you. >> clerk: thank you. that concludes public comment. >> okay. thank you. so as you know, we have this discussion every 30 days. any comments from commissioners or student delegates? commissioner bogus? >> i would just like to say i do feel we need to meet in person. i do want to lift up the comments as far as not just in public but as far as that zoom has provided? as we have classes in person and people are going back to work more often, it's really important for us as elected officials to have members of the public and the audience hold us accountable. i think that's a separate issue from when we're able to hold

hybrid meetings, and i think figuring out the logistics and the cost of that are a little bit separate from where we are at this moment, but i just wanted to share i would not be voting for this and the reason for it. >> i'll hear from commissioner moliga and then commissioner alexander. >> thank you, president lopez. question to staff. where are we with the hybrid approach? i've had conversations with school districts and neighbors in terms of [indiscernible] and it seems like folks have been able to kick off a hybrid model, and so, you know, obviously, i think the school districts are way smaller than ours, "bohemian rhapsody" where are we in terms of that baud i'd like to not support -- ours, but where are we in terms of that because i'd like to not support this, but i'd like to

know where we are in terms of that? >> good evening, commissioners. we have been able to connect with our colleagues across the street. as you know, sfgovtv supports us with our regular meetings. we feel like with the existing support that we have for regular board meetings, we would be able to host that as a hybrid option, although there's some options that we would like to discuss with board leadership relative to maximum access and accessibility. but i think for our meetings and provisions that we would make would require additional staff because we don't have support from sfgovtv for those particular meetings. so again, be happy to meet with board leadership to discuss those details.

>> thank you. and just for clarification, thank you. so say we do kick off this hybrid model, which would pertain to the resolution? >> so if the board voted not to support the resolution to cope virtual meetings in place, which you just heard, we currently could support the board meetings, but we don't have staffing to support the committee meetings. so if the committee meetings -- they would be virtual, but we don't have current staffing to support that. >> thank you.

>> commissioner alexander and vice president lam? >> i'd like to offer, if i could get staff's assistance with this, i'd like to suggest to offer an amendment to make this resolution only apply to committee meetings, committee of the whole, special meetings, and other nonmember board meetings. in other words, it wouldn't apply to regular meetings of the board, but it would apply to all other meetings. is that possible to do with an amendment? >> miss houck? >> yeah, it is possible. i think it is a little problematic, commissioners, because the premise of the resolution is we are not set up to safely operate a meeting with the public in the board room, and it's a little

opposite of that premise to say we are set up to do it safely for smaller meetings than we are for larger meetings. so i think what you're getting at, commissioner alexander, is you would like to see the hybrid option, but that is something different than this resolution. so we can discuss the hybrid options, but we cannot -- i would not recommend amending it in a way that you suggested it. does that address it, commissioner? >> yeah, i hear what you're saying. that's why i've been voting no on this resolution because i think it is safe, and i think it's more of a logistical challenge, so i think i've been uncomfortable, honestly, with the recital, saying it's not safe, when maybe we could have made the announcement during the omicron surge, where last fall, there were points where

we were at last fall declaring us not safe. i think i'm going to vote no for this, but i think bringing the public back for regular board meetings would be beneficial, so i'd have to vote no, unfortunately. >> i have a question for other meetings, in terms of, like, how they're conducting meetings for the board of supervisors? >> commissioner lam, they're still conducting board meetings virtually with supervisors in their office. that's the last i heard of it. they also have a whole department to help support that technology and any moves that they would make. >> and have we heard from the board of supervisors, from the clerk what plans that the see has to bring them back to

inperson yet? >> i do not have that information from the clerk but am happy to follow up with that. >> thank you. and i'll just recommend, board leadership, if we get this working with the superintendent and staff and working towards what return to in-person for board members would look like, i would certainly be able with that planning. >> student delegate lam and then commissioner collins? >> yeah, i think we keep coming back to this agenda item every 30 days, and each time, we're increasingly more and more open to bringing the public back. right now, i have a feeling i'm going to vote yes just because it seems if we were to vote no on it, everything would need to be in person. and i agree with vice president lam in that hopefully before the next 30 days are up, and we have this again in march, we

have a plan to fully staff our committee meetings in addition to our regular board meetings so that we can return to in person but also advocating for a hybrid option here, obviously. >> i just want to say i totally hear your requests, but in order to have the meeting hybrid, we do not have the staff and would not be able to have the staff in 30 days. >> i think it would be helpful to remember when we had committee meetings and we were in person, it did not have the video recording but it had the audio. >> i guess by fully staffed, do you mean by having sfgovtv, so if we were to just go out

sfgovtv and just go on zoom, would that still, like, be all right? >> well, we could do what we could to work that out. i just know the technology, we -- the technology issues, glitches, even tonight, and some point during closed session, we used, and it's a pretty difficult process to just use those. it's turning on, turning off, only one computer can be on. it's a pretty difficult process. >> i think we're kind of having two different conversations that are important, and obviously, i think varying people have varying opinions about whether it feels safe or doesn't feel safe, but i think the other conversation that we're having is that we're realizing that, in some cases,

the fact that we've gone virtual has allowed more people to participate, and families that could previously not participate, such as parents with young children or folks with disabilities and -- are actually more able to participate in our meetings, and i -- i really feel that and want to maintain that level of participation. and so i guess what i'm wondering is, you know, i did make a request, and i'm just wondering if this is something that the community or public would be able to help us with because it's something that maybe if we had more technical support, that we'd be able to overcome? i'd like to see a report if there's a way we could get a report from staff in order to

put a hybrid model in place, then, that gives us something to go to the community and say hey, help us how. we're in a budget crisis, and we want to be fiscally responsible, but we also want to maintain this high level of parent involvement. there's 250 people on the call right now, and that is not -- i've been to board meetings for 20 years, and, you know, if you have children -- my kids were doing homework in the back and not getting dinner. especially for parents who have families with multiple children, being able to participate in these virtual meetings is very, very important. we could go to the community and say help us out. we want to maintain this level of involvement and also want to go back to in-person, as well. until we have a solution, i'm

going to continue to support family involvement and that means supporting the virtual meetings. >> i just wanted to note, commissioner alexander pointed out to me that this order -- the governor's or the expires march 31. do we have a sense of whether it's going to be renewed or could we contact capital advisers to see if they have any word about that? >> we can definitely contact capital advisers, commissioner sanchez. i would say you're going to see -- if the board adopts this before march 31, you're going to see this again, so that would be another point we'd check in. >> all right. >> i was wondering, what if we

don't adopt this? what would be the time for transition? >> okay. we would need to hold a special meeting to transition to in-person meetings. >> okay. thank you for that. any other in-person comments? okay. i guess i want to be clear tonight. if we vote no, what could the public expect at our next board meeting? >> so one, we would be working

with board leadership on what it looks like. the public would be able to come into this meeting, and we would be working with board leadership on what the virtual option looks like. the committee meetings would also revert to public meetings, and at this time, we would not have a virtual option for those. >> okay. so that adds a little clarity. >> thank you. >> so if we are in person for our regular board meetings, there will be a virtual option, except for committees.

we will have virtual -- there will be coverage, but we would be working with you on whether that's hybrid or not, so gov participation. if you were here, you could watch, but you couldn't participate at least publicly. so we'd know that, but we'd work with you on if we were going to do hybrid or not, but we wouldn't have that option for committee meetings. >> got it. okay. thank you for clarifying. roll call vote. [roll call]

>> clerk: that's four ayes. >> so i -- i want us to pause for a few minutes before we go to our next item, section i. i realize we've been sitting >> we are now on section i, fiscal year 2022-23 budget development update. i'd like to call on megan wallace. >> actually, president lopez, i'm going to lead off, and then, we will have a team, including our c.f.o., megan

wallace, and annemarie gordon, our director of budget services. but i'll provide a little bit of an introduction, and tonight, this presentation is going to include some information that was presented last time. so if we can go to the next slide. when the board passed the budgeting plan on december 17, and a few weeks ago, on january 10, the governor released his budget for the upcoming fiscal year, which is usually the budget development process, we had anticipated a number of

improvements, and we're happy to see there has been significant improvement in the budget forecast in terms of our revenues. but back then, when the balancing plan, there were a number of commitments made, and i will outline those in the next slide. but we also identified options for funding restorations. tonight, we're going to share some information about all of that and also report on progress and developing our weighted student formula allocations, our multitiered system of support or mtss allocations, and direct service, full time equivalent.

in other words, staffing allocations. and then, tonight, we also want to provide a review of the next steps and key dates, key milestone in the budget development process through the rest of the spring. so on that -- on the next slide, just to repeat back some of the information that was shared, one point was after the governor's budget was released, that we would update the

revised fiscal outlooks, and record -- report to the board on wtsf, and that's happening for the board tonight. is that would come back to the board on march 8, so four weeks from tonight. and also, we would continue to advocate -- all of us would continue to advocate at the state level for increased funding, and now that's going to take place in the legislature's budget, and that will take place in june, and

if revenue and expenditure [indiscernible] central office services that most support students. and so we want to go into some details about the work that we've done, and with that, i'll turn it over to megan wallace. >> can i have the next slide. i just want to provide an overview of the improved revenue outlook that we have revised as a result of the governor's proposed budget.

the local control formula and special education funding were lower based upon prior forecasting assumptions and information that we were reviewing with regard to declining enrollment. however, with the governor's january budget, we did see improvement in both of these areas, the 8602 funding, which was based on the number of people in our school district. as these two tables show, you can see per lcsf and per student funding, you can see fiscal year 22-23 and 23-24, and in the case of lcss, you'll

see the cost of living adjustment or cola adjusted to 5.33%. at the bottom, you'll see that the change is the $34.6 million improvement in our revenue outlook. and similarly, you'll see there is additional growth. and then, we had assumed $715 per pupil. that has now gone up to $825 per pupil. so together, these two funding sources represent a $40 million improvement in our outlook for fiscal year 22-23, and then, in the following year, a $36.4 million improvement. now taking that on the next slide, in the context of our

balancing plan, you can see what our forecast for fiscal year 22-23 is, and then, this is our proposed balancing plan and then taking into account adjustments with this $40 million improvement. as was mentioned earlier, it was agreed upon in the adoption of the balancing plan that staff would look at that revenue output and consider ways to restore if revenue should improve. staff is now proposing that we go ahead and restore base

funding by $34 million. looking at our direct services, we did identify $5 million of restorations that we would

propose. we didn't know exactly how revenues would look with the january budget, so staff did continue to go down the path of looking at our functions, how we would make cuts to central office in the event they were required. and the method allege we took was really to focus in on three of our largest reductions.

on the next slide, you'll see that there's a lot of detail here. i'm not going to read all of it. really, i just want to highlight that staff identified those impacts on services that would just be provided to our school sites, to our staff, and keeping in mind, again, with the lens of meeting or identifying $3 million or more of reductions from our budget, i just want to highlight some of our changes, and i think maybe we can dive deeper in the question-and-answer section if anybody wants to understand what any of these adjustments would entail.

recognizing the central services that we provide really are around professional development, thinking about for to ouret indicators, the development of our curriculum. -- thinking about our educators, the development of our curriculum. similar ly for student and family support services, thinking about that department, ranging from anything from student and families to health and safety. you can see things like eliminating our student and family resource link or eliminating central office

support for our pier resources program. and then, finally, for technology, just thinking about the variety of technology that our division offers. you're going to see everything ranging from the day-to-day -- you can feel the technology supporting i need assistance with my laptop or needing to see improvements with tools that we're using on-line to those more behind the scenes that we might not be realizing, things that could lead to increased risk of cybersecurity incidents. for example. >> and sorry to interrupt, but if you can slow down just a little about the information

you're sharing. thank you. >> sure. happy to. so really, in conclusion of looking at our central office functions analysis, i just want to highlight the indirect operations and administrative investments that we provide, you know, such as professional development, infrastructure, accountability and essential organizational function all held within central services, and that making ruxs in these areas will result in greater distributed responsibility to school sites. so really, through these

reductions, the superintendent and district staff do believe that any further reductions to a significant degree will impact our ability to provide services to students, so it's essential that we realize that cuts in these areas will impact students and our school sites, and so we don't recommend deeper cuts in these areas at this point in time. and on that note, i'm going to hand it over to annemarie gordon. >> i've got a question. are you not recommending the $10 million that's here or the $10 million reduction at all? >> we are not recommending the

$10 million reduction at this time. >> okay. got it. >> can i continue? >> yes. >> okay. good evening, everyone. my name is annemarie gordon, and i'm the executive director of budget services, and the last few slides tonight are an overview of the plans that are underway to prepare for budget development, which we intend to launch ideally, sharing with the school sites. here, you can see an overview of the pieces of school site and direct service funding and resources that was mentioned

earlier in the presentation. i want to take just a few minutes to go over some of the details underlying the approach that we are looking at for school site allocation for next year. so weighted student formula, the plan is to make reductions to enrollment school site budgets totaling 15 million in toting being allocated to school sites. so this means that app indications will reflect the decline in enrollment that we've seen the last two years with the assumption that units are going to move up a grade.

we're also looking at incorporating a rounding up policy for our baseline teacher staffing in weighted student formula. the idea here is that it will help balance some of the recommended reductions that we are considering in direct services where we have used additional resources to provide partial allocations. we see this adjustment to avoid that fragmentation and have a more coherent method for ensuring that schools have the funding for their base staffing. for the multitiered system of supports or mtss, we are moving forward with plans to fully resore what has been in the

balancing -- restore what has been in the balancing plans. what we are planning on is updating our school tier designations, so updating that student and staff input data for each school to reassess and make sure that is schools' tier assignments are reflective of our school population. schools that change tiers, that move from one tier to another for next year will receive a transition policy to mitigate disruptions and unexpected change in those allocations, but we do also -- we are looking at eliminating that

transition policy as we have kept all of our allocations level and not updated our tiers. for the most part, we see this as a very stabilizing restoration for our school sites. and with direct services, there are, in this most updates version of the balancing plan, about $5 million of reductions that we recommend upholding. this, i think, to be clear, is not an intention -- it is not meant to strip schools of valued resources, but it is an attempt to take advantage of what is a challenging situation, trying to put the pieces together with updates on our funding, balanced with the plan that was passed in

december to really reflect on our current practices and make deliberate but thoughtful changes to yield more clear or direct allocations across staffing allocations, and so there are cases here where, despite our best intentions and best efforts, there are cases where we have not been able to successfully maintain some of the programs based on requirements imposed by external bodies to receive funding and maintain compliance. there are also places that we

have, for example, allocations that were intended to help with the roll out of new allocations, new curriculum, that you always intended or they were always meant to scale back after that initial rollout took place. so i think there are different cases for, you know, each of the different cases of these proposals, and i know that i am willing, we are willing to share, you know, specific examples of top three particular cases during the discussion if that would be helpful. and we do also see, as you can see at the bottom, that if additional revenues materialize, there is also the continuing opportunity for some of these investments to be considered for additional

restoration. and the next slide, we have a fairly comprehensive set of the next steps of our budget development process. beginning next friday, when we plan to share weighted student formula, mtss, direct funding sources or allocations with site leaders. next week, site leaders will receive their budget templates to use those allocations to create plans in consultation with their communities through the school planning process. we're looking at dates for a budget town hall before the end of the month to share information, and then, as you move through the rest of the winter, through spring, there's our accountability plan, our second interim report, and then, towards may and june,

recommendations on our lcap, and presentation, discussion, and approval of our lcap for the 2022-23 school year. so thank you for allowing us this presentation. >> so i know there's no action tonight. we are just presenting and discussing, but before we open it up to student delegates, let's open it up to public comment. i'm giving one minute each. >> clerk: thank you, president loeps. is it okay if i start reading in a comment that was e-mailed in to us, first item? >> yes.

>> dear board of education. i ask you to reconsider the plan to cut five classrooms from lake shore elementary. i am a parent of a current kindergartener that did not list lake shore as a first place when we applied, but lake shore has exceeded our misguided as we did not have a choice for tours during the pandemic. lake shore is unique in its ability to carry out critical work. my daughter's class is a harmonious and equitable mix of diverse resources. i fear that taking this away

will harm them irreparably. oh, and before we take it away, can the instructions be repeated in spanish and chinese, please? [speaking spanish language] [speaking cantonese language] >> clerk: thank you. rianda? >> good evening, board commissioners. once again, dr. matthews, and deputy superintendent. my name is rianda, and i am joined by two other aapac members. [indiscernible] and impending cuts to classrooms, services, and staffing. tonight's presentation gave us a little more hope.

although it confused us, as well. though we understand that hard decisions must be made to balance our budget and meet the current realities of our district, we are incredibly concerned about the impact those will have on our african american students. looking at tonight's presentation, we are even more concerns about safe -- concerned about safe and supportive care, training for tier two and three interventionists, and more if we go against staff recommendations. there was mention of reducing covid health and safety coordination, but we know that our schools are holding a lot of work and depend heavily on central support. thank you.

>> clerk: thank you. hello, mary? >> hi, good evening. we are curious about your analysis of the potential negative impact of the budget and want to know what safeguards are being put in place to make sure that our black students are not overly burdened by any cuts that will have to happen? if we move forward from cuts, we worry about the downsides in cuts to classrooms, changes to routes used to bus black children and sections heavily reliant. if you have reflections, can you share with those and -- share those and put our students' needs first? you should look at the district and how you're going to partner with families especially when

making decisions like the budget. please let us know how we can work together on this. nothing without our children is important. >> aapac have listed alarming concerns to their proposed budget cuts which include moving five classes next fall and a reduction of buses leaving the bayview-hunters point area later this year. are you able to share the direct impact that changes to transportation have had on black student attendance and enrollment at lakeshore? also, what guidance has been offered to school sites arrange engaging families and funding

decisions? we stand with schools and families who are and will continue to struggle with budget cuts, as inevitable as they may be. we ask that you think critically about our children, our black children, and ensure that they don't take the brunt of the harm. thank you. >> clerk: thank you. hello, gregory? >> hi, thank you. the board was unhappy that a large majority of the budget cuts were for school sites. please consider hiring an outside agency to do an audit because i don't think the office is capable of auditing itself. also, i didn't see any mention in the budget update about the

proposal to the state public [indiscernible] costs. if that happens, can we please reverse the awful start time changes that were forced on sfusd families? thank you. >> clerk: thank you. hello, chris? >> i'm chris, a teacher at washington high school, and my fear is the central office cuts from budgets -- as that point, you all will get to have a surprise. more cuts to school sites moments, and i just don't understand how this is supposed to work. this year like no other has shown what it's like to have not enough student educators in their classrooms. we are terrified of losing our jobs or our amazing co-workers.

when educators feel secure and stable in their jobs, they're more able to effectively support students. to think that you can have a stable school without stable staff, don't forget or paraeducators flies in the face of reason. please allow our student educators to continue down the path of stable resources. >> clerk: thank you. hello. julie? >> i want to specifically ask for more transparency and an analysis of school bus school of both staff and dollars over the past three years so we can look at and we can assess changes, and i would like not a powerpoint presentation and bullet points what the central office cuts might be, but actually what staff would be cut and what responsibility they're holding. what i saw in the central

office recommendation was a plan about adults, not students. i'm concerned about the cuts to professional development and the other family liaisons and folks that provide direct support to students. this -- this plan -- this request should also look at the closures to classrooms. we have the ad hoc [indiscernible] in this effort. >> clerk: thank you. hello, tiana? >> hello, good evening. my name is tiana, and i'm an officer with the [indiscernible] paraeducators.

i don't even understand why even one position is being discussed as being cut. one administrative position can easily pay for several parapositions to be saved. you can't do the work without us, but every time the discussion of budget cuts arrives, we are the first to be put up. our schools need more paras, and honestly, we need our schools. think about the direct impact it will be on our students. during moments of crisis, students as well as educators can help each other. please lift up student paraeducators as you consider

the potential crisis. [please stand by]

>> thank you. >> hello, maggie. >> hi, my name is maggie and i'm a school social worker in the directing and particularly three plus are being evaluate and considered for reduction as well

as transparency around the process of how those at the top of central offices are analyzing, prioritizing and what data they're using and the impact it's going to have on our most vulnerable students. thank you. >> thank you. >> hello, jerry. >> good evening. i'm here, i mean, you guys hear it, right, but one point i thought was interesting last week, we heard from the hya consultant group for superintendent in a big topic of conversation was about how our -- how we already know that central office has too many administrators and there was reports of small groups and that they interviewed and talked

about. >> thank you, thank you if i mispronounced. >> good evening. and my name is i'm a social school workers and and i want to share tonight i'm very concerned this presentation was pushed and the die centralizing staff we

need to address the potential harm that this will cause and the additional work for our site administrators. directing management has defied central funding as cuts to centrally funded positions that provide direct service to our educators, students and their families and the form of consultation and professional development and crisis and mental health supports. shout out to the sip program and our mentors. why aren't we making the recommendation to decrease the size of our district management for sfsc division we have hired new supervisors administrators and it will impact our school communities. they are sharing their input in order to center their needs. thank you. >> thank you. >> hello, tom. >> hi, i'm a special education

teacher and parent and a directing and i'm going to i'm going to tell my son and my daughter and also my students. i know you can be better you say you are going to cut or reduce the help to new teachers. when i was a new teacher seven years ago i didn't get support. from the district. my site people helped me. but to say whatever, we're not going to cut it and also to say, we're not recommending and i said many times at the board meetings, are you going to school and talking to people and seeing what is needed, no. i see that when the budget, we're putting it at the very last and this is the jobs and i also speak about parents and raising the pay. classified and i think people are just out of tune and don't care about the people who are day in and day out and they say this is good news, i don't see how this is good noose.

do the right thing. >> aim a parent details letter seeking reversal or revision off the meaningel public engagement and transparent reporting from the district of how enrollment were allocated to school sites across the district. we asked for a response and capacity reductions will be finalize and have severe budget impacts for it. school site council should not have to beg district staff to communicate with us about policy decision this is consequence shall and one minute of public comment at a board meeting should not be our best way to be heard and following up again this morning, i received acknowledgment and receipt of the letter for the superintendent and we have no response to our objections and

meanwhile staff at our schools are getting pink slips and the process is barely for this process is grossly inadequate and it's the facilitating unjust and very poorly rationalized outcomes that underline every single one of the the self-professed core values and this is wrong. >> hello, aaron. >> hello, thank you for your time. on top of budget cuts identified earlier by district staff, because of a flawed and rushed agreement between esf and the district i'm a social studied teacher. there are going to be dramatic cuts to personal at many high schools across the district and these cuts totaling $6.7 million will mean a loss of programs and supports for students and across the districts. these cuts will hurt students and teachers and it does not

improve and vote to you next meeting and one which over 45% of voters which includes cert indicated teachers develops as s para educators did not improve. 45% of us did not improve this contract. thank you. >> hello. >> yes, good evening. i am a teacher at dr. william l. cobb school. our children and family desperately need your help. our school community is devastated and the decision to close one of our two kindergarten classes and give preliminary layoff notices to two classroom teachers both teachers of color. covid has further the divide and equities that our students experience compared with other

schools in our district. we serve a social economically disadvantaged community. 72% of our families fit the criteria for socioeconomic status. many of our families face homelessness, poverty, and intense trauma, stability and trust are crucial to our school communities. prior to covid our school was growing, multiple generations of extended families that trusted us with their children and our families are clearly at a disadvantage and. >> casandra. >> caller: good evening, folks. casandra president of the united et indicators of san francisco. you've heard from many of our members tonight and community

members with the same sentiment. these cuts came through the school sites. we were pressured at that point to highlight the facts and these cuts will ultimately ex down on the backs of workers at the school site and impact students and families negatively. and now we're dealing with those consequences and the midst of what looks to be a downturn in the surge. this isn't fair. this isn't fair for families and for students and for those working all semester long. this is disjointed when we look at how this is coming down. there was a plan to right size schools. we know there was even a resolution to right size the

funding mechanism by which that occurs by funding schools first. and that is ultimately what you are hearing tonight. you need to fund schools first. that means the school budget, that means the individuals that work at those school sites and to make tough decisions about who is further away you heard degrees, you heard students facing services whose jobs could be stalled, paused or held off on in an effort to right size and make sure that schools are kept whole. central office positions that don't work with students and don't work directly with schools and instead it's one mentioned sfsd having 15 new administrators but how would they have that if they have no workers next year. who would they add straight over? the goal here is not to point fingers although it's in a situation, the unfortunate truth

but instead they're prioritizing schools and funding for schools and the people that work with them first. this is necessary and difficult. that is the call. thank you. >> thank you. >> hello, lisa. >> caller: we need 20% cuts in lakeshore using five of our dedicated teachers and key staff members from our title one school using round one data for our popularity contest and funding schools is unjust and i understand there's need to cut to balance the budget and cuts must be fade fairly across the district. we're the most diverse school in

san francisco and that is a key reason why so many families find a fit at our school. for a boy that values diversity, please don't dismantle what we've built and as a new employee i've seen how hard our staff works to meet the needs of each other every student. our social workers and student adviser hustled and drove to homes with applications to make sure fifth graders are registered for middle school. learn from us don't dismantle us. thank you. >> thank you. >> sophia. >> g. i'm a teacher and like the rest of the people who spoke before me, i'm extremely concerned about how the budget cuts will disproportionately harm or black and brown students, families and staff. so cobb is small and eye special place and family and because every sing 8 person at cobb and

currently we're at risk of losing not only one of our kindergarten classes, leaving us with only one class and no potential to grow but we're also at risk of losing teachers and staff, specifically teachers and staff of color because our schools are a family losing just one person will end up hurting so many and every single person is a part of our family and i'd

like to open the discussion for commissioners and student delegate lamb. >> i have a clarifying question and there's talk about finalizing and public comment and i just want to confirm. >> we will be gaining that back?

>> >> so originally, in the balancing plan, from december there would have been $39 million of reductions in weighted student formula and $11 million to mtss and with this update, there will be $15 million of reductions in wsf right instead of 39 and no reductions to mtsf so that would mean that -- i don't have a number in estimated number off the top of my head but, that is a significant number of likely staffing reductions that will no longer take place. >> thank you. i think that's all for sure.

>> go ahead commissioner. >> just to clarify, the staffing reductions you were just talking about that potentially could be saved are separate and different based on decreased enrollment over the course of the last two years that are all happening in this upcoming cycle. is that correct? >> >> can you say that one more time i missed the beginning of your question. >> i was following up on the question from student elegant ram and the way that student formula and those funds that are being back, badded back in won't reduce reductions that are being proposed in future years based on decreases and enrollment

since 2019 is that correct. >> the balancing plan reflects is only reductions corresponding to clients and enrollment but no other reductions on top of that. >> ok, yeah, i think that that clarity is really helpful for people who are wondering about reductions and the number of teachers and classes at their schools and how this will impact that and i understand the weighted student formula money being added back is separate from that and thank you for that. the next question i had was around the base teacher staffing round up and just if you could talk a little bit more about the impacts that would have on the schools that are receiving the round ups and i guess the schools that aren't in how we would see that play out through the directing and if there's

anymore that you could just have to have us better understand what sha shift does at a school site level both ways. the idea is there and and it does get a little bit into the kind of technical pieces of weighted student formula and it does not round to a full classroom so if you take the example of a kindergarten -- an elementary school with 30 students in kindergarten, even though that enrollment of 30 means that they would need two classrooms per our student teacher ratios the funding is per people right, it isn't

rounded up to two in the baseline in that baseline calculation and so this revision would round up to say even though 307 students in this case means two classrooms of 15, it would round up to two teachers but that is paired with and it aligns with the numbers of classrooms being set up through that capacity review. >> i think i made sense to me. i think my question is, can we

talk a little bit about how impacts other sites and kind of the distribution of staffing and if that is in anyway being used or if that is -- is that more possible to do now because of the decreases and enrollment that we are gaging foray cross the district or are those two things separate unrelate today each other or indirectly related. how those two things are impacting each other in this moment. >> got it. so, i do think that it is coming something that is much easier to do and aligning the capacity to our actual enrollment patterns. because right now, we have a little bit of -- we have cases the example we have schools and the equivalent one and a half

classes it's challenging when it comes to budget sewing with bud. making the adjustments with classrooms, it basically creates more alignment between the plans on the capacity side, the enrollment patterns that we're seeing and what that means in terms of staffing at a school site. so that was, that was the idea and part of the reason that we have been some of our language pathways where we have with this

proposal we could incorporate language pathways staffing needs no the weighted student in regard to the slight on page seven which focusing on the additional reduction targets for the $10 million and i guess i'm just curious, i definitely hear from staff that they aren't recommending that we move forward with this and raiding the slide and in a negative impact and one thing that i see from this is from staff, i guess indicating that a lot of the these centralel office positions that are in these three categories, directly, support the work that students in the classrooms do and that these would be the impacts of them and

i appreciate that clarity. i think the things that i'm wondering at the next generation or people have it now, if we will get clarity what reduced means and quantify that and in terms of a percentage or number of people and to just really get an idea of what the full scale is and it's not something we want to do but with what wasn'ted and we don't have an idea of what the impacts would be and i'm just scared. and i just see a lot of bad things and that clarity would be helpful and i'm also interested if there was any analysis done on the divisions outside of the largest three and just if there's any end indication of enough money and there's not enough things examining there and lifting up why we chose the largest three divisions and why those were the ones we feel and

so that's item three largest divisions were looked at first. >> that makes sense. the rationale is basically these are the three largest divisions they give us the best chance to make the reductions without crippling the work that's being done and kind of eliminating that and so that kind of how we ended up with these three as the ones that are the other divisions. >> i would agree with all of that except the crippling the work part. i think that as you heard, i think that it's no matter what it's choice. we know we have to make these reduction and we have to in

order to go that, in this case this is the place we looked at and that's where the most dollars were. when you looked at work, the biggest issue for us are there, the biggest concern and we wanted to, this is a discussion, this is an opportunity to hear from you as a board and what we really want to make clear is that we knew this is a board that has made it clear to us, many times over, that the classroom is the highest priority so that's why so many dollars were targeted from central and we make sure that the board and the community and

definitely are not going to be in place as these cuts go forward. we're not going they're not going to go forward and they make a clear picture of the cuts are. >> that's helpful. just as far as the clarity on the scale of the cuts and the reduction is that something that we have available or we could have shared at the next update with a little bit more detail and clarity and just to see what that looks like? >> i just want to be really clear. the numbers of fte, that this is, is that what you mean? >> i'm open to ftes, when i see the word reduce, i just don't actually know reduce -- this one is a good example. reduce supports of population such as targeted counseling. what does that mean? >> got it. it's numbers of that would be

perfect. i say having that extra clarity would be good and i think the last comment from me is i think what i'm just saying is that the budget process and the way that we examine the instructionture of our office needs to happen in two separate parts also. i have a hard time figuring out the best way to change the way that we operate centrally to support school sites at the same time that we're trying to reduce and make budget cuts across the district and it feels as if we are potential priority as we maintain our current structure and shape and just to say as we transition our current superintendent to our next the way structure or central office

and ensure school sites are focal and central point and potential lemoore staff to support more of things that they need to do so less of that have is coming from central office and places where it makes sense and is like cost prohibited so i think just lifting up the need for that conversation, not separate from the budget and as well as making sure people get what they need. thank you. >> i know commissioner moliga is making comment. >> i wanted to add on, i am also paying attention to slide 7 and i wonder how we decided which, i mean, how did we decide versus all the reductions we have to

make student family services that we are listing things that clearly are very important and reducing covid they were reducing their divisions and they wanted to make sure it's highlighted what what we can expect moving forward. go ahead. >> thank you to staff for

working on the budget. i know it's been such a long process so thank you and cheering you on as you continue to hold it down for us in terms of the numbers. i had a couple of inquiries around just process and how we're moving forward with things and i think. >> we're trying to figure out 9 technology but there you go, you've got it. we i hear over and over our tier

systems like, some of the ways we're currenting funding and l.a. could describe it a little bit better and he brought it up and but i'm curious to know where we're at with this process as we move forward and it's much larger than what you were. it's kind of like you went on a diet and you are still buying big clothes. maybe that analogy but i can't think of anything better right now and so i heard from the beginning, true up or ride sizing. that's the most critical part of this budget is you've got to

right size and that means changes at school site and that's were the largest number of your staff are. we have probably 10,000 employees in the and are when i talk about the formula, you apply basically three or four different things and the key ones are, you have your and each site and you apply a formulated add for staffing and funding. then you also look at the school in a hole is tick way and put it in a tier and you give the schools funding based on that tier and the issue and you talk

about it because it's incorporated in those two and that's your lcap so you are obligated by the state to provide services that are listed or explained in your lcap so you approach that with your weighted student formula and when you started out, you had last year it was about if you look in enrollment, they are basically budgeting for that same amount. and then you had some things that kind of helped you along the way in a way. and i point out one because it actually is on the slide that your student board member brought up regarding covid health and safety coordination and you've got a lot of federal

and to offset those structural changes in your budget. from a very, the helicopter viewpoint, you've got to lock at the structure of how you come about your budget and it's your in the major part is your funding formula that goes to the schools and i think you used the term right size and that's got to be right sized. in a separate process, it's certainly critical to look at the central office functions. it's a little bit more difficult. i'll give you an example. you have 10 payroll quirks and you can't cut them by 5%. because that would cut half a payroll. so it's much more difficult and it's got to be functional as opposed to numerical but it's

important and it's one thing that we are look at and look at recommendations and from the beginning of my lock at this budget and pam's the fundamental issue you are retiring to pick up those people with other vacancies, your central office positions and people you lose

you don't want a staff for a thousand kids what you have so you've got to be very conservative about your staffing. your on going operational funds, expendstures cost money and you have some very strong assets in your district and you have key funding and your measured g funding and you are not meeting

the sustainable changes unless you build a process to adapt to decline in enrollment and i wish i could tell you i thought that would change but it i hope that answers your question. >> i appreciate you, man, like always. >> i just wanted to close it out by saying, in terms of this formula that elliott talked about, i would like to see us get a progress and an update and i think when we can in terms of like what they're going to be provided in terms of resources. the hope from one to two to three is confusing for our schools and thank you staff for the work and i appreciate your

feedback. >> just one thing and that's a thank you to everybody. i have talked think with every commissioner and i've spent an amount of time. thank you staff, i've taken you away from the big job of doing this and i met with a lot of your community committees and you have just an incredible amount of resources in this district at every level you are taking from the very critical and. >> they have a very short

response. >> it's been helpful to look closely at weighted student formula and mtsf and we want to be careful not to make too many changes at the time that we're also making reductions because that can compound the confusion. there are, i think there are opportunities for us to be clear and aligned to do lcff to the lcap and i think just a quick update is that for mtsff our research planning and assessment in collaboration with stanford to do an and the spring in may

and so, i imagine we'll be sharing the findings of that study so we can think about whether there are changes or evolution right to continue to align and be more coherent and in absence of that right now it felt like the restoration made the most sense to make sure that we weren't introducing more confusion for schools. >> thank you, staff, for your continued work on this. >> i'm in favor of the $15 million total reduction for student formula and it's aligned with the reduction and students in the schools, however, i want us to think about how we can

avoid trading situations where schools will have one kindergarten. which we're hearing from school sites because, from obvious reasons but i'll state some of them, if you reduce the school to one kindergarten, it makes that school that much less attractive to the community. and it makes it so that over time, we will be put in a position of having to look at closing more schools and the schools we've closed in the past disproportionately far and away disproportionately effecting african american families by far and latin x families after that so i just want us to think about even if we have these cuts, how can we avoid trading that situation and if it's not fair to those communities so we want to adjust our thinking. how did we come up, people in the public said, wore using round one numbers to determine funding is that accurate or are we using current enrollment to

make predictions for next years' costs or is there a combination of efforts being made? >> we are on mute, we can't hear you. >> >> >> i apologize and it's a combination and so we were looking at current enrollment

so, if you take a look at the capacity you know wove lost about over 3,000 students since before the pandemic. the enrollment has shrunk and our capacities hasn't been aligned for years with current enrollment so there's actually 6,000 more seats then there were students enrolled in schools so that say huge delta and we wanted as emery and others have said to make sure that we were as coherent and as lined as possible and our capacity numbers and our reflections, a closer reflection of our enrollment then they've seen in the past and it was a big piece of it. we also, when we shared the enrollment with schools to provide and to review them and

as many families have already shared round one data is just one part of the snapshot right, we know that for example, about 16% of families who enrolled in round one and do not become students and and 10% received their first choice and we also know that a significant number of families, particularly our focal families enrolled close we see a poll that comes in and we're looking at that and data over time to see how many it is so it's a combination of those data points that we're going to be using as well as reviewing

the feedback forced those three departments and other departments for $5 million and reduce to zero the direction services and i'd like to think about that as we move forward and i'll save my last question for later.

>> just quickly. i'll hear from commissioner lamb and commissioner alexander but to the point is just made around isn't it premature to take a decision on -- >> yes, sorry. we have an echo for some reason. >> it's one multiple factors and we look at for example, that we're going to get a certain of number of families that apply in round one and so we look at

those numbers as well and we have your round one numbers, minus what you are assuming for attrition and not everyone enrolled and trust the knew students and we anticipate getting after round one and up to the start of school and it gives i guess an opportunity to. >> great and i think my question is, then, how heart and already is this system it's just the beginning of that data.

they provide us an opportunity to review and provide feedback so we have that feedback that we have to review as well as and the before we finite the numbers so we're in the middle of that whole process right now. >> thank you for clarifying. >> vice president, lamb, and then commissioner alexander. >> thank you, thank you to the staff and and. >> you have following commissioner sanchez around the direct service of $5 million. could staff go through the rational of the $5 million why is that recommended? and how what programs and the scope and helpful. >> i can provide a little bit more details and then i think if there are areas that we should

go that were in the balancing plan and to be across the and there are a few and that we restore as, you know, back to what they aren'tly are and we partially restore and there are a few that we are recommending that we uphold the reduction so, i think for example, for jrotc the recommendations there is that we partially it has

struggled to find a qualified instructors and things of that nature and so in collaboration, and feedback from high school principles, the recommendation is to restore the programs and maintain the programs that are able to administered the program and. >> for example, it would be helpful to go through some of those initial restorations from your recommendations the

threshold from the u.s. army is high. i believe it's enrollment of 100, 75 to 100. those are the creative solutions as well if you have a school site, for engage at other sites and i am not saying we have to go into those details and it's an example, are there opportunities for that type of leveraging, as not example.

>> i think that's really important and that, we have not gotten that far in the discussion but i think that it makes sense that we wouldn't want the students at the schools where the program might not continue to miss out on the opportunity to participate if there's a way that we can be creative and come up with a solution that would give them access but, not hold up, not put us in the situation where we're struggling to fill vacancies which means those students aren't actually even getting the program at their home site and currently. i'll go a little bit more likely through the others because there are a number and for multi lingual pathways because of that round-up approach that we have, that we're looking at that

restore world language programs and some of the other kind of specific language programs but that the language pathways supplemental allocation would not be restored based on this round up approach in weighted student formula. for peer resources, the recommendation is a rational restoration to insure the sites that are planning and want to keep and they have the ability to do so and that the allocations to enrollment in the program and we have some really wide discrepancies between enrollment in different schools and their allocations so schools with low enrollment and a high allocation and schools with high enrollment and a low allocation it's an opportunity to create a

clear through line between enrollment in the program and the alto indication that the school received. recommend fully restoring the community schools coordinators' positions and further recommend that should we receive the community school coordinator or the community schools grant that we move those positions and on to that funding source as a district wide initiative and and there are a couple of programs, the middle school math class size reduction that is the program i referenced about where the funding was to help implement something that we have is it successfully rolled out and so, would propose eliminating that funding which inraments at many of our middle schools. the secondary school redesign

allocations are currently, they would fall into the round up approach for weighted student formula so rather than these kind of allocations on the side to support supplemental staff build it into the weighted student formula baseline and restore special education, allocations, and the final piece is the enhanced social emotional support which we are recommending that we do not restore. those sites, there had already been communication that central funding would not continue for those allocations, they were previously funded and moved to the general funds and they're not -- they are opportunities to look at a systematic approach to the sites that are supported by that funding and other than this

particular method. and i think that covers all of them. >> thank you that's particular helpful. so i think as a follow-up, i would like to friendly amend or ask for commissioner sanchez's request of that five million dollars to maybe also do a mid so even like, zero two to five million dollars of that direct services. >> i guess what i'd like to know is what is being cut with the five million dollars because we just heard about what is being restored but there's no specifics about what is being cut. i'd like to know that. >> so, what would be cut would be 5.5fte of enhanced socially motional supports allocations about four ste that are partial

increments and enhanced socially motional support and they're all .5 allocation currently and period sources would be about for our five fte in partial increments and math lass size reduction is five fte again these are all partial increment and the the

>> in the cases where we're hovering to cut. >> i would like us all to consider and it's up for a big discussion, yes. >> so commissioner alexander and commissioner collins. >> ok. i should go? do you want more -- ok. thank you, year i'll just echo everyone's thanks to staff for work on this and i know it's a

ton of work and i know that it's challenging and everybody is working with the best of and i want to express some disappointment and concern and and i don't know if the chief is still available and i have real equity concerns around how that is being rolled out. if we just look at the three schools that we're represented well tonight in public comment cobb, it's 29% black students and it's 18% black students and lakeshore is 12% black students and our district wide average is

7% black students. and so we already how are those concerns around equity and race being fact order into the process. >> yeah, thank you, good evening commissioner. year i agree. yeah i agree.we have 21 kindergn classrooms throughout the city and that we reduced. there are six goals where it's reduced to one kindergarten class and as commissioner

sanchez and. >> the students or staff and the work they're doing and during this pandemic, we have lost a lot of students and some schools are more impacted than others and we're decided not and we will do a lot of district to to buildup faith and enough as a district and again to take steps that will help increase our enrollment and i also think shifting away a full choice and not served and the to more of a controlled choice where we develop zones for families and i

don't mean to sound and nothing we do as a solution nothing comes with challenges but when you have unconstrained choice that is hurting our schools, particularly schools that have a significant number of our students and children of color and that is a problem and that we need to do multiple things to arrest and turn around and especially those in density populated areas and reducing hopefully to one kindergarten and so, they're four

kindergarten to three kindergarten and three kindergarten classrooms and we're more financially efficient at the higher level and i know i'm saying that tonight because it's a budget context. i know as a parent there are different ways to think about a school what is important and in the budget context if you have three kindergarten classes, when they get to fourth and fifth the higher grades it turns into two of those sass rooms as opposed and it has 66 turns into 233. >> that's a concern with a school like sheraten. if you only have one kindergarten, what even happens with a fourth and a fifth. then you can't combine them to create the larger it feels like we're closing the school-type of conversations and that concerns me if that what is happening we need to be honest about it and i

just have real concerns about that so i would -- in particular, i guess the other issue that came -- >> i feel the (inaudible). >> sorry go ahead. i o apologize. a apologize. it's not part of this context at all and as we were trying to work to find a way to reconcile the difference between the number of children enrolled in our schools and the numbers of schools that we have and we were clear we did not want one of the solutions to be closing schools. and that is why the same situation for schools are going down to one kindergarten as i said it's temporary and it's also draft. we have maps like this is why it's an open process. we share draft numbers and we haven't is finalized it yet and

we are in the process of doing that. >> can i ask a question about process. i appreciate you bringing it up. >> just one (inaudible). one other thing i forgot to add to provide context. the capacities are not determining enrollment. right. so we're not going toll set enrollment. so, if it's, even if you were to set capacity at a higher number it doesn't mean they will fill up more than one kindergarten classroom, right. >> well that relates to my question around process. i talked to one principal who said, i understand we have to reduce enrollment, but why can't i do it two or three combination or a one-two combination and keep two kindergartens. i guess one of my questions is why aren't we giving -- if we're

reduce the capacity based on reduced enrollment and thus reducing budget. why can't we give schools flexibility to say, we want to maintain two kindergartens and do a two-three combo. why does it have to be determined especially. >> make perfect sense and that is the kind of feedback that we're getting and we shared the capacities, principles have responded and we're in the process of reresponding to the feedback and all of that feedback will be used to finalize the capacity numbers so like said, and we'll make a justments based on that data points. >> and are you the decision maker. i'm trying to clar that too. several principles didn't know they said they had, they filled

out a google form and they talked to their boss. their boss and lead talked to the head of epc and talked to a decision maker and i think there's a lot are you the decision-making on that chief o'keefe and if so are you going to be able to talk directly with principles and heads of sscs that have sent letters and not gotten responses that sort of thing? >> >> george floyd responding to the principles. >> who is on that group?

>> the names? >> i do. the names of the the folks. >> dr. matthews, do you want to say this out now or e-mail it? >> go ahead. >> go ahead. >> yes. the group includes and let me bring up the list here. >> i'm happy to do it and i'm just opening it up and thank you, emery. >> sorry, we have a clarifying q i think oust this falling on

commissioner alexander, i really appreciate through this, if there can be one point of contact so that around clarity and around, i understand it's a working group enter departmental but as far as who is that point of contact, ultimately around process and i think it's really important for both the board as well as tonight for our conversations and for the public. >> that's what makes principles and parents at site councils so frustrated is it feels like there's no transparency around how these decisions are being made, right. it's being done to them instead of with them. that's what is going on theme it was the same thing with the start time issue and it's the exact same thing that is happening right now and that's i couldn't heard so much frustration in public comment tonight. it's not because people can't make hard decisions, even when it might impact them negatively or their school community negatively. people can make hard decisions if they're involved i talked to

a principal who had i filled out a google form and who can go back to me and they said several, i've talked to people who said my boss in lead is advocating for me and i don't understand the process. i'm not saying that we don't need to reduce some kindergartens and i'm not, i'm saying, where is this space for collaboration and where is the space for dialogue and discussion. not filling out a google form but actually being in dialogue with community. thinking through race and equity and creative solutions. i talked to principles where we can combine class and do this

and so then their community spends all this time and effort and energy coming out to the board meeting i think the transparent see and the decision-making process is key. >> let me answer one of the things that is the same as the time start. you just heard ms. o'keefe say that the schools got the information so they could give feedback. it's gone out to giving feedback through the form and through lead. feedback is being given and you just heard and the forms went

out last week and we're making saw age and trying to get to the best place. we're getting feedback in the best ways that we can and i would say another part of it is we're taking feedback from the board tonight and. >> there are a number of leaders and all of us were on the working group and our leaders meeting with their lead teams in the one-on-one and the check inns looking at the numbers and giving feedback that way and we have professional development and a meeting that both our elementary leaders and pk8 as well as middle school and afterwards epc and folks from the budget team have.

>> there's a cultural challenge in this district and i think it relates, it's related to my other point and i'll just make that and the other point is just right hand around the central office and i think it's also disappointing and we heard really clearly from the hya report that our central office oversized and silence, it was the thing in that report and so again, i feel like the central cuts that were presented to us tonight, were commissioner bogus mentioned the word frightening and it was presented in a frightening way and there wasn't a look at duplication of services and or the effectiveness of services it was just like if we cut people, there won't be services and that's how people in schools experienced this so i want to

say that and say hope that i'm not going to sigh if there's reasons we need to cut service and we need to look at central services so at that point, within central office and i assume a lot of those layoffs, there's the 15% of formula and there is also central office layoffs and i heard the concern expressed tonight and that when are we going to learn about the unup representatived reduction and how it offsets to the para and teacher reductions because

again, we have to be clear and transparent about these things so that people trust when we're asking them to make sacrifices. >> on the information request that you submitted to us, a couple days ago, i think, ms. gordan, i believe has responded to say, thank you for the question and we will work on it can you speak to the eta on that and there are so many things going on this week it's a balancing act. >> yes, and i will be coordinating with cranes ten and

she's working with her team to pull together and in terms of timeline personally i am not 100% sure i do need to coordinate with to see where they stand and -- >> i'm sorry, maybe it won't be a time to figure out when we'll get those responses, it's clear you made a question. i need that before we vote on layoffs. it's come soon enough before we're asked to vote on the layoffs. >> we're not voting today. >> i wasn't saying that i needed it today. i think, the larger point, i'll wrap it up, is just that, on all

these things and so on the other request i submitted was around what are the schools that are getting enrollment and those are all information that we didn't have layoff notices go out and the capacity goes out and no one provides the whole picture and all that information is kept so i guess i want to say making hard decisions and we have to be transparent and we have to be inclusive and we have to go the extra mile around we're including people in those processes and we as board members,.

>> we need to do better. that's my plea. thank you staff for the work on this and i look forward to continuing the collaboration. >> did you want to respond because i want to support hearing other voices and i know there's actually elliott other people who want to respond to what is being said and then i think commissioner collins wants to comment and i'm trying to help wrap it up. >> i just wanted to confirm that we will have a response to the information request before the board is asked to vet on layoffs

to contact and. >> thank you and good evening, again and i know this is a very difficult process but let me point out a few things since i'm actually paid for and one is to advise you and your staff to get your budget on-line and the other is to report to the state how well you are doing with that and i think deputy leon, chief wallace and director gordan can attest to this probably the second question is how you are doing your enrollment projects

and and it moves through may. what you don't know, are how many students you are going to have and because you have had other money to cover from that you are still budgeting and for 55 to 57 students and you have 50, one of the things that i know that we as fiscal experts were looking for, and the state was looking for is are you going to align your staffing with the number of students so that staffing and every year and growth or decline and they do staffing allocations and i don't mean -- let me just say in most

districts it's a mathematical calculation it's not a process that is transparent or not. information is grown from schools based on what is happening from there and your central office takes that information and does like a dart board, which you are calling your capacities doesn't mean you have to do a lot of adjusting in the fall. this year you chose not to do that. the $5 million to the direct services is half of a percent of your budget, it's less than that. it's half of a half of a percent. so, i want to tell you from an

oversight point of view, i think your staff is looking very clearly at the hurt, the pain, from the classroom. it doesn't mean it's perfect. whether i'm here or not and the state will always be looking at what do you in the fall when you true up your allocations and your number of kids so i will tell you that i was absolutely quite relieved when i found out that what process your staff was going through, to do your projections for what your school sites will be and i'll be honest, at first i didn't understand how the term capacity was used but capacity ends up being the dart board for where the staff believes you are

enrollment will be. your staff is not shrink the enrollment in schools your population is. you have a lot of schools under 200 kids and it's very difficult to staff. just because you've got k-6 and now tk and more coming along the line and it makes it very tough and because you have bubbles in your cohorts that move through and so it's a very difficult math met cal and with the directing staff and a lot of fear and unknown we won't be known so that you get the students show up in the fall. so, i hope that helps and i hope

that the commissioners understand that we are paying a very close eye to the staff also on the information that they bring to you and so >> i sympathize with that so thank you for your good work and it's a painful step but it's a necessary one.

>> commissioner collins. i want you to get into the i want you to get into the >> i appreciate the questions from my colleagues, i guess i wanted to highlight a few and ask questions. i appreciated commissioner sanchez and al exander's questions around kindergartens, i would like to see a list of those that would maybe meet the requirements of being only one class. that is very concerning. my kids went to a small school ander there were two classes. that is a serious concerns about a school's ability to stay open. i guess one of the questions i haveve related to tt is, you know, the question that we q heard is how are we

determining doing our enrollment projections. i think about the district and site level. know that there was a time. i think commissioner sanchez when we had a school year where ween saw enrollment increase in certain schools and decreases in otherio schools. itik brought up the questions. how are we allocating students to site? as'k mentioned this idea of full choice. unconstrained choice can cause problems. you know, how are we balancing our enrollment projections based on schools? if we have a school, for example, in a neighborhood with under enrolled kindergarten 15-18 kids and another school

over enrolled and expanding the classrooms. it c is logical we would balance enrollment between the e school. i have never -- i know it is not perfect. we see movement. where we can maintain at least two kindergartens at every school, i think that is necessary for every school to be healthy. we know and we have future projections we will see an increase in enrollment. that is why we are building schools, right? we don't want to see any close during this time period when all schools in the state are experiencing enrollment issues. we want to have healthy, you know, cohorts of kids equally distributed as possible. i appreciate those questions. i would love to see a list. i would love to be able to look at it based on maybe if we could

analyze it based on demographics. it would help me have a lens to look at of the schools potentially being reduced to single kindergartens. are there larger proportions of populations in the focal populations and things like that? then i guess i wanted the list of names. if i can know who the point of contact is now, that would be great. if you have to tell me later, that is fine. i would love that to be available to the public. >> yes, we have said we will come up today. >> we will hear it today? >> yes. >> i would like the list of names on the committee. i think somebody is going to read it. who is on the working group? can we hear that now? >> i am happy to share that.

i want to build on prior comments. in the past capacities were set by school sites. reviewed by lead and then used. eps facilitated that discussion. it was decided this year it was important in light of the budget crisis, shrinking enrollment and massive delta between capacity versus actual enrollment it was our responsibility to take more constructive approach. it is a different process this year. we were asked to take that approach. one, the central office we have a system lens not always available and easily to every individual school principal.

there is the amount of time and effort to take school principals to do it. the fact we wanted to be aligned. working across departments with the budget and epe and special education and the variety of groups and collaborating with the primary, you know, supporters and contacts with principals. as deputy, it wasn't just a google form. we had lunch and learn city-wide, office hours. it was quite an elaborate process with a lot of opportunity for discussion and interaction. we have been working with the lead on it. in terms of point of contact, principals should always work with lead folks.

that is who they should work with. that is who i would encourage schools to continue to work with. we are working with lead. >> i am sorry. i wanted just one. the question commissioner lamb asked is there one point of contact in charge of overseeing this process? not for individual. if i could just get a quick answer. it is late. i appreciate the information. >> there are two sponsors. lee and more tell. there is everyone on lead involved. then there is staff from etc, budget, from school portfolio planning. multi lingual.

they should follow up with lead. >> i love to solicit names on this working group. maybe you can give that to me. >> for the sake of this meeting looking at the time, please let's give a direct question, direct answer. then we will wrap up. we are going on around an hour and a half. we are at the point ask the questions, get the answers and move on. >> the other thing that i wanted to ask is i would like to re-enforce the questions that the commissioners had around when i see potential impacts of additional reductions, i would like to see the f.t.e. job title in the department and the

amount. i would like that available to the public as well. for me the biggest, you know, what i am hearing from colleagues and it is really important for me as well. there is a level of transparency understanding how decisions are made and information is shared in a way that allows for the public to participate. as far as central office staff goes, i guess what i want to know. it feels like my colleagues consistently asked about ways to reduce central office staffing for unrepresented staff like at the highest level of central office. we heard that involves reorganization. commissioner alexander and

sanchez wrote a resolution this time last year which we approved. before that i believe commissioner sanchez andmalea wrote a resolution for zero based budgeting. this is consistent since i was budget chair we have a way to evaluate how we should be more efficiently using our resources in our administrative positions. i am wondering if we can't do this, if staff is not able to do this after three years, maybe we need somebody else. this came from public comment, to help us evaluate how to be more efficient with our administrative staffing because as commissioner alexander said, we are top-heavy. we heard that in the report. we may not make immediate changes this month. i am wondering when will we

start doing the analysis. another budget cycle is four years since we have been asking. i would like to know, superintendent matthews, how can we start to evaluate? what is a way to start to evaluate how to maybe better reorganize central staff and make reductions now or in the future? when will we begin that process? what would you suggest? >> later this month in a couple weeks i am meeting with several people. i have spoken with commissioner alexander about this. he suggested one of the people. the goal is to move the process forward in terms of looking at

central office looking at analysis of the positions in comparison to districts our size and looking at the numbers of f.t.e.s as well as management structure of the district to determine if we are top-heavy or not. >> comments from commissioner lamb and commissioner bogus? >> i will be brief. i think we went through this in december. we heard from elliott this evening. it is absolutely yes, the analysis and the work that has to happen around our central budget and the four categories operations, administration. at the core what i want to understand through the analysis through the process is given our

condition. we have seven years of declining enrollment. soon to find out imperfect but we will know what early signs of what enrollment will look like. by may we will know. that is when round twos are due. to me what is very critical is looking in multi-year projections around the portfolio of schools and the number of students we have. what type of enrollment increase would we need to make the structures and funding that we have? i think that is fundamental discussion to look at our colleagues right now going on our four or five of public comment in oakland around sustainable schools and sustainable district. that has to be done in this

holelistic way we have talked about. that is something we cannot deny. that is how the state of california decides to fund its public education at this moment. i want to be able to list. that is something we fundamentally have to address in a longer term, which has already been raised through the fiscal analysis and recommendations from our fiscal experts. >> thank you. my first comment is a request for board leadership if we could schedule a committee a whole conversation enrollment decline projections and increase projections in relation to the new school being built. how we are putting the different numbers together and the collective strategy that we don't have to close schools.

poor leadership. can we have that conversation? i think for me the term right size in the district doesn't capture the moment we are in and severity what we have to do. right size which means reduction of 7,000 students within our district. that is separate. it is time for people to understand the scale of what we are asked to do in this moment. there isn't anything in upcoming budget projections to change that because it is based on drop in enrollment. we are told repeatedly we have a school district that is too big. i think we need to wrestle with that and what that means and be clear about the severity of the action we are taking and what is being asked of us to do.

i think a lot of people don't understand it. when they hear from the staff there is a chance we have a positive outlook from the state budget, that means that their school won't have to be reduced because of the decreased enrollment. that is not true. i want to make sure that is clear. if we can work on the language not to scare people but make sure people are clear about the position we are in as we start to develop strategy to get everything that way. that is what i wanted to ask. thank you. >> thank you everyone for your comments and your work. we will continue to bring this item on our agenda. it is set for the next regular board meeting february 22nd. we will make sure this comes up earlier on our agenda.

thank you for elliott for coming. i would like to call for a vote to extend the meeting since it is now past 10:00. i also am going to relieve our student delegates. we are going to vote to see if we extent the meeting then bring up the closed session item. i need a motion and second be. >> so moved. >> second. >> roll call vote on extending the meeting. (roll call).

>> six ayes. >> thank you, student delegate for being with us. now we are in section k. reminding everyone j was heard earlier tonight. k. board members reports. we will hear report from standing committees beginning with the special meeting thursday january 27th. i would like to call on vice president lamb.

[indiscernable] >> let's move to the report from buildings and grounds and services committee which happened on thursday, january 31st. commissionermolega. >> we have three items at the last meeting. we had a good meeting. we talked about the resolution with the community development center, remarks about the partnership, we gave a positive recommendation back to the board. last resolution. we discussed an update on the 2016 general bond obligations.

we have new staff to roll out these which we are excited about. in that discussion it is ongoing in follow-ups in terms how they carried out. especially the items mentioned tonight. the things we are talking about, you know, in the last meetings of the southeast bonds. we also had a conversation around the facilities capital conditions assessment. that is underway. we had the group coming out to the buildings. a general plan. capital general plan. analysis on areas improvements that we should have throughout

the district. all in all, hopefully, we could put ourselves in a position where we try to. [indiscernable] the next meeting will be the fourth monday of the month. looking forward to seeing you there. >> thank you. next we will hear from chair alexander budget and services committee. we heard about the action item. >> we covered everything. the action item was a resolution in the budget item was covered as well. preliminary version of what we heard tonight around the budget. >> was it covered tonight? just kidding. >> yes, i think we spent time discussing it. >> thank you. next is report from the rules

policy and legislation committee which happened yesterday. >> i can give a quick report out. we took action on one item. board policy 5023. translation and interpretation. we made a positive recommendation for it to come to the full board. we also had informational item on the california community school partnership program and grants. that will probably be a standing item for the next few board meeting where we have more opportunity to talk and provide the community with information what we are doing and preparing for that. thank you very much. >> last vice president lamb sharing the special meeting on the superintendent. >> thank you for the extra time to collect my thoughts. january 27th. it was around the

superintendent's the desired characteristics of the next superintendent identified in four key leadership skill sets granted in assistant with a laser focus onstructional policy and results. champion for social justice, effective communicator and relationship builder and engage manager. detailed report around 1200 survey results as well as 60 plus town hall and individual meetings with stakeholders. there is a comprehensive update including on our superintendent search on the website of the school district. i would encourage folks to continue accessing that website and web pages to know where we are with the progress of the superintendent.

>> item 2. report from board delegates to membership organizations. cgcf or cfba. >> there are a number of trainings available for board members to participate in. i will forward those to the board members to consider. it is really a great opportunity to also not only skills around governance as individual board members but opportunity to network and meet colleagues around the state as well. >> i am the delegate to the council of the schools. policy and legislative conference march 8th during our interviews. if there are any commissioners that would like to join, it is

in washington, d.c. in person this year. >> thank you. >> i am not on any committees. i would request the building and grounds committee meeting take up the agenda item related to supporting families or schools in planning for outdoor lunch, out door learning. it is the covid recovery resolution and we have heard consistent public comment since last year. as district in approving that we committed to coming up to a plan to support schools in outdoor lunch and learning. i would like that taken up in the next building and grounds committee meeting. last meeting i brought this up. i would like to know from board leadership when we will be able to hear about sexual harassment

and sexual assault. i have been asking since november. i want to get a commitment from board leadership and superintendent. i am interested in knowing both the policies and how we implement our own policies in relation to title ix and discrimination. i would like a report in terms of curriculum. i heard from students that we aren't doing a good job of educating students about what sexual assault and harassment is. i would like to have a fully rounded presentation including both of those components. i would like for that to happen. finally, i also wanted to get an update. last year we had cyber attacks

on zoom. pornographic involving hate speech. we never received a report on on what the district has done to investigate those incidents. last fall we had an incident in an equity audit meeting. i would request a reporter for the public if we have reported to the f.b.i., followed up with investigation, how we are moving forward to protect few t students from -- students from hate speech and pornography on the learning platforms. >> item 3 all reports by board members. there are none tonight. item 4. calendar of committee meetings. between now and next regular board meeting february 22. there will be curriculum and programs meeting on monday

february 14th. >> 4:00 p.m. >> thank you. moving to section l. other informational items. side letter between s.f.u.s.d. and uasf regarding evaluations for spring 2022. posted on the agenda is the letter between s.f.u.s.d. and uasf for spring of 2022. >> with that we will have our memorial adjournment before closed session. >> we will adjourn in memory of

michael. a beloved member of the robert lewis stevenson community for over six years. he was the technology educator, testing coordinator and after school teacher. he passed away unexpectedly in a car accident on the way home the evening of january 26, 2022. he is 31 years old. mike was the epitome of graciousness and joy. laughter and smile filled the campus. selfless and generously shared his time, resources and thoughts. he made the effort to help anyone in need changing a tire, tutoring someone after school, playing the guitar, whatever the need. never too great or too small.

he consistently used talents for the good of others. mike invested the time to truly help people and cultivated relationships with students, staff, families and colleagues throughout his many years of service and dedication to the community. his creative spirit, quick mind and kindness allowed him to create a legacy to live on in the hearts of everyone who knew him. mike embodied what we hope to become community oriented and above all mindful and considerate of others. students, families, staff and district alongside family respectfully grieve the loss of a great man and life well lived. >> thank you for sharing that. we are now on section n.

closed session. at this time before the board goes to closed session. i call for any speakers. there will be five minutes of speakers afternoon i do want to recognize our student delegates. >> student delegate lamb. >> i would like to specifically speak to item 5. conference with labor negotiators. i take issue with cutting the ap pretperiod bonuses in exchange for one-time bonuses for teachers. in december we were tasked with the budget. we walked away with a promise to minimize the damage to reflect students directly. open session items and closed session items any labor contracts. in december we saw the breakdown how many f.t.e.s would be did

cut.moving forward means 60 additional teachers will be cut from sites. that might look different. at lincoln that is seven. [indiscernable] i could go on. we also talk about vision 2025. having well rounded graduates, prioritizing learning. students want classes to allow them to explore new subjects. ap classes and those not grad requirements might belows and student -- might then be lost. programs that time and time again on the chops block, wellness funded by the ap funding as well. they directly support students and make the difference to learners. maybe we have student centered.

students bear the brunt of the burden. constantly seeing newest teacher being first on the chopping block we wait for this to be voted on. it is the students who take time and energy to learn and dive into the teacher contracts not because we should but because we care. please as you enter closed session the request alteration and amendment to this contract to restore a pprep period bonus. >> i want to say that she covered everything that needs spoken. i think it is very important to really hear what every student is saying. in the beginning of the meeting we had students come to talk about this topic. i understand the district did go

through challenges with the budget. i want you all to remember why you are here. we made a commitment to the programs and differently sources for students to make things more equitable on school sites. i really believe it is time for students. [indiscernable] across the district. i urge the board to re-evaluate what passing this contract meant and the people it impacts. i hope there could be alteration to this contract. >> there are two minutes left. aaron. >> i am a high school social studies teacher. i do not teach ap classes. i want to join the student representatives in speaking against the contract which was

opposed by 44% of the members. it was sold as a raise. it is a one-time bone be nuss b. many of our low income and first generation college students use to prepare for college. please help our low income students and reject this contract. thank you. >> thank you. cal. go ahead. >> i want to talk about teachers. i mentioned earlier that it seems like there is a lack of care for the teachers being fired. at 60 they have bills and

families. more over, as student it is traumatic to go to class today and see teachers crying because they are worried they will be cut first because they are newest. students are crying because the favorite teacher is cut. the program that makes school worth going to will not be funding. students deserve to have those programs. taking away the funding is taking away those programs. like everyone else said i urge you to reconsider the agreement. >> thank you. >> i am frustrated to hear ap prep classes might be cut. i am frustrated to hear genned teachers never had the prep

periods to begin with. it is important to note that there is an inequity in our system when the only teachers who got prep periods were ap teachers. i am never in favor of cutting anything. if we are the equitable district that we think we are, we need to look at what students need the most support and what students require the most planning. r.f.p.s have to work with 28 kids across seven, eight, 10 different class rooms. folks in need of planning period, i would encourage you to look at other areas, not to take anything away from ap teachers. everyone needs planning periods. move equity to the front and center of the conversation. thank you. >> that concludes public

comment. >> thank you. the board will now go into closed session. i call >> item 1 report from closed session. the matter of pk versus s.f.u.s.d. 2021-120888. the board voted seven ayes to pay up to the stipulated amount. the matter of rsh versus s.f.u.s.d. case (202)112-0857. the board seven ayes gives authority to pay up to stipulated amount. two matters of avenued litigation the board gave direction to the general counsel on one matter of public employee discipline dismissal relief. by seven ayes approved

settlement and release agreement. with that this meeting is adjourned before midnight.

>> chair borden: february 15th meeting of the sfmta board of directors. please call the