a week prior. i did want to share section g on our agenda tonight will be moved up in order to accommodate our students who are on the call, who were presenting last week before we paused the meeting and we will continue with the regular agenda. the regular meeting of the san francisco unified school district for march 1st is now called to order. roll call, please. [roll call]

>> >> clerk: that's roll call. >> thank you. section a, is general information and section b our land acknowledge. >> we the san francisco board of education acknowledge that we are on the unceded homeland of the of the san francisco peninsula as the indigenous stewards of this land and accordance with their tradition the ramaytush oholone have never forgotten their responsibilities as the caretaker of this place and all people to reside in their traditional territory as guests we benefit from living and work on their traditional homeland and we way to acknowledge the ancestors, elders and relatives of the ramaytush oholone community and affirming their sovereign rights as first people. item 2 approval of board minutes. the regular meeting of

february 8th, 2022 and special meeting of february 24th, 2022. i need a motion and a second. so moved. >> second. >> roll call. [roll call] >> president lopez: and our students are gracious enough to attends the meeting again and we will begin by hearing from zoie

and whitney. >> would there be anyone who is responsible for screen sharing our presentation? or would you like us to present without it. >> perfect. thank you.

good evening, thank you for letting us to do our presentation again.

>> we are students part of the program yeah wave bringing awareness and educating ourselves on topics such as sexual violence so particularly the of two us presenting here today, again, have a significant role in overseeing much of the program's content and work closely with other afusd students. >> to give an overview for those that aren't familiar with our resource toolkit, just to share in background as to why we created in the first place and

we witnessed these problems unfold and witnesses them happening and as students and members of the program we were the perfect people to come up with the solution because we had knowledge we wanted to share with students and youth. the basic content of our resource toolkit is a slide show one that we do workshops on and whatever learning is best for you accessibility reasons and we wanted to make sure that this was easy to use for all members of the sfusd and in addition to for those who are seeking more

professional help. >> to debrief over our intentions of creating this project, the first is to better inform students about their rights and what violence looks like as well as how young people are affected and what they can do to help each other and also to really make sexual health education accessible so we have visual, verbal and auditory resources in our toolkit and regardless of your access needs, you can still be able to look into this information and normalize conversations around sexual violence and sexual harassment and we believe silence is some of the biggest contribute or to why these issues are prevalent amongst uniformed teens and the fourth is really to bridge the communication gap between adults and students and we noticed during the time when cases were really prevalent, this number

was very important to us when we were creating this and 16,279 is the number of students that ascend sfusd public high schools and it was demographic we were trying to reach.

the slide after the next slide, please. so, the way that we wanted to reach our goals was to first build relationships with each public high school so we wanted to e-mail the administration and wellness staff at every high school to provide both resources and future workshop collaborations. the second goal was to entertain with the education and we focused on that earlier. >> we want to incorporate these aspects in our relationship between the board of education so the first thing is accessibility so we want this toolkit to be accessible to any individual within the district,

especially teens when needed for addressing sexual harassment or assault issues and the second is we really want collaboration between the board of education so that we can be utilized as a re source for raising aware in whether it's through workshop presentations or otherwise. we want communication, our hope is to continue this rip between the board of education to be able to work together and address sexual harassment efficiently in the future. that's the end of our presentation. thank you for listening, everyone. >> president lopez: thank you to our students to bringing this forward, for all of your labor. adds i mentioned previously, i mean, this topic is long overdue and i know you all have been working really hard to get information to the public to

collaborate with adults and shortly we'll be hearing from our staff who will share their responses to requests and i also do not want to acknowledge so we'll gun our discussion after we hear from staff and it will be open to the public but i appreciate your time here and you are willingness to discuss and collaborate with the board. >> thank you president low president. and i also want to thank our students, i appreciate the presentation and this evening we'll be hearing from two of our staff members and key co williams we'll talk about some of the context and what has been created and then, we'll discuss how the programs are being implemented in our schools. >> thank you dr. matthews.

question, commissioners. and the students and were bringing to our attention in the fall and my name is key key williams and i am the executive director in the office of equity here in san francisco unified. on december 9th. dr. matthews and our office sense a response to the student demands that have been recorded forwardedto us and in that resps information about how students can report incidents of sexual harassment and how that closed

on friday so we plan to be notifying those students this week and our hope with that is to really engage some of our student leaders who have been extremely vocal to help us better create resources for students and the student friendly way that students can read and understand the legal language a little bit better so we're really excited about that and another thing we do yearly to provide training for our educators, our administrators, wellness, a lot of folks from the student family services division councilors, deans, and we'll be excited to share out

later information that we gather from the student advisory group when we get going later this spring. >> good evening, everyone. so, in addition to what key key shared it's the responsibility of the assistances and directors to engage site leaders to make sure they'll all be trained on this important topic and they know what the sfusd policy is what law is and have a shared vocabulary and they take if back to their school sites and into students the primary vehicles and has been the home room and advisory but i will say that many of our sites have been very creative and partnered including assemblies, wellness day, videos that have been co produced and co made with other students

using lessons that the directing educated or at school sites during we know this is an area of photographic us and we want to make sure our students know their rights and there's understanding of what is consent and not consent, et cetera so we've asked sites to commit to not just doing this at the beginning of the school year which was typical but throughout the school year and many of our sites have done that and still wanting to make it a more frequent opportunity for students to engage in get the information and then we're also thinking about how do we follow-up to make sure old schoolteacher terms, check for understanding, how we make sure that after the events and presentations and videos, and throughout the year students are aware and understand what their rights are and where they can go if they feel like those rights

have been violated so those are some the things and when they have their cohort meeting and their check inns and they help leaders with individual cases and partnership with the office of equity and also check in we have been able to gather a number of examples and samples of what school sites have done and doing and share those with other school sites so there's a lot of collaboration that is happening and i want to look at some of the things that the students highlighted in their presentation around student voice and collaboration are happening and more importantly making sure we getting the result we want which our students are being informed and knowing where to go and how to get support if they feel their rights are violated. >> thank you to our staff for

sharing that information. before we begin our discussion, i'd like to open it up to public comment on this item. thank you president lopez. how long will we have for public comment for this item? >> i'm looking at the hands that are raised. we'll do a minute each. >> ok. thank you. finger j. >> caller: i apologize. i'm interested in another item. i was on here to defend ms. penny (inaudible). sorry. >> thank you. so we will take public comment on this item. would you interpreters please

repeat this in chinese and spanish. there's one minute each. [ speaking spanish ] [voice of interpreter][ speaking chinese ] >> thank you. >> julie de sue. >> good evening and i just want to really command zoie and witness for this wonderful program. i'm a former commission on the san francisco commission on the status of and we have started training as young as in middle school about appropriate behavior and limits, i want to mention this meeting was noticed as a special meeting and as such only one agenda item is supposed

to be entertained unless otherwise it's a violation of the brown act and i will also put that in the q&a portion. thank you. >> thank you. larry. larry lee. >> hello, yes. can you hear me? >> yes, we can hear you. >> caller: this is larry lee. i just want to mention the same thing that the previous caller called about. this is a brown act violation and it's only supposed to be one item which is the item that -- >> i'm sorry, right now we're listening.

>> sfusd pack. >> yes, hello, thank you. this is michelle (inaudible) the coordinator for the parent advisory council and i just want to commend the students again and also apologize on behalf of adults that we did not support you the way a student should have been supported in all of this. so very appreciative and proud of the students' efforts on this and once again you demonstrate leadership in our district and please, please, let us know if there's anyway that we the pack can support you. >> clerk: thank you. marcella. >> caller: hello. i thought i had one minute.

marcella -- >> yes. [ speaking spanish ] mira.

>> can anybody hear me? >> yes, we can hear you. >> great. so, hello my name is mira and i'm one of the (inaudible) attending and i feel like this project is important because it's crucial to see cause them to learn more about sexual assault and sexual harassment and especially since it is a very important and current issue in our society and classroom. being inia what has greatly impact medicine and allowing me to bond, and grow with. >> we need to promote you to panelist so you may be on camera. is it that ok? >> promoting you, stephanie.

i'm one of the in yawav and i believe it's important because of cases of sexual and district and this project can be start of a new beginning where students feel safe to be out of school and where they won't be harmed in anyway whether we had a classmate or staff member. i have the fact that educating is the first step of solving so this toolkit will be beneficial for our communities in our schools and because they have impacted it is important to listen to hard work and this project can impact the community as well.

>> siobhan. >> i'm recently and a school sanctioned event and if they went inside with protestors protesting this event that park police would be called on them and now, i know everyone has rights to first amendment and i'm sure there's no board policy against going inside and protesting with posters, not

running on the school basketball court and not running to attack anyone but with posters. >> thank you. >> andrea zhang. >> my name is andrea and i'm one of the leaders in yawav and this project that supports them because it would raise awareness and educate people about sexual assault and sexual harassment and this is important because there's been many sexual assaults and sexual harassment cases that took place within our schools and i think this project is important because it gives survivors to reach out so they're not alone. it was also raised awareness regarding sexual assault and sexual harassment which is good because we'll be one step closer to preventing sexual assault and sexual harassment.

>> andrea, thank you. hi, rosa. would you like to make a public comment on this item? >> that concludes public comment for this item. >> president lopez: thank you for checking that. i would now like to open it up for discussion on this item.

are there any questions or comments from our student delegates or board commissioners? and i am keeping an eye on our virtual attendees. student delegate lamb. >> so first, i want to thank yawav and i've worked with you all in the past and we've held at lowell and i know you all do amazing work and clearly this is evidence in that so thank you for coming in and presenting and i think this toolkit has public commenters have mentioned is absolutely going to be useful to students and i greatly appreciate all your work and i want to acknowledge that these are students that are making tool kits making materials for this issue and i feel like, i said this a while ago and i'll say it again, i feel like students, when faced with these issues bear the burden and they

take action and the ones who are proactive and i'd like to see the same energy matched from staff. meaning i hope that this toolkit goes out to every student through our high school news letter and i hope we make it available on our website and do whatever we can to support yawav getting this material out and i want to address it the public comment made about protests so, and as president lopez has mentioned, there were a couple of high schools today that walked out of class in protest of sexual assault and sexual violence and particularly on sports teams and also the complicity of sports teams and their coaches. and so i would like to lift that up and first of all acknowledge the students for taking action as i said again, time and time again, students bear the brunt of the burden and they are going out and protesting and beg

proactive and i also want to acknowledge the incident that the public commenter mentioned about how the students were peacefully protesting at a basketball game and told they could not go in because they had posters and they were threatened with the police. why think that's ok it goes against our board policy and i have it pulled up in front of me but it's board policy 5145-2 or .2 and in regards to on and off campus expression and students shall be subject to discipline for off campus expression including expression on campus internet web and only when the expression poses a threat to the safety students or substantially disrupts the program and protesting a basketball to me does not seem like it validates a response from site administration to call the police and so i want to make that known and i also want to highlight these students'

demands and a couple other high schools. first to implement a mandatory orientation about sexual violence and consent for all perspective student-athletes and coaches and the second is to reclarify the reporting process as we heard from staff that has happened but i would like to see it again making sure that we specifically outline the survive sorry are are expect today do throughout the investigation and guarantee throughout the investigation process survivors are forces to not communicate and a report of sexual violence does not meet the criteria of a title 9 complaint and to investigate the report under the harassment policy and bullying. and the last two are protect your virus by transferring abusers out of shared classes and for this particular administration to issue a public apology for violating student's

rights and i have one question for staff, is there any plan to implement a policy where we educate our coaches and our sports teams on the issue of title nine. i will turn it over. >> i will just add that we have used the program called coaching boys to men before through futures without violence and we had to use it before the pandemic and it was specific to teams, athletic teams and coaches. i'm not sure what the implementation has been since the pandemic but we have made attempts in the past, sorry, i have no childcare. we have made attempts in the past to focus on that and specific to athletic teams. to your point about orientation for all students, focusing on that too is something that we should be doing, especially returning from the pandemic.

>> president lopez: is there other staff that can respond? good evening, commissioner and student delegates. currently ms. williams mentioned we had -- >> can we make it visible who the speaker is for public. thank you. my video is on so i'm not sure. >> should i go on >> yes, you can continue. >> sure, so as ms. williams said there's been some information for coaching pre-pandemic we're in a transition and rethinking some of the coaching supports and resources and i think maybe about a month ago so it is good to hear this information and i'm glad to be learning about it so we can think about the future

stayed and add these things tone sure that as part of the coaching these things are added so thank you for raising it. >> police being called and with the administration and what was reported here was definitely not what was reported to me and i have that specific question so we will investigation and we would have a report for the black. other comments from student delegates or commissioners?

>> i just wanted to acknowledge student delegate lamb asks to share the toolkit in our lead news letter and i did not say it at this one so i wanted to say we are going to share it through our lead news and also through our principle huddle to make sure we have that information. >> what i heard from student delegates, was that was it was not shared leaders and there's a all students receive the school kit and so i guess i just want to make sure that that's not just shared but it's received. >> yes, that's the first week and i will have lead make sure that lead is able to follow-up with it as principles and assistant principles to make sure that information is getting to the hands of students and there's a plan for each school as to how the information and when that information will get

out. >> thank you. i believe communication is in touch with that word. >> thank you to our student and and as a broader school directing so just as a follow-up similarly to really utilizing the toolkit and thank you to ford learned the lead as being the next stop and raising the toolkit to our site leaders and i'm sorry if i missed this i was on transit on the way here to

in-person and around and to mel' as well and how is it being utilized right now if the toolkit is or plans to through our wellness center since we have a built out infrastructure there for wellness and our students for peer to peer supports as well. >> thank you commissioner lam for the question and i would have to check with staff. i know that there are certain, there's a lot of resources and i don't know if this is available and if you have questions for

staff. >> thank you to the presenters and i really appreciate it. can you share the expectation for responses and to issues of sexual harassment or assault at school site and what supports and resources are available to ctstv.com struggling to respond pro reatly or quick enough and i guess the i have to ask more. >> i can jump in on that one.

our office responds in real-time as much as we can when reports come in from either students or families and whether our calls and sometimes we go out to the school sites and our small staff can't get to administrators quick enough, they are helping out and help do an initial consult and we have documents and internal resource and students facing resources so we help do the initial pass that figuring out what information is out there and which policy is falls under and what first steps we need to do so we're really, really hands on with the administrators to make sure we support them when any report comes forward. >> could you share an idea of the estimate of like the time it takes to respond when someone makes it known that this happens so there's a school site and if a student came fourth and

informed a staff, how long until there would be action or steps taken. >> the most serious sexual harassment that fall under a formal complaint process and it takes up to 60 to 90 days. the incidents that students delegate lam so there's a lot of issues that we have to talk through at the beginning and we do and then we hope that a lot if it rise to that level. >> i'm interested in the process and how we can be more proactive as a district to support students when they're going through this and as well as the education and just to be responsive when people feel that

things have happened to them and they're reaching out for help to us this they don't feel they're just waiting and waiting whale things are happening and i guess i would also like to see if we can start to identify additional resources to the one that was involved by the students which is great and just to sew if there's other things out there and to have resources that are available through our school site and our website and to make sure we have things accessible to everyone and also figuring out what we'll do to help maintain and monitor those things to make sure they're up-to-date and don't get outdated as things move forward. thank you so much. >> thank you. so, i guess, i really do know where to start. i'd like to ask, i guess, staff

first, you know, i'm hearing about all this staff that's going on and i just wonder why a report was not presented. because i guess that was a request i made. one of the problems in addressing this is that we have actual legal policies and we also do have curriculum and programs and supports and they are both incompetenter connected and i guess i also want to say this isn't like a program that we want to have and this is legally required by-law and so i do like to know from staff why we're not getting any specific information. i heard a lot of things that wore doing anecdotally but i didn't see reports as far as i remember kick you lum or data around what kind of reporting we're seeing schools and whether

students curriculum subjective or really anything so i'm just wondering if you can explain why and the public aren't getting any kind of a report. >> i'll start commissioner collins. so, now current low or right now you've asked for data and for specific curriculum and originally and i'm speaking to you the request you made to me was that you like us to present on the content content of what we're creating and how the programs are being implemented and that was i wrote that down is there a report on that. >> so what you just received was that so if you have something else specific, like tonight you said. >> what curriculum are we using?

>> that's what you are saying now? >> i'm saying what is the curriculum we're using in its in our administrative education and even if i didn't ask for it, it says in our administrative regulations and that's another one and i asked if that could be posted because we have administrative regulations required by california state lieu and in those students, last fall, went on-line and looked up what we're doing required by state law and we train teachers and we will information students about sexual harassment and things like and and those are our administrative regulations and the reason that i have been specific about asking about this is students are being clear with us and they're saying all the things we say wore doing aren't happening and i think it's very evident that we have several walkouts last fall, after a

summer, where students held a major event at lowell and students, you know, it was huge, and we had another walk out today so students are telling me personally telling me this and i think the data in terms of is saying that we are not doing a job in responding to sexual assault and harassment reports and they're saying we're not doing our job to educate them and their peers and that was in the report it said they want us to make sure that we're educating athletic directors as far as i'm aware, that should be required by state law already. students shouldn't have to request that and we should be doing that and by california state law and so that tells me

we're not doing what we're saying we're doing is if there's a disconnect, i would like to know where that dis connect and i can't do that because, i'm seeing what students want because they wrote it down in a report and so i guess, that also reinforces what student delegate lamb is students have been doing a lot of work over the parse several years to troy to get more support around something that is critical and also required by-law and what student delegate lam said was, she didn't feet like the adults were matching that energy and that, i don't know, professional and i'm seeing it tonight because students presented a report and they have a list of request loaded on to board documents and

very specific requests and we don't have anything from staff written down in response to those very specific requests so i just, you know, i'm kind of at a loss and what i'm seeing is basically in action right now what students are saying which is they keep asking for something and there's a lack of response that is really specific and actionable and time oriented and measurable and so, i just want to ask, i want to say thank you very much to students both at this meeting and also out in schools that are advocating for this and i want to apologize and we fall down on this and i don't think that this response is acceptable and i want students

to be in class not protesting the things that we should be doing already. i guess i just wanted to allow the students that presented tonight whether they're from nawav. if you want to say anything, am i getting it wrong or maybe i'm off? i want you to share any additional thoughts. >> thank you, commissioner. this is zoie from yawav and i would just like to mick a brief comment just in response to your observation and i do think the disconnect is prevalent between both youth and adults and that is the reason why me and witness

created this resource toolkit because we realize it as students and not being able to have conversations on level ground with adults in the sfusd school directing and so i guess the point of implementing our personal resource for all students is to show that assault and youth relationship is meaningful and respected in sfusd because not only would you be accepting resource that is completely youth made but it would show this conversation we're having down and the conversation wore having tonight is being heard and it is being acknowledged and students aren't being tossed aside as we have felt with every walk out that we do and probably had a students in the walk out at lowell felt

and the most recent walk sought demonstrated that this problem isn't going to just go away and i think that was something that was said by admin from the very beginning and they didn't think students were going to be as demonstrative as they have been and i hope that they recognize the demands that we're asking for, are not there to just be lost in the wind and we want to be heard and we want to have educated, respectful, conversations with each other. and not feeling like we are interior. so thank you for acknowledging that and letting us take the space to present tonight and hopefully we can work to implement this resources and make it permanent for years and

years and years. >> thank you. just to kind of bring this full circle, the reason it was structured the way it was in our conversation zoie witness and i, talked about this importance of having it be youth led, youth ran, so that when we hear from your perspective and your experiences and our staff can work with you in order to implement the what you are asking for and it's why we heard from staff and why we're following up and will follow-up again but in order for this to be successful, it does need to be in conjunction with our young people so i know everyone is appreciating the work that you are doing and the action that you are taking and in order to do that and we hope that as a directing, with resources, we

can fully implement the request that you are making and continuing this relationship so, students are feeling like their voice are heard. i want to offer any other opportunities for student delegates or commissioners to respond with questions or comments before we wrap-up this item. seeing none. i want to appreciate you again for your time and this won't be the last time we hear from you and we hear about this topic and thank you. >> thank you, again. >> ok.

as i mentioned earlier in our meeting, i moved up this item to accommodate our students but we're now moving back to section c which is our consent calender. i need a motion and a second on the concept calender. >> so moved. >> second. >> thank you. let's open this item up for public comments. and let's our trancation please let the public know that we are listening to the consent calender item. >> thank you, if you care to

speak on this item, please raise your hand. chris. chris c. >> hi. >> can you hear me. >> yes, we can hear you. >> i'm sorry, i think i raised my hand too early. thank you, chris. >> hi, this enclouds personal and i'm looking under concept piece. >> i'm a parent at (inaudible) school and i'm here to urge you to reinstate all three classes

and to stop all cuts to teachers and staff and over half of our stud body comes to spanish speaking families and we lose a class we may not have enough students to fill our fourth and fifth grade classes because they're funding is based on moments and and impose north five years and one of our teachers has been laid off this year and please reverse this and we've been slammed by covid and even the covid is making us sick we have a new metric for funding our schools and one not based on students enrollment and also on the stability and structure of our schools and they expect a budget surplus and the california constitution requires spending 40% on public education and working families and we pay our taxes and don't kick us while we're down. our class and our teachers. thank you. >> stewart.

>> good evening, superintendent matthews and board members. my name is stewart dick and i'm a school district nurse and i've been before the board previously as a member of the chief pack. other soil speaking about moving the budget for school district nurses and social workers and to the school sites. moving it means that site administrationors will be responsible for superviseing and advising professionals in areas that which they have no experience or training and they will be a evaluating us rather than us being evaluated by our professional spears and this increases the exposure, risk and liability of administrators in medical and mental health

emergency and it means that nurse and social workers and always, but in particular, during the pandemic that the need for immediate consultation on immediate situations involving the mental and physical health of our students is critical and our administrator cannot be expected to wear these cats in addition to all their already expect today do. >> as a reminder, this is for consent calender items. if you would like to give public comment on the con sen sent calender items raise your hand. >> >> hello. >> yes. >> i'm a parent of (inaudible) and i would just like to see.

>> i'm sorry to cut you off. right now, we're speaking to consent calender items and we will come back to this later on in the agenda and you can raise your hand at that time. >> ok. >> please regard the decision, thank you. >> thank you. >> alison white. >> hi, i'm a san francisco unified schoolteacher. i'm wondering why teachers have not been paid. >> right now we're focusing on i'm go to ask why teachers have not been paid through empower. there are teachers in this school building who show up everyday -- and we are not being

paid. >> this is not that item we will come back to that item. since october. >> that concludes public comment for this item. apologize to the public for the confusion about the current item we know how important what is being brought up and we just want to make sure we're aligned with the items. so now we'll neck there are any items withdrawn or corrected by the superintendent. any items removed from the consent calender for first reading by the board? or suffered by the board? >> can we discuss number nine?

specifically the recommendations for non reelection without cause for probationary to credential teachers. the reason why i was saying that there's personal under consent calender this is personnel and there was someone earlier in the public to wanted speak to this item and about the non renewals. >> let's open a public comment and the consent calender items. and we'll just run through the hands that are available right now. >> there was a public member who earlier, today, called in regarding one of the

probationary two teachers and we had to tell them it was during this time, so i wonder if he is still wanting to comment. why remember his name. >> i do remember his name and i just saw his hand. seeing that there's that individual and a few others who would like to speak on the consent calender item please chose this time to do so. >> ok, so, we have alex schmouse. >> caller: my name is alex and i'm an instructional aid at francisco middle school and the united educators building representative and i would ask that given the board commissioners have received as many as 20 letters in support of is teacher pl face facing non

reelection at francisco middle school that the language is to sever that item for discussion and and i think the commissioners should consider more discussion and that item and not just rubber stamping it and it's very unusual to get that many letters as i understood and about a non row election. >> thank you, alex. alison white. hi, yes, i'm sfusd teacher and i teach at high school in san francisco and i wonder why teach verse been left unpaid -- >> alison -- right now we're

focusing on consent calender items and did you want to give comments on that? >> you just muted me. you are asking me to follow a dequorum and you are not paying san francisco working teachers. how is that possible? >> we are working, we will reach out this item is to speak for items on the consent. if you would like to comment raise your hand and we'll call on you for consent calender comment. sa even a chew. >> hi, this is celina and i have here in asking you what the consent calender and

unfortunately i don't know what the consent calender. is it possible if you briefly can go over it so they know what questions they might have thank you. >> >> they are the items on the board agenda so would you have to look at the board agenda and you would see the consent area and all the items under s section c. next caller. >> jeff finger. >> i'm raising my hand in regards to i don't have the agenda in front of me so i don't know what a eligibility items are and i'm calling about teacher pl at francisco middle. >> you will comment on -- >> yes, this is the time for

that, sir. >> i'll lower my happened. please, give your comment. >> if you can please comment on this item this is the time to do so and we apologies for the confusion. >> can i be heard? >> yes, we can here you. i'm happy to defer to a later time. i'm just confuse beside when i'm supposed to speak. i'm calling on behalf of teacher pl and i was her master teacher in her training program and she was beloved of my students and has received satisfactory reviews before it to me, i just am trying to be respectful but it's rep re hence able behavior on the part of a principal to execute a decision which amounts to a nuclear option causing this

teacher not be able to even pursue other employment on our district. and i am livid about it. and i cannot, i just don't understand how a principle that's that kind of capri anxious pour and jane laval. jane laval.

>> jane laval. >> that concludes public comment for this item. president lopez.

>> president lopez: and i believe that that should be under review and that should come to you guys' attention and that our school needs to be back at a tier 3 and our students 25% of our students need an iep and we are definitely deserving of the tier 3 funds and the tier 3 amenities like the mtss at our school and we cannot afford to get rid of any of them. i'd like to put that on the

(inaudible), thank you. thank you. >> anna montano. anna montano. >> an a. are you there? >> i believe that concludes public comment. thank you for checking again and by request we will be is everything item nine on the consent calender for further discussion is that correct, commission san chess. >> yes, thank you.

please note, debra, please note for the public. [off mic] roll call on consent calender. [roll call vote] >> clerk: thank you. section d discussion and vote on could be sent calender items and consideration and as just mentioned bell be discussing item 9 certificated personnel agencies resolution number 223.1

f-1-f15. commissioners, are there any questions or comments? >> yes. >> i severed the item for discussion and i just have a question. what is the -- is this time sensitive in terms of having to pass this? this portion at least on the probationary cue. non relax? >> yes, it is time sensitive. because under it goes we have it to issue letters to people by march 15th and so there's a time sensitivity to this item going forward. >> do we have the ability to remove one of the names for discussion in closed session since a personal issue? >> it's legal to answer that.

>> commission sanchez personnel is not noticed for discussion tonight on closed session and if the board wished to discuss one or more candidates we would need to do that at a subsequent closed session and after we noticed that on the agenda. >> that's what i prefer to do even if we have a special meeting to do that so it's true that which rarely get this amount of comment and feedback from the public and colleagues and teachers that are being younger and staff have rationale they want to give public that would be my recommendations so severe that one name. >> jury for clarity you are moving to sever one name from the personal consent report but the remainder of the report may

move forward? >> yes. >> i'm assuming it's the pl. >> >> given that my recommendation would be to pull the individual names and we move forward with voting on the rest of the items. >> if the majority of the board wants to do that. >> president lopez you need a second to commissioner sanchez's motion. >> second. >> >> second and a third. >> >> ok, so, to be clear we'll

vote on item 9. the individual pl and it s that clear for everyone? >> i don't know if we have to vet to that to severe that name. it sounds like do we need. >> i recommend you do commissioner san december just to be clear. otherwise we'll move forward with the item. >> ok. >> ok. >> so we have a second on the floor let's vote on removal of that one name. roll call, please. [roll call vote] >> president lopez: five ayes. thank you. lastly, voting on item 9.

with the names -- roll call, please. [roll call vote] >> 6-5. >> so on section d i want to note one correction item 1, tentative agreement between sfusd and uesf will be heard under section f special order of business and that will come later on on the agenda. section e proposals for action and item one board policy, 5023 translation and interpretation. this item was moved and seconded

at the decision 14th 2023 board meeting and-there was a report from the rules committee on february 27th, 2022 and i'd like to call in superintendent matthews to introduce the designee. >> the designee to read this recommendation into the record will be daniel menazias. >> that will be a surprise and i think this one is mine. >> please proceed. >> ok. so, tonight commissioners, the recommended action is that you approved board policy 5023 translation and interpretation as amended and recommended by the rules, policy and legislation committee. >> before we discuss let's open it up to public comment and we'll do one minute per speaker.

please, translate this discussion. [ speaking spanish ] [ speaking chinese ] >> just a reminder to the public, this is public comment on board policy 5023 translation and and it's only public comment on this item. >> if you would like to give public comment on ford policy translation 5023 please raise your hand. in lisa.

>> hello, my name is melissa and i have kids in sfusd and i am a parent leader with innovate for public schools and i'm here today in support of the translation resolution. this will be a way to empower the parents who speak english to know how to demand their rights. parents should have the rights to get documents translated into their language and assessments that are for special education and get them in advance. i think you in adverse for supporting this important policy and thank you. >> thank you. >> josephine. >> thank you for the resolution and it is welcoming and needed especially to parts war advisories will maybe add half the times so maybe double the time or something like that to allow translation and

back-to-back translation so so that immigrants will feel that they will have a front row seat in the meetings being able to participate right there and being able to ask questions in a language that they're comfortable with and you know, i also hope that our zoom translation will also be not inauguration and translation will be integrated into zoom instead of having to dial a second line for google voice and it means that we need two devices in order to access. sometimes with we tell people to close the translation line, they keep talking there and their voices are not being heard in the main forum so any of the improvement is very welcome. thank you. >> thank you. >> rosario gonzales.

[ speaking spanish ]

>> thank you. did you, my name is rosario gonzalez and i'm a leader at my kids' school here and sfusd. so, i want you to please vote on this resolution and it's been hard for us, the the ones that requires to service and i also want to say that although sometimes we do have interpretations and sometimes

it's very unclear although it's not the same language but we don't exactly what they're saying and it's complicated and i just want you to know that although we have the service, we can't for very short periods of time, it makes it really hard and we don't it's hard for us parents to understand how the other people, how the interpreters peak back us to when they do an interpretation but i want you to vet on this resolution and we'll help greatly not just me but other parents in the community as well. thank you. >> thank you. >> anna montano.

are you there? we'll come back to you, anna. rosa mendoza. alida. are you there? >> i'm being asked to unmute but i am not alita.

>> can we have one speaker at a time, please? >> so, alida. >>[ speaking spanish ]

hello, i have many student and washington and he has an iep and also, leader mom at innovate and my comment is because i want you to vet on this resolution and my kid has his ip last week the interpreter had to leave before the iep was actually done and so, i think it's a lack of professionalism and i feel that there was disrespected because he had to leave so i want you to vote in this resolution and so these problems cannot happen again. >> thank you, marcella.

>> caller: [ speaking spanish ] >> hi, my name is marcella and i

want to thank commissioner alexander for all your work and being our voice and to be an advocate for moms here and the one thing that i want to say that is also having a kid and who attends balboa and a part of the innovate program as well and him children with lis disabilities and be part of this program and this is very important for the parents who has not speak any english to have this service and it's very important because we can get more involved with our children and help them specifically or especially for those kids that they have disabilities. like i said before, commissioner alexander, thank you for all your support and the suppose or

for us. >> thank you, elsa hernandez. >> elsa, are you there? >> yes. >> caller: [ speaking spanish ]

>> hello, and i am also parent at innovate and i have a student at bryant elementary and i'm here to support the resolution and i want the commissioners to because it's important for a lot of us which were from latino and from the latino community and not having these services will effect the bunch of us specifically those who have kids with ieps. and so i want to thank the commissioners for support and please vet on this resolution. thank you. >> thank you. >> a li da fisher? >> >> hi, everyone.

on behalf of the community advisory committee for special education, i grow with all the previous callers we're excited to this this board policy being updated and however, i don't think it goes far enough. a few specific recommendations for updating here and the under directing interpretation in best practices number one parent meetings and there's a big difference between should and shall where we meeting times should be extended for con equal consecutive interpretation. it should not provide wiggle room. under section 11 on page 2 oust three, every effort shall be made to translates written materials and the rest of that and every effort shall be made and if we are going to do it we'll do it. we should prioritize it as we

learned from yoda, do or do not, there is no try. >> onita. >> my name is onadi and i'm a mother of three and i'm also a parent win owe rate is for public schools and i'm here to support the translation resolution and this resolution will be a way to empower parents who too speak english to advocate for their children's' rights and needs. parents have their rights to get documents translated in their language and also get them in advance and especially for assessments for the special education and i want to take everyone the resolution and especially commissioners matt alexander and thank you for being a champion. thank you. >> thank you. >>

>> specific hear you. >> gra she us. speak speaking spanish ]

hello, my name is (inaudible) and i have children in bryant and hover. and i really want you to pass this resolution and because we want parents and to feel comfortable when they go to school or when there's any public gatherings at schools or any special ed meetings and when i go to hoover, i don't feel

comfortable or welcome because no one there speaks my language and i don't speak english and so i want this not to happen again so i really want you to please vote in this resolution because we need more people to help us out. thank you. >> thank you. rebeca sadorko. >> hello can you hear me? >> yes, we can hear you? >> hi, my name is rebeca and i'm a special ed teacher. i think like maybe 45% of the families i work with need interpretation and translation and i support this and except district pratt do not support this as a teacher for special education, i don't get prep time in the same way my other teachers do and i barely have enough time it eat my lunch some days so like, how on earth am i

supposed to get documents ready two weeks in advance of a meeting so they can be sent to translation and interpretation. we need the district to support special education teachers so we can get our families the information they deserve because right now, we are unsupport and i got a spread sheet i have to figure out to justify the existence of my job as a full-time job next year. when i have 20 students ton my caseload is y'all need to do better if you want to support things like this. >> cynthia segura. >> caller: cynthia segura. >> yes. [ speaking spanish ]

>> hello, my name is cynthia and i have a 12th grader at lowell and i'm also part of the inuit program and i want you to please vote on this resolution and pass it and it's very important for

our community and you are giving us voices and empowerment and i know that this is a state law that documents and those meetings are there and regarding special education and are required by the state to be translated or have a interpreter for so i want you to vote on this resolution and help our community. thank you. >> thank you. mirna vasquez. >> mirna. >> sfusd pack.

>> thank you, very much. this is michelle with parent advise row council to the sf board of ed and i just want to lift up and elevate all of the voices you've heard today and a families and especially those of students wii eps and i epa process and meeting confusing enough when you are doing it in your native language and i speak from experience on that and to have to do it in another language, and i echo the words thatly fisher said regarding we really node to make sure we're not leaving it up to interpretation about extending those times and i know it's a burden on staff and i recognize that but this is their children's education and in addition, i want to lift up the voice of the special education educator you heard this evening and i've known many special ed teachers in my time working in

out of cool time programs and these folks do get enough time to do the mountains of paper works they're required to do as part of a supporting our kids and so they really, really do need that support if this is going to be a realistic expectation so thank you very much. >> thank you. rosa mendoza. >> >> see. >>[ speaking spanish ]

>> hello my name is rosa mendoza and i have an 8-year-old who is in the second grade and i won to also thank commissioner alexander and based on what we told him in the community he was able to help with us this resolution and it was very hard not to have all these documents and ips that they translate inside my language or when they come they come pretty late so i don't think it's hard to translate them but i want you to vote on this resolution, please. thank you.

>> thank you. jenay cobb. asl interpreter. this is for jenay cobb. is jenay cobb current low in the call? >> this is the spanish interpreter and this is what she says, i got stuck with frozen video and no input with the video and asl interpreters got the same impact. can you make sure so i can be a panelist and i'm deaf and i need asl interpreters closely. i missed my turn because everyone was frozen on my end. thank you. >> while we're holding, could you please assign the asl english interpreter as co-host, thank you. >> yes and she's a panelist.

>> can you make asl interpreter kirk hamland a co-host as well. thank you. >> thank you. >> >> santiago is a co-host. i see we have two more speakers and i did want to provide additional time for translation on this item but we will hear

from two more speak and he is close public comment. jenay, would you like to give public comment? >> the current interpreter, who is currently speaking, has been searching to find jenay's video and it appears that she is still anna tendy and not a panelist and i see no video.

>> hello. my name is jenaye cobbs. i would like to offer comment about asl interpretation and i wonder if this is to be considered, whether it is a board meeting topic. i know that asl isn't used frequently but i want to make sure that asl doesn't get forgotten or left off the lift. i want to acknowledge that we are few in number among our staff and students and family members but we need it make sure we don't prioritize only spoken languages, we need to include

asl as well. i just wanted to say that and thank you so much. final comments. >> thank you. i'm chris and i'm a teacher at cashing ton tool and i just wanted to speak to some of the difficulty for me as someone who writes ieps and who has to hold the meeting, process the paperwork myself and submit it for translation and ask the family for consent for something that is created in the meeting so i can't translate it myself in that moment, and i'm told i have to affirm and test an iep when it take two or more weeks to get it translate and when you affirm and attest it if someone spots a mistake you have to do an amendment which is more paperwork and translation and it's -- we're not doing a good job of fulfilling the needs of our family that's don't speak

english as their primary language and we're making the best of the situation that we have and we need support and people working for the translation department for the written translations to get things done faster. it shouldn't take so long for them. we can't start new iep services without consent and please, just help. thank you. thank you. that con clouds public comment president lopez. >> thank you for that. as mentioned, i want today provide additional time for translation. now i'm going to open it up to discussion amongst students sell gates and board commissioners. are there any questions or comments on this item before we vote? i'm also looking for julie -- i

wasn't able to attend the meeting but i've been having the meeting where this was discussed but i wanted to add some specific language to this to amend this and i spoke with commissioner alexander. one of the things i've heard from families is that especially monte lingual families is they don't understand that they have a right to participate in their children's education and that is important in iep meetings but it i believe needs to also be called out in parent orientation meetings and pta meetings and things like that and regular low there are families that don't know that they can request interpretation services and i think some schools do that very well but some schools actually as some parents said, end up

excluding monte lingual speakers from participation in their children's schools. based on that, i talked with commissioner alexander and we would like to introduce an amendment to this policy to include some of that specific language. >> so, thank you commissioner commissioner. we just did have a brief conversation about this so what i wrote because something that could be added to section 3 and so this is for discussion and i would love to get thoughts on this too and i'm looking at the amended version by the rules committee. [please stand by]

this is a state law and parents have a right to participate. and that is referenced on the website. so even though we say that we're supporting parents and knowing their educational rights, when we link to that item, it actually doesn't show parents where that link is. so that link needs to be fixed if you can fix that as well. and then also post those rights on the website so that parents can see what the legal rights are based on the state of california. so i'll just obviously defer to commissioners to see how they want to proceed, but i will

continue to advocate for parents to have translation and interpretation in p.t.a. meetings.

the service at all the council meetings and what we need to shift to make sure we're following what is set out by the state for us to do. and just on that point, i think one of the reasons that the budget -- we did discuss the budget implications at the rules committee. we talked about it a little bit in the last. but the point that they made around the looseness of the language is related to the budget. because if we're precise and we say we're going to provide this at every meeting, the budget implications grow. i so i think the flexibility in the language also means that we have the flexibility if the budget becomes too great to perhaps not provide the interpretation. so i think there is just to be real, there are trade-offs here. and again, this originated from parents and what they were saying was the most important

thing is to get to cod fied. right now, we don't have a policy. this is cod phiing. [speaking spanish] >> i wanted to thank the parent groups and then i agree with commissioner, that we should come become and say to what extent can we -- can we translate documents and make that commitment? and what do we need to do to

support teachers to do that? that's hard as a system. >> thank you, commissioner alexander. we have had this resolution go through the process, from policy rules. we had concessions around budget implications. while certainly someone who fought for language access, was an advocate for many years, we know that this work never stops. there is consistently how we must as a district do better in order to engage with our families, particularly our mono lingual and limited english proficient families and parents. so just stepping one -- just a second aside from the amendment considerations before us, just

wanted to name just how important it is also to have the parent engagement language access at the high school level as well. i hear often that we have a tremendous focus in supporting when our families enter into our elementary schools and systems, but i've been hearing consistently even from families who when their children enter high school that navigating what college access looks like, high school graduation, but still feeling very disconnected after many years of being a parent in san francisco unified. so with that, just wanting to stress and thank the community and the parents who have put in the time and work putting this resolution together. at this time, i do support the approval as is. i think overall the board we have talked about practice. and the importance around our

practice going through legal and it has a budget implications because again we do not want to set up false promises to our community if we pass resolutions, don't have a funding mechanism to deliver on those policies.

i think that's for us as a board to interpret what that involvement -- the law says that a parents' language shouldn't prevent them from being involved in their child's learning. it's up to us to determine and interpret what that means. and so that is a discussion for the board. at the same time i think when it comes specifically to fulfilling a child's iep, that should not be a budgetary decision. whatever is necessary in order to allow families who speak languages other than english to participate in the iep process, we decide to do it or not. it's actually legally mandated by the law. i want to draw that distinction and also appreciate this conversation. i think it's a really important one.

i really appreciate all of us as commissioners have advocated. there is a lot of improvements i've seen and work to do moving forward. i guess i will support this policy based on the fact that i do think that the iep issue is an important one. even if we link it it properly from the website, it is only in english. parents, even if they followed the link to find out what their legally mandated rights are to be involved in the education of their children, on the california website, it's in english. so i'm making the request right now. if parents rights, education code article 1, general

provisions a 5100-5122 can be included in the website. and understand their rights from the california ed code. is that something we can do? i just want a commitment for that. >> i can certainly follow up with our legal office to make sure we're linking to the right thing. >> not linking, placing it on the web page because it's english only what we're linking to. >> right and yes, we can look into that. >> thank you. >> just hearing the majority of the board would like to move forward as is to codify the policy and then, of course, continue the discussions that we're having tonight. i'd like to move forward with

that vote. and also just noting the need for editing and the section that is included on tonight's agenda. roll call? >> so voting the resolution as is? yes? >> wait, with the correction. there is a need to edit the language. >> the correction that -- >> no, it's just a typo. i think they understood the typo issue. >> could we have a motion and a second? >> oh, i'll move the policy as amended from the rules committee. >> second. >> okay i'm sorry.

[roll call vote] >> six ayes. great. moving on to section f. reminder to the public, i moved an item on the agenda under b1 to f-1. the first item will be hearing under section f is the tentative agreement between san francisco unified school district and united educated of san francisco for 2020-2023 successor agreement. can i get a motion and a second for this item? >> second. >> superintendent matthews? >> go ahead. >> sorry, superintendent, if i could just interject. president lopez, with your permission we'd like to present item 1 and 2 at the same time,

because they are both related. so the first item would be the tentative agreement and the second item is the staffing stabilization. >> president lopez: can you just share why -- just your thoughts on that? and it's also -- it's noted incorrectly online. so it's -- might be be confusing. >> right, we are seeking to have the board -- i apologize, this may have been lost in translation from the last meeting, but we were seeking to have the board discuss and consider the two items together but vote on them separately. they are two different agreements, but they were negotiated at the same time. >> president lopez: i am now remembering last week what we were going to set up for this meeting. so, i will call the tentative

agreement and staffing stabilization for 2021-22 and 2022-23 memorandum of understanding together. we'll hear this together, hear from public on both of these items and discuss. we will have a separate vote. can i get a motion and a second for both of those items? >> so moved. >> second. so presenting these items will be daniel. >> the recommended action is to approve the tentative agreement and the staffing stabilization

plan between sfusd and the united educators of san francisco 20-23 successor agreement. >> thank you. let's check for public comment on this item. of course, adjusting time for any translation. and we will not go more than 25 minutes. if you'd like to speak to this item, please raise your hand. [speaking spanish] .

this is for item f-1 and f-2. we have six items in total. three for f-1 and three for f-2 that were e-mailed in for public comment. >> president lopez: thank you. that will be after we hear from the public who is attending currently. >> okay. thank you. >> rebecca? >> hello, sorry, you didn't unmute right away. my name is rebecca. i'm a special education teacher. considering the impact of this item, i would suggest you have more than 25 minutes for public comment. it's really frustrating to like sit here and have to even make

public comment. why is there a board meeting happening when we aren't getting paid? there is kind of one thing you expect from a job. i do labor, you give me money. right now that's not happening. it's really hard to like move beyond that and contemplate more things. we're talking about laying people off, but we're not even currently able to accurately pay employees that you have right now. why should we go into work tomorrow? when people aren't getting paid? why should we be -- why should i be sitting here at 7:00 on a tuesday night giving public comment when i'm $650 short of my paycheck? this is just legitimately absurd. please fix, empower. >> thank you, rebecca. alison white.

>> hi, yes. i'm a san francisco schoolteacher and i want to know how can we guarantee that we're even going to get these blood money bonuses when empower is not paying us correctly. we're not being paid correctly, how can we guarantee we'll be getting these bonuses next year for the laying off of our colleagues when our paychecks aren't even accurate currently. there are usfd teachers who have been teaching night school who have not been paid at all. not at all. not a single penny for their labor. so i'm wondering how can we even trust that anything -- you know, any of these bonuses are even going to hit our paycheque and

bank account. >> thank you. >> erica? erica? gina? gina? >> hi. i'm gina. i'm an sfusd teacher and san francisco resident. i'm here to urge the board to approve the tentative agreement

between sfusd and usf. the membership has already approved it. it's time for the school board to do the same. while the bonuses in the agreement are helpful to all teachers, i want to draw attention to the necessary pay for the substitute teachers and work together to solve the substitute shortage crisis affecting every single school in this district. i've been shocked and saddened by the cynical predictions that this will cause high schools to cut a.p. classes. there is nothing in this agreement that would cause this to happen. this ensures that high schools will get the funds they need to pay for the cost of those classes. i would expect the board and the superintendent and the principal to ensure there are enough a.p. classes to meet the demand and i'm here to urge you to agree to

the tentative agreement. >> thank you. chris? >> i was muted after unmuting. can you hear me? i just have a couple of questions for the district and for the board. you know, this tentative agreement has caused a lot of confusion and concern amongst educators at different levels and i think that there has been different sets of information. we're not really sure what to do with that information. so my questions around this are how are the -- receiving cuts thanks to the loss of a.p. funding to their site budget going to be pay for the services and supports for students that are usually paid for with the surplus from those budgets after the a.p. prep and the stipends for the teachers?

and can sfusd or will sfusd confirm publicly how many if any teachers at the high school level are being laid off, consolidated or moved around as a result of cutting the a.p. prep period for a.p. teachers? thank you. >> thank you. >> erica? >> hi. can you hear me now? thank you. i think that was a great question and i would like to hear likewise. but this is my opportunity to make my spiel, so the agreement was approved by the u.s. f. members and guarantees a pay increase for us as teachers and for the first time ever, it would grant equal bonuses to para professionals, security guards and substitute teachers as well as certified teachers. it would help those of us who do

not get paid after the summer months and also after holiday breaks. many parents and subs max out their credit cards or rely on charity of family members to go through those difficult weeks right after the times when schools are closed, so this bonuses described, they will help some of the hardship for parents, subs and for security guards. please vote yes. >> thank you. >> nancy? >> good evening. i am the wife of honors and ap math teacher in the sfusd. he has taught for 18 years at lowell high school. he won't be laid off. my husband works seven days a week in order to properly prepare and teacher students. he teaches a.p. courses and is given one prep period. dropping the a.p. prep period will result in losing up to 30 new teachers at lowell.

classes will get larger. students will get less instruction. is this back door deal made without proper communication, the only option for helping the budget deficit? i think not. why are two dramatically fired board members even allowed to weigh in on the topic. please recuse yourselves and resign tonight. >> monica? >> thank you. >> can you hear me. there are a lot of parents really, really upset about this and feel that their voices need to be heard. how will that be adjusted in terms of combining these two on the agenda, they were not combined? and also, and also, parents that

e-mailed in as per the requirement per 2 p.m. had to list which agenda item they were e-mailing in on, so how will that affect the comments that are taken by the board? thank you. that's all. >> thank you. cal? >> hello. firstly, i implore you all to weigh very heavily the incredible student public comments from last week. public comments that are still not viewable to the video because the video was not uploaded to the sfusd website. you're firing qualified essential teachers who have profound relationships with the students they teach. you're firing our young fresh teachers. the next generation. lowell for example, with one of the most supported teachers i

ever met and the sponsor is going to get let go because he lacks seniority. he's already had influence over the lives of students unlike any other teacher i've ever met. these cuts would lead to loss of funding for the peer resources. the only people who students can turn to when they face experiences of bigotry and sexual violence when our administration leaves us high and dry. please vote no. >> carrie? >> i think that they -- >> hello? my name is carrie and i am a teacher at rosa parks elementary. i am calling in support ever the t.a., the tentative agreement and the staffing stabilization measure. and for all of the reasons already noted and i do want to note that they did hold multiple town halls taking input from

members about these issues. so our voices have been heard. the vote has been cast and i urge you to approve the t.a. and the staffing stabilization measure to move on. thank you. >> j.p.? >> hello. i would like this say just voted on the elections and -- [indiscernible] resign or at minimum abstain on voting on this element. my junior is scrambling it make sure her graduation requirements will be met. classes are being cut as we speak. because of this, you will further reduce enrollment in sfusd which will further exasperate your budget problems. shame on you.

how many people actually voted on this? this is not education centric, labor centric, community centric. bonus in this context is disgusting. the bonus is at expense of colleagues and education, inclusion, while you gut high schools and make sure that the high schools degrade. shame on all of you. you can do better. >> thank you. auggie? >> hi. i completely agree with the previous caller. two things. i really don't understand why board members that were recalled would even be allowed to vote on anything. voters rights should be acknowledged and respected. second, bonuses at the expense of student experience is insane. i mean, really a one-time payout

at the expense of students is not something that we should aspire to at all. thank you. >> thank you. ellie? >> hi, my name is ellie and i'm a sophomore. as a person with japanese heritage and learning about my culture i was very concerned to hear about the recent proposal to cut five out of seven japanese -- [indiscernible] -- sorry? >> that's item s3. we'll get to that in the agenda shortly. >> oh, okay. i thought it was f-2. >> hello? >> thank you. >> hello? >> yes, caller. i'm not seeing a name here, but a phone number.

>> hi. >> can you hear me? >> yes, we can hear you. >> yes, hello, good evening. this is louise. last week alison collins put out a video on twitter telling everyone that the proposal -- telling -- telling everyone that the proposal tonight to get a.p. classes across sfusd high schools was specifically done to target and hurt lowell high school. this news is outrageous and shows that this deal between the teachers union and sfusd is shady, corrupt and likely illegal. it not only deeply hurts lowell and its budget, it hurts all of its students and its laid-off teachers. [please stand by] [please stand by]

>> caller: i'm the guy that brought you the brown act. they tweeted each other social media post. reminder of your training back in september, ab992 prohibits even two board memberses from discussing board policy on social media. the violations are putting your work at risk. along with 75% of san francisco

voters any more decision-making, i'm asking you to continue your voting to later time. the layoff issues can wait. thank you. >> caller: hi, my name is a dina. i'm a teacher at lowell high school. i have some concerns that the board is being misled. we're all being told that we're not going to be cutting any ap classes. that all ap classes secure and money is being cut but money pays for ap classes. beyond the $3 million that pays

for the ap prep, which will lead to the layoff of teachers, there's still $3 million additional dollars out there that hire teachers that teach ap classes. ap japanese, ap all these language courses, ap psychology, courses are not a to g that don't meet the minimum a to g requirement are going to be cut. we're going to lose classes. >> caller: hello, i'm a math teacher at lowell. one thing that i'm wondering is why you didn't consider offering two or more years of service to

the state teacher requirement system. this encourages senior teachers to retire and many districts do this. rather than the chaotic process you have chosen to lay off junior teachers and possibly rehire them back in may. also, i will echo what other people said, why we have two commissioners on the board voting who has been recalled by overwhelming majority of s.f. voters. these commissioners should resign out of respect of the voters of san francisco. >> caller: i will be another voice. seems that the honorable thing for mrs. lopez and mrs. collins to do is recuse yourself.

the voters have spoken. please do the right thing as your fellow commissioner, moliga did and don't vote on this. i would ask you to vote no on this for the reasons mentioned. same you'll have with a.p. classes. this is clearly a swipe at lowell, 26 of the 62 layoffs in the district will be at our school. thank you. >> caller: hi. i want to say, feel as if i'm just a parent that the information that is out there is really difficult to follow. i really don't know what to make of what really is going to happen.

i don't know what's going to happen tonight. i would ask that the district and the union and the b.o.e. provide clarity. the community is obviously receiving different information. that's the first thing. the second thing, the first information i like to know is in fact, will it impact the students on the ground? i think that should be the priority. i really need more information than what has been provided. the second thing is, i support bonuses and higher pay for substitutes, i'm confused why the two was combined. i'm having hard time following that. i want to understand better. >> caller: i was going to

comment on a different item. >> clerk: we're on items f1 and f2. would you like to give public comment on f1 and f2? >> caller: no thank you, i'll with wait. >> caller: hello. the public is very confused on s.f. resident balboa graduate. we don't understand what's happening. we do seem to think there will be cuts in a.p. classes. this will mostly hurt your lower income families. a kid who graduate a.p. credit can graduate from college earlier or have a reduced school load so they can work. you will hurt the people you say you mostly care about. we need to encourage excellence as much as possible. i do agree -- i'm sorry, it is

inappropriate, ms. collins and ms. lopez, you were voted out from 79% voted out. you were voted in from 13% to 50% of the voters. i think it is not fair and all due respect, i know you have a hard job, i do not think you should be voting. why we cutting? you voted for new commission. we're confused in the public. thank you so much. >> caller: my name is sherry. i'm a senior at lowell high school. i like urge you to vote to. thousands of students will miss out on unique classes and programs. programs that have helped me and so many other find their ways through high school. the truth is, teachers have been helping students and have been there every day this year through incredibly hard times.

i firmly believe we cannot exchange student's academic experiences for one time bonuses. i hope the district put students first and uplift students and teachers by providing them opportunities to learn and grow instead of cutting them. thank you. >> caller: hello. i want to point out, i'm a high school teacher and sfusd. the union is not telling the full truth. the townhall and the t.a. was after the t.a. was accepted bethe district, despite their many claims that no teaching positions will be lost, 60 high school teaching positions will be lost. teachers being told today you will not have a job in june. this is going to affect our low

income students. i have so many students who live no s.r.o.s and take a.p. classes as a way to get to college to know they are college ready. thank you. >> caller: a.p. prep funding is old. other districts don't have it. i understand some may feel it is not needed. there are signs, however, that a.p. prep funding is blindly removing it because of house and cards to fall. a.p. prep funding far exceeds the cost of providing for a.p. prep periods.

where do the a.p. prep funding go if not to a.p. prep? good question. june jordan receives prep money. they don't have a.p. classes. allow more discussion on understanding a.p. prep funding. this is rushed. approving this resolution does not need to happen today. it is not needed for budget. reject the m.o.u. and allow for more fact finding. >> caller: my name is teresa. i'm a parent and i'm an teacher at sfusd. i am talking on behalf of -- [ indiscernible ]

my daughter is a first grader. i'm confused how nobody talked about we're losing 25 kindergarten classes throughout the district. one of them being possibly next year's secondary kindergarten class. we have a teacher that has been working extremely hard with the first graders and the kindergarten classes last year who might lose her job or their job because we're being cut. please do not accept the contract. please let all of our teachers continue to keep -- [ indiscernible ] >> clerk: that's 25 minutes president lopez. >> commissioner lopez: i want to set aside time to hear the written comments that were sent. we'll do 10 minutes for that.

>> clerk: there's three items for f1 and three for f2. special order of business. i'm writing to object to the above agreement between sfusd and the teacher's union in a time of budget cuts and belt tightening, we should not be pitting teachers against each other and causing serious impact to students. the impact of a cut is stark and the district should be doing everything it can to keep all our teachers. paying the teachers that remain a one-time bonus is cruel and divisive. our students deserve better. the board should vote against ratifying this agreement and come up with better solutions that will serve our students better. school board of the current proposal would lead to a $2.6 million cut from lowell. which would be approximately 20%

of the annual lowell budget and force lowell to absorb 40% of the cuts. the next closest high school and magnitude of cuts would be lincoln at $710,000. these cuts are painfully unfair and would permanently damage lowell and sfusd. lowell programs that have taken decades to build would be blown up in a single year. sfusd would suffer because lowell is why many families choose sfusd. dismantling lowell would have very predictable outcome of decreasing enrollment ultimately leading to decreasing state funding. while i absolutely agree that the huge majority of sfusd teachers deserve a bonus for the amazing work they've done in unprecedented time during the pandemic, i strongly disagree providing bonuses. these tough fiscal times, we

should be coming together to minimize layoffs for all teachers. when we are in a better fiscal position, we should focus on bonuses for all teachers. the next comment, major decision about sfusd funding such as staffing, stabilization for 2021 and 2022 and 2023. m.o.u. between sfusd and uesf. three staffing stabilization funds should not made tonight when two short-term board members are involved. decisions about the impactful issues should be held off until new board members are sitting at the table. jane lavelle, parent of two sfusd students. the next are items from f2. on behalf of my students and

younger colleague and as a teacher at lowell high school with enough seniority to not worry about being cut, i'm writing to request you vote no on this tentative agreement. if the goal is to hit lowell the hardest with budget cuts age make the school much less scarable for any students to attend, as a show of its former self, do vote yes on this item. many high schools will be hit hard by this t.a. but lowell in particular is singled out. i'm concerned people in the sfusd community who voted for this t.a. did not have the correct information. my understanding this t.a. would lead to a 20 plus percent reduction in lowell's sight funding which as you know, means a 20 plus percent reduction of staff.

how are we to teach overcrowded schools when we have less than 20% of our teachers and support staff? if cuts to hit classrooms, shouldn't they hit schools that has seen decline in enrollment leading a need for fewer teachers and staff support? this t.a. does not do that. it creates the biggest budget cuts for schools that have maintained their enrollment. i urge you to vote no. thank you dr. brian martin, national board certified science teacher. lowell high school. please forward my letter to the board of education. dear commissioners, please vote no on item 2, tentative agreement between san francisco unified school district. i'm distraught by the sudden

cuts to a.p. high schools. $6.7 million divided by an average salary. there's an agreement that this provision in tentative agreement will cause genuine pain and job losses. the principal expects to let about -- >> this is the interpreter. can can you read little bit lower? >> clerk: yes. expect to let about 25 teachers go. roughly 20% of our staff. he has begun making appointments to inform all of the affected staff. it's a grim situation and unparalleled in my 30 plus years of teaching. i don't feel that our union membership understood the severity of cutting the a.p.

funding. no one on the union boarding team taught at a school that offered a.p. classes. our union has denied any jobs will be lost due to this agreement. even though our superintendent has said there will be. i ask you to vote no on the tentative agreement since it's not in the best interest of our school district and will cause lasting harm four a high school. i was pink slipped from my first teaching position in oakland. the oakland district was going through financial difficulty and the experience being let go was traumatic. when i applied to sfusd, i believed i was moved to a more stable and better managed school district. i suspect many of those who will be affected by in tentative agreement will look for positions that offer more stability as well.

item f3, this is from alexandra anderson. resolution to decrease the number of certificated employees. i'm writing to oppose budget cuts of the japanese program. that concludes the written public comment. >> commissioner lopez: thank you for reading those into the record. as a reminder to the public, we have now heard items 1 and 2, tentative agreement between sfusd and staffing stabilization. i like to open it up for discussion between student delegates, board commissioners.

student delegate lam. >> commissioner lam: i want to make a motion on the floor to extend verbal public comment on these two items for 10 minutes. i have received lot of messages from students saying they were at the bottom of the list. from my view, they're at the bottom of the list. there are lot of students that want to make their remarks. i want to honor that. i'm making a motion if this is possible, to extend public comment for 10 minutes. >> president lopez: i'm not sure if that's motion that can be taken up. i expressed the time that we have given to these items. i'm certainly opening it up to the board. commissioners if you want to

contribute. i already previously shared this. you can read items that you like to share in your personal comments as i mentioned to you previously. >> is that allowable? is there a motion? >> at a minimum, it would need a second commissioner lam. i'm checking the rules to see if another commissioner, other than the president, may make a motion to extend the time for comments.

your rule don't address whether or not another commissioner makes the request. it allow the president to shorten or lengthen time or any given item. >> i'll second. >> commissioner lopez: thank you for clarifying that. it is clear that it is up to the president of the board as i mentioned, that was the time that i set -- i do want to respect student who want to share on the items that are here. i can extend the time by 10

minutes. student delegates you have capacity to share these thoughts amongst the board. we can open up public comment. >> clerk: we're opening up public comment for students to share on this item. interpreters you can repeat that in spanish and chinese. >> interpreter: [speaking spanish] [speaking chinese] >> clerk: thank you. >> caller: i'm not a student.

sorry. >> clerk: thank you. >> i'm not a student either. i'm the director of the jrotc program. i thought this was f3. >> clerk: we're opening it up to students. if you're a student 2 like to give public comment. please raise your hand. if you're a student. >> caller: i'm hannah chicory. i attend lowell high school. since last week, students have been planning to say good-bye to their favorite teachers. this budget cut will be numbers on the paper. in reality this budget cut will devastate relations between students and teachers alike. you guys will be destroying

communities. new teachers we have now brings us new fresh perspective. i'm concerned about -- [ indiscernible ] he has advocated for us and helped us through difficult time. if we move him we will be devastated. please vote no on this. >> caller: my name is carmen. these students you are proposing will remove elective classes, possibly art and orchestra.

my favorite classes. if you remove the classes that will help us get there, you're cutting off our ambitions and limiting our opportunities to have successful futures. orchestra has been part of my life for six years. i love the class so much. part of that is my teacher is super awesome and has made such a positive impact in my life in her first couple of months of teaching. these classes makes school fun and interesting. you're taking that away from us. you should care about what we as students value. if not you're failing us miserably. thank you. >> caller: i wanted to say, don't take away teachers who are making a change at the school. these newer schools are mostly

ones who care about the students. as i have said before, our beloved sponsor is at the risk being chop. i cannot imagine high school life. i hope the board vote no on t.a. if you truly cared about supporting students and bettering schools, don't ship away people who help us. >> caller: hello. i'm student at burn high school. i want talk about the cuts to the jrotc program. it teaches confidence, companionship, responsibility and leadership skills. allows students to be themselves.

if the jrotc is cut it will make them feel less involved with schooling and with their community. thank you. >> caller: i'm at jrotc. jrotc is a program -- extension of the time for students was on two items that we just heard. staffing stabilization and agreement. we'll be wrapping this up so we can begin discussion. >> caller: should i wait until next section?

>> caller: i'm an jrotc student leader from lowell high school -- >> clerk: thank you so much. alia? >> caller: hi. i was on here last minute. this decision is making me anxious and hurts. i'm a student at lowell high school. please listen to students. the choices you are about to make impact student future. i'm going to say this again. this will impact student future and student education. think twice about your decision. [ please stand by ]

>> i'm will be a high school student and this is just a last stitch appeal to the humanity of the board. you hear all these students get on here and some of them border line crying, black and brown

students and the student body complaining the only teachers they've felt truly support them in their endeavor. they have supported student organizers and our attempts to host walkouts for sexual violence. you are sitting here and allowing them to be fired stripping the comfort away from marginalized students. that not humane. who the union and the board does not seem to want to talk about. this is having real effects on the students that you claim to care about as a quote student centered agreement. >> that now ends public comment and i believe, we are now hearing from commenters who have

made several comments on this item and i would like to open it up for discussion amongst the board. is your hand raised student delegate lam? >> yes, it is. >> go ahead. >> thank you for honor us and a lot of students wanted to make comments on this and last week when we had this meeting there was an unprecedented a lot of student public comment and i just want to make that known. i also want to acknowledge that the public comment to mention that the recording is not on-line and i want it to be known so we can fix it and we can re fer to those public comments as well as the rest of the meeting agenda from last week. i digress and you can tell that

this means a lot to students when you have that sort of turnout and and i mean, i commend all the students that came out and said their piece and ale say what the said last board meeting on the eighth. we claim to be student centered and ago us in and i sit in the middle of the dais today ironically we're not there. these cuts, specifically refer referring to the ap cuts impact the students the most and we bear the brunt of the burden of the i want to kickoff discussion with this question. i wonder how many teacher consolidations there will be as a result of removing ap funding from the tentative agreement? >> i'm going to call on my colleague the chief of human

resources to provide more information. from the analysis that we have done, the further we we get we are protecting 35 consolidations as a result of the implementation of the tentative agreement however, per projecting zero will lead to layoffs and i think it's confusing because there are multiple things going on at once. there are budget reductions and layoffs happening in school sites but the reduction of the additional prep period for ap teachers won't cause any additional layoffs but it will cause consolidations can you chime in if i got that wrong? >> the number is 39. >> a follow-up to that, do those consolidations, does that 39

number consider just the amount that is allocated for ap funding or the funds allotted to schools as well? for example, i mean, i speak as a lowell student and i know the implications it has but at lowell, which have around 1 million aside from the money that is for a.p. teachers so, in total there's more than what is needed for the a.p. prep per ideas and i wonder if the discretionary funds will lead to any consolidations for example an elective or things like that are not in ap classes. >> is that clear? >> the estimates that we have from principles are 39 consolidations across all

schools in sfusd and those are your principles best estimates of the number of positions that would be reduced and based on the elimination of the ap prep per idea and they're each doing their own estimate and calculation based on whatever their allocation with the ap prep originally. >> when a teacher is consolidated, are they guaranteed a spot at another high school and yeah, let's start with that money. one.>> so this is not -- we're t anticipating any layoffs in any of the credential areas affected by the consolidation of educators because of the elimination of the ap prep so those teachers, we anticipate absorbing those teachers into other open positions elsewhere in a high school in their

credential area. >> so, i have a follow-up to the follow-up to the follow-up but what happens if there's for example a single credited teacher or a single subject teacher and there's no opening in the district. are they still guaranteed a salary at that point? >> they are. >> and that means that they are no longer teaching their single subject class of their original site, is that correct? >> yeah, if there's not, if the position gets -- if our estimates are incorrect and schools are in the middle of site based budgeting right now and they're figuring this out as we speak, and we have not done a layoff we owe that teacher a position somewhere teaching what

they're qualified to teach. >> i would add a little bit of contact there because i used to sit in the role that we have con consolidated a person and they've been absorbed because we receive resignation all throughout the summer and actually the first couple of weeks of this school year and so if this happened, which we're not projecting. the people in that position would find a position by the first day of school the following year, i hope it helps. >> it helps. i guess this is sort of one last question and i'll try to make this as clear as possible because i know it's assumer supr confusing. well, let's start with this -- will there be a loss of ap or

elective courses as a result of this tentative agreement passing? >> i'm going to call on assistant superintendent sanderson if he can chime in on this question. >> thank you. at this time we do not anticipate that there will be a reduction but student course request are what drives the master schedule and the graduation requirement and student course request and i don't want to say there's zero because if a school offers an a.p. course this year and there are very few or no student course request for that course in the coming years, it's based on student choice or student course request. >>

>> this is the last cue question and just trying to make sure i get it completely clear. so, if there is so if there are consolidation at the site level, how do we guarantee that means there are not less classes being taught. we pay for 174 prep periods so that is next year if this agreement passes, then that will be a hundred 74 periods that we will now be able to offer students classes. let's bring it down to lowell

since it has a lot of questions and at lowell, we currently pay for 59 teachers to have an additional prep period that will be 59 periods in the master schedule that teachers will now be able to teach classes. with those 59 periods, i believe that we will be able to meet the students course request or demand on the master schedule at lowell. >> this is the absolutely last question. so, when and i have some understanding of this where they're teaching four classes currently and if this were to pass it would teach five. how do we guarantee when we consolidate teachers in a single subject or specialized subject as many people have brought up, like a non-entity requirement, that that course still gets picked up by a teach they're is credited to teach that course. does that make sense. so, for example f. there were an

art teacher that gets consolidated how do we make sure there's an additional teacher of art or a teacher taking on that additional .2 did they are qualified to teach that class and make sure that art class doesn't get lost. >> i'll be glad to respond. so, we are obligated by california ed code and we are audited annually by the california commission of teacher credentially. we have to assign teachers in their credential areas, to teach courses. we don't have a choice in that so in order to be offered a course we have to have the proper teacher and courses on the master schedule then we would not consolidate the approach pre atly credentials teacher that is there to teach that course. consolidations are based on

programmatic needs and based on the credential areas so those two things are the drivers. >> thank you i appreciate that and turn it over to the rest of my colleagues. >> >> commissioners, do you have any questions or comments? >> commissioner bogus and commissioner collins. >> i was wondering if staff just because there's been a lot of comments about the ap prep period if we can just share context about how that ended up within the contract and how reflective is that language of other contracts, across the state and it's my first question and i have some more.

>> so, commissioner, we were the only district that we could identify in the state that offers an additional prep period to ap teachers and i believe that they're the only teachers in the district that received that additional prep period and that includes, you know, all sorts of other teachers with the exception of department heads. department heads do receive a prep period for the add stray administrative work of being a department head. can you repeat the other question that you asked? >> please. >> i guess i wanted to offer is that is it regular practice for an ap prep period to be included in the contract language and i guess what is different here is the extent that it is or is that also something that typically isn't within the contract or is that typically within the contract. >> because we're the only school district in california that has this prep period for a.p., it's in our contract but it's hard for me to answer your question

except to say that i think it's rare but only because we're the only district that does this. does that make sense? >> no, it does. thank you so much. i was wondering if staff could talk a little bit about how the prep period is being used across the district and just kind of how that -- if it's a consistent practice across multiple sites or there's a lot of variation from sites to site and if so what are those variations of how folks are realizing in that existing prep period. >> i'm going to ask assistant superintendent sanderson if he can answer that question. >> so, when you look at the contract language around preparation periods, that is the teachers professional discretion and so when is the time being utilized in the prep period and i think we need to take that to

the bargaining table if we were to ever start to have those discussions with teachers. >> ok, thank you noor and i guess, additionally, i'm just curious in wards to the change in ap prep funding, just looking at the different sites that offer ap and just being able to get a difference of what will be the difference at the individual sites as we move forward and i know that some of that is going to be reliant on planning at the individual school site and just knowing that this shift is coming and what do we expect to be different or we signal will be different for students and families at their school sites understanding the disproportionality of available of ap classes previously? >> just want to give you a perspective of being a high school principle, ok.

when i sat in the seat of a high school principal, every time that i considering offering an advance placement course in my master schedule, sid to assume i would need to allocate $23,000 out of my budget to pay for that prep period and what is happening now is that if this tentative agreement is passed, schools will not sit in the seat i sat in and will not have to consider that every time that they offer an advance placement course that they will have to allocate $23,000, for a preparation period. what that leads to and i will give you specific examples we have larger schools, such as washington, galileo and lincoln, that are going through retirement or through receipt

illegal nations and they are not going to need to consolidate any teachers. we have someel our smallers schools and i want to point out in my analysis of advanced placement courses, we have some smaller schools that the only way they've been able to offer advance placement courses is they've had to dip into their weighted student formula general funds to pay additional money for these prep periods and now these schools will not need to do that and they'll be able to offer the same if not more ap classes because now they don have to pay the $23,000 needed for the additional preparation periods. >> thank you for that. for me i would just highlight regardless of how we feel about the outcome, it definitely feels

like this process was not one that engage school communities and people who would be directly impacted and i know it's kind of a different dynamic to talk about that in regards to ap programs and they're typically accessed by students doing well in our districts and we have similar issues with students who aren't doing as well in our directing and really making sure they feel seen and included in the decision-making process and so for me it's just really important as we move forward, we find ways to open up the collective bargaining process and by more community members, students and families to be a part of the fable and represents their entrance as well as their interest of the union and the district as a whole and really make these processes transparent. because it has such a big impact on our students and families and they deserve a seat at stable and really to be able to shape these policies and mack sure

they work so thank you so much. >> thank you and thank you to my colleagues for asking the questions because they're pretty in line with and thank you to staff for the last couple of weeks engaging with me about the questions i have and i will also continue to ask so, as far as what has already been asked do we know what sites will have to do in order to adjust outside the ap prep because our understanding is there has been this discretionary funds that the high school sites have relied on if we can share with what we anticipate and i know that this saturday is also the school summit planning but i'd

like to ask that first question. >> superintendent henderson can you answer that question. >> so, thank you so much for the question. earlier, when the chief gave the number and i believe it was 39, can that correct, of the number of consolidated we anticipated. even with that number and that was our and i did that analysis with principal last week and that number has reduced the budget had been relieved so that is our best estimate based on the information that we had a woke or so ago and as of right now, i know the numbers were because i've had a number of

sites reach out to me and tell me that through the resignation of them or the retirement contest they are not going to have to consolidate any future and the school with the greatest impact and when we look at the ap prep series analysis will be with the greatest impact because $2.6 million if funding and they used 1.3 million of that to actually pay for prep and because i think and there was a $1.3 million stop for christian in the local budget and from the ap prep so it will be the one that is rated impactful but it

will be consolidation and should not have an impact on the programs that the school is able to offer. i am more than happy for a follow-up clarifying. >> we've been hearing about how sites that clearly will be most heavily impacted and we've heard 20% impact but other sites that you may have been working with working with the principles about how that decrease in budget and what kind of programming will be impacted and i think student delegate lamb raised that along that thread as well. what is the student impact going to be? we know that we are having to make hard choice and tough decision and mr. anderson, you know where i'm coming from and we've talked a lot and extensive

low about this one angle at some schools it's a positive impact because there are schools that were not able to offer a diverse array of advanced placement and they will offer at least what they have now if not more and so there is the potential for those schools to be a positive impact and there are schools and you will use the example of washington, lincoln and galileo schools that are around 2,000 students. we're not going to see an impact on student programming at these schools. i could not want to name them because i want to have the tune at the school site summit which is the whole purpose of this and there are at least two of those

that i don't believe will have consolidations to their staff so there will be little if none impact to student programs and little if no impact to consolidations. >> i want to note publicly that the offerings of ap classes are important and they're really important to the experience of high school students. that's why we're seeing families and educators around the discussion of our aps are going to be impacted is there going to be a net loss of those offerings and it helps that i'm a parent of two high school students both a freshman and a senior and i get to see firsthand the choice and decisions that they have to make

and they live by the priorities and this board and our staff make and that high school is truly i call it the final mile it's a last mile like broadband access and it's the last mile we have with our students and their journey with sf unified and it's going straight to a four-year college as a first generation college applicant or graduate and often times it's so many of our students who are low chin and first generation and while other experiences might be students going on to city college and going through or cte pathways but first and foremost, those programs are still also hobbling along and we have not realize thed the duel enrollment and for many years we've been continuing to go what this is sparking continues to spark for me since i served on the board and it's the importance around

our high school experience and is that promise of that vision 2025 so this is why you hear from me and from the community and there's a risk of that impact and ap courses are one avenue of that college access that our students i want to acknowledge and if staff wants to respond to it but i do think there's something to be considered around the high school enrollment and i think we have to as a board monitor very closely and the fact that one student is on annual basis estimated about $12,000 and of the funding that we have received through the state, through the course of four years it's $48,000 and so what we must do is in sure that we, that's where we see the matriculation

in our directing from fifth grade to sixth from middle school to school and i think it's going to be imperative as we continue to have to address the structural and intensive budget deficit that i don't want it to go down an enrollment spiral because that will then not build the confidence with our students and with our families that we are able and continue i saw it firsthand with oakland unified and our colleagues across the bay and what they're having the struggle with right now and city college losing 40% of their student enrollment since the accreditation crisis so this is calling for my colleagues to

monitor that we have to put that in the forefront and in addition to the student enrollment and that potential loss over time, we have the education social and emotional learning and ultimately for the students to be prepared and i'm a person that believes in 100% college access and college reads' so, i'll pause there and i hope my colleagues will chime in for additional questions or dialogue. >> commission alexander. >> i have a quick follow-up question and a comment. >> it was really helpful to clarify. as a quick follow-up, you

mentioned at lowell at the discretionary aspect i guess as people called it of the ap funding was about i think half of $1.3 million if i remember correctly. is that the case at most schools? is that how it plays out? >> sir, it is not. >> i'm sorry? >> no, it is not. >> it is not. >> how is it playing out at other schools? what portion -- you can see there's a lot of confusion. even as a former high school principal, i'm not sure how it plays out in different schools in terms of which part goes with ap preps and which part is used for other programming? >> it's inacceptable to use three examples in a have a reto have of schools. >> here are three samples. and this is referencing fundings about the 2021-2022 school year

washington high school was allocated $671,000 and they used 433,000 that have to pay for prep periods that left them with a balance of $237,000. let's shift to a school lining mission high school and mission was allocated $138,000. they used $151,000 to pay for ap prep periods and therefore, they were required to take $13,000 from their weighted student formula to make up the difference. burton was allocated $329,000

and they used $239,000 to pay for prep periods and they have leftover balance of $90,000. >> that is really helpful. in essence when the school community decides to offer more ap courses like mission did, the impact is greater and that example they had to dip into other funds. so they have less remaining. am i correct on that? >> that is correct, sir. that is correct. >> thank you. that's really helpful. so, my sort of comment then is just i think as the public can tell there's a lot of confusion, one of the public commenters mentioned this too and i think there's, i think this is a good job of kind of explaining some of the impacts and how the impacts seem to be very particular to each school and each school community and depending upon how they've

decided to allocate their funds. i think there's also two over arching things happening. one is this ap prep issue and the other is the layoff and budget reduction baseline enrollment and so it's causing a lot of confusion because they're happening at the same time. the ap prep issue, as people have mentioned, there's no other directing in the state of california that does this. we don't offer an extra prep period for teachers of english language learners or offer an extra prep pep idea for teachers of special education. most of our elementary teachers don't get a prep period period, often, depending on how the school works. so, i think it's been well-known that for a long, long time this extra prep period for ap has been an inequitable practice and my preference as an educators would be to give every teacher

an additional prep per idea and we can't afford it and i think this one year pause on the ap prep is a reasonable thing to do to do retention for educators instead and so it's really reason ability i think the challenge comes as several people have pointed out that schools, because of the way the formula works and i wanted to

make that comment as a dinkion among this as well. >> thank you, commissioners. just want to see if there are any other comments we haven't

discussed it because it's a very charged issue and when we wanted

to make changes in the budget. because it was written into the contract, it was always money that couldn't be discussed and when we discuss budget balancing we have a lot of variable but anything baked into a contract the only way for us to change that is to go back into bargaining with our labor partners and we have to engage in opening up negotiations which is another layer of complexity and so that is why this conversation has rarely come before the public i think in this way.

schools that are more likely to take tests get money. not the students that need the money or based on a model of number of students, it's basically students who take tests and so that means other students who also want to take classes like commissioner lam mentioned we have career technical ed programs and things like that and they don't receive those extra dollars. >> i just wanted to read, i think it was like lowell high school is the largest high school in the directing and so they receive $2.6 million and a

school like the academy receives $113,000 and so i think one thing that i think would be helpful for the public they school like the academy is a much smaller school so you can't compare apples and oranges but it would be helpful for the public to see per student what it means on a per student basis and i guess all i'm asking is that depending, after this meeting, i think there's still going to be a conversation around this topic and i would like for it to be visible for the public for folks though see the discrepancies in funding that we've had around this funding model. does that make sense? >> so anyway, i just wanted superintendent -- is that ok for

us to share like really specifically. some of the work that bill sanderson has put together it's a way to make it ak ease able ar the public to digest. >> yes, it is. >> thank you. >> this is tough and confusing obviously but what isn't confuse to go me is the inequity in the funding model for ap prep and it's historically been an issue. you have to reopen and and not involved and every time we want to tackle that and talks it was a non starter so thank you so much for providing moir context and real examples for how this

will effector may effect our high schools and i do go we should have it more public and what this amount of money this is one way of doing it and and it has to be through the contract process. since it has it in it and it was good faith bargaining on both sides, the union, and our staff our labor management team i think the board should abide by it. it would set a horrible precedent if we didn't abide by the ta. >> >> any other comments from our student delegates or commissioners before we move

forward? student delegate lam. >> yeah, i just want to make final comments and everybody we're voting on both of these items, correct? or are we take separate ones? >> we will vote on each separately, thank you for refining us. >> i just want to make comments on both of these votes. i think i go that it is an issue and there's serious problems with how this is funded and so, i understand sort of also that i want to preface this by saying that i truly think that parents need to be paid more and our substitutes need to be paid more so my no-vote as i'm declaring now before we even vote is not

to disrespect or dis value any of the work that our parents or our substitutes go through and it's also meant with no disrespect to the union. my no-vote comes from a place of it's hard to understand as we have this discussion right now and how a reduction will not, a reduction in the teaching force will not effect course offerings and i want to echo that it's been super complicated and hard to understand for the public and i don't see a need for us to be voting on this at this moment. i would like to take more time to look at the individual cases and also to look at how this plays into the general funding, they're connected. and so i'm voting no because i think that we need to take more time to educate the public since this is a student-centered issue

to me this is something that is going to affect us at the site level and for that i can't vote this through and it effects students direct low and we said in december that we would troy to avoid anything that would affect students direct low and it would be the last row sort and so this is no different. even if it is baked into the contract. i also, yeah. it's still a direct cut or a direct impact in our classrooms and for that i can't vote yes. >> may i? superintendent matthews i don't if you want to weigh in on this issue? >> so, couple of things. thank you commissioner sanchez. if we're making these, especially in the stabilization

part of these two items, any notifications that we have to make the teachers regarding the possibility of jobs being eliminated and this is so that's why this item, at the time of the item, commissioner sanchez asked me to state my views. one of the strong drivers applying to san francisco unified was the core value of social justice and for me that core value means for students, for staff, it's really aimed at looking hat those who need more and we're going to do more for and what that obviously means is we know that the pie is only so

big. so there are times that resources have to be shifted and this actually, i believe, has given us the opportunity to shift re sources and i firmly believe in this direction that we're moving in. if the board so votes in that way. >> we have to think about students who don't attend lowell and don't get japanese or hebrew or a lot of the other programs, are able to offer with the extra ap funding so i want to challenge folks, if they want to keep this af funding they need to provide it on a per student basis not a test-taking basis and increase the dollar amount, like the average to all schools and that with blow the budget.

if you want to make it -- if you care about students at they are good marshal and at mission and at burton and at june jordan and academy, those are all schools that are basically not able to offer japanese and hebrew and ceramics and other classes.

>> we're going to again vote separately beginning with the tentative agreement. i'd like a roll call vote between the san francisco unified school directing and united educators of san francisco for 2020-2023 assessor agreements. [roll call vote]

>> not 6 ayes. >> and then roll call vote on the motion for staffing stabilization for 2021 and 2022 and 2022-2023. memorandum of understanding between sfusd and uesf. [roll call vote] >> is that a yes, commissioner collins? >> yes.

>> [roll call vote] >> clerk: that's six ayes. >> at this time, i would like to call for a short break for our meeting to get us to stretch, drink water, use the rest room. we will continue this meeting in 10 minutes. so we'll be back at 9:00. >> -- delegates, you are excused. if you'd like to take this opportunity, you are more than welcome to stay. we are on section f, and we will be hearing the rest of the items on section f together, but just as we did, voting on each other separately. so i will read each aloud and then hear from staff and open it up to the public.

item f-3, resolution to decrease the number of certificate employees due to a reduction in particular kinds of services. item 4, resolution to decrease the number of administrative employees due to a reduction in particular kinds of services item 6, resolution to decrease the number of paraeducators due to lack of work or lack of funds, and item 6, resolution to decrease the number of paraeducators due to a reduction in particular kinds of services. i need a motion and a second. >> so moved. >> second.

>> thank you. superintendent matthews? >> thank you. our presenter tonight will be [indiscernible]. >> good evening, commissioners, good evening, public. i am chief human resources officer and i am joined by chief officer for resolution and staffing. i want to say i have the honor of leading the human resources department, which is responsible for recruiting, hiring, taking care of, supporting, developing, and retaining a racially and otherwise diverse workforce set up to ensure that, every day, we provide each and every student the equitable supports

necessary to thrive in the 21 century. i've served as a teacher in sfusd, a principal in sfusd, and now this role. and having received my notices in my own past in sfusd, and now leading the department in charge of staffing schools and departments, considering laying off employees is the last thing i want to do. and yet, we have a structural deficit, and there's no way we can do this without reducing our workforce unless we reduce the salaries for our staffing in one way or another. this is a follow up to the conversation that you had at a board meeting on december 14, and this is when we actualized these reductions. so as i broach this very

complex and unwanted topic, i'll address the elephant in the room. is it the lowest paid workers or the highest paid management? and i want to posit when facing a $125 million deficit, we want to center students, both those in our care right now and those who will be in our care in the future. and what emerges is [indiscernible] and i want to say something very clearly to you all, to the commissioners, to the employees listening tonight, and to the public. you're going to see numbers on

the screen tonight, and these numbers represent people who have worked so hard for sfusd students and families before, during, and after the pandemic. and i want to speak directly to all employees for a moment. i know that the district's communication has sometimes felt impersonal, and you may have felt disrespected, particularly at moments such at this one. i hear that, and i'm working hard to build a culture that respects all educators and employees through our communication and our actions, and i want to say from my role as the chief human resources officer, there's no way that he we could have per severed through the pandemic, through this without you. pandemic or not, i know and see how hard you work. i know how dedicated you are to the learning and positive experience -- school experience, and it's very

important to me to say to the public that you've carried sfusd through this very difficult time. my intention in this presentation is to be transparent and compassionate and clear. i want to start by explaining the reductions that you see on the screen right now. you'll see reductions in each broad employee group, so the numbers in the middle column are the worst case scenario of our reduction. our worst case scenario would be, for example, to layoff 150 credentialed educators in subject areas and includes counselors and social workers. the column on the far right represents the percentage the total employee group. so we propose to close 150 credentialed positions, and there are currently 4,327 people in this group of employees for the proposed

reduction represents 3%. i want you to know that one of those 150 people is a japanese language teacher. there has been a lot of misinformation floating around that we're planning to close or eliminate our japanese language programs, and that's not true. based on student demand, we plan to eliminate one of those positions, with no intentions to close more positions or any program. we are closing up to 47 paraeducators positions, which represented 47% of this group. we are in active discussions

with -- and dialogue with uesf to ensure that any paraeducator that gets laid off is rehired into a classification with vacancies. we have too many people in some positions for some classifications and not enough people in others. we plan to close 20 administrative positions which represent 7% of that total employee group. i've listed here the anticipated reductions in seiu positions and unrepresented positions, but these will not appear on the p.k.s. report, the particular kinds of services report that you have. there is a separate reduction that will happen later in the spring for these groups. you might be wondering why the large number of unrepresented

management is for this group. this represents the certificated management. these are both certificated and classified, and certificated management and certificated directors. why are we listing all unrepresented management who are on reductions this way? [indiscernible] to further reduce the district's cost while still maintaining its legal obligations and essential services? the numbers on the previous slide mostly, with the exception of the number of paraeducators, represent our best estimates of how many positions we project to close,

but the unrepresented management number is precautionary rather than currently projected. just as many teachers will receive a precautionary preliminary notice of layoff. so will these unrepresented managers. as promised in previous board meetings, we are in the process of hiring a consultant to survey our management structure, and we anticipate having this consultant in place as soon as possible, and we list this large number to preserve the right to make reductions to unrepresented management and to reduce the work on the position of the analyst. i want to be clear what we've done so far, what we're asking of you tonight, and where we go from here. there's some misalignment in sfusd between our site-based

budgeting process and site lines. we use a site-based budgeting process where sites determine their site plans and districting budgets. more commonly throughout the state, staffing decisions are made centrally. we stand by this as an equity strategy in which those closest to students make the decisions about how best to use their resources to support their students. site plans and budgets are due on march 25. nevertheless, we have to meet the state mandated deadline of march 15 to issue layoff notices -- preliminary layoff notices. so here in human resources, we have used all the data

available to us including historical attrition, projections, vacancies, and central office estimates to make the best decisions we can about the maximum reductions in positions. use of this data, we've identified the employees that may be impacted in a playoff as determined by seniority. on january 28, i e-mailed all of those potentially impacted employees. what i e-mailed them was not an official layoff notice, but rather, a heads up, if you will, so that they know they may be impacted and they would need to consult with their union or us for support. we also shared with uesf the list of possibly impacted

employees. we're approaching this process with as much transparency, clarity, and compassion as possible. this brings us to what we're asking of you tonight, as you see on this slide. we're asking you to approve these layoff resolutions to approve our workforce, and this doesn't mean necessarily that people will be laid off. it gives us permission for the potentiality of that later in the spring, which we hope will not be necessary. if you vote no on these layoff resolutions, we will be able to find balance between the number of positions and the number of employees. we ask that you also understand the maximum number of position

reductions, and that you support us, you stand with us in being united in approaching this reduction in force with maximum clarity, transparency, and compassion. so if you approve the layoff resolutions before you tonight, i want to lay out what will transpire thereafter. we will issue preliminary layoff notices to the employees. not all of the employees on the seniority list, because as assistant superintendent says earlier, the more number of tensions we get, that newspaper goes down. we collaborate with our legal partners as we have been doing every week since we've begun this process to resolve issues and hopefully avoid hearings and conduct this process as humanely as possible.

we anticipate that the -- a number layoffs, the number of proposed layoffs will decrease throughout the spring. the external consultant will provide an analysis and recommendation about reducing or maintaining unrepresented management positions. following the process in april, when we place teachers who have rights to vacant positions, we will begin to rescind layoff notices, and if we have to send layoff notices to create room for more senior educators, we will do so by may 13. this concludes my presentation, and i want to end by saying thank you again to all educators past, present, and future for your tremendous dedication to our equity

vision. all employees of sfusd play a vital role in helping create our equity vision. you have a role in the district of helping us create our equity vision. thank you. >> thank you for that presentation. before we begin our discussion, i want to open it up to public comment on the four items under section f that we just heard a presentation on, understanding that there may be more voices who want to share, and we're hearing multiple items. i do want to make