>> without further adieu i would like to bring doctor matt wayne the upon superintendent. >> thank you. appreciate the staff that helped make this happen. >> you know we were not sure if there would be space but we are okay. if it is okayil talk down here to talk to you all and i'm excited be here for my first town hall with the sfusd community. i'm coming in to listen and learn. i will do an introduction of

myself as well as my 117 day entry plan. then we will want to get recorded responses we have post it's and chart paper. take advantage of the learning opportunity to get people's perspective and a discussion about had you share and time for a conversation. with that if we can get the presentation back on. >> so if you go to the next slide. >> so my name is matt wayne. new superintendent. and here you see my backgrounds started as a middle school english, language art's teacher. i was a teach in new york where i had a colleague from barbados. they don't ask where you are

from they ask where did you catch sense? and i like that question i'm from los angeles. don't hold that against me. went to school at berkeley and new york for my teaching credential and my mast and that's where i caught sense when i was younger i loved working with kids. knew i wanted to be a teacher, english teacher i imagineir would be insfiering high school students through great works of literature. when i went to new york, i got my first student teaching experience at norman thomas high school. comprehensive high school next to the empire state building where most students came from public housing. my first day i walked through the metal detector to get to class in a dilapidated classroom. it did not seem like the high school experience we want for any kids.

and immediately struck me how unfair it was these kids had a different opportunity because of where they lived. i met them they are amazing had an amazing time. i realized i feel i caught sense in what was important as an educator. yes teach english but i wanted to give every kid the opportunity they deserve. so -- in some schools need to be extra work to make that happen and i wanted to be a part of that. i shifted gears and instead of a high school english teacher i went to a mall middle school on the lower east side. right next to china town that was the first inclusion school in new york and i got to loop with my kids from 6-eighth grade i created relationships where i felt i could make a difference

for the students. that's where i caught sense but liked the bay area and wanted to come back. if you go to the next slide. you will see i came back and an assistant principle in west contra costa unified in san pablo. went in as an executive director in elementary school in san francisco from 2010 to 12. drove around the city get on know the schools approximate principals and loved being in san francisco. there was an opportunity to move to hayward assistant superintendents of education at services and superintendent. i kempt my eye on san francisco and saw this opportunity become available and said, you know what, we will talk about it we near challenging times. there are many opportunity in san francisco. there is such exciting things

hatching educationally. may be an opportunity to come back and here i am. >> that's the biography. i will take this off. to get to know me better u toochlt i want to make sure share 3 things beyond the biing on ralph is one is that i love working with kids. i'm a kid at heart. so i share this from the beginning full disclosure expect mow to see me at one of the schools you work at on october 31st in costume. i think schools should be fun places for kids. they should be excited come to school and we should work to make it fun. outside the class and inside the classroom. another thing to know about me, i come to this work not just as an educator but as a parent.

so i do bring a parent's perspective. i have 2 kids daughter is a senior in college and son graduated high school. and understand, you know what we as parentsment. we want the best for our students. when parents are coming and sharing concerns and questions or issues because they want what every parent wants, the best education for students want their students to do well. that's the spirit i engage with parent in knowing that's what you want. and lastly, they both went to college last month dropped my son off i'm an empty nest and said what better way to fill the void than be superintendent of san francisco i know tell keep me busy. that's a bit about me. i'm coming in -- and -- i have 117 day entry plan. why do i have 117 day entry

plan? and not the 90 or 100 day? i have 117 days because that's arc lined with important work the board of education is doing. and so i'm coming in to san francisco and you hear my backgrounds with the focus on teaching and learning and what is happening in the class and our schools and the board of education committed to go through a process to update our vision, values and our goals to be more student outcome focused the idea they revised the operating rules and procedures board meetings focused on student learning half the time. we need to brat a district but we are here because we are improving student outcome and that is a focus. they are having their own engagement sessions the next few weeks there will be sears opportunity attends you will

hear more and then they will adopt those on october 25th this is 117 days from my first day on july first. i arc line today to that i will listen and learning what we need to do to work toward the goals around literacy oral math or graduate profile. >> coming in wanting be to listen and learn and i understand i'm coming in a time we have real issues. and the issues can't wait 117 days for me to upon listen and learn observe we address them. and so -- that's a priority of mine is to tackle the urgent and important issues we face. if you go to the next slide. >> doog during this process i will upon listen to community members and staff upon want to hear your experiences and. to focus on our strengths and needs and i will share hai learned. it is important to have a chance to hear from as many people and

document your thoughts to incorporate that in the report i will share with the board on october 25th as a presentation when we adopt the new goals and then a written report for the community to see. if you go to the next slide. so, you see i will have community meetings and talking about questions i will ask you tonight getting your feedback on instruction or community involve am. and you know our operations and finance and those areas. and then in addition to the types of sessions i will visit our schools. and you know one thing to talk but know our strengths and challenges butmented to see when it is like for students and teachers in the classroom. so should expect to see me at schools with schedule visits and i like to drop by schools to see what is going on. i have been to half a dozen

schools. it wonderful to seat kids there and you know it has been different start than last year. i know we are dealing with covid-19. but much with your we learned a lot with protocols. they felt like a return to school. if you go to the next slide. i have been doing listening and learning and so i have to do the math i must be more than halfway through the beginning of september and started july first. i figure we are helpful way through the 117 day entry plan. and there is emerging themes. what i hear is not just strong commitments to the success of stount in san francisco. everyone wants the district to do well and welling to help out. see that is something we can take advantage of. the same time i see well is

trust we neat to rebuild with the upon community and rebuild with the staff. so that -- to -- in order for you to meet our goals to create that sense we are working together toward that. and so those are a company themes i'm hearing. >> i think another reason why i'm joining san francisco and glad to come become to san francisco. is this is a district values i share. and the value of equity and he working toward achieving equitable out come. the start of my career i thought that is what matters to me bh what we are trying to do in san francisco. i appreciate it the last part it talks about focus on removing the predictability of success or failure that correlates with a social factor. you live in public housing or not it should not matter.

wherever you live in san francisco it should not matter. we should make sure our kids get the education they deserve. these are values. the other value i appreciate coming to san francisco is the first one. student center. you know i approximate feel like i understand the focus on the classroom and the school and on the students. i'm not the student center, superintendentful i'm focused on, things. what that means to me and hathat means is really we are lifting up student's voice we make decisions and determining how to -- organize as a district and move forward with our plan this is a quote from a book street data, i appreciate. talking about the p of lifting

up student voices, and allow students to be truth tell and moral compasses for when we say we believe about equity. you will see there you should hear from me often you know and see what i'm lifting up student voices. that's the listening and learning and taxling the urgent and important issues this we are dealing with. working hard to have a strong start to the school year. staffing has been a challenge. we are able to have in teachers with students at the start of the year did need to make moves to make that happen. i appreciate everybody's flexibility. and long-term planning to do to address those challenges. great to have the students back in school. i'm sure tonight we will hear

about empower sf the payroll system that continues to have problems. that one i have been meeting daily about. i came from a payroll listenic to help people who had issues and working with the board over the months to get board focused on student out come. focused on supporting our schools. with that, here is what i will ask you to do. and so be appreciated you coming out and rather than one question, one response i will not hear from as many. i will ask for your feedback we will gather and put in the report in the areas i described. we have post it's the same on each side and chart paper. think about to think about, what do you think i need ton and

understand as we are developing our plans for the future and updating our vision, values and goals for students? we have post it's and pens. and so like culture and climate. curriculum and instruction. one parent was sharing, instruction. how are we including different cullures and perspectives and religions in our curriculum in this is where you make that note so we have it recorded. i will give you 10 minutes, 20 minutes we'll see with the crowd. at least 10 -- and may be 15 we will see how people do with documenting your thoughts getting them up there and key see the themes and have a discussion when is coming out. areas are culture and climate. curriculum and instruction and community relationships.

and organizational capacity and alignment. operations and finance. and good upon governors. we need to work on translations and my apologies for that. we will work on this for the next town hall. questions about the activity? questions about what to do? so good governors referred to the board of education i'm the superintendent and their scope is district policy and representing the community through the enactment of vision, values and goals. as superintendent i lead the prescriptions and together the team. how the board of education is governing the district.

>> yes? >> i think organizational capacity and alignment could be one and culture and climate of the school to be an area as well. right. we know i'm sorry. i didn't understand that when we talk about recruiting and retaining teachers there is the pay issue and the working conditions and the climate of the school and the district. how we are getting teachers paid. it has an impact that can go in either depending on the feedback you want. other questions about what you are sharing? yes? >> yea. you know we got in case there was more people we don't want torn get kroded on one side. same -- same 6 on each side.

okay. start the timer look forward to see what say i will come around and you with chat with me as we do this. we have pens and post it's. feel free to keep writing. we were going to take a break to collect. i feel like i want to get a chance to hear. here is how tell work. appreciate the staff here is helping me i got a chance to review and they are and we will identify in each area 2 themes that come out and give 2 comments per theme. so we can hear more if you want to add more to when we are taking away as a theme. and that would be -- appreciate our lincoln high math teacher was not letting me ooze the excuse of being a language art's teacher to not know math. 2 per times 6.

12 themes and 2 speakers, 24 speakers. take a minute or 2 when you talk no more than 2 minutes that keep its within the time. with that, they are collecting the themes but there is a theme. and operations work around empower. and needing to address our payroll system. like i said i than is a critical and you know i shared updates. it is not acceptable people are not getting paid. we are not making the progress quickly enough around fix the system but were able to get a better system to ensure people got paid right away we can cut them a check and had to do that for 75 people for the first august pay run the certificated pay run. but we will have that available because there are bills to pay

and you should not rely on everyone else but your employer to get funds. we can take 2 additional comments on when you think i need to understand to address empower. say your name and connection to the district and thoughts. i'm kim elis a [inaudible] spanish teacher. my thing with empower is why do [inaudible] log in every day like we are hourly waged workers it is depressing and demeaning. can we find a way we get paid our salary. i don't have one more thing i have to do. thanks. i'm listening and learning. yes, you should not have to we are working on that. when i heard about that not only that was frustrating but yes,

you know and also the needing to principals need to prove the sick leave and you don't get paid if not approved. it is part of your salary right fist you are sick you will be out well is no approving whether or not somebody got sick we are working on changing those 2 things soovenlt i think the tart is in october. one more empower comment. >> i don't have a question an idea. maddy williams a teacher at washington high. when i deal with empower, which is a lot. something i noticed the lack of staff at the payroll. and i myself went down there and dealt with a completely exhausted payroll clerk near tears they are stretched thin. they said we can't get anyone to work here because we don't pay

at the level of the city and county of san francisco. what i would like to propose is you i would love to be paid more that is a different question. i really would like to see us give attractive, market rate salary to our payroll office. so that we can irrelevant get more people in that office who are there and want to work. and it is hard to work in payroll. i have learned. and -- may be more pay would make it lessup setting, you know? had i money it is i think that really i don't know the first thing how to do that but we need to pay these people, i mean, tens of thousands more if it means we can run things normally like a couple years ago. >> thank you for sharing.

i have been is interesting and if you are not familiar i am. i may not explain it well being a city and county our classified staff -- on the same system at the city but the city has different pay raises than the school district and makes it challenging for us. that's when we need to work in any industry there is always competition it is so closely connected to what you do across the plaza. right. from where we are from the district is that make its hard. thank you for sharing what it is like for those who need to bring in to do the work. is that was one on operations and -- i blanked and policy. did we get another in that area? another theme just as we are doing our operations and policy,

a theme of lack of trust between the staff and sfusd districts. if people want to speak to that and insights you want to share? >> hello i'm [inaudible] and i'm a teach are at george washington high school. my question is, where is the money? there is 186 million dollars from the school emergency relief funds that the district received but they other only 2 districts in the state violating california record's law in terms to where the funds went. we know they did not go to students or classrooms are dilapidated. they did not go to us because we are at 20% below the cost of live nothing the city and have not had a raise since 2017. where is the money. why is it not spent on the

students if we are a city that cares about student us have to invest in the class and teachers. otherwise, they will have long-term [inaudible] and that's not helping anybody learn. that is also not make thanksgiving a place anybody feels place to work. we can't trust we will get paired because of the empower fiasco. there has been nothing consistent low done to fix that. i found new, with my paycheck on monday not because of the district. because my coworkers set up a payroll clinic for all of us at our site that is a huge mismanagement the district needs to make us whole and staff whole as well. thank you. >> thank you. hear one more and i will share thoughts. another comment on this theme?

i'm math teach are at lincoln. we lot our prep this year. and we had a 3 thousand dollars stipend available if we wanted to give that up to teach another ap section but -- so if i teach an extra hour a day and receive 20 minutes or i have to do another 20 minutes of reading and parent contacts. that is about 2 huh human easy hour this is year. i will do quick math for you. 3 thousand dollars divided by 2 hung huh hour system 15 dollars an hour. minimum wage is 16.99. you got me working subminimum

wage. i can't check my empower check either like the lady who just spoke. i can't make head or tail out of it. none of us get answers i did go down this summer to the payroll the window said open at 11 or 1 and nobody was there and the windso did not open. i waitd and knocked. a gay came out guess what, i'm the only person at work everybody else is out on covid-19 leave. and now i have to do all the paychecks for the district by myself today. that office is under staffed. i'm working not every day i think of the school board and i think of you all and working for you 15 dollars an hour. i'm not happy about temperature i can't check my paycheck went up by 50 dollars. i put in extra 20 hours for 50 dollars. the school discipline process is

a -- so -- instead of the schools absorbing the kids getting in trouble before now those kids are running loose and r.ant all overnight campaces and the district. and i wanted share with you so there was a student outside my door not my student. and i went and up said you gotta go to class. he looked at mow and said you know what i don't have to g. no you have to go to clasdz and said i can do what the f, i want and i thought and realized, he was right. c l a s s >> yea. thank you for sharing. first and most importantly just -- can't stress enough it

is not okay. i want you to know i understand. it is like not where your focus should be. we did not get in education to read paychecks or deal with a lot you have been dealing watch some unarc voidable like policies i did in the get in education for that but some with better planning could have been arc voided. i understand that and committed to working making it better moving forward. district i think realized it did not have the capacity to address the sxrns so established more positions and payroll and another mentioned, it is hard to fill. we are look to bring in support you know and wing with the firm that were can come in and had experience with the system empower system we have and help

us out. the other thing is, i hear you brought it up in terms of the budget i hear a lot transparency is a theme we need to work of you should see where the funding went. got new funding we have not al indicatord that funding anywhere yet because we are about to start negotiations with our labor partner and know we do pay we do need to increase the pay to recruit and retain. and lastly, when you know we have to do better so you can focus on what is happen nothing your classroom. and with that, the gentlemen offered a good transition to the community relationship topic. this 3 themes here with that -- add another theme of swon school

safety measures. wanted to give know opportunity to share more about school safety measures. got note with the defiance removed, you know the things are done in an effort to provide kids opportunity to learn from mistakes and improve there need to be bound easier. how do we set the boundary and what are the tools? when wants to share on school safety measures. a few comments on that. one and then over here. >> hi. i'm chris clause a special education teach are at washington high school and one of the 2 building reps. today there was an incident on campace that threatened the security and safety of our

security staff. and the amazing scare stuff i spoke with were shaken. and more than one said they don't feel district protects them. and that students who want to, and it is often, don't feel there is a consequence for harming an adult, just get away with it and they don't feel safe coming to work. and these are the people who are helping to keep our campus safe and they don't feel safe am give them opportunity to be consult in the policy considering they have to enact the policy every day. thank you. >> absolutely. more money and an extra hour to match the school day that would be great.

they are 8 hours? >> okay listening and learning i think you had a comment here. >> yes. hello. i think that -- you have been it is a challenge at time we live with youth e san francisco i'm a peace manager i did work with the youth in juvenile hall. prisons and i still go to juvenile hall through programs. the issue had is happening is there is in the enough spaces for heel for the youth. e specialing when you got the schools different turfs coming in. 2 different territories that have been going at each other for years will not get resolved over night. there is trauma going on and they will take it out on adults or grab a knife or pencil. they have not been heard or had space they have been look at quizes and measurements okay,

how well is your iq instead of when have you -- how can we helpure. you got put out of your house and have nothing to eat. there are factors going in we are not considering. we are looking at how do we measure everybody. the same time you need to bring in the cbo's and communities based organizations and know the kids and bring them in and connect and give them stipends over integrate them in the schools rather than only after school programs and during the school to address the real restorative justice it is a term you 3 around and not doing nothing and sending the kids to the wellness center. you see we got serious work to do and you got people under your nose you are not utilizing. i'm one of them. there are tons of other i have connections with. that's when we gotta do.

>> thank you. there is that's what i mean the people who are willing to step up and help. il share the next theme and see i thought a third hand if you want to share on the previous or next one to keep us moving. one is, around community relationships support for low income and limited english families. anyone want to share more on this idea? give a wait time to see if there are hands and go back to -- get -- multitude of voices here. thomas i teach at washington high school. want to follow up, i think if you had cb oshg groups in the schools, that would go a lot and connect kids and parents. they worked in the schools and had offices in the schools and

not just classrooms. i can imagine if all the community organizations were in the schools, they could do a lot of the work that teachers can't do while they teach in terms of access and listen to kids and getting them access and connecting families to resources. upon combenls on this theme? support for low income and limited english families? i'm a teacher at washington and el teacher before our newcomer got cut at school. i have a question about out reach english families you had this quote from street data, which our site did a book club

last year. so what strategy you are look to employ from that book or other literature you read that will specific low reach out to limited english families? obviously, town halls are nice but i think there was not the first one there was in the a huge attendance and not sure how much parents are here. what other ways other than town halls and other plans do you have? >> we will keep advertising these. one strategy that i believe is important is giving people opportunity to share in their primary language. not to always have things translated we have so many languages in the city. next town hall next week one in cantonese where this discussion will be 99 cantonese and i will 39 get translation rather than they upon listen to everybody the cantonese speaker listen to

everybody translate and one in spanish where i speak spanish and engage with families i startd that during the pandemic. saw how much it meant to families to have the meet nothing their primary language that is one way of doing that. it is different for a lot of work. and you know we had a third theme it was spoeshgen to the community relations and community groups and ways to lift up andrews how they can support us. i will go on to curriculum and instruction. here is a theme, reimagining the 5-12 curriculum and course sequence. listening and learning i heard about that some and got a few e mails. who wants to share on that? i'm jeff i'm a parent.

what that means to me is that -- today when kids graduate from eighth grade they want to be in a math major they node to do 5 years of math in high school. or take the compression course, which does in the work. and other districts have reimagined the math sequence implementing common core state standards so you can get to there without doing 5 years of math in high school. more work in middle school and so figuring this out. >> thank you. hello. hello? okay. i have a granddaughter here at 10th grade. when she finished eighth grade,

they had already moved allege braone out of eighth grade i put her in a summer class made it easy to take both that and geometry last year. in the ninth grade. my concern is one a lot of parents don't know and 2 parents may not have the means with which to do that work around. their am kids are a grade behind. you see the stanford ucla and berkeley sent a joint letter to the board of educations that the compressed classes are now viewed as a curriculum course. when nay go and send the transcripts in and they say they took a compressed class they don't recognize the compressed classes as a course this is manage that is serious and we

need to put algebra one back in the eighth grade. >> one thing to -- you know you are out here to share the issues and listen and learn for me to listen and learn and i imagine you are here to know what the superintendent thinks. i will say, 2 types when i press the issues first of all, i said classroom teach are. beliefs about what should be happening but i feel these are not ideal they are practical questions the second thing to do to about when answering the questions what is the day they tell us the data point the compression classes are not working and they are limiting students opportunity so that will be a place to look at what is happening with the compression classes that were put in mou families say they

work around and -- you know and not that many students are taking those. they will be interesting data to determine where they go with math the updated goals will be upon around math we then and there is an area where students are not achieving the level we need. and the second area in curriculum is the graduated profile how we incorporate cte and dual enroll am high school and college. does anybody want to speak to that? see a hand there. which math teacher next to you? will we allow t. a proxy speaker. >> go ahead. >> this is an upon listening

session i will be glad to meet with you to discuss this. what the gentlemen was discussing with the eighth grade missingal algebra class a student is trying to find work oornsd the district is they move out in eighth grade. take summer classes and get around the up were end is affected because of the district policy of encouraging as many city college attendance as possible any student who achieved immediately gets pushed toward city college. and so we are left with a ghost campus. anybody who reaches a level of achievement is told take the muni for an hour and go to city college. and i want to actual the way my colleagues feel is that we are

not raising the floor we are lowering the ceiling. >> thank you. and then -- [applause]. comment here on profile and what our metrics and how we complete i will giveut mic. >> hi. thank you for hold thanksgiving. i'm alumni of san francisco unified school district and a parent of a high school senior and trauma psychologist. that collaboration is critical and the kidsment it. they want they are crying for mental health help this is an evolved generation i say that as a parent watching my kid and her friends talk about mental health and trauma and what is help nothing schools.

i did not expect to -- i want to say i had a thing prepared i thought it was going to be like school board meetings i recognize there are a lot of teachers in the room and want you to know as a kid had grew up in the city who walked to schools my neighborhood schools and had neighbor that could live here and teachers in the district. i loved learning here. i credit where i am today because of high school teachers i took ap psychology. i had just loved learning here and i want to thank you for inspiring that. an experience to be a parent in the school system. took 5 years to get my kid in a school that was relatively close to the house.

my daughter in her first 2 years of high school at local we moved and came back she could not get back in local. it was not possible. there was nothing i could do. it did not matter did not matter we lived close by and i was a sing emparent for a long time one income it did not matter. hoe is in a school where she is under challenged and struggling and bore said. she tried to pivot and done all the things and told to teach the other kids at her table that is the solution. she advocate fs for dual enroll am and told it was in the possible. she is bored to tears. and i'm looking at a kid with the national honor scholar at her old school. 3.973 at lowell and nothing she

can do now to have a curriculum that meets her needs. and i don't know what is and i'm not i don't want to i know there are hard working teachers in this room i want to respect i know the challenges you face. what is trouble to me is well are all of the challenges that make it so hard for a kid to access learning that they need. i don't know why show has to work so heard to advocate for herself. show is the kid. sorry. >> i'm sorry it has been a challenging experience and -- i think one thing i'm learning, too, we put in a lot of systems with you knowledge good intentions of working toward goals of equity and and high achievement. it created complexity in the

system. and so i know well is work done to look at how school asassignments happen. i think -- i heard there is a concern about having to travel across the city and the loss of some sense of neighborhood schools and so -- i than is an area of improve am on the horizon. and also.ed to share the challenging the -- the theme of the graduate profile, what this came out of vision 2025 which people appreciated but when looking at what does this money? that our kids will graduate meeting the prosecute file and challenged to be creative thinkers. we have not defined that yet. the board has included that as one of its proposed goals even though it does in the have met tickings we need to work on the metrics and having that clear. it is not test scores we want to

see -- see them meet that profile that representatives what we hoped for students in the future. that's curriculum and instruction. do we have how are we doing on time. pocket face timing someone during the town hall. 3 more? >> the good governing. board of education values more than others. >> board of education values some voice over others? right that is the theme. yea. and i will put other is more

student voice in governing. my question is how the district is [inaudible] allow students to voice their occurrence. is there a panel? how is this structured? how do students become aware of it in or sign up? and how do families become aware of it? especially if middle and high school level, i'm not sure i have a son very concerned about teachers not getting paid and does not feel he is being heard or if he had another issue he was concerned about, how does he have his voice heard? from the district level or at the school site? that was one you know i put it in climate culture and anywhere.

i think in terms of -- washington. i think in terms of the board of ednot valuing voices, i think that could definitely be in terms for teachers not having voice valued by the board we having asking for this to be fixed since leftier we are on 10 months now. we gone to many meetings people from my site and other cites packed the board meetings and chanted during them to the pin they had to shut down. however, we ton have the same problem, continualy. not only that, we are a district that claims to be without equity and he claims to be about thinking about all races and make sure there is equity for all and have someone on the board who says black and brown parents don't care about their students. those other stereotypes i face

as a young person. who is told that my parents latinos did not care about my education despite the fact they were both teachers. these are bigoted res that are enacceptable and they continue to be allowed the same way the board of upon education took over a year to have -- accepted as a holiday that shows muslim students we care. right. there are mull pull times we see that the true priorities that should be happening are not happening. that is a major issue the board of education needs to contend with. anymoring comments on the 2 issues and i will share a few thoughts the board of education valuing certain voices over others or the need for more student voices.e board of educa

certain voices over others or the need for more student voices. it is interesting for mow to be here today in the school and i grew up in the mission. live in the bay view. and i see a different separation. i see wealthy people here. you some people did not born with a silver spoon. but you got others that are struggling that are living in projects low income neighborhoods there is over pleasing and drugs sold outside of the kid's homes. people sleeping on the sidewalks and syringes on the floor. you don't see that here today in this neighborhood. i mention that those families they are struggling. they value education. but they don't know the whole metric of what level grades my

kid should read or the marth or ela. they have not been told or furthermored other than the teacher saying your student is in the at grade level or the school tells them that. there node to be more out reach to go and tell these people inform them what is the path way. what does this look like? when my mom and dad came here they did not know how the school system worked. i had to do that i had to learn to educate myself and go to college. my mom did not know nothing just clean house and, go to school there is a lot of students and parents that don't know that when i was when my son was on roof top we created air latino parent group. a chinese parent group any type of race city group to talk and

discuss those issues within those that community and they be able to connect and builted and advocate. when we do a generalized pta that is one thing but we need pta's was all ethnicities to talk about how we can help each other and work and that's how you get the words that are not heard. >> thank you. and -- first -- appreciate you sharing your experience in recognizing you know that your parents issue parents am the best for their kids. how as we as a district are supporting them and being clear that is our job to do not commenting on parents. i think the board of education did follow up to make that clear that's not when we as a district stand for. we value working with families wherever they are to work with

them. so, but here -- again the idea this theme of the actions matching the words. and that's why i'm will going to say you know student centered where the students for stounts to share their voice. there are people here that can share more about our systems over all as i am listening and learning and getting to know. i will say i know less of the middle school level. high school level i was hearing from students from different clubs and the students leadership council. we have an areail work closely with is student advisory council for high school students but open to every school to work at the district level and want to -- for me that will be an important space to hear from them and share the issues our kids have great ideas how to solve issues and make things

better and then -- yea. as we -- the middle school, we will i'm sure there are thing this is exist and -- so we will -- talk at your school level where that can be found. we want kids like feel there is a place to go if a have an idea or suggestion. okay. with that, i will move to our last 2 themes. we have -- culture and climate. create positive and spicht environment for students. i think we heard a little about this. do people want to comment on share more about what is meant by that?

an african-american psychologist i don't remember her name. he said manage this struck me. be careful that [inaudible] does not become white privileged with a [inaudible]. that often does. >> really making meaningful. we had a parent talk about the node for social and emotional learn nothing a real way for kids. >> yea. was there another hands up or -- okay. one more comment here. so not only from the baby the muslim my son we need to continue to welcome people from different ethnicities and religiouses nothing against the lbgtq community but their discussions are on going. their discussions are included in crim curriculum when you look

at religious and there is an increase of muslim in the district this is not being welcomed. yes ede passed is great we don't have prayer rooms. won't don't have options to eat food like koshers do. or whether a councillor to help the muslim kids that are bullying you have september upon 11th coming up everybody thinks. we are over that. that are transgender deal that was not all muslims. there are good mudslide lim it is here that want to help and contribute we need to welcome that and have the accomplice and give the spaces for students and as they increase they should be included in the crim lurm when you talk about social studies we talk about european centrism when about achievements golden error in spain or tim buck tu.

we need to welcome all of that approximate create the space. >> and i think when we talk about that, you know in a way that is additive and does in the feel like there nodes to be qualifying statements about this or any other community that we serve. right. and okay. then for culture and climate. a theme around a few ideas creating a culture and climate where student voice i will emphasize around communication and and -- communication. anybody wants to peek to communication. a comment back here >> i'm sorry this is for the previous. >> okay. >> i'm [inaudible] a teacher at

lincoln high school. and i think one thing in terms of creating that safe culture we need actual funding and staff to make restorative justice work. if we don't follow through on restorative justice then the kids can feel they get a pass on manage and this does not help them in their future either. i think this funding for restoretive justice to see it through until the justice is restored. and it it is a priority. >> thank you. any comments on communication? >> speak as a special education teacher, being able to community with the families of the students on the case load can be

difficult when i am not bilingual. i'm monolingual. and it would be a huge asset to have full time family liaceons to help me community with families. and be a huge asset for me to when i see the student is struggling hold a meet when i know the parent can meet less than 2 week in advanced like with a family this speaks english. but when i want to hold a meeting to meet a node in the moment i have to wit a min misdemeanor of 2 weeks to get an interceptor. and then for this family to be able to agree to services that we decide to change in that meeting they wait another 2 weeks for me to get hadocument translated. being able to speedup communication so it can happen inspect role time is a huge asset we are lacking.

>> rex? hello. i have been volunteering sings 2012. i'm speak to the parents. so -- one things that you guys should do and may be you do i'm not assuming i don't know who is who. join your pta, make sure you log on to parent view. you can find out everything what is going on with your kid, who their teachers are. the e mails. what classes are and posting in role time in parent view. kids have student view. they don't want to you see it. and they can loyal to you. parents let you hover over them and finds everything you want in parent view. join your school council. the state of california requires every school to have a school side council they don't require a ptsa. the cool council is where you know how the money is spent at

your school site. why wouldn't you want to. i don't know who you are may be everybody is on the scoop side council. it is where your school talks about its finances and you get to see the dollars. where it goes and vote on it if you are part of the council. ptsa is vital that is the easiest way to know what is going on. thank you. >> i wanted to add to the school culture climate conversation. and i say this more as a commune member. i feel like the district has access to the brilliant minds in trauma research and in child trauma psychology. and talking through conversations about equity competence inclusion and restoretive justice.

when my daughter was a freshman or sophomore. there were incidents of racism that happened at lowell. and should not have fallen on the teachers to have to manage that. i didn't understand why the district was not using the resources in their own community we have brilliant people. allison smith was in oak lands. brilliant people who's life's work is this topic who could have brokered conversation with community. that was not happening and the most baffling thing to witness how the conversations were not happening and what the fall out was in all directions. >> one last comment and i will wrap this up. >> one thing i would like to see

i don't know if this already happening i don't think so i'm not away. as a district to have prominent speakers address parents about all issues we encounter in the student's encounter. talking about equity senice but what does this look like? i want to give an example, was it sixth grade the 2 years ago. the virtual year, the ptsa tried to get equity and he inclusion parent group going i went to the first meeting and did not go anymore. i could tell the parents in over their heads. and it can become very contentious people get very turned off talking about equity. they are not trained huto talk about it. you know you have all different types of experience this is we

already heard in this room. if you are trying to have parents talk to each other about things that are personal, it is not going to be successful. i think arc finity groups are great to have parents come and share information that one has and one motive not have. we do have brilliant upon minds that work in education on equity. equity training for parentses and teachers. seems like the school district can get together a schedule of speakers throughout the year to educate parents and then may be for students. other districts do do this i continue takes money. i think it would go a long way to repair some of the distrust and the not being heard. parents you know parenting well is in handbook we do this every

kid is different. and so having a district that supports parenting in this age is helpful. a suggestion of what can be done. >> thank you. i like to thank everybody for sharing and being respectful. thank you for coming out and a few things if there is something that was -- specific like we have staff taking notes if you foal there is a follow up this is needed you can share. staff raise your hand and share with will you evera or jason. or millie and we can followum. and then you know, in the spirit of one of the themes tonight. not a lot of words here the call to action. that is what you are looking for. it is important i. to be role. it will take awhile but we can

take action for immediate relief in the areas we named here. i want to focus on taking that action, being bracket cal and addressing the challenges we have for our kids. figure out how do we make restorative justice works? how do we make sure teachers feel supported and addressing math path ways. that is what it time is about approximate learning and understanding what are the major am challenges we have what are the strengths to build on. and rolling up sleeves and getting to work when this time come i will see we have an engaged group i don't think we have a shy group we will reach out if ask for support to make these things work. thank you for coming out. really appreciate temperature hang around for a minute if you

want anything there is another event tonight i will run off to as well. and good luck the rest of the week and hopefully it has been a good start to the school year if not we are working on addressing your concerns. thank you. >> by the time the last show came, i was like whoa, whoa, whoa. i came in kicking and screaming and left out dancing. [♪♪♪]

>> hello, friends. i'm the deputy superintendent of instruction at san francisco unified school district, but you can call me miss vickie. what you see over the next hour has been created and planned by our san francisco teachers for our students. >> our premise came about for san francisco families that didn't have access to technology, and that's primarily children preschool to second grade. >> when we started doing this distance learning, everything was geared for third grade and up, and we work with the little once, and it's like how were

they still processing the information? how were they supposed to keep learning? >> i thought about reaching the student who didn't have internet, who didn't have computers, and i wanted them to be able to see me on the t.v. and at least get some connection with my kids that way. >> thank you, friends. see you next time. >> hi, friend. >> today's tuesday, april 28, 2020. it's me, teacher sharon, and i'm back again. >> i got an e-mail saying that i had an opportunity to be on a show. i'm, like, what? >> i actually got an e-mail from the early education department, saying they were saying of doing a t.v. show, and i was selected to be one of the people on it, if i was

interested. i was scared, nervous. i don't like public speaking and all the above. but it worked out. >> talk into a camera, waiting for a response, pretending that oh, yeah, i hear you, it's so very weird. i'm used to having a classroom with 17 students sitting in front of me, where they're all moving around and having to have them, like, oh, sit down, oh, can you hear them? let's listen. >> hi guys. >> i kind of have stage flight when i'm on t.v. because i'm normally quiet? >> she's never quiet. >> no, i'm not quiet.

>> my sister was, like, i saw you on t.v. my teacher was, i saw you on youtube. it was exciting, how the community started watching. >> it was a lot of fun. it also pushed me outside of my comfort zone, having to make my own visuals and lesson plans so quickly that ended up being a lot of fun. >> i want to end today with a thank you. thank you for spending time with us. it was a great pleasure, and see you all in the fall. >> i'm so happy to see you today. today is the last day of the school year, yea! >> it really helped me in my teaching. i'm excited to go back teaching my kids, yeah. >> we received a lot of amazing feedback from kiddos, who have

seen their own personal teacher on television. >> when we would watch as a family, my younger son, kai, especially during the filipino episodes, like, wow, like, i'm proud to be a filipino. >> being able to connect with someone they know on television has been really, really powerful for them. and as a mom, i can tell you that's so important. the social confidence development of our early learners. [♪♪♪]

>> look at that beautiful jellyfish. the way to speak to students and motivate them to take action, to save the planet, they do, they

care and my job is to speak to them in a way that they can understand that touches their heart and makes them feel powerful with simple actions to take every day. ♪♪♪ ♪♪♪ >> i was born and raised in the desert of palm springs, california. my dad was the rabbi in the community there. what i got from watching my father on stage talking to the community was learning how to be in the public. and learning how to do public speaking and i remember the first time i got up to give my first school assembly, i felt my dad over my shoulder saying pause for drama, deliver your words.

when i was a kid, i wanted to be a teacher. and then when i got into high school, i decided i wanted to get into advertising and do graphic art and taglines and stuff like that. by the time i was in college, i decided i wanted to be a decorator. but as i did more work, i realized working my way up meant a lot of physical labor. i only had so much energy to work with for the rest of my life and i could use that energy towards making a lot of money, helping someone else make a lot of money or doing something meaningful. i found the nonprofit working to save the rainforest was looking for volunteers. i went, volunteered and my life changed. suddenly everything i was doing had meaning. stuffing envelopes had meaning, faxing out requests had meaning. i eventually moved up to san francisco to work out of the office here, given a lot of

assembly through los angeles county and then came up here and doing assemblies to kids about rainforest. one of my jobs was to teach about recycle, teaching students to reduce, reuse, recycle and compost, i'm teaching them they have the power, and that motivates them. it was satisfying for me to work with for the department of environment to create a message that gets to the heart of the issue. the san francisco department of environment is the only agency that has a full time educational team, we go into the schools to help teach children how to protect nature and the environment. we realized we needed animal mascot to spark excitement with the students. the city during the gold rush days, the phoenix became part of

the city feel and i love the symbolism of the phoenix, about transformation and the message that the theme of the phoenix provides, we all have the power to transform our world for the better. we have to provide teachers with curriculum online, our curriculum is in two different languages and whether it's lesson plans or student fact sheets, teachers can use them and we've had great feedback. we have helped public and private schools in san francisco increase their waste use and students are working hard to sort waste at the end of the lunch and understand the power of reusing, reducing, recycling and composting. >> great job. >> i've been with the department for 15 years and an

environmental educator for more than 23 years and i'm grateful for the work that i get to do, especially on behalf of the city and county of san francisco. i try to use my voice as intentionally as possible to support, i think of my grandmother who had a positive attitude and looked at things positively. try to do that as well in my work and with my words to be an uplifting force for myself and others. think of entering the job force as a treasure hunt. you can only go to your next clue and more will be revealed. follow your instincts, listen to your gut, follow your heart, do what makes you happy and pragmatic and see where it takes you and get to the next place. trust if you want to do good in this world, that

>> my name is sylvia and i'm the owner of the mexican bistro. we have been in business for 18 years and we first opened on garry street in san francisco, and now we are located in a beautiful historic building. and we are part of the historical building founded in 1776. at the same time as the mission delores in san francisco. (♪♪) our specialty food is food from central mexico. it's a high-end mexican food based on quality and fresh ingredients. we have an amazing chef from

yucatán and we specialize on molotov, that are made with pumpkin seeds. and we're also known for handmade tortillas and we make our own fresh salsa. and we have cocktails, and we have many in the bar. we have specialty drinks and they are very flavorrable and very authentic. some of them are spicy, some are sour, but, again, we offer high-quality ingredients on our drinks as well. (♪♪) we have been in san francisco for 27 years, and our hearts are here. we are from mexico, but after 27 years, we feel part of the community of san francisco. it is very important for us to

be the change, the positive change that is happening in san francisco. the presidio in particular, they're doing great efforts to bring back san francisco, what it was. a lot of tourism and a lot of new restaurants and the new companies. san francisco is international and has a lot of potential. (♪♪) so you want to try authentic mexican food and i invite you to come to our bistro located on 50 moroo avenue in presidio. and i'll wait here with my open arms and giving you a welcome to try my food. (♪♪)

>> welcome to the september 19 regular molting of lands use and transportation committee of the board of supervisors. i'm supervisor melt gar joined by supervisor preston and supervisor peskin. the committee clerk is erika major. i would like to acknowledge michael and [inaudible] at