different cultures. so this is the soul of the tenderloin. it's really welcoming. the. >> the tenderloin is so full of color and so full of people. so with all of us being together and making it feel very safe is challenging, but we are working on it and we are getting there. >> tuesday, october 25, 2022, to order. roll call, mr. steel. >> thank you. commissioner alexander. >> here. >> vice-president boggess? >> >> >> present. >> commissioner hsu. >> here. >> commissioner sanchez? >> here.

>> commissioner weisman. >> here >> president lam. >> here. >> thank you. >> at their time before the board goes into closed session, i call for any speakers to the closed session, times listed in the agenda. there will be a total of five minutes for speakers. any speakers for public comment? >> seeing none. in person. >> no virtual public speakers. >> okay. at this time, i will recess for closed session. >> we're reconvening to open session. at this time, i'd like to officially reconvene to open session. opening item, land acknowledgement. >> we, the san francisco board

of education of ramaytush ohlone. [land acknowledgement] >> now, i'd like to go opening items two, approval of board minutes, regular meeting of october 11, 2022, and special meeting of october 15, 2022. do we have a motion is this >> so moved. >> second. >> any edits or corrections? seeing none, roll call vote, please.

>> commissioner alexander >> >> yes v. vice-president boggess? >> yes. >> commissioner hsu? >> yes. >> commissioner motamedi? >> yes. >> commissioner sanchez? >> yes. >> commissioner weisman weissman-ward. >> yes. >> president lam? >> yes. >> 7 ayes. >> thank you. >> review of agenda item this evening, i'm moving cat xwoery j discussion item no. one, update on superintendent 117-day entry plan to item g. we have superintendent reports and the empower report from a and m and i'd like to call on dr. wayne. >> thank you, board president lam. good evening, everybody. this is my superintendent's report. and as i shared at the previous board meeting, recognizing the crisis we're in with empower and needing an intervention that i committed to

providing an update as part of my report for each meeting so i'm going to start with an update on our empower intervention and if you go to the second slide. >> >> as we're working to resolve issues on the back-end, the frustrating issues is how we engage with our employees and i hear daily and received e-mails about the fact that people have a concern or an issue and they haven't been able to talk to anybody and they get an aud mated response and even when -- automated response and when i visit schools, i hear about the concerns so while we're working on the system issues, we want to be responsive to staff. tomorrow we're going to have a call

center open from 9:00 to 5:00 everyday to be able to talk to a live person. and this is a place to make sure we capture the concern really clearly, address what we can but these are, this is an all hands-on deck effort so we're going to have people from different departments who may not be able to resolve it but we'll be able to track it and make sure it doesn't seem like the request for health have gone into thin air. we did a soft launch and had 60 phone calls we've been able to engage with our employees and again, just trying to make it easier and a district that values relationships so people know they are talking to a real person. i'll be on the line tomorrow morning to fuel calls myself because it's everybody -- i'm expecting everybody to step up and help out in this intervention. also providing various clinics and in-person

clinics. then, we also have office for superintendents and clerks. we want the help desk system be more functioning. and then, the reason we're taking this -- these steps is we brought in albert and marcel and they were assessing and evaluating the issue and going from provide people power and expertise to respond to the issues and if you go to the next slide, they shared this last time and i think the key date that to see here is, one, just how many open tickets we've had. they represent an issue and also any questions of people -- that people may have and then at the -- on the far right, you see how many impacted employees we have so no wonder it's so disruptive for our system when we have a 1/3 of employees that have

tickets and it may be a response to a question but waiting to hear from us. lastly, it has gotten to this place because each month more tickets are coming in than we're closing. that's what we need to change immediately while working on the systemic fixes so i'd like to turn it over to aaron from a and m to share, now that they have been here for more than a month, their key recommendations and assessment of our system. go ahead, erin. >> thank you, dr. wayne. our update is brief. we completed our four-week triage phase and through our data analytics and with conversations with key members and on going sf meetings, we observed really that there's a lot of, there's a lot of effort being put into this resolution of these issues. there's a series of complex sets of meetings, staff are devoted to resolving issues on an

instant by instant basis. as a result of all these meetings and as a result of the one-on-one interaction, it doesn't leave much capacity to address systemic -- conduct root cause analysis and address systemic issues. they are short staffed and understaffed and a new approach needs to be taken to address this situation and so, with that, the full reality of spending four weeks here really made us land on a new way or a new way to reorganize the effort to triage the efforts. so with that, we've come up with a new corrective action plan. if we want to go to the next slide. this is, i know quite a bit of detail but really, we're recommending a fundamental reorganization of the triage effort that really groups the individuals or efforts involved in the triage effort or the corrective action plan in six distinct team and one team is focused on case management so responds to the zen desk tick

hes and making sure they see the tickets all the way through closure and the second team is focused on root cause analysis to a ticket comes in and it says my pay was incorrect. that requires a level of analysis, research, conversations, e-mails to really understand what caused that incorrect pay. so that root cause team will get into the first, second, third order and order of the issue that -- or the item causing that payroll issue. from there, we will have two distinct teams that are focused on process and system fixes. so that root cause will help us understand what is the drive everybody of that incorrect pay. and then the process and systems team can say, all right, it's a configuration with power sf or a breakdown in our process. let's redefine the process and roles and responsibilities associated with it and then subsequently rollout those changes. there's also an -- analytics team so we

look at past payroll and zen tickets and deep analytics is key so that's a key in this process. we intend -- we hope to work with the school district to move forward with this corrective action plan. one other item of note outside of this corrective action plan is we do not recommend abandoning empower sf at this point so the school district has put a lot of time and effort into this system at this point. and we actually recommend the redeployment of resources to address the root cause, to address the case management tickets and that is a better use of time and resources to fix the people process and system issues associated with empower sf verses abandoning system. >> okay. thank you, erin. i appreciate you addressing that. it's a question many people had. it's going back to the old system, currently going to resolve the issues and as much

as -- you know, i think we want to resolve them immediately, i understand going back to the previous system is going to raise different issues and but we're committed to following through. many people are here tonight. the speaker empower -- again, our commitment is responding to concerns so if you're here to speak and you have a concern, we have a table set up outside for people to go to do share their concerns and we have staff here who can possibly help address them. if you go to the next slide and thank you, erin. and also, this month is our national bullying prevention month and we're having our schools engage in a kindness challenge to encourage students to do as many kind things as they can in one week and we're offering training to emphasize best practices for addressing bullying and we want our schools to be safe and

pleasant for everyone. next slide. it's an exciting time for family who's are starting to think about sending their students to schools next year. we had our first enrollment there this weekend with over 1500 family as tending at o'connell and we'll host more in person and enrollment workshops to check it out. we have so many neat programs in san francisco. worth seeing what's available that might be a good fit for your student. you can go to the next slide. i want to wish everyone a happy filipino heritage month. one of the things we love about san francisco is our diversity here and i want to celebrate our filipino families and tagalog is an official language and we recognize as a school district and programs teach about the language and culture so please be able to do some recognition this month for filipino heritage. we prepared -- not

knowing what would happen today but october 20th, we had our -- the great shake out to prepare for earthquakes and we did it at every middle school and joined by the mayor and board president and commissioner motamedi as well as our partners from the district and you know, it says in an earthquake, you should drop, cover and hold on. that's what people had to do today. i see looks but yes there was -- there was one in our schools and we haven't had reports of issues so that's good. lastly, i'll be speaking tonight on all i have learned during my first 117 days. just to share -- i love the opportunity to visit schools and i do both pop in schedule visits and i get to see student art and kids engage in student art. i was at feinstein elementary and other school leaders are walking through and

having thoughtful conversations about instruction we're seeing and what we need to do to meet our goals as a district. i appreciate the feinstein staff for welcoming us into their schools and with that, that concludes my report. >> thank you, superintendent wayne. normally, we would have our student delegates report but both student crocodile -- delegates owe on they are unable to be here -- they are unable to be here. we would like to recognize all valuable employees rave awards and dr. wayne? >> yes. >> so we have two awards tonight. we have a special service award. so i'll bring up our presenter. annette, the principal of sf montessori to recognize a teacher from there.s >> good evening, everybody.

sorry about that. it's my sincere pleasure to announce this month's rave special service award recipient, joseph. when the pandemic hit, mr. joe was partially through his first year of teaching. he showed leadership, strength, caring and creativity. when the shutdown occurred on march 13, 2020, he was already strategizing how to giving on the to distance learning, get technology in his students hands who didn't have it and help other classrooms to do the same. mr. joe is a team player who emplodies the spirit of -- embodies spirit and collaboration. i was fortunate enough to have mr. joe help me as the new principal this year along with other staff members as well. it is evident how much he cares about -- montessori and the greater community. mr. joe,

congratulations and thank you for all you do for the district and students and families. [applause] >> thank you. i appreciate it, everyone. yeah. when i finished grad school, i couldn't have possibly imagined that my first year as a classroom teacher was going to be interrupted but a global pandemic. with that being said, i was really for gnat to be someone who really loved technology and i got to give a shout-out to my d-lease program. it's digital learning facilitators and without them, i wouldn't have had as many tools to implement. i had the drive and the creativity and i appreciate all that but without my community and without the staff behind me and without principal keener who was my principal at the time and same with me moving forward with my

principal right now, principal vanetez, it's my fourth year as a teacher and you haven't seen nothing yet and get ready to more from room 306 and sftm. >> we have one more waive award. i'd like to -- we have one more

rave award. our head of secondary school to present to our middle school principals but some of you may know i was in the district ten years ago as a school supervisor of elementary schools so i had the good fortune of supervising this principal. when he speaks, he'll say that's why he's getting this award. please share our next rave recipient. >> thank you, and good evening, dr. wayne and commissioners. one of the most important tools in effective school consistency. school leaders and teachers must be consistent in carrying out duty if they want to -- shuman is consistent in his focus on student learning and his passion for literacy but he's also willing to have fun. and not take himself too seriously. he was one of the first principals

that i knew to dye his hair blue as an incentive for kids to come to school. he gets almost getty when he invites us to his school because his students in government would like to share their ideas about what they think of district policies, talk about student agency. he can sit for days talking about academic discourse. i think i mentioned literacy. he has a deep passion for literacy. and then switch to a topic about art or soccer which is where he is now, coaching soccer. he's also -- fun fact, he's -- middle school tad. going back to the work consistency, he's going into his 18 year, 1-18, 18th year as an administrator serving san francisco unified school district. did you hear that, 18th year? he continually comes

back each and everyday to serve the community at ap and advocate for his students. thank you for your service to our sfusd students, principal ty shuman. >> we'll make sure he gets his award, thank you for presenting that. i'm here -- >> i'm here. i don't know if you can hear me. >> there you go. >> the video is blocked but hahn, thank you for kind words and matt, a tribute this award to you. everybody else that i've worked with, i had the fortune to work and collaborate with some amazing educator over the 20 years that i've been at sfusd

and education is not a solitaire profession. we have to do this work together and i wouldn't be here if it wasn't for professionals and custodians and supervisors and families and students. that keeps me going. and i apologize, i'm at my second passion, many of my first passion, soccer, i coach my son's team and then education. this makes me feel old. this is more of longevity award verses -- it's a long game and students are at the forefront and i hope to be able to do it another ten years. thank you so much. i

really appreciate the honor. [applause] >> congratulations again. thank you so joseph bly and ty shuman for your service to the school district to our students. moving to agenda item e, advisory committee reports and appointments. we have a report from the childcare planning and advisory council and appointments. i'd like to ask shaday, the coordinator for childcare planning and advisory council to present. >> hello. good evening, my name

is shaday. i'm with the childcare planning and advisory council. just give an overview of c-pac and three candidates before you today. c-pac is a state mandated local body that advises on early care and education policy. we have 25 members. 13 are appointed by the board of supervisors and 12 are appointed by this body. an overview of our process, those interested in joining c-pac submit an application to the c-pac coordinator, that's me and applications are reviewed and approved to move forward by the c-pac executive committee. we have three candidates before you today, cheryl arnay and rural and my -- naomi. they were

appointed by this body three years ago for a three-year term that expires this month. cheryl is the child development head start director at wu children services. she cochairs the c-pac workforce committee and treasurer and a member of our title 5 contractors committee. rural is the director of -- raul are the educator -- he's the c-pac sfusd liaison and he provides report outs to keep us connected to the work at sfusd. new candidate is naomi. she's the director of public policy at children's council. she's not currently a member, she works chosen with c-pac in said yours

capacitys and shares as the cochair the -- she is a candidate for the seat formally held by sarah hicks who materialed out in september. sarah was appointed by this body as well.. well, thank you for your time. i'm happy to answer any questions you might have. >> colleagues, any questions? seeing none, i'd like to ask for a motion and a second for approval of the recommendations of the three candidates to the childcare planning and advisory council. >> so moved. >> second. >> roll call vote please. >> commissioner alexander. >> yes. >> boggess? >> yes. >> commissioner hsu? >> yes. >> commissioner motamedi? >> yes. >> commissioner sanchez? >> yes. >> president weisman weissman-ward. >> yes. >> president lam? >> yes. >> 7 ayes.

>> thank you. going to public comment and thank you to the community that share their concerns about the inappropriate comments made at the last regular board meeting on october 10th. the comments were counter to our values of social justice and diverse here at san francisco unified school district. it's our belief as adults we have to model the behavior that we want to see from our students in the classroom. i want to reiterate that name calling, personal attacks, profanity and other offensive language would violate the expectations and the sf board of education continues to uphold the highest expectation of civility and decorum at every meeting from the public. and amongst ourselves. respectful engagement is imperative to constructive dialogue. as board president, i have prioritized and will continue to reinforce these meeting norms at our

meetings. anyone in violation of these the meeting norms will be removed and asked to leave from the boardroom. tonight, i have allocated 40 minutes for public comment. i see we have several cards for public comment and this is for public comment on non-agenda items. i encourage speakers who are speaking on the same topic to collaborate and bring comments together so the board can hear. the board accepts written public comment via e-mail to board office at sfusd dot edu. at this time, all speaker cards for public comment must be submitted. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using employee and student names. if you have a complaint about a district employee, you may submit it to

the superintendent in accordance with district policy. as a reminder accident board rules and california law doesn't allow us to respond to comments or attempt to answer questions touring the public comment time. if appropriate, the superintendent will ask the staff to follow up with speakers. first, i want to take public comment regarding empower this evening. we will take in person public comment first and then we will go collectively and we will take public comment virtually and we will have a similar process that we do with naming who is being called up to speak for virtual public comment. at this time, mr. steel? >> thank you, so we're taking the empower comments right now and i'm calling five at a time. when i call your name, line up behind the podium. mary sara sola, eugene. gloria. kris

klaus and raphael picasso. you can press the button and go ahead. press the button on the base. there you go. >> mr. wayne. >> speak into the mic. >> oh, that's a good -- mr. wayne, you owe me $37,516 plus three months health insurance benefits from last year. i taught at lincoln high school last year and i'll never step foot in a classroom again after what i experienced with that principal. i am unemployed now and i missed out on numerous job opportunities because they require a car which i could not purchase because i was waiting to get paid from last year. your

academic accolades and prior administrative experiences led me to believe that you could have been our knight and shining armor but after month months nothing improve in the district offices and it has worsened and employees are jumping ship since you came along. you should have said, paying your employees as a priority. and i doubt all the glitches. it is illegal not to pay us. this pandemic is -- and high inflation, you display no sense of urgency. >> wrap your thought up. that's your time. [applause] >> hi, my name is eugene and i work at burton high school. over

the past couple of years, my taxes have been under why withheld for 2021. i submitted a new one in 2024. my withholding refer -- reverted to previous 34. i got penalties and paying $550 more each paycheck because my withholding were incorrect until may of 2021 but i can't get a confirmation that withholdings are correct. i took an additional class on last school year, but have yet to be properly compensated with my 1.2 fte money, money to help me with the 40% paycheck i got july/august 1st. my health insurance got dropped in august and i got it fixed after two hours on the phone. my health insurance was dropped in september saying i moved from my parent's address in wisconsin. they are my emergency contact. something, that's the same thing that happened to a colleague. i'm going to finish and it will

take me 30 more secs and the same happened to a colleague in the math department in burton. kaiser referred me to the school district, i submitted a health ticket which meant no answer, so i went in person to the clinics. in total i spent 10 to 12 hours getting my health insurance reinstated and i was unassured for three years and i had to cancel an x-ray and i taken two day to deal with the taxes and healthcare fiasco. it's important to destigmatize mental health. i'm bipolar. i hoped it would bring me to more stable union but anxiety and helplessness rot by the income we tense of the district kept necessity at an uncomfortable edge. i have been a teacher at burton for 13 years -- i see my former students thrive nothing the community and they give me

pride in the work i do but i left the professional the conclusion of this school year. [applause] >> before -- i want to make sure everybody knows it's one minute for public comment so do your best to stick to that one minute. >> i'm chris, a sped teacher at washington high school. i can't believe 11 months into this empower payroll system we're still having to demand that we all get paid on time correctly and professionally. superintendent wayne, you didn't create this problem but it's falling to you to solve it. a call center number is open 9 to 5:00 on school days, it means most of us will not be able to call until after school ends. this will be tricky for later start schools and schools that end at or after 4:00 p.m. i don't know how many times we can say this but the system get put

in place to be accessible to those. i don't want to miss work or get my -- or to get my questions answered and payroll resolved and i shouldn't have to give up my personal leave time to get support for sfusd's crew up. make the supports available to us when and where we can access them and resolve this before your employees take matter into their own hands or leave all together. >> thank you. >> hi, my name is gloria. i'm a former now sfusd employee but worked for the district for 25 years and i'm here to explain that although i exhausted my sick leave in 2014 with a battle with cancer, a crewed 63 days over these past few years. when i went down to the payroll clinic to ask the payroll clerks why my 63 days was reduced down to 175 hours, i was told it was because my sick days were put

plied by 2.80 which is how i was informed to fill out my empowered time sheet so five days a week, 2.8 hours a day even though i don't -- he didn't work 2.8 hours a day. basically, my sick days were stolen from me. this is not a glitch in system. this happened to every single par-time employee in this district. this is an arbitration i'm being told but i can't understand why stealing someone's sick days should be disputed and not just returned because the counter -- this counters my retirement. i appreciate help on that. i think a and m should have a guide after this contract is over with them. thank you. [applause] >> good evening commissioners and superintendent wayne. i wanted to in-- i'm wearing a mask for a reason because i want you to remember who stepped up

to the plate during the pandemic. the district called them essential workers and the lowest paid employees and the nutrition workers and custodians and clerks and warehouse workers, the health workers. these are employees and classified of 1021 stepped up. we're in bargaining. we want respect for our members. and to start with respect, pay them. pay equity. pay them what the city is paying their employees that are doing probably less work than what your employee was doing. you have employees here who worked their asses off. daily to keep this district running during the pandemic and keeping it running today and keeping it clean and safe for everybody so all i'm going to ask for is respect to these employees and get them what they deserve, a real living wage, pay

equity so they can stay and live and work in san francisco. and work for the people they love, the students of san francisco unified school district. oh, pay the teachers too. get rid of empower. [cheers and applause] >> i didn't call your name. >> i had a card. >> i know but i haven't called your name. >> i think it's yahara. sabrina, sarah, noel garcia, darci chin blackburn. >> okay. hi everyone. good evening, my name is yahira and school social worker in this district and i'm proud to be it. i'm here today to talk about the impact that empower continues to have on our workers. part of my role is to guide and mentor social workers coming into a district which we desperately need. we have 7 schools who do

not have a full-time school social worker and schools are really understaffed and we're really feeling this, the confrontation calls are coming in and the teachers are burned out and empower is impacting. on my meetings with people about -- instead of talking about grades and talking about counseling and mentoring, empower is the issue that comes up. that should not be taking up our time. our time should be spent talking about our students. we're talking about school systems. we're talking about mental health but instead, we're, my colleagues are being -- they are focusing on the stress that our time sheets are costing us, what empower is costing us, you need to hear this. [applause] >> thank you. >> hi. i'm sabrina and substitute teacher and proud member of ues and sfusd alumni. i'm here to stay fix empower now. this isn't the first time i

have come to say it since i was sleeping upstairs last spring saying the same thing. my coworkers shouldn't think about surviving and eat and we can't afford these basic things and instability needs to end. the basic responsibility of an employer is paying its workers and yet y'all aren't doing that. and there's no excuse for it. sfusd needs to stop ghosting educator and we deserve better and our students and community do too. thank you. [applause] >> good evening, commissioners and dr. wayne. i'm sarah grossman. i'm an sfusd parent. i'm the copresident of the pta at graton elementary school. thank you for your report here tonight about empower sf. i'm glad to hear that it is being referred to as a crisis. i'm delivering a petition today that

was sent by e-mail signed by over 130 families at graton. we want to let all sfusd teachers and staff know that we stand together with them in demanding solutions, competence and oversight in fixing these problems. getting empower issues fixed needs to be the number one priority of the district. thank you. [applause] >> hello. my name is noel. i'm recently hired as a para at -- i'm a graduate -- this thursday i haven't been able to sign up for benefits and spend eight hours resolving this issue without success. let's move on. i hear a lot about empower getting fixed but i don't hear about how teachers will get paid what they are owed now. you

need to find a way to both pay teachers and fix empower since that's what you need to do. they shouldn't have to wait one more day. sfusd conducts forecasting they should have a payroll account where they can pay teachers what they are owed. that begs the question why hasn't it been paid out? why does sfusd is in violation of labor law. assuming that cash is in the, why are they guilty of unfair labor practices. the situation is disturbing to me. is that my time? that's all. [applause] >> my name is darcy. i'm a first grade teacher at (indiscernible) elementary school and i'm here to talk about my concerns and where this district is going. one of our a teachers applied for parental leave at the end of november.

she's having a baby and she applied early, second week of august so she could get the job posted so a substitute could take the job and make sure her kids were covered. despite this application, her position was not posted until many, many phone calls and endless conversations by both this member and our principal to get it posted and it was posted october 14th. so, at a time when we have a shortage of substitutes and we need to get people locked in for a long-term position, she was not taken care of because the person who covered leave was on leave. and there was no one else to cover for her. so this is ridiculous. she's concerned that she won't get covered because her leave hasn't been approved of still. we can't even hire a substitute until someone comes because a leave hasn't been approved and she's worried about her students having a teacher. please take

care of business. [applause] >> okay. calling the next group. suzette, elliot, allyson, lia. jordan, i can't read the last name. jordan. >> the last month the empower issues was avoidable had this bore listened to public -- board listened to public comment and questions about the consultant group you actually hired. i actually came here and shared with you guys information about the consultant and about your plan to supposedly fix the empower system and i told you at that time it was insufficient. all of you guys ignored it and it took an article by mission local to expose how terrible this company is that you guys hired to fix this issue. and that it would not fix any of the issues and it would be paying and wasting $2.8 million to do

back tickets while still accumulating thousands of new tickets to keep our teachers unpaid. this board sat there in front of media and consistently shown that you do not care about these teachers. i can't believe you do especially when you tell your business -- your business (indiscernible) and so forth and say that you guys have thoroughly researched who can fix the empower issue. it's clear that wasn't done and the two weeks you spent looking for a consultant wasn't enough. [applause] >> good evening. i'm here to speak about something else. my name is allyson. i'm an sfusd parent and definitely wanting to fix daughter and i'm a daughter of a public school teacher. schools are a hostile

environment for lgbtq students, a hostile environment. this is the finding of gsl national school climate survey. in the safe of a nationwide attack on our trans kids, this district has turned your back and told our kids that they are not human beings, they are only outcomes. but what kind of outcomes do you expect from kids who are bullied, assaulted, disrespected, too scared to go to school and cause rift last by this board and your silence is violent. [applause] >> okay. okay. okay. hi, my name

is lia. i'm here as a fellow trans queer person for queer kids ali. and no school closure and black students to be segregated and racism is -- with muslims who fought to get on the calendar for it to get taken away and all students who want to be included. there's a national wide attack on transgender kids and adults, and transactions are calling it a genocide. power people are taking -- not allowing trans kids to be able to call their correct pronouns, having cps taking trans kids away from this family. the california pass -- the state of california passed a bill so they can't flee to california. trans kids are relevant. your commitment to keeping trans kids safe and

taking -- i would really appreciate 15 more seconds. open all gender restrooms and lockers at all sites and schools. you have kids who aren't going to the bathroom at school because they can't. i feel like it's inhumane and please fund the queer advisory council. nothing has been done with that since february from what i understand, thank you. [applause] >> thank you. good evening, my name is jordan davis, pronounces are she and they. pay your teachers, and andrew should resign and stop closing schools and but i'm here to talk about queer students and the school district needs to operational the queer committee and make sure there's state and federal -- open locker rooms and restrooms and keep them unlocked and tell us what steps you are

taking to keep them safe. as a disabled trans woman at the age of 37, i wasn't able to be out as a child and i'm suffering damage as a result and we need real solutions for queer students and i yield my time and fuck you. >> oh. hello, my name is ela and i'm a part of (indiscernible) advocates. today i'm going to be talking about school lunches. since -- i'm a child that goes to school. since my mother doesn't have time to make me a lunch, i have to eat lunch at school but sometimes i don't want to eat that lunch because

it's -- it's too bad and bland. so, i want a change in our school lunches so kids can eat healthier and become stronger. and that was all i wanted to say especially since i have two seconds left. [cheers and applause] >> all right. calling next group, blanca and mary. rabi dr. sofia and sweetie. please come to the podium. >> good afternoon much my name is blanca and i'm an english

learner, so please -- i'm from (indiscernible) and also i'm a mother of a high school from the school district. my son is in high school. and most of the mornings, i'm outside the schools talking with parents. right now, i am here representing the latino community and those parents who are working right now and cannot be here today. one of the biggest concern is bullying in schools, our children in general are going through a lot of stress, both the ones who does the bullying and also the one who receive it. that's why we want mental health programs for our children so that they can have a healthier and more (indiscernible) environment for them to learn. the second concern that i heard from the parents is from the teachers. i'm here because the teachers

are the ones who are every morning inside the classrooms so you need to give the teacher the hours they need so our children can have the quality learning inside the classroom. thank you. [applause] >> hi. good evening, my name is rabi (indiscernible). this is a school district, so without teachers and without students, you have no school district. so, i think it's imperative that we prioritize the, paying the teachers and also thanking the students in showing they can read and they can write and they can count and they can be productive society. with that being said, i think it comes

down to an issue of priority. we're a city with a $12 billion budget and i think at some point we have to ask ourself how is this money being spent. and what's going on with all this money because it's quite clear that the teachers aren't being paid and it's frankly embarrassing this and this city is supposed to be progress sxifb enlightened but -- progressive and enlightened but we won't pay our teachers. it's shameful. >> thank you. >> my name is sweetie. i'm with the (indiscernible) association, a pacific island community based organization in the city and county of san francisco. that serves the pacific island

community. an article was put out from the standard that shared our pacific island students with the chronic absentee that jumped from 34% in 2019 to 2022 to 40% in 2020 to 2021 and 69% in 2021 to 2022. that absenteeism for pacific islanders doubled just in two years. i want to shed light this is a crisis that deserves attention. we know that irsala are working with leadership teams and school sites but not that, with school sites but that large percentage should automatically trigger additional staffing to focus on this district wide issue. if we're going to talk about resource allocation, let's please remember the pacific islanders when you're at that table and at that discussion. thank you.

[applause] >> thank you. that concludes in person public comment. >> we'll go to virtual comment. >> thank you, president lam, how long do we have for virtual? >> go ahead, dr. wayne. >> i want to remind folks, i appreciate the comments and just two things while people are here in person, we have a table set up to address empower issues and i do want to note that i appreciate you coming to the board of education and the board has given me the authority to do what it takes to address this issue and are looking to hold me and staff responsible for that because we need to make sure operationally this is working, so but if you need support, please go outside for that help. thank you. >> we will hold 5 minutes of virtual -- hold 15 minutes of virtual comment. if it's more, he will extend for the same for

in person and virtual. >> thank you, chair lam. we'll have 15 minutes and each speaker will have one minute to speak. we will model what we did in person, so i will call five people at a time. raise your hand if you care to speak. can we please have that repeated in spanish and chinese. [speaking foreign language] thank you.

>> thank you. so, i will call jennifer, ms. marshal, meredith mitch and caller ending in 757. again, jennifer, ms. marshal, meredith, mitch and caller ending in 757. jennifer, go ahead, please. >> hi. you know, i get a lot from [speaker is muffled] you have no interest in the input necessary to get those outcomes. three teachers at my site are not being paid. one of them hasn't been paid properly since january. i don't know what kind of intact you expect that to have on student outcomes but it's not pretty. additionally, we are down 3.2 ste's and it's almost impossible to run a 300 elementary school with this low

level of staffing. and it is not possible to hire people when they can't be promised they will be pay for the work they do. it's shocking to read your e-mails, superintendent wayne and you see this as a customer service problem. unfortunately for the workers, the staff at my site, we're a late start school. we don't have release time. we will not be calling between 9 and 5:00 and we are not your customers. we are the staff of the district. we are the frontline workers doing the work to ensure students and their families get education they deserve. please, reconsider how you speak to us. >> thank you. [applause] >> ms. marshal. >> thank you so much. good evening, board commissioners and superintendent mack. i'm

disheartened you haven't found a way to pay the teachers. you paid this company all this money. where you got it from, i have no idea. simply, go out and find the best hr accounting people you can find. work with the union, bring back the retirees. when the staff want to come down to a board member and let the public know they are not being paid, let them come and give their testimony and go outside and get it all done. it will be a year in february that i started making these comments. there's no reason for it. you shouldn't hire another consulting firm. it's money thrown out the window. secondly, no school closures, please. (indiscernible) in the african-american community, and the latinx community and pay the people please. personally, i

blame you three new board members for this mess about not getting staff paid. thank you. >> thank you. [applause] >> meredith? >> thank you. this is meredith with sf parent coalition. first, please pay our teachers, please. second, literacy. if a parent enrolls their two children at sfusd, they could expect that only one will learn to read at-grade level. if the family is black, their children has a one in five chance of learning to read at-grade level. the literacy gap has been exacerbated for marginalized communities. we're not the first organization to be sounding the alarm but we're doing that and that's why you received a hand delivered petition on friday

sign by over 200 families, 250 families and supporters. the time has passed due but you have an audit telling you what you need to do to give our students a chance at learning to read. we haven't heard that commitment from you. pleasure gently commit to adopting evidence based literacy materials at sfusd and following literacy standards. our students can't wait any longer. >> thank you. [applause] mitch? >> hi there. my name is mitch and certified planner with equitable, we've been a proud partner of sf helping with financial literacy for educate and my team helped with two thousand usd educator plan for their future and retire with

dignity. there's a request -- this started about six months before the whole empower system came onboard and it per sited to this day. i fear issues in this area have been overlooked due to the payroll issues and they shouldn't be either. this has been affecting sfusd tax returns, retirement security and investment growth and their monthly cash flow. evenly caters need to rely -- j caters need to -- educator need to have change request that's processed. looking at the people we have helped, at least one hundred of these request gone unanswered when they are answered or processed and sometimes taking months and when it's processed, the district isn't sending funds in a timely manner and we saw february this year when usd -- they were held and sent to retirement accounts and i'm over time. i appreciate the

consideration of thank you. >> thank you. caller ending in 757. >> i'm a parent -- >> i'm sorry, caller. it sounds muffled. we can't hear you well. >> can you hear me better now? >> yes, that's much better, thank you. >> okay. so, my name is dorothy clarke and i'm a parent as well as a parent educator within the district. with inflation being at a high and lower than -- lower market ranges for -- (indiscernible) with families can qualify for food stamps and did you know that. you know how low you pay (indiscernible). anyway. it's incumbent to make

sure the pay stubs reflect the time that workers work but for them to access them. thank you. >> thank you. [applause] >> so i'll call the next five callers. erica, todd, charles, decoding dyslexia and sarah. erica, todd, charles, decoding, and dyslexia and sarah. i'm sorry, erica. go ahead, please. >> i'm a parent and educator and (indiscernible) and sfusd educator. most parents know and the public knows there's a black box in our pay stubs when there's any money that's

deducted from us or that's paid to us. it's called (indiscernible) pay something and no educator, i believe no employee of sfusd knows what that is. is that even legal? i don't think that's legal. so, this started at empower. and i believe there is no fixing empower. just like the sdia local 21 guy said, get rid of empower. the city of san francisco uses another system. go look at it. stop sending money to those companies that only worry about their profit and it has been shown in the news and as it has been shown by the quiet empower crisis when it started back in june of 2021, july of 2021. empower has more

money and we need to stop sending them money. bore of educator -- board of educator including you kevin boggess. stop giving money away and stop and cancel empower. thank you. >> thank you. todd? >> hi. this is ray calling. i'm calling on a couple of issues and i want to call regarding empower which many commenting on. it's troubling that the district has gone close to a year now without paying employees correctly. and also equally concerning is that all the time and effort and attention this is taking away from teachers and the district, everyone involved in this system, it's time and attention taken away from their kids and their education. so, whatever you do to fix this problem, whether it's getting an off the shelf system or something else, do so. we need to focus on the

poor literacy and math scores the kids are showing which is sad and it has been compounded by this pandemic and i wanted to comment on how much i appreciate the board's effort working for the government. i want to note how troubled i was to see an individual that i have heard before come up and swear publicly. this individual did so right in front of a child who spoke next. i don't understand why this behavior is allowed to continue whether it's completely against the board's rules and if we are to model civility and appropriate disagreement, we need to have consequences for people who repeatedly violate those rules and to do so intentionally. thank you so much. >> thank you. [applause] >> charles? >> (indiscernible). i think it's

safe to say that not one person was smart enough with all those six figure salaries that sfusd to handle the payroll system management and not one person lost their job but those responsible get to work on it and employees are supposed to be assured they will fix it but they screwed it up from the insufficient testing. who wants to work for an organization that doesn't pay and who wants to show up to find out their benefits have been dropped. just even though they got the money deducted from their paycheck and expecting 5550 handle payroll is expecting someone who can't do base he can math to do calculus. how badly they do their job, they are never fired so you can expect it to never change. this is our nightmare, the same people, the same results, and (indiscernible) lost 80,000

employees. [audio difficulties] people are resigning over this money. please fix it. thank you. >> thank you. [applause] decoding. >> hello. this is meagan. i'm a former sfusd teacher, also currently at coast state director for grassroots (indiscernible) of california and i want to ex cothe sentiments regarding the empowering situation. that's devastating and you've got to fix that. i called about early literacy. i -- i signed the petition because it's a critical part of education for literacy. you know, the foundation of all other learning and it is (indiscernible) attention. we're

so excited that sfusd and (indiscernible) of the curriculum and urge the district to follow the audit. i want to bring to your attention, a podcast published a few days ago that really exposes how sfusd's method are counter to science. pod cost is called told the story by amp report and all parents and evenly caters really must -- all educator must listen to this. this is a critical topic and we're at a critical juncture, thank you. >> thank you. i will call the final three callers. sarah, betty, and h. kelly. again, that's sarah, betty, and h. kelly. sarah, go ahead, please. >> hi, my name is sarah. i'm a

public school educator and sfusd parent. i know this is going to sound repetitive but it has been going on for so long. and it needs to be said. i just don't see how the district can go forward in any way without fixing the payroll system. i think it's criminal at this point. i think in sf unified, there are so many things that we need to address and i'm hearing comments about literacy and hearing comments from students about school lunch and comments about making school safe for trans kids and those issues need to be addressed and until the teachers are paid, i don't see how we can address any of this and that is a huge problem. with a district this big with so many people and central staff, i don't understand why this is a problem. fix this. thank you. >> thank you. betty.

>> hi. good evening, everyone. my name is betty hunter. i'm a parent of sfusd students as well as alumni of sfusd and hearing the comments time and time again of teachers not being paid, understand this is definitely repetitive and it has been continuous. it's disheartening for me to know that my son may or may not have a teacher because teachers may walk out and decide not to teach anymore. it's definitely something that seems like a big threat, not only that but every school year it seems to be something else coming up with the school board and what is happening within schools. last year it was a possibility of a state take over and the fact you guys aren't paying teachers right now, there can be a state takeover and the budget doesn't seem to be working correctly although there's adjustments to it. students lost invaluable resources that's needed

especially with their parent educator and i just don't know what to say. i know that some people are very new here to the board and some people are seasoned and i wish there could be a solution that's found quickly for those teachers so students can get the education they need, understanding there has been a tremendous learning gap happening during the pandemic and learning loss. and i just really urge you guys to fix this problem as well as you know, making sure that the bullying that's happening in schools here in san francisco is addressed as well because there's a lot of kids who are suffering from that and understanding that mental health has been exacerbated during the pandemic as well and we lost our students because of it. thank you. >> thank you. >> okay. our final two callers are h. kelly and jose. h. kelly, go ahead, please.

>> yes, i'd like to talk about data and collective assessment. i'm concerned about sometimes certain groups, marginalized groups in particular are left out in the data in particular, students with disabilities. for example, not every school provides data to the state as far as how students with disabilities are doing for reading, math, attendance, et cetera. sometimes low-income students aren't included. sometimes by race and for getting pacific islanders and i'm highlighting this because how can the district be an informed or assess how we're going to solve problems if we're not consistently providing data in a way that can be broken down, so we can really understand the problems? and the second thing is, under tier two and tier three, in particular, there is no

feedback. there's no data. a parent such as myself may or may not know how it's working for our own children except for individual iep's. it may or may not be understood so i'm asking as we revamp everything, please be mindful how we're collecting data as a district so we can actually have results. please pay the teachers. it broke my heart. it really did. thank you so much. >> thank you. okay. our final caller, jose. >> hello, good evening, commissioners. my name is jose. i'm with (indiscernible) advocates for children youth. i'm a father of two sfusd students and the mother of my children is a usfe member and

many friends and the community is struggling to make ends meet and none of you on the board are content with this but i'm demanding there's a larger sense of urgency when dealing with empower sf and supporting all teachers at sf community school and our advocacy team of our parent advisory council. we have many teachers right now that are still working, haven't been paid and these folks are heroes. they are doing god's work everyday, and understaff and we have teachers and nurses we need, front desk folks and other positions and folks are already overworked, burned out. we're having people quitting left and right because for their own health and their own family and i want to stand here with all of our teachers and thank you all publicly and demand that there

be some real urgency and action on this issue and getting all teachers paid and all of our folks paid and make sure we get to the work of dealing with all of the various other crisis that are going on in our school district. thank you. >> thank you. president lam, that concludes virtual public comment. >> thank you. thank you so the public for coming out this evening and providing public comment. at this time, i'd like to open public comment for non-agenda items to sfusd students. we will hear from sfusd students who would like to speak on any matter. they have two minutes to speak. i want to see if we have students for public comment. >> is there any students in the room who care to speak? seeing none. >> if you're a student and you

care to share public comment on non-agenda items or any item, please raise your hand. you will have up to two minutes to speak. can we please have that repeated in spanish and chinese. [speaking foreign language] >> seeing no hands raised. >> thank you. moving to agenda item g action items. vision, values, goals and guardrails. i'd like to ask for a motion and second. >> so moved. >> second. >> at this time, the board is

going to be collectively presenting our presentation for tonight on the vision, values and goals and guardrails. next slide, please. i want to begin and open up to share that all 7 board members this evening will be presenting on our shared goals, values, or visions, values, goals and guardrails. it has been an important process that we have endeavored upon as the governing board. we also want to show that this has a

unified process with all seven commissioners. even when we have very different perspectives and even when we have tough conversations of how we see different policy solutions for our district. and i just want to express my gratitude and appreciation to each and every of my colleagues for showing up, for putting their best thinking forward and how we're going to move this school district forward for our students. we worked through out the summer. we worked on a saturday. and i have to also share never once did i have my colleagues express, complain of the work that was, that we were putting in because i know how much each one of them cares deeply for our students and for the betterment

of our district. so, with that, i'm going to open up to share at the goals around the shared of -- share the updates visions, values and goals and guardrails and we'll explain the main intentions decisions that the board grappled with and show how they updated visions, values and goals and guardrails update community input and discussion -- at the end of the discussion, the board will vote to approve the updated, values, goals and guardrails and visions. next slide. our approach to improving governance as a school board is premised on two core beliefs and one, school systems exist to

improve student outcomes. second, student outcomes don't change until adult behaviors change. the commissioners of the san francisco board of education are committed to improving our behaviors and practices to improve student outcomes. yes, you're going to continue to hear that from me and my colleagues. next slide. yes, those were our hands. it was not a stocked photo. [laughter] effective governance teams demonstrate four behaviors for continuous improvement. one, clarify priorities. monitor progress, third, to align resources and fourth, communicate our results. these are the four essential behaviors

for effective governance and this is what you can expect from the board of education. i want to give context of how we began this work. in may, next slide, please. in may, the board began training to improve its effectiveness. we worked with the council of great city schools and continued to work with the council of great city schools. the board attended a conference to learn about student outcomes focused governance and revised its rules and operating procedures to increase transparency and efficiency and i want to thank ad hoc committee led by commissioner motamedi and members, commissioner sanchez and commissioner, vice-president boggess. we drafted vision and value and goals guardrails for the district. next slide. this

outlines the work of the board. that effective boards to find that vision, values, goals and guardrails. the vision is a community, and we are representative of the community of those values. long-term, which are ten plus year expectations of what san francisco unified school district students will know and be able to do. the values. the communities global non-negotiables honored while in pursuit of the vision. the goals, the community mid-term five-year expectations for what sfusd's students will know and be able to do. and fourth, the guardrails, which have, i recognize the concept at times even for us as board members to really grapple with what that

means and what does that look like. the guardrails is a community specific nonnegotiable that must be honored while we're implementing the goals. next slide. the superintendent define those interim goals and interim guardrails and what are those leading indicators of that progress towards those goals? created by the board are those vision goals, values and guardrails and is on the superintendent around how are we going to measure that progress towards a goal? they are going to be measured multiple times per year. we're going to have predictive of those goals. and the factors that the superintendent can -- the superintendent can influence. the interim goal demonstrated

adherence to the guardrails and those will be measured multiple times per year. and factors that superintendent can also influence. i'd like to turn it over to vice-president boggess. >> thank you, president lam. i'm going to talk a little bit about the board's process to create the vision, values, goals, and guardrails. we started the work back in july, july 17th, we drafted the boards, draft visions and goals on student performance. started in september, we hosted 20 listening events as well as conducting a survey. earlier this month, october 15th, we revised the board, draft visions, goals and guardrails based on the community input we heard. today we plan to adopt and approve the final version of the vision value, goals and guardrails. and then we'll work

to implement the goals as the superintendent does his work in the interim. i want to just lift up a big part of the process, was the public being engaged and providing us with lots of input. i want to lift up the work done both during this process and before this process by all advisory committee asks as we get later, we'll see of how that input was taken into the process. if we can go to the next slide.? of the things i'll highlight from our community listening campaign, really just around the number that we did. we had 988 attendance respondent and collected almost four thousand pieces of input school community. if we can go to the next slide. this one here is really lifting up the reports from our community partners and advisory committees as well as the work that the board has done

previously. all this is available for folks. there is a link through board docs and it's available through our website, i believe at sfusd. if we could go to the next slide. on this slide, it shows the community listening analysis. the council of great city schools conducted an independent analysis of the community feedback. there all publicly available, so you'll have an opportunity to see the information that we took in and helped us guide our decision and the chance to see what everyone collectively was saying during this time. if we can go to the next slide. a big thank you. it wouldn't have been possible without the board staff, really a lot of appreciation to central office staff and the volunteers, the advisory council, and committee members, all the different sites that hosted listening sessions that are listed here and all the people who took the time to fill out the survey or gave us input at all through the process. it

really helped make us have a stronger process and we hope that you see your inputs and values reflected in the work that we've produced and pulled together. >> thank you, vice-president boggess. now, before the big reveal, i am pleased to give you a summary of what we changed since the draft versions of our vision value, goals and guardrails in july. next slide, please. the first change we made was to increase focus and reduce our goals from four to three. i am personally very pleased with this change as my colleagues have heard the number three from me since the very beginning. we really must focus if we hope to accomplish our goals. and the three goals we settled on are challenging enough to warrant our full attention for the next five years. the second change was to clarify? ambiguous and

abstract terms and ideas so regular people can understand them without too much explanation. i call it normal people speak rather than education industry speak or edu-speak and the third change we made was push ourselves more, to be more ambitious and aggressive. we heard this time and time begin from our community meetings and the board agrees with the community that we have to be more ambitious. in setting numerical targets, we wanted to set our targets at one hundred percent because we don't want to leave any of our students behind, however, we are aware of historical trends and the significant challenges we faced move any percentage higher from the current status. so, we made our goals more ambitious from our draft, but still we believe realistic and achievable. we now challenge our

superintendent and his team to fundamentally change the way we do business at sfusd such that we can achieve the ambitious goals that we as a board representing our community have set. next slide, please. this slide notes some of our discussion points during the workshop. i won't read it. we had six hours of worth of brainstorming, debate and negotiation. it is what functioning boards do and i'm so pleased to be part of this board to do this work. and you are are all welcome to view the six-hour long video. i recommend. i'll hand it over to my colleague, commissioner sanchez. >> thank you, commissioner hsu. i'll go over the updated commission and values we landed on. you can see up here but i'll read it for you. all u -- all

usfd -- sfusd students will graduate. we missed a number of hours and then our updated values fees are roughly updated from previous ones. students centered we put students needs first with a focus on the whole child. fearless, we persist through challenges with humility, transparent see, and a growth mindset and unite and boulevard on each other's strength to achieve goals as a district and social justice. we stand with those impacted by oppression and change those systems within our district. diversity driven, we respect and seek to understand each person, to be an inclusive and antiracist district. we did a lot of wordsmithing as well.

next is commissioner motamedi >> thank you, commissioner sanchez. so, i'm going to go over the goals that we set and as commissioner hsu mentioned, we committed at the start to not have more than five goals, so we could really focus each goals, each goal is -- will last for five years with interim goals along the way and the goals described what students know and are able to do. so, we tried to do understandable and measurable and where we have the data so the goals need to be smart. these goals that we've set forward are different than previous goals in? what in that they are transparent, and simple and measurable and we're expecting to be held accountable to them. we are not deviating from the district's previous goals in the past or previous

commitments. this is really the biggest changes around transparency and accountability and focusing on operationalizing, ensuring we meet the goals and we heard loud and clear from the community that the community really wanted this transparency and not just to talk about what we're going to do five years from now but what we'll be doing along the way and how we would be communicating that. we heard loud and clear we need to be in community regularly and often. two-way communication is needed and there's desire to connect and inform around our goals and all of our activities as a district. so, next slide. setting transparent and immeasurable goals is important and necessary but it's not sufficient. we set stretched goals. so, the three sections that we focused on are third grade literacy, eight grade math and college and career readiness. and this doesn't just

mean wee be looking at what's happening in third grade or what is happening in eighth grade or the end of our students careers here at sfusd but what is happening along the way for them to be successful and to be supported and challenged, to meet their -- the goals we set forward. and this will require changes in our behavior, change in alignment of resources. we haven't yet determined what that exactly means but we are committing as a board and as a superintendent collectively to ensure that we do meet these stretched goals. third grade literacy, we're looking at moving from a 52 proficiency rate to a 70% proficiency by the end of five years. likewise, we're also looking at eighth grade math and moving from a 4 it proficiency to 65% proficiency. i want to note

we're looking at the s-back as a key indicator and it's not the only indicator. others will talk about that later in this presentation. the superintendent will create interim goals measured throughout the year and at the classroom level, there's numerous other assessments that teachers will use and supports that will be offered to provide much more new information about how well we're teaching students and supporting our students. every district uses s-back and we can compare with other districts and it gives us a helpful sense of benchmark. the goals along with the visions, values and goals and guardrail ask there has to be reorientation around assessment and progress. our third goal is around and college readiness and making sure that our 12th

graders who leave our district and have agency and on their way to be engaged in career and that will increase from 50% to 70% over five years and i'll be transparent i forgot to make a note who will be speaking to me. commissioner alexander, passing it over to you. >> thank you, commissioner motamedi. i'm going to talk about the goal we got rid of and it's on the next slide. if you have been following this process closely which i'm sure all of you have, we, back in our initial draft we had four goals and the last goal was this one that's on the screen. it has to do with our graduate profile at sfusd and we decided on october 15th at our workshop to get rid of this goal and i'm going to tell you why i was the biggest advocate for this goal and why i'm -- why i support the decision to get rid of it. next

slide, please. so, the reason, next one. that one. so the reason i really appreciate this goal and i think a lot of members of the community did was because we have at sfusd have the graduate profile and not everyone knows about but it includes the description of what kids should dough when they leave us -- should know when they leave us. creativity, sense of purpose and sense of self. and this really reflects a broad and whole child approach to education that i think a lot of folks value within sfusd. and this has been on the books for a while. we've been inconsistent as a district over the years and how we have implemented it but it has been there and a number of us appreciate it and it was included as a draft goal initially. next slide, please. in the feedback from the

community we heard a lot of support for the graduate profile and from folks who felt like we needed a more robust set of measures. we didn't want to look at the read and math as the only mention -- we recognize and my colleagues made this argument effectively during their october 15th meeting that we don't have an assessment. we would need to develop performance assessments which would take time and be complex. in that because there was no way of measuring it yet and there's so many other priorities we have as a district such as making sure educator get paid, this wasn't the time to take on a new effort around developing assessments around this goal as worthy as that might be. next slide, please. we had a really good debate. several of my colleagues have mentioned, there was disagreement and discussion. we've advocated and i made a case including the graduate profile but as colleagues made

their points and there's summaries of the arguments here, i became convinced the best decision was to leave this aside and and we all agreed we wanted to go with the three goals. one thing we did do was we edited, to address this issue around sort of the whole child education and again that was feedback we heard from a lot of places, we edited one of our guardrails, the one on serving the whole child and my colleague weisman will talk about that. we edited that within the guardrails. with that, i'll turn it to you to talk about the guardrails. >> thank you, commissioner alexander. before i jump into this slide, i want to echo president lam's introduction. this is the first time we had a group presentation. i want to

reflect on that because it's the collaborative work we have done around this team, especially with our superintendent at the helm and great city schools. i'm excited to be a part of this and share the guardrails. what our guardrails, it's a big question we got, frequent question we got just about at every listening and engagement session we had, so school boards identified guardrails to ensure that the community values are protected while in pursuit of the district's goals. so they there to protect our values and they are written many a way that allow -- written in a way for the board to protect the values while maximizing freedom of our educator and system to serve the unique -- the unique needs of students. and the guardrails are limits on the superintendent. so, if you can move to the next slide. i want to flag there are some brief, some minor redlines

and that's just -- for clarity's sake. the five guardrails are listed here and before i go over them, i want to encourage folks if you have time to go back and actually look at the track change document that shows just how drastic of a changes we have made from our first session that we ever had back in may to october. and they absolutely reflect the really, really valuable and thoughtful and amazing feedback we got in community. they reflect a lot of the extensive work that our packs have been doing, our advisory committees have been doing for months, for years, for decades and so, we were able to benefit from all of those insights and from all of the feedback. so the first one is the effective decision-making. the superintendent will not make major decisions without utilizing a process and it describes the type of process we expect to happen. serving the

whole child and i want to flag, this is what commissioner alexander was referring to when we said if we're not going to include graduate profile as a specific goal, how do we make sure that we're capturing our commitment to serving the whole child and recognizing that if our children don't feel safe and well and have the ability to focus in school for whatever reason, we're not going to be able to provide access to education and so this one is really acknowledging that. and the superintendent will not take approaches that neglect the cognitive and academic economic and social economic, identity development or ethical and moral development of our students so at any time our superintendent is looking to work to achieve our goals, this is a guard against that. a guard to make sure he's not or that the board, we're not taking approaches that could harm our students in those

ways. curriculum and instruction, the superintendent will not allow curriculum and instruction that is not rooted next slens, not challenging and not differentiate to meet the academic needs of all students and superintendent will not allow resources to allocate without transparently communicating how to allocations are baseline sufficient -- my colleague motamedi talks about the importance of transparency so we see it reflected. lastly, strategic partnership. the superintendent will not impede collaboration with of the city of san francisco, state and federal agencies, community based organizations, fill tropicaler organizations and business community -- philanthropic organizations and business communities to address goals. we hope to have more collaboration moving forward. i'll turn it over to president

lam. >> thank you. at this time, i'm going to pause before i open up for the round robin reflex. i'm going to open up at this time for public comment. >> i'll call your name and line up. (indiscernible). suzette. alita pitcher and karen. >> good evening, my name is (indiscernible) and i'm the principal of monroe elementary and delegate representative for uesf. uesf is grateful for the opportunity to help develop the board's commission, values and goals and guardrails. however, many of our members only learned about the opportunity when we received an e-mail from president lam on october 19th.

of the usfa members asked if they participated in the survey, originally sent by alexander on october 4th. 78.7% didn't recall receiving it the survey. when asked if the survey was offered again, one percent of members want to implement the strategic framework, drafted by the board of education. we recognize and value the board held over 21 listening sessions with about now shower data points from 988 individuals, but that was out of 60,000 stakeholders. who were these individuals? what stakeholder groups they represented and what voices do we need to hear from. >> thank you. >> thank you. >> the board of educations primary role is to represent the communities, visions, values for public and education, the boe

proposed values, visions and guardrail update is based on input of 928 individuals and many of who do not even have children in the district in attendance at any of our schools. that represents less than 2% of san francisco's district's population and they should not be making the decisions for 98% of our district. our board, committee and outreach efforts failed miserably. originally you had it slated to do four outreach meetings and then you at the last minute, added about 7 to 8 more. thus, not even scheduling? of these back to school nights when parents could not participate as well as not even offering a remote option. during the pandemic, 2500 parents attended one virtual meeting. that's almost triple the number of people that responded or participated in your session. you guys need to go back to the drawing board and stop this madness of preconceived notions

of how you want to move forward with the district. it's disgusting. >> i'm karen and i support a move towards an outcomes model. but i'm very concerned that without addressing targeted universalism and having goals for specific groups of students and when we have a huge opportunity gap among our students, it's going to have the effect of pushing out, the schools would be incentivize to push out black, brown, pacific islander needs. for example, you want to move to 70% of our graduates being college and career ready. great! but currently, only 25% of black students are college and career ready and 33% of latinx students are college and career ready.

so, the high schools will be unincentivized to push them out so they don't interfere with the 70%. if you want to move toward these goals, you have to have goals that will target specific groups or it will impact them in a very bad way. >> thank you. >> good evening, superintendent and commissioners much my name is alita fisher. thank you for this work. i have to say your intentionality around outcomes is impressive, and the number of meetings you've held on weekends, huge dedication. you're almost caught up with the advisory committee so do outreach on the weekend. so, but anyway. i would -- i would challenge you to go back and review the goals and guardrails. i would say approving this information tonight is premature. the advisory committees have asked for another session. we were told

there wasn't time. but especially you all know my passion is reading. so when we talk about the reading goal, s-back cannot be the measure we look to in our goal. strong readers learn the element of reading -- syllables, more centex and re-referring to s-back is like using the act to determine whether or not our kids are learning the concepts of geometry. it's apples and oranges and it's not a comparison. my question is, have the real experts in this work, our administrators who were here, our teachers and community experts like our partners at sf dyslexia. have we looked at the details of this report which is important to the success. >> one more. sweetie. >>

>> thank you. i want to talk about the goals. the three categories that you guys had up. third grade literacy, 52%. proficiency rate. college career readiness, 57.35%. that's good on a macro level. how about on a microlevel? what does that reflective of the pacific islanders. what the percentage on that. i can probably guarantee you with the 69% absentee rate i expressed earlier, it's probably higher, right. and then we talk about and then you talk about the guardrails. effective decision-making. will the pacific islanders be thought about? serving the whole child. will the pacific islanders be in that discussion? curriculum instruction, resource allocation, strategic partnership. we're dealing with

a crisis. you want to talk about this pandemic we're getting out of it. we're living in a pandemic. as a pacific islander group of people that have many disparity in this community in the city and county of san francisco. we ask you to please keep us in mind whether you're talking about us -- when you're talking about us. we need all the resources and staffing, the people that look like us that can deal with our children. when talking about cultural competency and identity development, keep those things in mind for the pacific islander community and students. thank you. >> that concludes the in person public portion of public comment. >> we'll go to virtual public comment. >> as a reminder, i'll call five at a time. please raise your hand if you care to give a public comment on the vision,

values and goals guardrails. each speaker will have one minute and we'll have up to 15 minutes. please raise your hand if you care to speak. can we have that repeated in spanish and chinese, please. [speaking foreign language] >> thank you. so, todd, ms. marshal, h. kelly, betty, and charles. again, that's

todd, ms. marshal, h. kelly, betty, and charles. >> hi there. it is superior ray calling in again. thank you. first i wanted to say is just how much i appreciate the board's effort here. this is the most outreach that i've ever seen done in the last two and a half or so years i've been following board activity i really appreciate seeing the board working together to try and undertake this difficult work. i do have some concerns about this. i certainly don't want to derail the process and don't expect to do so but my main concern is around the guardrails, that the guardrails are essentially too general. it seems like they should be narrow so people aren't arguing about whether or not a given guardrail is violated. in this regard i think the guardrails around serving the whole child and the

one round resource allocation have a lot of language that people would be likely to disagree about. so, that's just something i wanted to bring to your attention. and also, i wanted to note that while the sfusd acronym around values is very clever and i can see why that's appealing, i do have concern there seems to be nothing there about responsibility. and that's something that seems like the district has not focused on enough with regard to, you know, students, everything from students to the adults in the system. everyone needs to be responsible for their actions and behavior. everyone needs to be responsible for getting the kids an education and parents need to be responsible for working and taking advantage of what they are being offered. thank you so much. >> thank you. thank you. >> thanks -- thank you so much.

it's so (indiscernible). i kept wondering as you were sharing, what has happened to vision 2025. i looked at the calendar and council says 2022. there was so much effort put into vision 2025. it was exciting. we're looking forward to it. we have a new board. a new superintendent but what happened to vision 2025? your guardrails doesn't make people comfortable at all as an educator and mother and grandmother with my grandchild's education. it doesn't make me feel comfortable. it sounds like a dog and pony show. put it on hold. the seven of you, and the superintendent and the staff, sit down in the foray in a room and get everybody do it yourself. once you do that, then

come back. the first slide should get everyone paid. we want that -- once you do that, we have to catch up the children who have been in a global pandemic in mathematicss and reading and they need to graduate. thank you. >> thank you. >> h. kelly. >> hi, my name is (indiscernible). i'd like to talk about the literacy goal. it's personal for me. i'd like to say, number one, i'm very, very -- it's (indiscernible) to have all students or 70% be proficient by third grade. i have concern about the interim or circles not included in the presentation tonight. however, or discussed at a different time. first, i'm concerned how

are you going to measure these goals for k through three. someone mentioned s-back. that doesn't even start until third grade. what specific changes, systemwide will you be make to go achieve these goals. and second and more importantly to me, why are the interim goals not inclusive all of community groups struggling to read and write by the way because that is literacy. again, this includes students with disabilities, low-income families, specific islanders, latinx, black students, english language learners. [timer] i don't know if i missed anyone. the goals are not consistent across grade. i don't know how you're going to measure them and they are not inclusive of all community groups so for that alone, i'm very concerned but i'm incredibly grateful this is on the map. >> thank you.

>> so.... thank you. >> betty? >> hi. thank you again. i just wanted to say that i am happy to see that the board has been very thoughtful and have worked with community. some concerns for me is really around how equitable is this so when i think about equity, i think about if one of my kids want water, you give them water. if another kid is hungry, i feed them. if one of my kids is very, very thirsty, i give them more water. and so how does that make sense whether it comes to the goals, right and looking at the literacy and the math and understanding that this isn't an equitable approach as many said on this call today? of our kids are at different levels when it comes to math proficiency as well as reading proficiency or literacy proficiency and really wanting to uplift that graduation

readiness. it's something near and dear to my heart, understanding i've had a lot of friends and other students come to me talking to me about how they don't feel prepared to graduate at sfusd and when they go to college, they drop out but understanding you know, there needs to be more done. there needs to be more community input on this and i just want to thank you guys for the work that you guys have done and that i think we need to continue to do that work a little bit more. >> thank you. and charles? . >> thank you. i want to thank the board and the sup for their work around these goals and guardrails. but i question the inclusive antiracist self-reflection because you have desegregation in sf. after the release of the test scores,

there's a reason why no one wants to mention there's a 30% opt-out rate in public schools. who would want to send their children to the worst school to make a point. i want my kids to be at grade level. create schools all would want to send their kids to. there are so few white kids in sfusd at middle ask high school, the only white people know are the teachers. maybe sfusd endorses racial -- but i don't. they abandoned an agreement around desegregation. it doesn't prepare the adult world and the social intelligence to succeed when it's segregated. thank you. >> thank you. okay. i'll call on the next five. meredith, caller

ending in 757. tom anderson. vanessa and britney. again, meredith, 757, tom, vanessa and britney. >> meredith, go ahead, please. >> thank you. meredith, a parent coalition. i'm going to be brief. i wanted to appreciate the board for your work on this plan. i'm not going to get into any details. i think others have done that and you have been doing that enough over the last few months. so, thank you for all the work that you've done on this. i just really appreciated, i know a lot of our parents and our network and teachers received a lot of the outreach notifications. i know we saw them multiple times every week when you were conducting the

outreach sections and parents and the community had an opportunity to go to different schools close to where they live or close to where they work to i really appreciate all the outreach. and then finally, it's just so refreshing to hear this school board talk about student outcome so much and have it continually guide your work as a board together. so thank you for that. >> thank you. >> caller ending in 757. >> hi. i'm dorothy clarke for (indiscernible) public schools of san francisco. i would like to speak on college and career readiness. as written interim goals to not specify interim goals for student groups and missed opportunity to address achievement gaps. so, for

suggestions for the revision is to make the on track to graduation measure a great nine to 11 measure, use similar structure that's outlined above for third grade literacy for each grade and measure and establish overall and student group interim goals for each grade based on focal student groups. they are disproportionately and historically underperforming and grade 9 to 12, cte pathway and college course, maybe changing (indiscernible). certain grade level. and also i would like to comment on the slide on slide 13. you said that britt heart is a middle school when in fact britt heart is an elementary school and the survey sent out was sent out on a wednesday and was due back on that friday. and to me, that seems like it's not

really trying to get parent engagement but giving the appearance of parent engagement. thank you very much. >> thank you. vanessa? >> hi. good evening, this is vanessa. the executive director for parent to public school to san francisco. i want to thank all of my colleagues and advocates that have weighed in on the goals and my conversation today with you all as a recommendation for the revision of the goals related to effective decision-making, i went ahead and sent a couple of e-mails related to this but overall wanted to share that our organization actually offers solutions related to family engagement and indicator effective and we have an assessment we can work with you on to make sure we're actually

driving for effective decision-making. and this work is based on harvard professor karen related to capacity framework partnerships so if interested in this, let me know. happy to support you all. thank you. >> thank you. britney? >> hi. my name is britney and i'm with parents for public schools of san francisco. i would like to comment on the first goals third grade literacy. there isn't continuity and focus on specific student groups that are under performing and underserved. furthermore i think there's four points to, four headings to this goal. one item (indiscernible) for the first grade by looking at the kindergarten end of year assessment data for those students who have continued into

first grade. students -- it show the data overall and by specific targeted student groups and multiple data use -- the end of year target for other [hard to understand speaker] it will be more aggressive targets accompanied by more inter vengs and students maintain proficiency year over year. thank you. >> thank you. final -- and tom. tom. >> yes, can you hear me? >> yes. >> oh. i'm a parent and special educator teacher in the district. i think the board is trying to, you know, get the pat

on the back by giving it off and handing it off and saying now is the superintendent's job. while i think it's good to have student outcomes as a parent and teacher, what we have to realize as special education teachers, our resources are gutted. so that support is not there. how am i supposed to (indiscernible) students when i don't get the support. what directive is the superintendent going to get. is the board going to say it's on you but when his office is gutted and they can't pay people on time, it's hard to believe the resources will help those goals. i think it's fine to create a goal but if you say create a goal and we're done with it, that's haphazard and doesn't make sense. so i think a lot of the public comment, i urge you to actually discuss it. you can't necessarily discuss what we say and respond to it but otherwise, it feels like what's the point of doing public comment, not just here but in

other ways in survey if we're going to do what you're going to do and vote how you're going to vote. go to the schools and i haven't seen you at the elementary where i work. i don't know if you care about that school or want to be at that school or give it -- you know, (indiscernible) about that school but we have a lot of students, great parents and staff there. thank you. >> thank you. okay. i'm going to call the next group. reanda, brandy, laura, tony and rena. >> good evening, board, thank you, good evening board commissioners, my name is riana and a-pack parent leader and we wanted to discuss the interim guardrails and families don't want to be consulted. and that's the least you can do on the engagement speck tore.

educational partner is not just a consultant. the process as written is a clear indicator that decisions has already been made and right now you're conducting a temperature check to see how decision is going to be responded to. remember these are our children. nothing for us without us. >> thank you. brandy? >> hi. my name is brandy. i'm a parent and a former educator as well. i just want to reiterate the thing that's ms. marshal alluded to and (indiscernible) was chair of our school council, we were excited about vision 2025. it looked at the whole

child. this just feels like george w. bush's no child left behind in a lot of ways. it's a very small, very specific group mostly on test scores. it feels retrograde and i'm -- what we have seen in other cities is that low test scores are sometimes used as a part of the narrative to close public schools. and just -- (indiscernible) to a lot of folks here and i'm a former teacher so there's real-estate money that went in towards recalling through three of our school numbers and a lot of us are very concerned that this real-estate is just seen by a lot of people as a way, a lot of people are wanting to close their schools and use real-estate for other things so i encourage you to have more compassion for a lot of the communities that are speaking out against this plan which

doesn't really have any specifics and just is quite frankly much worse than vision 2025 in my opinion. thank you. >> thank you. laura. >> hi everyone. my name is laura. i'm a parent at sfusd. i'd like to say thank you for the effort. thank you for the attempt to listen. and i hope you continue to listen. obviously the work is not done because i've heard so many solutions being offered tonight. i heard only more ideas that could be further discussed. and i think it's a great start. i think the work isn't done. and i also don't think the work continue without paying our teachers. you're missing a big player on your team. pay your teachers, please. no strategy can go forward without our

educator, thank you. >> thank you. tony. >> good evening. i'm tony hines an a-pack parent leader and i also believe the work isn't done. i believe that interim goals goes one and two are heavy on student behavior to change outcomes. where is the adult accountability? where is the district accountability and where's the equity. we send our babies to school ready to learn. hour babies shouldn't hold the burden of paying subjective and bias test that's not indicators of their learning. provide families and community with what accountability measure district staff will be held to. how are staff going to receive proper professional development. what monitoring tools can families

use for accountability? also, pay them. how are you ensuring that curriculum is closely responsive if you have not implemented the black studies resolution? where is the work with ethic studies resolution? please follow up with these goals and don't throw away what was working just because you want to say something real cute like, vision, values, goals and guardrails and it's cute but let's get work done, thank you. >> thank you. and our final caller is rena. >> rena, go ahead, please. >> can you hear me? >> we can hear you, yes. >> my name is rena and i'm a parent of the sfusd for at least

20 years now and i'll just say you can see that sfusd have gone from bad to worse. my biggest concern and i just heard one of the parents -- that special ed teacher raised his concern and i just want to add on to that, that we have almost no support for our special ed in the entire school district. there are limited special ed in the elementary school and little in middle school but not enough. we have 34 kids lost in the class. you're talking about educating kids. this is our future. we're building that future today. we need to put every possible effort to make our kids learn. a lot of kids even though they have special needs, they are able and capable to learn but in much smaller environments. if

we're not going to do it now, today, here, we will very much regret so in a few years from now and like i said, i see going from bad to worse within the last 20 years. thank you. >> thank you. that does conclude our virtual public comment for this item. >> thank you. thank you to the public for your public comment. i'm going to open up to my colleagues for round robin of reflections and you'll have up to two minutes and you can share about a lesson of the process, one important thing about the bdgg product or one hope moving forward, so, at this time, i will go to my left and start

with commissioner weisman-weissman-ward. >> we have two minutes. and vice-president boggess is going to time. >> of course, he is. so, i know that we can't engage directly with the public comment but just want to say i appreciate it. i think a lot of the -- a lot of discussion that is being had in the public is discussion that we also had and in coming to narrowing down to the three, we had to think about how we wanted to prioritize, what the realities of limited resources and how we wanted to focus, we were very enthusiastically xlited to literacy knowing it's a foundation to engagement period and if we don't have our kids reading, they are not going to be doing much else. whether we're providing additional

intervention and support early on, whether we're engaging and looking at our literacy curriculum to make sure we're using the right curriculum, all of this is a part of the work to be done. this is just the beginning in terms of how we are setting these goals in order to hold ourselves accountable, not just to the five-year goals but the interim goals with the universalism, the targeted universalism approach which is the very clearly laid out in one of the documents attached to the board docs. and making sure that we are focusing on our student populations that we need to be providing additional supports to, to ensure that they have access to meaningful education starting pre-k all the way up, so i know this is just the beginning, that this may be actually was the easy part in terms of where we need to go and

i'm excited and committed to getting in and doing the work. thanks! >> thank you. i, too, wanted to lift up some aspects not just of public comment but of things i heard over the course of the past months during the process. the things have been addressed to some extent and i want to lift them up. they are focusing on student outcomes other than what's measured, what is measured on standardized test. parents and educator brought this up. i heard about what about independent thinking or productivity or wellness and belonging and giving people sense of identity and a love for learning and problem solve and navigate society individually and collectively. no mention of

latinx and black students and other marginalized students in the districts but i heard it from a veteran principle who wrote to me say we can raise the proficiency rates but it can be white kids or those from high social economic backgrounds. so the board is aware of that and the superintendent will address it in interim goals. but we need to be focused on it. the third one is sort of a bigger picture thing around the lack of connection to the current reality. to -- to some folks, this is saying let's do school well. we're coming out of a pandemic but if we say all kids will graduate who obtained

skills and contributed -- if that's true for every kid we need to do things differently so i think just to say, that's something we're as a board have to tackle. what does that mean for us if we're going to, if we're going to create the real change, i think we all want. >> sorry. in my entrepreneurial experience, i enjoyed fast pace brain storming sessions which people thrive and engage in sometimes heated dialogue to fine-tune those ideas. the workshop we had on october 15th was similar to that and happy to see this take place at sfusd at the board level. i have three points i would like to make about what we have presented. first is what i stressed, again and again during our workshop,

that while we rightly focus most of our attention and resources on students who need the most support, we do not want to hold back or take resources away from those students who need more academic challenges. we don't want to be a district that serves only minority students, nor do we want to be a district that serves only the majority of students. we want to be a district that serves all students. the second point i want to make is that our school district cannot achieve these goals by ourselves. we must engage our students, parents, and our communities to help us achieve these goals together. the last point that i wish to make is that we must change the way we do business. while it is a truism that more ambitious goals and need more investment, i challenge our district to fundamentally change the way we do business. we need to set goals and metrics for every dollar we spend. if a program is not getting results for a particular student population,

it doesn't mean we take away the money. it means we modify the program. we cannot just keep feeling good about spending money to help students when those students are not actually being helped. i'm happy to see us arrive here today but our work is far from being done and we need to be prepared. more more discussions ahead to reform sfusd to serve all of our students. >> i too would like to appreciate my colleagues engaged in this process for the last month and dr. wayne as well. as well as aj and his team from the council of great city schools for helping to facilitate this process. a process that urban districts across the country are engaging in right now. some are just at the beginning of the process, some are in middle like us and many are reaching the finishing line and there are

models for us to look at. as many of my colleagues have mentioned, we engaged many, many folks in our community and not as many as we hoped for and as somebody who have been here for quite for a while and trying to engage our community, i don't think we have ever engaged this many folks in this short amount of time. it has been a really huge hurdle for us as a district in urban district to get effective communication out and engage all stakeholders. that's our reality in our district. the goes are ambitious. please watch the six-hour video. it comes with needles to poke out your eyes. with -- no. it was a good meeting and enjoyed the dialogue with my colleagues and others

during the process but we did -- we had a lot of discussion around what that goal should be and if it was obtainable or not. these are ambitious goals and particularly for students and communities in our district who have been left behind, marginalized and frankly pushed through the cracks and so keeping those interim goals and guardrails in mind and focusing on the student populations that need the most is imperative as we move forward in this process. thank you. >> building on everything that has been said before, one of the things that i do want to reiterate is that we are a governance board. we have one employee. we carry fiduciary responsibility to run this district well and to deliver on

our obligation to provide quality public education to all of our students at all of our sites and to make sure that our district is operationally effective and so i also want to just acknowledge that we are focusing on interrupting what has not been successful for our students when we look at the statistics and the outcomes around literacy and math and career and college readiness. i think there's a lot of interest among just about every community group we spoke to do change those numbers and to be, and to push and not just relax and look for iterations of change. we have a lot of work to do operationally on deliver ongoing the basics which we heard loud and clear in public comment but we cannot move away from supporting our students and ensuring that our obligation to provide quality public education is not focused on, so i've been spending a lot of time thinking

about growth mindset and what we ask our kids to do when things aren't working and when they are realizing that they want to do something differently or the outcomes they expected were going to come from one thing and it turned out to be differently and look at an interruption of how we're approaching decision-making and as a parent in this district for over a decade, i have wanted and requested and i have demanded clarity from this district about what it wants our students to be able to do, how is preparing them for their futures and how it's aligning their resources to do so and this is a first step. we're building this muscle. this isn't something we've been doing consistently as a district so i expect we'll be in communication. this isn't a one and done beginning of a conversation. this is ongoing.

>> thank you. yeah. i think i would like to say a lot of appreciation and a lot of gratitude and a lot of apologies, i think to our collective community. i think all the craziness and difficulty we've been going through post pandemic, during the pandemic, even pre-pandemic right. i think it's important for us to acknowledge all the ways that the district has let down our communities and our families. and as a board member who ran during the pandemic because i was frustrated with the decisions that the board was making and the district and the lack of cooperation and dialogue and understanding and really that being my motivation for being on the board and really wanting to try to reflect that through all these processes but understanding that what we're showing now is the board trying to reset itself so it can be effective and useful and we can accomplish things. one of the big challenges i had with the board since my time working at

coleman advocate and putting pressure on the district to reform is even when the board passes a policy, it doesn't get fully implemented and especially it doesn't get implemented for our most neediest kids so this process is about how do we change and adjust that. knowing that we as board members have 1/7 of the power of the district to make things happen but we have one employee. the reason it was so important for us to engage in this process and do it quickly because these goals are the template and the outline for how we are going to gage the superintendent and whether or not he stays employed with the district or he's terminated from the district, right. whether or not these goals work is something we have to see and try because it's a new experiment for us but in a lot of ways we're open to the process of growing, learning and being reflective of what we here so these goals end up not being the right thing, we can revise them and change them. if the superintendent isn't focused on equity of all students in the

interim goals and showing progress, we will hold him accountable for that. and i can promise you that we are all equally committed to that. we hired him because we have faith and confidence to meet the goals but if he doesn't, we're willing to hold him accountable. we've struggled with that in the past and superintendent have acted with freedom and independence but at the end of the day, they ended up leaving before we reached our goals and we were left holding the bag. we're trying to change that. it falls us on putting our trust in the superintendent and give us grace as we hold him accountable to ensure families get what they need. we see the things that the district committed to doing actually become practice. and not just things we do one-off but things we do well and excellent for our school

community. thank you. >> thank you. just some reflections when we first embarked on this process. every, each year i have been serves as a board member and i attend graduations and i love seeing graduations and it warms my heart and i get to hand them their diploma and it's empty until they pick it up at the school site. but as the young people walk across the stage, i look into their eyes and i congratulate them and i also think to myself, i hope that what sfusd has provided them in their education and life skills and seeing themselves beyond as an individual but how they are going to contribute to their community, to this society and

really improve and live up to those values that they are raised within sfusd and there are moments and times that i have a big question. did we, were we able to fully realize our mission and our vision for each and every student and young person as they walk across that stage? and so, i'm fully committed and have since i've served on the board all my entire adult life and what that system change is necessary to reach justice and equity for our communities and our students and one thing that continues to be something that is a hope but also a requirement is the accountability piece. and this

is going to be one of those greatest public transparency endeavors around both how the board, the superintendent and overall as a district around how we are meeting those accountability and transparency. i'll close with, we are going to be embarking on the budget and budget allocation to meet those goals. even whether i chair the budget -- even when i chair the budget and we did not know how and now we have a clear roadmap or i would say -- the vision to make that actually realized. i have not seen since i've been involved as a district, in the district as a parent, as a parent advocate leader and now as a school board member. i'll wrap up my reflections there. i wanted to also offer to public

comment virtually because i believe there are a couple of hands that we weren't able to hear from, so i want to make sure because this is such an important work and the adoption from the board, i wanted to open that back up for those remaining few hands we didn't hear from. okay. we're reopening virtual public comment for folks we didn't hear from. please raise your hand and we will call on you. so, i will call jose, gloria and mxb and sien. again, jose, gloria, mxb and (indiscernible) >> good evening, commissioners, thank you, i appreciate that. we

did get kicked off zoom and weren't able to speak. i want to second all the comments by the a-pac members and parent leaders as well as the other folks that spoke in regard to equity. where are the equity goals here? it feels like seeing these goals are undoing years and years of work by many parents and youth over the years and coleman advocate for children and youth and frankly feels like it's taking us back in time. i hear that there are, you know, some pieces in the guardrails and interim goals attempting to get to that but it's highly insufficiency. if we're going to hold the superintendent accountable, where is the

language. like a-pac said, is there wording around partnership and not just folks that are going to be consulted, right. no choice about us without us is something that we need to feel present and front and center in goals and guardrails and something of this magnitude. please do not rush this and engage communities as partners to cocreate this. it is something too important to rush. >> thank you, jose. that is your time. thank you. gloria. >> hello. >> yes. >> yes. i'm just going to repeat what other folks said because obviously it cannot be said enough. pay your teachers and

educator. our goals is delusional. they can't be executed and executed if you don't pay people. give them insurance. give them what they need just to show up for work because this is incredibly illegal to this point, so if you guys, some of you guys have been parents before, even sfusd, we can't expect anything to get done if that doesn't happen. let's show our kids that we appreciate them by paying the people that educate them because nothing will get done, meaningfully done without that. thank you. >> thank you. mxb. >> ms. b. can you hear me? >> yes. >> hi, great. i am, i'm also a little bit speechless. i want to thank you for reopening the comments for those who could

not, who got kicked off zoom and had to try and get back on. but i'm a little bit shocked. i don't know why i'm shock. i have a lot of love for folks on this board. some folks on this board in a lot of ways and to hear this part of the meeting, it sounds to performative. we went through a thing where people are talking about how they are going to leave the district, they've been unstable, families can't stay here. families are upset their teachers can't stay here, et cetera, and then you start talking about your fiduciary responsibility and it's almost like oh, where we had the empower to start and now we're going to talk about all these guardrails and visions, et cetera. there's nothing in there about equity, that's what you're using to evaluate the superintendent according to you all but there's nothing in there that is just real and this feels

performative and self-congratulatory tone that you worked on weekend and you worked hard but your teachers are working really hard and teachers are having to -- >> sorry to interrupt you, ms. b but that's your time. thank you for sharing. [echoing] >> good evening, commission. thank you for the public comment. i would like to [audio difficulties] coming into this and i want to echo everything said today. we had many months to get teachers paid and we have to address this. i know at this specific point and it's around this work you have been embarking on and i want to elevate the, i guess what it has

taken to get to this point. i actually, i had a chance to listen to the august meeting and i want to highlight a conversation of your facilitator and i don't know his name. he talked about what it requires to adopt 78% (indiscernible) rate for all students in which the resources have to be aligned to correspond to that approach so i want to make sure that folks understand the intentionality behind it. obviously, as you have said, this is the starting point but i'm definitely excited about the, what it will take to get to that, you know, if taking into account all the issues that are underlining which is why our students continue to

underperform specifically, our focal group students so i welcome the leadership and i definitely have time to pull up -- you know, put everything it will take to get this done of course in partnership with educators and families and in partnership with our community partners. >> thank you. >> this work is -- >> thank you. that concludes virtual public comment. >> thank you so much. before i shift to discuss what's next, i wanted to, looked up a couple of things and one is the interim goals are also included in board docs. we'll make sure they are accessible on the website. so that those interim goals, while our work in progress on the

superintendent, also has those targeted benchmarks as well as how we look at particularly for our focal student populations and really how we're going to get to those broader goals. i also want to, on the theme of the interim goals for clarity, that the board does not adopt the interim goals. they are led by the superintendent. and at the same time, i know that there will be -- continued to have engagement from the board and certainly the superintendent can talk about the process and what's next. going back to the presentation for slide 28 around the -- around what's next. so

once we clarify those priorities, next slide, please, slide 29. monitoring progress and the board will shift there. and then next slide, please. while the superintendent leads the execution, i'd like to have dr. wayne to share what it means to lead the work moving forward. >> thank you, president lam. and so, first, as she shared, one the board adopts its goals and guardrails and i need to develop interim goals and guardrails and these will be the indicators we use to ensure we're making progress to which i'll be held accountable. so attached to this presentation, our attached to this agenda item are the most

recent draft of our interim goals and guardrails and that's really where we -- you should see the evidence of our target universalism approach and how we're addressing specific needs that have come up through our listening and learning. both the boards process and what i'll share later in my report. and so these, this current draft will be updated based on discussions from tonight and we'll be working on to finalize no later than january because then we shift into our planning season where you see the next step is determine how to best implement the goals and guardrails and as well align our budget and operation to achieve those goals and then we start measuring and reporting on progress and learning and making adjustments so we're going to be continuing to revisit this work and i appreciate that the board established a goal to stay focused on student outcomes by

having half of the time we spend in important meetings, be discussing our progress around student out comes so actually at the next board meeting, we're going to have our first meaningful session on this and the state test scores were released and we'll have time to go more into depth those recognizing that -- that's not the driver of what's happening in the classroom but the important measures of progress as a district. i do want to share my appreciation for the board bringing this forward. when i was considering coming to the district, i reviewed all the input that the community shared in the superintendent's profile and asked that there's clearly a message from the community to focus on student learning and it's what made me very interested in this position as someone whose career has been focusing on student learning and

making sure we're putting our students at the center and what's happening at the center of the classroom, this seems like a good fit and i appreciate the board following through on that commitment, not just in words but putting together a vision, values, goal asks guardrails that re-- and guardrails that reflect that commitment to student learning so you'll hear more in a bit on my presentation and how and what we'll be thinking about working towards these goals but those are the next steps that will occur. >> thank you. i want to recognize the boards hardest work is yet to come. and want to express while the adoption tonight of the goals, the values and goals and guardrails, it's really the beginning. next slide, please. that's something other district leaders that have implemented the governance practices have warned us that

it's going to be hard and it's going to be difficult and require fundamental changes in our mindset, how we work and at times and community members, maybe confused, unclear and upset about the changes. and it is imperative that we as a board can communicate and be in dialogue in community around the goal -- the boards governance work. at the same time, the leaders have also expressed that and stated that if the board fully commits to this process, we can improve student learning and their outcomes. so, i'd like to open it up for final round of any additional comments from my

board, from my colleagues and i will be asking for a vote. >> yes. >> commissioner alexander? >> i just wanted to sort of echo something that came up a couple of times which is around, you know, the aspect of this feeling performative or is this going to happen and i think vice-president boggess, you spoke to it eloquently earlier, i think the proof is in the action and result. i actually think, for the public, i say the feedback is really good. i say keep give being feedback on interim goals and guardrails but keep holding us accountable right. if we don't see progress towards these results and vice-president boggess said it better than i did, but to me that's where the real proof of

the work is and so, let's not get get caught up in wordsmithing and let's actually hold, all held accountable and you should hole us accountable for the results moving forward. >> commissioner sanchez. >> thank you. i want to note too again, as president lam did, that the interim goals themselves are the work in progress and but if you do look on bore docs and you look at the interim goal for kindergarten and end of year benchmark, it reads the percentage of african-american and pacific islanders kindergarten students are increase by 2024. that's a target for focus students, focus group of students that we know right now are nowhere near that level and we know that african-american students who

don't reach that benchmark or that, are proficient, have almost one hundred percent y literacy. so this is important benchmark end of the year. >> yeah. i mean, that also reminded me. one of the things that we've been talking about too is to date, our district has been operating kind of as a maintenance district, so if you come in kindergarten ready, you'll stay on grade level during your time on the district but if you don't, there's not a real demonstrated change in getting proficient and being brought up to speed and having the support that were needed so this is really a commitment to interrupt what we've been doing and reflect upon it and to

continue to stay in conversation, to not just, you know, put a year deadline in the future that we're going to somehow magically come back together and, you know, in that timeframe and it will would have happened. this is a continuous improvement, commitment and i do want to, i mean, i think that it is important that this is a 7-member commitment alongside the superintendent. because this is a big shift and yeah. i mean, it's a necessary shift. >> i just want to comment on the interim goals even though we had some discussion about it last week. particularly around english learners and how important that we also look at how we're supporting and being even more targeted around our

spanish/english learner as we look at goal 1.3 and the conversations there and we had further conversations around goal three around the college and career and starting to look at -- yes, to graduation rates improving that continuously and on track graduation but there's so much more of how we're supporting high school and young people as they graduate and go into college or exploration around career and there's a lot of opportunity for further discussion there as well. so seeing none, we have, i'd like to ask for a motion, again, for the approval --

>> we moved it, i think. >> so at this time, i would like to call for roll call vote. >> thank you. commissioner alexander? >> yes. >> vice-president boggess is this >> yes. >> commissioner hsu? >> yes. >> commissioner motamedi? >> yes. >> commissioner sanchez? >> yes. >> commissioner weisman weissman-ward? >> yes >> president lam? >> yes. >> 7 ayes. >> thank you. thank you to my colleagues, thank you to the sfusd community. the work is just going to be just getting started, so at this time, i'd like to shift and call upon dr. wayne for his 117-day entry plan. >> thank you, board president lam and good evening. i appreciate you moving this item

up. it's a discussion item but it gives me an opportunity to share what i've heard as i've done my listen asking learning while you've been going through this process to update vision, values and goals and guardrails and a lined my entry -- aligned my entry to know you're embarking on this. so if you go to the next slide, it's the 117 days entry plan because when -- today is the day that the board had targeted even before my starting bringing forward the vision values and goals and so, as i said i wanted to align my time of listening and learning to help inform this and so just tonight, i know we've spent a lot of time sharing this, i wanted to briefly bring this forward to explain, you know, why -- why talk about this now and what i'll be sharing and i

want to bring this back to what is happening in the classroom and our student -- and our focus on student outcomes as well as share with what the board of education put forward in this vision and values and goals and guardrails. and share next steps so my priority to listen to understand and tackling urgent and important issues and if you go to the next couple of slides. go to the next one. and after that. there we go. and so, we -- when i started, as i started, we were facing some need challenges and we want staff in place and just in a moment we'll bring forward to the board ratification, our approval of a

six percent pay raise for educator and critical step to recruit and retaining our staff. we had a successful launch to the school year. although we haven't seen the progress we need, we have taken swift action on power recognizing there's much to be done but cutting checks for people who haven't received pay as well as reassigned staff to support intention. it was important to ensure there's a strong and productive relationship with the board and appreciate the team effort that you've, the team effort in which you have engaged around the vision and values as well as the other areas of focus that we've been discussing over the past four months. those were a -- a few areas of urgent efforts i've been working on. go to the previous slide. my

listening and learning, one forward, my listening and learning has -- this slide, thank you. my listening and learning has been a lot of time out in the community. i've had 100 or plus meetings, either one or one or small friendships and four town halls in our schools, visited 20 schools and review a lot of documents and just really appreciated the opportunity to talk with community members, particularly or students and i stopped by the student advisory council meeting a few times and talking to students in the schools and it provides an insight on what we're doing. if you go to the next slide to distilled distinguish of education -- goal and guardrails to bring forward tonight the document that they approved. my goals were to meet community and staff members and really hear about people's experience in this district and

understand our strength and need to share what i have learned in order to build relationships in the district and also inform our district strategy. so, i want to highlight the two key takeaways from the first 117 days. if you go to the next slide. there's a lot of conversation and i want to share two key takeaways that won't be a surprise to anybody and it shouldn't be because it's what i'm reflecting back from the community. one, there's a deep commitment in san francisco unified to address the equity issues we face and inequitable student outcomes we see by race, but language, with our students with disabilities and by student -- social economic status. we want to focus our time and energy on those -- on addressing those issues, while

at the same time, i hear a lot about how proud people are to be in san francisco, how this is a world class city but with many challenges including wanting to make sure we're offering a world class education. what i want to highlight and what i've learned is that people in this community, many times talk about these two ideas as if there's a tension between them and really, as we move forward, my long-term goal is that it's clear we're pursuing equity and excellence. we cannot achieve equity and eliminate our inequitable outcomes without providing an excellent education. it shouldn't be either or but how we're working together towards that goal of equity and excellence. that's the long-term goal. what i heard in the short-term loud and clear we need to build trust within the trust, trust within our families and students and with our teachers and staff that we are really putting students first

and organizing ourselves to support students and schools to be, so they can be focused on our goals and guardrails and i know we have a ways to go on that but it's a foundational piece because for us to do the work in meeting our goals on student outcomes, there needs to be a foundation of a sense of trust that people will get what they need, the basic needs met so they can focus on student learning. those are the key takeaways like i said, should be familiar themes but ones that stood out to me in all my conversations. i did get to hear if you go to the next slide, a lot on the key topics. and where the focus of our town hall discussions, if you go to the next slide, this is included in the board document and i want to highlight, first, just around community relationships. parents and families are eager to participate, to be partners with

us, same thing with our -- the city and business community so we want to take advantage of that willingness to partner and work together to moving forward towards our district goals. if you go to the next slide, you'll see that the, again, around operations and finance. we know the payroll issues but there's a sense of wanting there to be transparency about our finances, staffing and decision-making and i think that will be a key strategy to rebuild trust. so if you go to the next steps, the next slide, okay. so, over the next, so you see, we've -- we've had these community meetings. we've established a vision values and goals and you've seen the drafted goals and guardrails and over six months, we need to reorientate our goals. we need to see action when bringing

forward a budget and things will look different and we need to ice this time to regain and rebuild that trough starting with empower as well as other issues that have been surfaced. and then if you go to the next slide, specifically what that looks like is finalizing the goals and guardrails. looking at our staffing at the district office and filling some key positions and analyzing our budget to make sure for next year we propose a budget where the alignment to the goals were clear. looking at program alignment to those goals and realigning the outcome. next school year is where we're implementing our goal alignment and practices and these why the interim goals and guardrails for the 23-24 school year and we need time to put that in place. that's a high level overview of my listening/learning. i highlighted the number of people i've talked to and schools i visited and i know there's more work to be done to get a full picture of this both amazing

district as well as all the needs we have and as we're realigning around these goals, i'll continue to do that and you should expect to see me still be visible out in schools, out in the community and having conversations because that's how i learn what it means to put in place strategies that's student centers and school focused and thank you for sharing earlier and hopefully you can see how this is going to inform the development of the strategies and goals to meet our operations and guardrails. >> thank you, dr. wayne. i would like to open it up for public comment. before we do so, he want to acknowledge that we are going beyond our 9:30 time of policy of three-hour meeting so i want to acknowledge we're extending passed the three-hour mark. >> thank you. two speakers in person. lida fisher and chu,

please come to the podium, please. >> hello, hi. my name is syleena and i'm a parent much two sfusd students. i want to congratulate everyone for doing a great job. i think superintendent wayne has done more in four months than the previous superintendent has done ever since he was hired back in 2017. he has met more parent advisory groups than anyone else. he has gone to, probably seen more students than anyone else so i hope that listening continues and i was at the enrollment this past saturday and i hear parents coming up to me and telling me good news. the (indiscernible) trust has been -- you're restoring that trust. they are coming up to me and saying that i wanted to come to sfusd now.

i'm seeing the past couple of meetings, i have faith in you guys doing the right thing so good work, thank you. >> thank you, superintendent wayne on behalf of the community advisory committee for special education, thank you very much for meeting with us. we appreciated our session with you. a quote that's been in my head tonight is, those who failed to learn from history are condemned to repeat it. right? so we've talked a lot about trust, holding each other accountable, you know, coming back with more information and more feedback and one of the outcomes on the slide about the difference between the superintendent's work and the board's work has been the outcome for the superintendent was cultivating strong relationships and building the trust. and i just want to remind everyone that you don't build

trust, you don't cultivate relationships with one session. you do it by showing up over and over again, listening, taking people's feedback into account and using that to drive change, right? that's how you earn trust. until we get to that point, this is all performative. that's why you hear that word used over and over again. the reason i use the quote about doomed to repeat it is for many of us who have been at this microphone for years, this isn't the first time i'm saying this, so we look forward to your success as we move forward over the next few years. >> that concludes in person public comment. >> at this time, we'll hear virtual public comment. again, we will model virtually what we're doing in person. so i will call the first four hands i'm seeing raised. tom, ms. b., ms. marshal, and bavett. again, tom, ms. b., ms. marshal and

bavett. tom, go ahead, please. >> yes. parent and teacher in the district. i'm curious, i haven't seen the commissioners or the superintendent (indiscernible) so 20 schools is not that much and how are the schools chosen and if you -- was it just -- i don't know. i think it's crazy how i keep saying to this board to visit the school or if it's something against the school or are you going to talk and all smiles. it feels performative like ms. fisher said earlier. you make it that way and when people call it out, you don't acknowledge it, so.... please step up. >> thank you. ms. b.

>> thank you for taking my comment again. i'm reflecting on the term student learning. and how narrow it has become in the way that it's being used tonight. and i'm really hopeful that superintendent wayne will reexpand that because it's so much deeper than measurements of reading or writing especially it's measured by testing agencies. and then who is on a graduation stage with you and who isn't. students are learning in our classrooms all the time and by watching this and they are learning by what we say and what we don't, what we lift up and what we silence and what we sidestep and pretend doesn't exist. as a member of the public, as somebody who went to sfusd and an employed in it, i hope you keep in mind we're doing that with you. we're watching and that's how we're

noticing our own learning. thank you. >> thank you. ms. marshal. >> oh, sorry. thank you so much. thank you dr. wayne for sharing, on behalf of the naacp, we're pleased that you have come to our naacp. this plan as i said earlier, it doesn't feel good and doesn't feel right and doesn't feel like african-american and undeserved students will do better with this plan. i hope so and i know that you already know that you're standing there, sitting there rather on behalf of all the students who have come before you and you have done good things and they have done things that need improvement, but my main concern is that

(indiscernible), reading, doing mathematics and have a productive life in society and we need to make sure that happens with every child who walk through the door. i'll discouraged when i visit elementary schools with the racism i see there and i don't know how (indiscernible). there's a lot of work -- there's lots of work to do in this district and every child has (indiscernible). >> thank you. >> for a quality education, thank you so much. >> thank you. bavett. >>

>> hello, can you hear me no you? >> yes, we can hear you. >> the first 117 days, the board of education and superintendent have already broken the trust of families, staff and students. you're haired a consultant who -- you've hired consultants who says this is equity is junk. billing himself -- is the consultant that recently led the work on restructuring your board governance and goal asks guardrails that failed and he's a failed start up entrepreneur that dropped out of college and never studied education. why did you hire him? his extensive experience has been closing schools. as a president of the board of education of kansas city, missouri he closed 26 schools resulting in 700 job cuts and when he was at the texas agency, he closed 40% of schools in black and brown neighborhood and this is the

legacy he left behind for most disadvantaged students using the same formula of test scores and s-bac scores. superintendent wayne shared a map of schools that he said is too -- that shows sites for school closures. there's been zero transparency up to this process despite commissioner motamedi and lisa -- >> thank you. >> mentioning -- >> i'm sorry to cut you off. thank you. okay. and jose. jose? >> hello, can you hear me? >> yes. >> this is jose for advocates for children and youth. i want to echo some of those comments and there's definitely, a lot of us who have been here over the

years and definitely want to thank you superintendent for being out there and getting out there with our people, our parents and teachers and everyone that is working with our students everyday. and hope that's something that continues and that is consistent. we definitely want to make sure we're learning from our past and not repeating the mistakes and we're not regressing as a school district similarly to what some of the political forces that have been moving in our city and around our country to take us back in time against equity, right. we want to make sure we're prioritizing our black and brown, our samoans and special needs and foster youth and many others and we don't leave them behind by focusing on these particular metrics of the numbers and make sure we're talking about the love that our

kids need and families and i want to highly encourage you to become (indiscernible) at our continuation schools, at our core schools and hilltop with our young girls that are -- >> i'm sorry to cut you off. that's your time. thank you. >> that concludes, sorry, virtual public comment. >> thank you. colleagues, any questions for our superintendent wayne? seeing none, thank you, dr. wayne. go ahead, vice-president boggess. >> i'll keep it brief. thank you for your presentation. lifting up the urgency that the community feels and the time it's taking you to get grounded and get a plan establish, people are anxious and ready to see it and i think for me, i would ask for the public not to give us blind faith or trust but give us grace and time and for the superintendent to fully develop his interim goals and to share

that as well as connect with folks in the community so you can see the vision that we collectively share for the district but there's time and opportunity and work that needs to be done before we ask folks to trust us as we embark on a new program. definitely willing to be open to critical comments and thoughts but just know we're committed to figuring out how to do what's best for students in our schools and staff. >> thank you, vice-president boggess. at this time, i'm going to bring us back to our action items of item 2. 22-1025sp. the approval -- approval of the unaudited actuals financial reports and adoption of the gann limit resolution for the san francisco unified school district and county office of education for fiscal year

2021-22 and i'd like to ask for a motion and second. >> moved. >> second. >> thank you, president lam. and i want to welcome meagan wallace, our head financial officer who is conducting her last presentation here at the board of education and she'll, is transitioning to a new role in a different organization so at the end we'll share our appreciation but first to get down to business, if you want to put on the presentation. i just want to introduce, these are the unaudited actuals. this is a required report, one of the -- the five required reports through the budgeting office and if you want to hold up, ms. wallace, the unaudited actual, you can see a thick report because we need to send them to the state to make sure we have all the information included but what the unaudited actuals are, basically, they are

now looking back on the 21-22 school year and the next step in finalize our actual in june. and the fiscal year ended june 30th. staff looks through at all the finances to understand where we are. and then we have external auditor who comes through and audits and those become our audit actuals. so tonight is, so the report has all the required elements. tonight the presentation is going to provide a high level overview of where we are now compared to where we were when we last reported, which really second interim was when we last reported the, you know, the financials for last school year, you'll see where we are now and then a little bit of what it means moving forward. so with that, i'll turn it over to

ms. (indiscernible). >> good evening, dr. wayne and good evening, commissioners. next slide, please. just as dr. wayne had mention, this is a report based on the fiscal year ending june 30, 2022. and we are required as a school district and county office of education to submit our report to the board of education, sorry, to the california department of education by october 15th. due to this timing of the board meeting, it is after october 15th. we have been in communication with cde, upon board approval, we would be submitting our official record. next slide, please. so, just in the following slides, as dr. wayne mentioned, i'm going to provide a high level overview. i actually have three different components of reporting. first i'm going to start with the county office of education. then focus on the

district fund including all resources both restricted and unrestricted. and then dive into a little bit more detail on the district unrestricted. so, to begin, this table provides details around the county office fund. and as you can see, the -- this is a comparison between unaudited and actuals so i'll provide a summary for the table. and you can see the difference but looking first at revenue, expenditures and the resulting net surplus or shortfall, so do we generate more revenue than we did spend funds and we would have a surplus if we had less revenue than expenditures than we would have a shortfall and compared with beginning fund balance would tell us what our

ending fund balance is for the year. so in this table, i really highlighted that fund balance and i want to give you the take away that we improved in the county office fund by $4.1 million and as you can see, looking at the revenues, we actually generated .7 million or $700,000 less than what had originally been projected. but then that shortfall in revenue was offset by expenditure savings resulting in a $4.1 million improvement. but as you can see under ending fund balance, those funds are allocated in different ways that we have to meet our economic uncertainty reserve, some of those funds are restricted meaning that they have to go toward specific programs. and then there's the undesignated portion which is unrestricted and you can see there's

$2.9 million now available that i would anticipate can help absorb board priorities and one is the increased spending for our staff from recent and proposed labor agreements. next slide, please. thank you. so this slide to provides details of the district general fund including all resources. both restricted and unrestricted. and i just want to call your eyes to the ending fund balance which is a $56.3 million improvement compared to what we had previously projected. and that's the result of a 26.7 million decline in anticipated revenues. that's really solely in restricted resources that we had budgeted for but either did not receive due to timing or due to

inaccuracy in our forecasting. but then that's actually offset by a significant savings and expenditures and i would say that reduced spending generally was a result of two areas. either on going vacancies in staff or slow implementation and programs, either on purpose or because the district had delays and implementations and an example of a program we did not implement on time, not on time, in fiscal year 21-22 was the educator effectiveness block grant for example that we knew that we would not actually begin spending in fiscal year 21-22 and the savings was carried over into the next year. so, this result of a $56.3 million improvement in our ending fund balance as you can see is distributed between, i'll

callout the restricted and undesignated portions, the restricted resources that are available, $47.7 million, really are in those programs like the educator effectiveness block grant, we have an adg grant. an emergency connectivity reserve, so we have very specific ways that those funds will need to be used. but then the undesignated portion is unrestricted and i'm going to dive into that in the next slide. so now looking at the the unrestricted general fund, as you can see in that -- oh, sorry. thank you. yeah, thank you. so in the unrestricted general fund, we're seeing an ending improvement of $8.9 million compared to previous projections. and that's really a result of factors both

on our revenues and expenditures. as you can see, we received $13.3 million less in anticipated revenues and also had $22.2 million in expenditures savings. i'm going to go ahead and explain in more detail both of those elements. next slide, please. so on the revenue side, as i said, we received $13.3 million less in revenues and that's a combination really of three factors. first, you can see that our federal revenues were $12 million less than we had anticipated. and that is because we submitted reimbursement request to fema but the timing of that reimbursement is much slower than we an -- anticipated so we're expecting to receive

reimbursement but we didn't receive them in fiscal year 21-22 so that did result in a shortfall compared to our projections but i do anticipate they will be good news in fiscal year 22-23 in regard to fema because we did not budget for any reimbursements in fiscal year 22-23. however, on the local revenue side, there are two things going on. you can see that there are actually some really good improvements on those local revenues, sales tax in particular, i'll go ahead and call that out as an indicator of some positive movement in our local economy. sales tax was so much higher than we assumed. leases and revenues also had an improvement but i'll callout the adjustment of 7.5 millions was actually a new governmental accounting standards board requirement to account for the value of our funds in the city

treasury if we were to sell them and just due to market fluctuation, that's a lower amount and that's really, it's a reporting requirement and it's new. it will -- it won't be something we would see impacting the district's revenues on an on going basis. but you can see that it does directly offset the improvements in other local revenues, so overall, the revenue picture does show a negative amount but i would say that, my hope would be that as i've mentioned, the federal funds would come in -- in fiscal year 22-23 and it won't be an impact to the on going revenues. next slide. on the expenditure side, as i noted, 22-point $2 million dollars in expenditure

savings was a result of -- $22.2 million next expenditures was a result in bad news and we over expended in operations cost particularly with regard to salaries. it was really difficult for staff to track and project personnel cost in this last year because there were so many vacancies and also due to delays and being able to post personnel cost into our financial system. so we were working for a period of time really not having a good way of building out projections for staff costs. and because of that, we actually did not build in savings assumptions for benefits so the numbers are a little bit odd and i would say that that is really primarily because we were working with so many unknowns and so the odd details of having overspending on salaries but underspending on

benefits was really just staff's best effort to not over state savings on personnel cost. so, you know, the net effect of where we landed with personnel cost wasn't too far off from the original budget. and i would say the big focus here really should be on the contributions of special education, as you can see. there was $25 million reduction in the contribution from the unrestricted general fund to our special education program. and that was really a combination of trying to maximize restricted resources so to the extent there were new state funding program that came in, we shifted expenses to draw down those funds but also we were dealing with high levels of vacancies and that resulted in lower personnel cost that ultimately led to a lower

requirement for the general fund contribution to our special education programs. next slide, please. dr. wayne? >> thank you. so, just wanted to highlight this slide. when, the first time i was at the board meeting in august, we did, we had to present the 45-day revise. and i shared how important it is that when we're presenting our budget information that it's clear that from one presentation to the next, what changed and why? at a high level we're being transparent with the community and with the board on what's different. so this is a chart, you saw it in august revision. and it's the first column there. you saw a similar chart where in the first column, it was actually the adopted budget, the june adopted budget and we

showed how it was changed for august and then the next three years so now in the first column, you see the august revised budget we presented in august and now you're saying what's being adjusted based on the audited actuals and i'll speak to this and you can go to the next slide just, you see the big -- the big adjustment here is we do have that increase in our beginning fund balance, so that's in green. the $159 million. but we also have an increase in our expenditures based on the agreements which we're bringing forward that the board approved already or we're bringing forward for approval tonight. and again, that represents a significant investment in our staff both to demonstrate how much we value them and support our efforts to recruit and retain. so you can see that we are deficit spending. that's in red, so if you look at the road d so we're spending more than we're

bringing in and we have a significant fund balance to help offset some of those cost and so you'll see that fund balance decreases each of the next three years but it doesn't go in the negative. that gives us time to do planning to realign our resources so we're not deficit spending while meeting our goals. but it was a priority as we discussed back in august to invest some of our fund balance and additional revenue into supporting our staff. so, this is a high level where you can see the shifts from one presentation to the next. and then ms. wallace will talk about next steps and then it's time for any questions and we seek your approval on this item. >> so just to close this out, i want to reiterate that our ending fiscal year 21-22 ending fund balance exceeded the interim projections and that was a combination of lower revenues,

as well as expenditures saving and really continuing to maximize restricted resources, particularly one time, federal and state funds. as next steps, we'll be submitting the report to the cde upon board approval. but really the next time this board will receive an update on the district's budget projections will be in december with the first interim report and that will take into account the updated factors that dr. wayne just outlined. thank you so much and i'm happy to answer questions. >> public comment first. >> yes, we'll open it up for public comment. >> we had one card and it's bavett is online. so.... >> please raise your hand if you care to give your public comment on the unaudited actuals report

update or actuals report. okay. seeing two hands. bavett? >> i believe my common was going to be on -- my comments was on the facilities but this is financials, i'm going to pass right now. >> okay. >> i did have some questions about the use of (indiscernible) funds and i would like to get more clarity around that and how that fund was used because how it was described and shared online and the board docs, it shows that specific programs that were supposed to go towards ag support as well as mtss which is for mental health support got cut this past year and then the upcoming years and so and also multi-language pathways which is really kind of upsetting so i would like to hear input about what's happening with that and if that money has been put back

yet. >> thank you. ms. marshal? >> thank you so much. my concerns are that when a teacher takes children on a field trip, they must account for every child and bring the child back to the school site. if there's a disaster -- >> i'm sorry, ms. marshal, i'm sorry to interrupt you. we are hearing public comment on the -- >> i know. >> i'm getting to it. if a (indiscernible) has a disaster, they must account for every person. [speaker is muffled] we were onboard to fear they were doing deficit spending. to hear

special ed -- it would be because of what you have. so i hope going forward that you all repair this and it never happens again. thank you. >> thank you. breanda. >> good evening, board commissioners, my name is breanda and thinking as a mom and former employee of a company. whether you say your goal is employer retention, what is happening right now in the district completely contradicts that. you can't retain employees if you're not paying them. so employee retention is your goal, we want to ensure employees are getting paid and thing will change in the positive direction but who wants to stay someplace when they are not getting paid. ask your self, would you stay someplace --

>> i'm sorry to interrupt you. we're responding to the actuals report right now, unaudited. >> that's part what they said, employee retention. we're not retaining employees if we're not paying them. >> thank you. lauren. >> hello, commissioners. hello superintendent wayne. thank you so much for this presentation. head wallace. i appreciate all the time you've been able to give us your time and attention by e-mails and answering questions and l-caps and other forms and i know this is a bunch (indiscernible) that represent a ton of work and trade-offs and i have a lot of the same kind of questions brought up by the other public comment but i recognize that hopefully we'll

get another chance to get into some -- the questions of how these trade-offs were made and how the situations will affect planning going forward but just again, showing my appreciation for all the work you did with getting things going in uh tough years and working with all the questions from all the different people. thank you. >> thank you. that concludes virtual public comment for this item. >> thank you, colleagues. do you have any comments or questions? vice-president boggess? >> i was wondering if the superintendent or someone else could talk a little bit about the impact of the cost savings that were generated from the lack of positions and kind of how that might have impacted school sites and i also think it would be helpful if we can talk a little bit about some of the reductions and programming and things that kind of happened

last year and i guess their relationship to the numbers we have now verses enrollment and attendance and all those things, if that makes sense as a question. >> i would say the saves on the expenditure side is not a good indication in the sense that it means programs aren't provided to our students. an example i'll callout is our p-funding. there was, we did see an accumulation of p-fund dollars while schools were closed and it was a difficult time to implement sports, library, arts and music programs. we would be able to provide the funds with students

back but it's hard to provide the services. it's one example of the challenges. so, i would say that it's -- it's a relief to have an offset to the loss in revenue, right. from looking at a table and seeing how the numbers balance out. it's relief to the positive and the board has more flexibility and having resources to implement your priority so that's great. but on the saving side, it does mean lost opportunities for having providing services and support to students. >> also another area and in special education savings, we saw and continue to see a lot of vacancies in para educator. that's correct. there's services provided and there's a cost in learning and the cost of the district, also because we need

to find a way to provide those services. >> commissioner, alexander, weisman and weissman-ward and motamedi. >> yeah. following up on that question around the difference in expenditures. i guess what i'm confused about, i'm looking back at our second interim from last year, why did we not anticipate this or do you know what i mean. i guess i'm trying to understand this occurred without better anticipation of it. does that make sense? >> well, i will say that on the personnel side, we did build in additional salary savings knowing that there were a significant number of vacancies. what you'll see with some of the numbers is we went over on salaries but under on benefits but you know, we're -- we were

really trying to do our best to estimate what the cost could be because honestly, we couldn't see what the financial cost were. we were looking at positions that were available or sorry, positions that were vacant and trying to extrapolate as to what the cost would be and the savings within the budget. we didn't have the financial data to see what salary and benefits costs were occurring month over month because we were not able to transfer the payroll data into our financial system until we were in the process of closing out the year. to tell a quick story about another impact of empower, as everybody was working to try and figure out how to get people paid, it meant that resources that might have been going into figuring out how to convert that data from the payroll system to the financial system weren't put into place until we were really hitting these deadlines around needing

to start to close our books. and that meant that the -- the folks on my team, both budget and accounting -- the folks on my team both budget and accounting were doing their best to estimate the cost of personnel would be so it's not a pretty picture, those numbers are -- they don't -- they don't make a lot of sense, you know, at first glance but i'll tell you there's a result of just trying to take fte's and estimated cost and build out, you know, a forecast and so if you look at the salary cost and benefits together, that will give us a closer picture of how far off we were and in the scheme of things, we weren't too far off. on the special education side, i would say it's a little bit different because while we did build salary savings, we didn't want to be too aggressive with our savings

assumption, just given the importance of these program asks as we closed out the book for the fiscal year, we were looking for opportunities to maximize restricted resources that we hasn't built into the second interim so that is an important factor both for the special education programs and for the unrestricted general fund. >> so some of those positions got made after march, basically, yeah, yeah. the reason i'm asking because i think moving forward for the superintendent, i think it's -- this is something we gotten from the public over and over again around transparency so when we see 70% of our budget expenditure, it raises a question of wait a minute, what's going on. we have to figure this out in order to have good projections and when we change, we can explain why we're changing, you know. so, thanks.

from judge /* -- >> thank you and good luck after your departure from the district. i have a question because i'm a rule follower. i know that -- you mixed this was due -- you mention this was due october 15th and it was submitted to the state superintendent with the promise that it would come back approved. and so my question is, are we -- i think this is the first time at least for me approving unaudit actuals, is this -- are we really late on this? i see we have a map over here. is this something that impacts our reputation with cde and in terms of how they are looking at us and monitoring us

and i want to know is this a regular thing in terms of us being late on this in addition to being slightly off? >> no. we are not regularly late. this is the first time i believe for the district and we were this close communication both with our fiscal experts who have been in touch with cde ask supported us in this decision -- and supported us in this decision. it's a narrow window in time any year to close the books within the deadline but it was particularly challenging just because we also had the process of posting payroll to the financial system and trying to make it be as accurate as possible. these were unusual circumstances and we had both our fiscal experts and cte supporting us in that decision. >> so i think my questions might

be more superintendent so you may be able to relax for a minute. i know that this predates you. this is last year. but one of the questions i have about special ed especially going forward right now, it relates to our consent calendar so if it's okay if i can draw a connection because there are a number of contracts coming for special ed contracted relations contracting for services. i guess when i see because i don't like and meagan heard this before, i'm not comfortable applauding savings that come from lack of delivery from programs to schools and curtailment of hiring, so what i'm wanting to know is given, it's not so much about the numbers in here but where we are right now in this moment and going forward, are we looking up

at shoring up those programs and filling those positions or is the kind of contracting that i'm seeing coming through the consent calendar is coming through because of lack of act to provide service? >> so, yes, we are trying to staff up. no, we haven't successfully been able to do so and then without looking at them closely offhand, i think yes, some of them are definitely in response to needing to either provide services that we haven't been able to provide. i know one of them in particular that is exactly for that reason and then also when we've had to do settlements to make up for that so it will be -- the staffing -- available staff is going to be,

our staffing shortage is an issue for a while but how we organize ourselves in light of limited staffing is something we need to plan for when doing budget and personnel for next year and where we're prioritizing putting the limited folks that we have. >> okay much because i'm going to underscore, you know, the comments related to our goals and vision and values, if we are not figuring out how to shore up resources and deliver on programs that are going to be benefiting our students, then there is a disconnect and it will be performative and i don't think anyone sitting here wants it to be. then i have kind of -- i bring up this (indiscernible) question and i don't know who this is better directed to. this is for self f -- >> this is actually for the entire district budget. >> okay, the entire district

budget. i was looking at the, let me -- there's the -- they are so big. the district one, the percent of current cost of education expended for classroom compensation is meant to be 55% or higher for unified school districts. we're at 55.21 and so i just wanted some framing around that if that is how we've been, where we want to be and my secondary question goes to the county one where every student succeeds at and the effort of determination was not met and so if someone can frame that for me and what that means and what our thoughts are about or around that and i apologize. i did send questions for response but i didn't get them out until yesterday.

>> so, one -- i just want to highlight that the 55% represents classroom, teachers and other support staff, so that could include para educator as well. and i would say that as a school district, we do provide additional services like because things like peace, slam, which includes classroom support teachers certainly but all the other types of expenses create a larger budget overall so the proportion of the classroom staff is actually smaller because we do make these other investments as a district. so, it actually hand been uncommon for sfusd to hover around that 55% and a lot of times, we end up needing to identify staff that could be part of that cal

information who are in the county -- calculation within the county fund and may move them to district fund to show we give ourselves credit for having, providing that classroom support. so, i think the main point is just that we do tend to hover around that number and it can be a matter of just looking to see, okay, what are our resources between the district and the county and how do we make it work. so, i think in that end, doing things like increasing salaries for our educator will increase the cost of those classroom support, so i think that will actually make it easier for us in fiscal year 22-23 for example moving forward. for meeting the moe,

there are revenue repercussions if you don't meet it. i need to do a follow up with staff to see what the impact would be. my understanding from talking with the team is that we're looking at upwards of $500,000 of an impact if a sanction were to be applied to the district for not meeting that requirement. >> can someone just explain the requirement? >> so, it is that 55% of the district or the county offices staff are -- represent classroom support so teachers or para educator so thinking, let's think about the budgeting framework of those most director advices in the classroom should be 55% of the investment we makeover all as a district and county office.

>> okay. if you -- in this case, it's the county office operations are not meeting that threshold and therefore there is a financial repercussion? >> we will need -- i'll need to follow up with staff and we'll update the board on what the impacts would be. >> thank you. >> i have a question, more so maybe a comment. i just want to plus one what commissioner motamedi raised and i think many of us, if not all of us, you know, acknowledging and recognizing the, you know, staff positions that continue to remain open, is we are not delivering those programs for our students and recognizing the workforce crisis and shortage

and i haven't acknowledged it tonight, i just need to publicly name that -- i recognize that payroll and power, lack of our ability right now to fully resolve those outstanding issues is directly impacting our ability to recruit, retain our staff members, period! i have a question for mr. du shawn, our fiscal expert. given that there -- we've requested this extension because we were needing to line up the year end between the payrolls, financial systems, and thank you may began for explaining that process, if you can share with the board right now what are your concerns or things that we need to be working with our -- the

superintendent as we look ahead to the interim reports, you know, submission, both in december and the end of the calendar year and the first quarter of 2023. >> [mic is off] >> there we go. a look in the rearview mirror, so there -- if you take your home budget, that's how you spend your money. that's how it is. you can't change it. that's how each budget category came out and for any school district that would be fluid in the number of -- in a year anyway, so as you look forward, i think the biggest concern is what is the district doing to get rid of that on going deficit because that deficit still exist and we've

had those conversations with staff. staff understands that and i think that's going to make -- there needs to be a close look at staffing which is ironic because your understaffed but you're declining enrollment, so in the end, if you get to a year where you don't have -- where you have a deficit, where you actually deficit spending and you can't cover it with other expenses, that's whether it gets sear -- that's when it gets serious and that's what to look for in the interim report and what staff advised for future year budgeting, does that make sense. >> the interim report is a projection and this is a look at what was there. as dr. wayne pointed out, they two very different reports. this report is sort ever agnostic to how you spent money. it doesn't go into

the budget categories other than you've spent this much on classified salaries ask this much on benefit -- and this much on benefits but as you look forward, you have to be subjective about each of those categories. so, as you look at your interim report, it's important to look at how the money is projected to be spent over the next three years. >> thank you. >> can i clarify, sorry. so going back to my -- the counties question. it says moe not met. what is our percentage? i mean, if you don't know and it's fine. you can get it to me later. i was curious how far away we are? >> i apologize for not having that detail. it's a very fair question. i wish i had it on

the form. >> commissioner weisman weissman-ward. >> a quick follow up question. i understand the savings slash not savings certainly are because of these open positions or programs that didn't get funded. is there any possibility that this is empower inaccuracies? these numbers are just wrong because the empower, system isn't working? >> i mean, so it's a two-fold answer. so, we can account for positions and so do know that some -- that is related to positions. the audited actuals may reveal there's other either over expenditures or -- overpayments or underpayments not captured in the unaudited actuals. and so, yes. i think even -- whatever the over -- whatever the audited actuals

reveal in a further refinement of that, there still is for sure savings identified because we did not have, yeah, we didn't spend as much projected on personnel. >> colleagues, i'm going to wrap up and are we going to do appreciations? >> maybe approve them first. >> okay. [laughter] >> that is our appreciation. [laughter] >> so, we will take a roll call vote since we had the motion and a second. >> commissioner alexander? >> yes >> vice-president boggess is this >> yes. >> commissioner hsu? >> yes. >> commissioner motamedi? >> yes. >> commissioner sanchez? >> yes. >> commissioner weisman? >> yes. >> president lam? >> yes. >> 7 ayes.

>> i do want to appreciate elliot du shawn and he's been a helpful partner in having clear expert but i share my time here having worked with meagan and her commitment and dedication to the district as employee and parent so i think as always, i've always kept that in mind. it's the 49,000 students including your own behind the numbers you're presenting so thank you to your commitment to our students. [applause] >> thank you. and i just want to also close, thank you again so much, meagan for your service. you are a true public servant at heart. i know it hasn't been easy. i still remember the -- the long, long hours of, in the throws ever nearly looking at

the financials sustainability for this district while in covid, while thinking about how are we keeping our students, our staff safe and just the most difficult time so i just want to extend my thanks to you and i wish you all the luck back at the city and county and just like dr. wayne mentioned, i know that and you get to continue as an sfusd parent now. and just wanted to express deep gratitude for your work and best of luck. >> i just want to thank you because i felt during the pandemic you were a staff member and a leader that really showed up for families and the community, trying to answer questions, trying to be as transparent as possible and i felt when i was on p-cac and you

took hard questions and returning with answers to the best of your ability so i know it was really challenging but you're very, very visible. wow, i got a little emotional because i had flashes of conversations we had during some of the darkest days during that period and i really, really, like i felt we were communicating as parents in addition to your role here at the district and you really showed up. so thank you very much and for your continued service and you will be surveying -- servicing the community from what i hear. keep calm and carryon. >> you can complain at the board and say you're not doing your finances right as a parent but echo all comments and i want to say thank you. it has been an honor to work with you. >> likewise. i wish you the best going forward. thank you.

>> and maybe you'll get some rest, just a tiny bit. >> ironically, this is my week off. but i actually -- [laughter] my family thinks i was crazy to want to present but i did want to say goodbye and thank you and so just all the more reason why i appreciate your heartfelt comments and i can't help but think that the conversation with this board, not all the same members but with this body began three years ago with this presentation that we saw a hole and i wasn't anticipating needing to play that role and just it has been a journey of a lifetime. i mean, we'll see what comes my way after this but just it has been such an important learning experience for me and an opportunity to give, you're right. i live to be a public servant and thank you for this opportunity. you got me cheered

up, so thank you. >> all right. so, we will go to item, action item 3. 2210-25sp3. the fiscal year 21-22 annual audit extension request. i like to ask for a motion and second. >> so moved. >> second. >> thank you, so this is a request for the annual audit to submit it at a later date. this is allowable within the regulations, so we are still following the rules. and similar to what ms. wallace presented previously in closing the books with this new system, it took a while to get unaudited actuals complete so that's necessitating those doing our auditing to wanting a little more time for the audit actuals, so but in order to do that, we need to

publicly get board approval to do that extension. i think that covers it and if there's questions, ms. wallace can share more. >> i'll need to open up for public comment. >> there are none in person. >> please raise your hand if you care to share your public comment on this item? bavett. >> yes. i just have a quick question regarding this budget item. but putting up the final audit for '21. during the second district pta meeting, i actually asked (indiscernible) about peace money used for galileo high school baseball field and the response was it was

$488,000, i would like to confirm what that price was since that money was actually taken out of peace and it can come out of facilities money instead out of peace money which reduced the amount available for critical services like language pathway and mental health services for students who kneed it most during covid. >> thank you. that does conclude our virtual public comment for this item. >> okay. any comments from colleagues or questions? seeing none. roll call vote. >> commissioner alexander? >> yes. >> vice-president boggess? >> yes. >> commissioner hsu? >> yes. >> commissioner motamedi? >> yes. >> commissioner sanchez? >> yes. >> commissioner weisman weissman-ward. >> yes. >> president lam? >> yes. >> 7 ayes.

>> thank you. item no. four, 20210-25sp4, tentative agreement between san francisco unified school district and united educator of san francisco regarding reopener successor agreement. a motion and second. >> motion. >> second. >> dr. wayne. >> thank you, we're pleased to bring forward this item. and again, representing an investment in our educator and sfusd, so i like to welcome our interim head of labor, sam bass for a very brief overview of the settlement, it's a salary plus a few issues around working conditions we have addressed. >> thank you, good evening, commissioners, great to see you. i'm here for recommended action to approve the tentative agreement between san francisco unified school district and united educator of san francisco regarding the reopener successor

agreement. yeah. we can celebrate -- it's six percent salary increase plus additional prep time as well as of course, add more schools to support our most high needs student populations. >> thank you. i like to open it up for public comment. >> thank you. we have two, chris and kassandra. >> i'm chris, a teacher at washington high school. thank you for finally bringing this agreement to a board meeting for a vote and ready for a month. i would be in violation of my principal expectations if i waited to grade papers for a mow. you worked hard to get this

agreement in time for a september meeting so the rate time has made me frus trayed with my district but putting that aside. we needed to raise this a long time ago, forcing us to wait this long has been a new lower-level of disrespect than possible. i'm asking you to pass this agreement and get this raised to people immediately and correctly. get the sub program started and give us that extra prep time. maybe it's enough to keep us here or attract more people until we can bargain our new program. give us what our students and educator deserve, thank you. >> good evening. thank you. without repeating any of that, we're glad this is going to be activated. this is a needed

improvement on a long site that is a decade old truly. the root of underpaying here in san francisco unified for educator, particularly those of most vulnerable which is our para educators and in the agreement you're hopefully ratifying, this will also be the first time that the para educator are attached to the exact same amount across level. in the future, there's ways we believe that addressing the underresourced departments that you have discussed today is in large part able to be solved in the sort of effort that we're doing right now which is folks love doing the work that we do. i went to burton today and i got to see every grade level of student you've taught in the last five years. i love doing this job. but when we make it unsustainable by having to cover

classes, in dispro -- disproportionate work and doing the work and not having substitute and not getting paid enough. and while we can talk about it being a national and federal issue, there's actions we can take at home to address this. so this is only the beginning. this is the first step of a long journey we're going to take to work together to fix this. you've heard hopefully, you've heard for over a year, some of you, superintendent wayne for -- before you took the job, that usf is a partner in making sure our district is not just a great place to work but a great place to learn and to stay working and and the way we do this is by working together to ensure that agrees like this and improvements keep going so we

have the colleagues we need to do this work. that's more stress for that staff and more stress for the students. the core sub program was a great idea at the time and at this point, it almost seems like it might not meet the mark. but it doesn't mean it's not going to work well. but we have to run to catch up. we're in a sprint right now and so, looking forward to this. appreciating this and the consorted committed effort to solving the root causes of of the issues we're dealing with in injure students classrooms and colleagues classrooms we go to help each other out. thanks. >> that concludes in person. >> please raise your hand if you

care to speak to the tentative agreement. >> bavett. >> yes. i just wanted to let the board know that you guys have literately spent more time as a board of ed in the last four months on that dog and pony show called vision values, goals and guardrails without really truly engaging in public comment and community as of stated by almost 99% of the responders. you guys really needed to have gone back to the community instead of voting yes across the board but since you did, this is a halfway step in making our teachers whole and you have spent the couple of months on how to get our professional pay and support staff up to the rate marine county and san mateo,al -- alameda county ask those who pay educator -- and those who pay

educator more. [speaker is muffled] that should have been your first priority and not list. >> thank you. vanessa. >> thank you, good evening, i want to commend the superintendent and the board of education for taking the step to ensure that our educator are paid, given the pay rates around the counties that surround us, so good job with that. please continue to ensure that all different (indiscernible) and certified staff are considered as you all move on and i'm really excited that you have included instructional assistance that this, thank you. >> thank you. that concludes virtual public comment for this item. >> commissioner sanchez? >> thank you so much. i just

have a couple -- first of all, congratulations to our team and uvsa bargaining team. i appreciate the work on this. i just have a couple of questions around the dedicated course of programs referenced. it says it's a pilot program. is there a limit to this pilot in terms of how many years? >> no, there hasn't been a limit discussed but we are eager to get it started this year to see how we can let it grow for the coming years. >> and thank you. for tier three schools and is it proportionate to how many students in the school or one no matter the size of the school. >> it's just one for now. as we look at the results of the pilot and see what adjustments can be made quantitatively. >> we've had this program in the

past, twice in the last 20 years and when was -- equity teacher was released and it was the same thing. they would be able to release teachers who were going to professional development and substitute -- it wasn't a matter of a substitute not showing up. it was utilizing this person to cover classrooms so teachers could get professional development, is that part of the work that can be done? >> yes, absolutely. >> great, thanks. >> >> okay. roll call vote, please. >> [roll call] >> 7 ayes. >> thank you. >> thanks. i want to appreciate the board for approving this and also our ue partners for working on this. there was an urgency to

complete this it is beginning of the year so our educator with focus on educate. you included -- i explained that and it took time. we're going to need time to work on implementing it but we want to make sure everybody gets this in an accurate form so and again, i appreciate the partnership to make this happen and demonstrate how much we appreciate our educator in sfusd. >> yes, thank you. item no. five, 2210-25sp5, tentative agreement on collective bargaining agreement between sfusd and united administrators of san francisco for successor agreement >> so moved. >> i like to ask for a motion

and second. >> second. >> thank you. and this is an agreement with ua that is on other areas of the contract. we're coming back to the table around compensation so i'll present again. sam bass, interim head of labor relations to speak to what this agreement entails. >> good evening again, commissioners. as dr. wayne sid, i'm here to recommend approval of the tentative agreement on collective bargaining between sfusd and united add administrator. >> thank you. i would like to open it up for public comment. >> none in person. >> please raise your hand if you care to speak to this tentative agreement. seeing no hands

raised. >> the administrators have to get up in five hours. six hours. i'd like to ask for comments from the board or -- board members? commissioner hsu? >> i noticed there's a suspension of the professional development funds for this year. how is that going to impact our curriculum and instruction delivery? >> yeah. commissioner hsu, i'm going to defer to my colleague. >> mr. bass is doing an amazing job. he didn't negotiate because he was in hr. that fund doesn't impact the professional development that we provide in the district. it speaks to a fund that -- administrators

sought reimbursement. it has been paid and part of an agreement that the board approved in may so this is wrapping up all the terms, some of which we have signed off on in may. >> so the short answer to your question is it doesn't impact professional development offered by curriculum instruction. >> actually, sorry if i wasn't clear on my question but i wasn't asking about our professional development per se, just professional development in general, not doing that or suspending that for this year. how is that going to impact the effectiveness of our administrators and their work. >> i don't have the exact

numbers but historically, very few administrators took advantage of this fund. >> i can attest to that. >> that's why united educator want us to use the funds in a different way to benefit their members. >> thank you. >> seeing no other comments. >> thank you. vice-president boggess. >> yes. >> [roll call] >> item h consent calendar. so i want to note that public comments of the public my comment on any matter of the consent calendar but members of the public will not be able to e sever agenda items for discussion. are there any items -- sorry,

beforedo that, i would like to k for a motion and a second on the consent calendar. >> so moved. >> seconds. >> any items withdrawn? mr. president? >> yes.p mt■ find. h-44 board policy 511 on admissions will be withdrawn. we want to follow up on a few inquiries around the policies. >> okay. thank you. so we have mr. seal item 44 will be withdrawn. any items removed by the board? or severed? seeing none. we'll have a roll call vote with

the exception -- removal of item 44. >> we have one person for public comment. >> public comment. >> yes. i see her on my -- >> yes. i want to make a public comment regarding prop-a bonds. i want to reiterate some of the payments that are going towards fixing things, i just want to elevate the fact that this district should not pay for ren vases o over 20 feet of the original bonds. if you look forward to going through basically that management report that was presented at the last board

meeting, you should consider those schools that were not funded last time that were supposed to be and ensure that they're drr their names are placed on the new bond and it says "shall" and not just must or make because this is now an issue where schools are waiting decades for these improvements and told that they're going to be done. a lot of the schools that you guys may have to make decisions on them. these are something that you guys k06 included in your guardrail but you didn't. >> thank you. that concludes virtual public comment for this item. >> roll call vote. >> thank you excluding 44, alexander. >> yes.

>> [indiscernible] >> yes. >> commissioner shie. >> yes. >> commissioner [indiscernible],. >> yes. >> commissioner sanchez. >> yes. >> commissioner ward. >> lamb. >> yes. >> that passes. thank you. moving to item i, consent calendar retroactive contracts. i'd like to have a motion and a second. >> so moved. >> second. >> open for public comment. >> [indiscernible] >> hello. i'm here to comment on item 2, the pack contract. thank you for bringing this contract forward. my questions are around the proposed outcomes service. and i quote "the intended outcome of this work is to engage the parent community." the pack is so much for than this first of all.

they have subcommittees, they work with various teams within the district and empower parents. they teach parents how to speak the district's language and lingo which is no small feat there. as oo we've said the multiple times tonight, guardrail one is about effect ir decision making. the superintendent shall include a process with meaningful consultation with expairnts guardians impacted by the decision. committee meeting are not happening, board meeting is running into three hours. public comment is one minute. it if we're limiting the scope of the pack, how are we expecting parents to engage? this narrows the work that the pack has done. where are we expecting engagement?

>> do you have virtual public comment? >> i would like to echo everything alitta said. i think it's problematic that this district suspended the committees at the beginning of the summer and light now we're starting to even get some of the contracts signed and getting some of the committees fully stocked. that lends to the state your tuu received from the visions values and goals guardrails. without making people feel it's a conversation and a two-way conversation, things could be better. i actually attended one of the meetings where the superintendent gave us a history of

when you don't support the full work, you're going to continue to have people upset and speaking one way and not getting it resolved. >> brandy. >> hi. i just want to echo what the two previous callers said. we've had -- think about this, at this board meeting, there have been three protests because parents and community members are not happy. narrowing the scope of the pack,

it seems like there have been so many comments to try to stifle the parents voices whether it's getting rid of oversight committees or lilting public comment. the repeated demand for stability when so many things are not getting done. families aren't being treated with respect. there have been no funding of the qt pack. think about how that feels to families could have queer kids especially when you think about what is going on in texas. i hope you take to heart a lot of the unhappy feedback. this isn't directed to anybody personally. when you continually take away parents' voices. people are unhappy and the system doesn't function as well as it should.

>> yvette. >> good evening, thank you so much. i just want to say, obviously i think it's great to have pack. i think it's great to have engagement. and i think there is a caution in making sure we don't just let it be the parents that everyone wants to hear from. you hear lot of the same voices. we need proper parent engagement only happens because of pacts in the district. i think it'sac a mistake. i don't think any organization can represent any voices. i hope that northwest parkts are get more voices and doing more outreach. you'll find out that people don't hear about the pact or hear about is it from the paas. if the pact a wants do the work or if you want to continue the

conversations, interest needs to be better oversight and engagement because it's not reaching everyone in the way that the voices that keep talking at these meetings are doing. by all means, i appreciate the conversation, but let's be careful about recognizing who are calling in and w.h.o. whatever particular position are making sure that we have a broad range of voices. >> thank you. any items withdrawn or corrected by the superintendent? >> no. >> all right, any items severed by the board or superintendents? for discussion or vote tonight? i'm going to pull item i-2 for separate vote and discussion.

moving forward for the roll call vote excluding items i-2. >> thank you. commissioner alexander. >> yes. >> commissioner boeingis. >> yes. >> commissioner hsu. >> yes. >> commissioner ma tam by. >> yes. >> commissioner sanchez. >> yes. >> commissioner wiseman borg. >> yes. >> commissioner [indiscernible] >> yes. >> that passes. >> i wanted to raise item 2 for submission by the businesses services division. were there any questions? >> did you talk about if there are any changes to the scope of work and expectations of what

was previously done versus the current expectations going into the year. >> yes. this item is brought forward as a retroactive item because the community initiatives have been the fiscal sponsor for the pact coordination. it's expected they would continue so the work started, io start -- we don't want work starting without contracts in place, but this is work on going each year. in reviewing it, we recognized there were adjustments to the scope that we needed to make and have been going through that process but -- not that the work has been happening in order to

compensate and pay the invoice from community initiatives, we needed to bring forward a contract. there have been some adjustments to the scope. if there is further:ti consideration that the board wants to take, we want to make sure we're able to pay for services rendered disp and then we can possibly consider what other adjustments to the scope to address where we're going as a district. >> the word that was removed from this scope of work, where does it exist now and how is it being held for execution? >> i think the short answer is we have the board approved an ell cap coordinating position. recognizing there needs to be a district effort. that position -- a person has just come on board and we're

working through what what looks like specifically. we want to make sure that the district has the responsibility for engaging with the families around the ell cap and working on that process rather than having an outside organization do that. >> are there additional questions? >> yes. so if we -- so this item is being brought forward for the retroactive payment. if we want to still have that further discussion, i'm looking at our general council, how

might the -- what might be the amended motion? we want to make sure we're following through on our commitment when there have been working up to this point. >> i think the board has a few choices. obviously you can move forward with the vote, yes or no. if the board votes no, that's going to present some issues for someone who has already performed work that hasn't been paid. if you wanted to proceed that way, i think we should have a conversation about that so i can advise in closed session. the other option is you could table this until your next meeting or we don't know that community initiatives would agree but we can move an amended contract for a term to end on november 30th which would permit us to at least pay for the work that has been completed.

>> could i -- i would like to move the second option that our general council proposed to amend the term to november 30th not october 30th. >> no, i would have to look to the superintendent. i don't know what work has been contemplated with october 30th if it presents any issues for us if we cut it off in a week or less than a week. >> yeah. i think we definitely want to have the conversation so november 30th i think would make sense. >> then i move to amend the terms of this contract to end november 30th.bmí 2022. >> is there a second for that?

that's with the idea that the rest of the contract is tabled for additional discussion or not. >> i think that is at the pleasure of the board. the contract will come back in it's existing form or an existing form after the board has had a discussion. >> is there a second for the motion? >> second. >> any additional questions? okay. roll call vote. >> on the motion. >> correct. >> motion on amendment. al expander. >> no. >> vice president. >> no. >> commissioner chu. >> yes. >> commissioner [indiscernible]

>> yes. >> president lamb. >> yes. >> commissioner sanchez. >> no. >> commissioner borg. >> yes. >> president lamb. >> for clarification this would allow us to still review and bring back. >> yes, but for the time being, the contract would be amended to terminate on november 30th and that wouldn't happen unless the board takes subsequent action. >> so there could be a subsequent action that could follow. >> there is a possibility for that. right now that's not on the table. >> yes. >> that's four ayes, three nays. >> for the record is clear, the contract is approved as amended to term so it will terminate on november 30th.

>> [off mic] >> [off mic] >> so the contract was approved amended to november 30th. that allows us to pay for work done and then that allows us to look at the scope to make sure we're clear on addressing any questions around the scope and bring back beyond november 30th. >> got it. >> item number k, board members report special meeting on september -- sshed october 15th, informational item with the governance workshop which we talked extensively tonight. i would like to ask if there are any reports to membership

organizations. commissioner sanchez. >> thank you superintendent wayne and i attended the schools conference in orlando this past week. and i did -- i sent everybody a link to a lot of documents to cover the information we were given as part of the board of directors for the organization. and so if anybody wants me to wack through the information, i'm deep it with you. thank you. >> thank you commissioner sanchez. any other board reports? seeing none, informational items i want to list the initial proposals from the administrators of san francisco posted to the agenda and in the initial proposals of ua. and at this time, i would like

to recess for us to go back into closed session and we'll come back to open session before adjournment. >> yes. >> 102522 closed session. first thing we have is a vote on student expulsion matters. i move approval of expulsion agreement of one high school matter number 2022-20323-number three from the district for the remainder of the fall semester. 2022 suspended enforcement of the expulsion for spring 2023. can i have a second? >> i will second that. >> okay. can we have a roll call vote.

>> yes, commissioner alexander. >> yes. >> vice president bogus. >> yes. >> commissioner chu 37 yes. >> commissioner [indiscernible] >> yes. >> commissioner sanchez. commissioner wiseman borg. >> yes. >> commissioner lamb. >> thank you. >> five yeses. >> one expulsion for 2022-2023-4 from the school district for the remaindzer of the fall semester 2022 suspended enforcement of the expulsion for spring 2023. can i have a second? >> second. >> roll call vote. >> alexander. >> yes. >> bogus. >> yes. >> chu. >> yes. >> tomedy. >> yes. >> commissioner ward president lamb. >> yes. >> five ayes. >> item 2 report from closed session.

before i report out for the closed session for the regular meeting, we want to correct a misstatement from the meeting held earlier. during the special meeting closed session before the board, the board which a vote of 6 yeses and one no vote, the no vote being vice president bogus, the board organized the kowrches to settle the matter in regards to allow the incorporated marketing sales practice and product liability litigation court of the northern district of california case number 3-covid 9 l 189-md-913-who up to the stipulated amount. okay. and the report out from our closed session after the board

meeting in one matter of public employee discipline, dismissal or release a board by the vote of six yeses and one know with wiseman ward voting no, approved the agreement up to the stipulated amount. in five matters the board gave direction to legal council and with that, i believe we will he give it back to president. >> thank you vice president boeingis. we'll now formally adjourn at 12:31 a.m.

>> 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. [♪♪♪] >> there is a lot of unique

characteristics about visitation valley. it is a unique part of the city. >> we are off in a corner of the city against the san francisco county line 101 on one side. vis station valley is still one of the last blue color neighborhoods in san francisco. a lot of working class families out here. it is unusual. not a lot of apartment buildings. a lot of single family homes. >> great business corridor. so much traffic coming through here and stopping off to grab coffee or sandwich or pick up food before going home. >> a lot of customers are from the neighborhood. they are painters or mechanics. they are like blue color workers, a lot of them. >> the community is lovely. multi-racial and hopefully we can look out for each other. >> there is a variety of businesses on the block.

you think of buffalo kitchen, chinese food, pork buns, sandwich. library, bank of america with a parking lot. the market where you can grab anything. amazing food choices, nail salons. basically everything you need is here. >> a lot of these businesses up and down leland are family owned. people running them are family. when you come here and you have an uncle and nephew and go across the street and have the guy and his dad. lisa and her daughter in the dog parlor and pam. it is very cool. >> is small businesses make the neighborhood unique. >> new businesses coming. in mission blue, gourmet chocolate manufacturing. the corridor has changed and is continuing to change. we hope to see more businesses

coming in the near future. >> this is what is needed. first, stay home. unless it is absoluteliness scary. social distancing is the most important step right now to limit spread of virus. cancel all nonessential gather everythings. >> when the pandemic litly land avenue suffered like other corridors. a few nail salons couldn't operate. they shut down. restaurants that had to adapt to more of a take out model. they haven't totally brought back indoor seating. >> it is heartbreaking to see the businesses that have closed down and shut because of the pandemic. >> when the pandemic first hit

it got really slow. we had to change our hours. we never had to close, which is a blessing. thank god. we stayed open the whole time. >> we were kind of nervous and anxious to see what was going to come next hoping we will not have to close down. >> during covid we would go outside and look on both sides of the street. it looked like old western town. nobody on the street. no cars. >> it was a hard eight or nine months. when they opened up half the people couldn't afford a haircut. >> during that time we kept saying the coffee shop was the living room of the valley. people would come to make sure they were okay. >> we checked on each other and patronized each other. i would get a cup of coffee, shirt, they would get a haircut. >> this is a generous and kind

community. people would be like i am getting the toffee for the guy behind me and some days it went on and on. it was amazing to watch. we saw a perfect picture of community. we are all in this together. >> since we began to reopen one year later, we will emerge stronger. we will emerge better as a city because we are still here and we stand in solidarity with one another. >> when we opened up august 1st. i will not say it was all good. we are still struggling due to covid. it affected a lot of people. >> we are still in the pandemic right now. things are opening up a little bit. it is great to have space to come together. i did a three painting series of

visitation valley and the businesses on leland. it felt good to drop off the paintings and hung them. >> my business is picking up. the city is opening up. we have mask requirements. i check temperatures. i ask for vaccination card and/or recent test. the older folks they want to feel safe here. >> i feel like there is a sense of unity happening. >> what got us through the pandemic was our customers. their dogs needed groomed, we have to cut their nails so they don't over grow. >> this is only going to push us forward. i sense a spirit of community and just belief in one another. >> we are trying to see if we can help all small businesses around here. there is a cannabis club lounge next to the dog parlor to bring foot traffic. my business is not going to work

if the business across the street is not getting help. >> in hit us hard. i see a bright future to get the storefronts full. >> once people come here i think they really like it. >> if you are from san francisco visit visitation valley to see how this side of the city is the same but different.

>> good morning, everyone. >> good mornin