20 to order call vote. thank you, commissioner alexander here. president bogus here, commissioner fischer. here commissioner comedy? sure commissioner sanchez here commissioner wise award here presently. here. thank you. thank you this time. i don't see any in person. public comment. is there in virtual public comment. no there's no virtual public comment. thank you. we will now recess and going into >> as i call this meeting to o order, i would like to make a note about this meeting. the board has committed to spending half of its time at board meeting focused on

student outcome. when planning how to do this is we decided to have a one meeting a month as a workshop and one as a board meeting. tonight is a workshop meeting. you will notice that we don't have a superintendent report or board members reports, there is no general public comment on the agenda. there is also, there may also be a focus so that we can focus our time on having in depth discussion on our student progress and outcomes. we will actually be talking about the calendar in the workshop later this evening as we move through the agenda. since this is the first workshop meeting. thank you, superintendent wayne. so at this time, i also want to

give a warm welcome to commissioner fisher. today is is her first official board meeting, welcome. [applause] no, you are not new to us at u.s. d but we are very excited to have you join this governoring body, so welcome. we will now, vote on the student expulsion matters. so at this time, let's see. i move approval of the stipulated of one middle school student matter number 2022-number 8 for the remainder of the fall semester, suspended enforcement of the expulsion for spring 2023. may i have a second. >> second. >> roll call mr. steve. >> commissioner alexander. >> yes.

>> invite president. >> yes. >> commissioner fisher. >> yes. >> commissioner matamedi. >> yes. >> commissioner sanchez. >> yes. >> commissioner ward. >> yes. >> president lam. >> yes. >> motion passes. >> matter number 2022-23-number 9 prosecute the district for the fall semester 202 2, suspended for spring 2023. may i have a second. >> second. >> roll call. >> commissioner alexander. >> yes. >> vice president boggess. >> yes. >> commissioner fisher. >> yes. >> commissioner matamedi. >> yes. n.commissioner sanchez. >> yes. >> commissioner ward. >> yes. >> president lam. >> 7 ayes. >> i move approval of one middle school student matter

number 2022-23, number 10, from the district for the remainder of the fall semester 2022, suspended enforcement of the expulsion for spring of 2023, may i have a second. >> second. >> roll call. >> commissioner alexander. >> yes. >> commissioner bogus. >> yes. >> commissioner fisher. >> yes. >> commissioner matamedi. >> yes. ?flt president lam. >> yes. >> 7 lamb. 7-yeses. >> i move approval of expulsion number 11 with beginning ex peltion of beginning fall for one calendar year, may i have a second. >> second. >> roll call please. >> commissioner alexander. >> yes >>. vice president. >> yes. >> commissioner fisher. >> yes. >> commissioner metameti. >> yes.

>> commissioner sanchez. >> yes. >> commissioner wiseman ward. >> yes. >> president lam >> >> yes. >> 7 yeses. >> matter number 2022-23 number 12 for the district for the remainder of the fall semester, suspensed enforcement for spring 2023. may i have a second. >> second. >> roll call please. >> commissioner alexander. sth. yes. >> vice president. >> yes. >> commissioner fisher. >> yes. >> missioner metamedi. >> yes. >> commissioner sanchez. >> yes. >> commissioner boggess. >> yells. >> president. >> yes. >> 7 yeses. >> i move approval for one student number 13 from the district for suspended enforcement for spring 2023, may i have a second. >> seconds. >> roll call please.

>> commissioner alexander. >> yes. >> vice president. >> yes. >> commissioner fisher. >> yes. >> commissioner metamedi. n.yes. >> 7 yeses. >> i move approval with suspended of expulsion of one high school student, matter 2022-to 2023, may i have a second. >> second. >> roll call please. >> commissioner alexander. >> yes. >> commissioner fisher. n.yes. >> commissioner sanchez. >> yes. >> commissioner wiseman ward. n.yes. >> president lam. >> yes. >> 7 yeses. >> moving to matter number 2,

moving from closed session, the board gave direction to general council. >> moving to action number 1, education rules and procedures. as stipulated in the serious 9,000, the board should readopt its ruled at the regular board meeting of the year. thus may i near a motion and a second for the procedures 9,000. >> so moved. >> second. >> thank you, this time, would i like to open for public comments specifically for item number 1, to readopt the rules and procedures education. >> no one for number one

in-person. >> please raise your hand if you care to raise your hand if you wish. can i please repeat have that repeated in spanish and chinese. >> repeating in chinese and spanish] >> thank you, seeing no hands up toer this item. >> thank you. are there any comments from the members for agenda item number 1. seeing none, roll call vote please. >> student delegate hansen. >> yes. >> student delegate kinoshita. >> yes. >> vice president. commissioner motamedi. >> yes. >> commissioner sanchez. >> yes.

>> commissioner ward. n.yes. >> president lam. >> yes. >> 6 yeses. >> thank you, moving to organizational meeting of the board action number 2, election of to the board of education. as a reminder to the board and public, this type of election is by voice vote. we will adhere to the following commissioner. any commissioner may nominate any other commissioner or themselves. they do not require a second. a commissioner may vote for themselves. if a commissioner is nominated by a colleague, the commissioner must accept or reject their nomination. once all nominated are received and accepted, commissioners will have no more than two minutes to make a statement about the nominee if they wish to do so. revised rules and procedures, if no commissioner receives a

super majority or 5 votes, the board will hold a second organizational meeting for nominations at its next scheduled meeting in january. at this time, i would like to declare nominations are open for the president of board of education for the year 2023. are there any nominations? commissioner weissman ward. >> i would like to nominate jenny lam for president and i'll do my best to keep my comments brief. president lam has held the position for less than a year. yet in that time, she along with vice president have refocused the board and its priority. namely, providing excellent and equitable education opportunities for each and

every one of our sfusd students. president and vice president lead the district and the board through a long intense exhausting superintendent search where, under their leadership, we chose wisely and unanimously and hired a student senate leader. president lam took on the heavy labor or of identifying and locating and securing support to help the board understand the role and importance of good governorance in order to do the job as commissioners that we have all been elected to do. thanks to president, lam's leadership, we pass a hugely moner board of rules that among other things, include prohibiting unilateral resolutions and requiring us starting this month to post our agendas nearly two weeks in advance. under her leadership and guidance, we entire board were also held to the task of conducting nearly two dozen community out reach meetings for the first time ever to

identify a narrow and specific set of student facing goals for the district. president lam is whip smart and creating a space for each and every of the six of us here, the six of us not including president lam to voice our opinions and thoughts. she voices her desire at every level of the district starting with us on here the board. she is an expert on early childhood education, public school mom and most senior woman on the board and only only asian american in the board. the team comprised of president and vice president both who are committed and thoughtful as a leadership that i want to work under and alongside. i also want to make it very clear that i do believe in the opportunity for shared leaders positions and that a natural

rotation of holding leadership is generally really useful and a healthy practice. in this instance, i'm asking that the person hold hading the presidential baton be able to finer her lapse before moving along. she has not dropped the baton as a vice president knows i'm a big fan of his and i hope to support vice president as president next year. to my colleagues, i urge you how to reflect on how support for president lam demonstration to walking the governorance walk and not just talking the governorance talk. we would focus on the work or politics or power or ego, we promised we would center students and promised transparency and commitment to staying the course of governoring, so let's do that after all student outcome won't

change unless adult behavior do. [applause] i will continue with the nominations. >> vice president boggess. >> i would like to nominate myself for president. >> vice president boggess i would open it up for statements of additional nominees. are there any additional nominees? seeing none, i will turn to you if you would like to give any give brief remarks. >> thank you so much. since joining the board, in january of 2021, i felt really honored to be part of this board and contribute and give back to the district that i grew up in and i've been a part of since i was a small child. and i'm really excited about having the opportunity to be

nominated, even if it's a self nomination for the board president. and really i think what makes our board special is that we have 7 individuals that have very distinct and different back grounds and perspectives, but we're able to put the things together to put students first. and as important as our board for board leadership is the most important work that we're going to do today will be the workshop around governorance and monitoring that, we participate in next. i think no matter what happens with the leadership, shift on the board if we do have one or not, the commitment to the direction that we have started is not going to shift. all of our commitments to helping students is not going to shift. if i'm not elected or if i am, it's not going to change my commit toment this board or willingness to be a collaborator and work together. in a lot of ways we're in a moment to figure out how we can put students and families first

so our schools can get out of crieses. that does not means that we'll always agree but at the end of the day we always have to do whatever it takes to make sure we're putting students first and treating them and their families with the dignity and respect that they support. i definitely hope that my colleagues, will think of me as somebody who would be a good fit for the presidency and who you feel like you'll be able to give your support to. thank you. [applause] >> thank you, vice president, usually timer so please keep me to task. thank you commissioner weissmman ward, i appreciate the confidence. as president during this critical time for the board, i accept the nomination. this body has been through a

tumultuous difficult time. i'm proud of our work for the past ten months, we have worked together to become a higher functioning governoring body. through engagement we established our vision, values and goals and virtuals for the next five years. by the board that that's become our north star. at the same time, we navigated our first year back in-person, grappled with the coining of impact of covid and hired a new superintendent and found our way to some financial stability and still outstanding. and resolving the catastrophe of power p the pay roll system. paying our staff is fundment and basic. the livelihood of our hard working educators and staff. and we have just begun this hard work of putting our declaration into action. we must serve and deliver for

our is ited enters. we must embody our valley and make lasting systemic change that means excellence in education for all students and then i believe that, in this board and in this district's best district that i be approved for a full-time so i have the opportunity to support our sf u.s. d and our parents and students and community in this role. and as a asian american women, over the years i've been asked to step back time and time again, and this evening, i want to express, i've done the work and delivered for the district and community and i'm ready to continue. and we have so much work ahead and i'm ready to work with my colleagues to move our district forward. thank you. [applause] also want to let you know know, that colleagues i'll open up

for public comment and then we will follow to have a brief discussion and give a chance if other board members would like to give their remarks. at this time i'll open up for public comment. >> i have nine speaker cards in-person. >> thank you. lisa, can we take a sense of hands virtually. >> currently, we have 3 hands raised, 4. >> there are several cards coming in at this moment. >> depending on the number of speakers, i may limit public comment because we want to focus on student. >> we now have 14 in-person.

>> lisa, do you have a sense of virtual hand. >> i have four hands. >> thank you. >> please raise your hand if you care to speak to this item. this is the election of officers for 2023, can we please have that repeated in spanish and chinese.

>> thank you. >> thank you. president lam there are five hands raised. >> jetson how many in-person? >> 15. >> we will take more than 20 minutes of public comment one minute each speaker please. and that does not include interpretation time, we'll additional. but one minute per speaker, please. >> got it thank you. i'm going to call you five times at a time. so when i call your name, come up and start and speak. our clock is out at the moment so we're in the process of speaking that. so we'll just have a beep listen to that for when your time is up. sapria ray. sarah montoya, naomi lugana, sorry if i'm miss pronouncing names.

merideth dobson and lauren yin. >> good evening and thank you for taking my comment and happy new year. i wanted to make a comment with the leadership issue, which i see harmful. it seems that this is distracting from the student focus that this board should have. it really seems to underline jenny lam's leadership over the last year. commissioner lam, has not had a chance to finish her job, everybody else gets a full year. it's hard to see why the only asian american women on this

board is not being given that opportunity. there are a lot of able and competent people here who can become president next, i cannot see why they cannot wait at the minimum until the end of their term. people say that representation matters, but somehow when it comes down to individuals here, that does not always seem to be the case which is very sad. thank you. >> hello and good evening, thank you for hearing us today. i'm sarah mon to i montoya, the mother of three. one went to private school because i didn't trust the board. i'm asking the board to show us that you're ready to be stable and demonstrate that the focus is on the students and not

politics. prioritize the voice of a mother, jenny is a mom in the district and as a mom, i want them to center around the leadership of parents and honor to what she has contributed, as an excellent leader and mother. thank you. >> good evening, i used to be a district mom until recently. i do not support the board appointing a new president, it's not the right time. while i understand it's routine to do this every january, it does not seem the right time. there is been a lot of time recently with three new commissioners, a newly hired superintendent and our children

need stability and they need consistency and jenny can provide that for this board. i can honestly say that jenny lam was always so professional. although it may sound exciting to have different people have this board, jenny lam is the person right now. >> thank you, hi i'm merideth dotson i'm san francisco public school mom. i've been very broad of this board of education, recently for how it turned things around from the drama and the upheaval of the past to jenny lam.

it's confusing to parent why we would shake things upright now given lam's leadership, given she is only part of the term. we wonder what is going on, adult interest, we hear about the guides of succession planning but that seems dis enginous given her predecessor last year was vote today a second room. there is a lot of and to us it seems more for politics than what is best for our students. it seems to be a reversal for what was made. we're asking for stability and support kenneth boggess when it's time. >> hello, my name is lauren yin i'm a parent of 4rd great student and 4th year of pta

officer. i'm here to express disappointment that this board is considering removing jenny lam. she has done a lot after the years in pandemic. her leadership over the last ten months focusing on student literacy has done a lot to rebuild the trust additionally. jenny is the only asian woman and current public school mom on the board. as such she represents 40% of us and represents every parent that is concerned that this board will move from student outcome. i urge you to support student focus as of sfusd stability and allow her to finish her term. jenny, i see you, don't stand back, we stand with you.

>> thank you, next five speakers, solida, angelina, yun wong, meghan potente and randy markman. >> i have selena chu, i have two students, i'm nervous. so when you say you want to put the students first, did you hear what the students and parents want? some are in the this room. you asked continuous decline in enrollment, you see, you will see more of that after this meeting. this board has priorities and any change from this board is the least you should be focusing on now.

and we have many changes within the last 12 months. we don't need my more. let president lam serve her full-time. if you don't put your focus back for our students, you're going to face us leaving the school district. thank you. >> [speaking chinese]

>> speaker: hello. >> translator: i'm angelina, i'm a parent in the school district. i've known jenny lam, she is a leader and supports parents to be more participatory in the school district. and to have parents to notice what is going on in the boeshd of education, the work that is going on in the board of education.

they need the stability and parents are tired of the new titles, the new job changes and all that. and the school district needs to be assisting parents and they shouldn't be have a change right now because this school district, this board of education does not need a battle for who should be leading. >> speaker: [speaking chinese] >> translator: i support the current president and i hope everyone else can support the current president as well. >> speaker: hi my name is meghan potente, i'm a parent of sf u.s. d district and i'm a regular commenter, i would say but usually it's about reading

instruction. this is the first time i've commented on anything other than that. but i came out today because it's so important, i believe to allow president lam to maintain her role for a complete term. jenny lam has lead the way to rebuild our governor system and you shalling stability and affective governorance. i urge you to please allow her to serve a complete term. a change in leadership now will be another distraction that will detract from the much needed focus of students and learning. thank you. >> speaker: hello i'm brandy markman i'm san francisco public school mother, i live in the richmond district. i'm speak ining support the vice president boggess for president of the school board. i'm also a former educator and i continue to be absolutely

furious that our educators have not gotten paid for, have had payroll problems for months and months and months, and this was not calendared in the spring for president lam. it's time for new leadership. somebody who will take this seriously that will ensure that our educators and our staff get the benefits that they're legally entitled to. we had a pair of professional eddie who passed away from cancer after fights with his insurance issues. we cannot help to have morale so low among teachers. and an article in the san francisco newspaper today about the bloated, which is under mirror of what we've seen under mayor breed. i think the time is now for change. thank you. >> next group, kevin ortiz,

delda medicineien. yvette, frank lara. >> speaker: i'm kevin ortiz i'm the president of the latinx latin club. it's nice to have you on board commissioner fisher, i know that you care about black and latino families and they care about their children. latino children comprise 26% of those enrolled in the san francisco unified school district. i just want to say that a full term should be finished, wasn't that the same term that was made for recalls. you cannot have that only. kevin is also a public school

father, let's go back, subjected to variety of issues from a lack of leadership in board, including payroll and a school board that admonished racist, remarks rather than a full centaur, enabling the district and heightening the problem. thank you. [applause] >> speaker: good evening, i'm also copresident of lat month club and a parent of child in the u.s. d. i think it's a demographic process in having a vote with this important position in this body. educators have been subjected to a variety of systemic issues. we believe that there should be transparency and to be able to understand the extent of the problem.

this is why, it's shift to afford presidency so commissioner boggess, thank you. >> i'm yvette i'm a parent of students at sfusd. some calling it significant distraction and chaos and as it is and it still is as we have seen tonight. however, all of you have shown a commitment to doing the work in keeping that promise under a leadership of jenny lam given the appearance that we are listening. she has been respectful no matter the differences and opinion and as a parent with children in the district, she has vested interest in seeing this place thrive.

ushered and governorance and out reach and you don't have to have sf u.s. d to care about the children. they look to us to strengthen and prepare them. thank you, do the right thing beyond politics. thanks. >> thank you, everyone. i'm a teacher of ten years in san francisco mission district. and first i want to welcome the new year, welcome to the new board, to the board that is sitting here and i know things will get tense like what is about to happen. but i'm here to tell you, let's take the roll seriously, whatever happens tonight. what is clear is we're at a crossroads, right, and it's up to the board to make that decision. regardless of what we say, you're all are leaders. you will all be held accountable by our educators. you all will be accountable by

our teams. --families. so the one thing i want you to focus on, the report that came out saying what we've been saying for years now, and folks have dismissed it right. folks need to listen to what educators are feeling on the ground and not have a dismissive about it. can i get another minute, okay, thank you. it's the embedded cultural issue hearing the district and we know that. it's not to seek, we're here, we're not going anywhere, right. even our superintendent came back and he's here and shown really great leadership and supporting in the right direction. we as a board have an opportunity to shift this. some of us have been around for a while the same faces to say

this board and that board did this. when you're going to be, i'm not understanding what? >> finish please. >> thank you so much. >> everyone needs a minute. >> excuse me to the audience. >> he is getting an additional minute because he's a representative. >> as somebody who helped organize families, community raising thousands of dollars of funds during the pandemic, i expect that respect. [applause] so for everyone, from now on, there is good opportunities but this idea of constantly blaming this or that, we have some serious task ahead. we have the budget that is clear, that is one of the things that is empower, to let's get that working in order to serve our communities. thank you so much.

>> do we have five virtual. >> john, you can go ahead. >> john, are you here to speak? john? okay, we'll revisit you. >> i can go ahead. >> alice, hi. my name is allison i'm a parent in the district. my family and i including my trans son, stand with the latinx jen and support vice president boggess rising for

president. vice president is a leader of our youth and our education system, he's a father and in a time when our city needs black men leaders, we just lost our president at the board of supervisors president walton to a white man. and our students need to see black men in leadership positions. i also disagree with a lot of comments saying about president lam's leadership. for one thing, her looting public comment is a sign of not good governorance. so is highly support president bogguess becoming president. thank you. >> thank you. diane. >> speaker: hi, i would like to

speak in support of president jenny lam, she has done a lot of great things for the district. she has gotten rid of a lot of drama and refocused on student outcome that matter to the parents and students and futures and she has made it, impossible or less likely for there to be, these political pet projects that used to be at every single board meeting. and i'm really proud of the work she has done and i think she richly deserves to have another term additionally, president bogus gave no reason why anyone should vote for him over her, that makes it clear what you should do. thank you. >> thank you. >> tom. tom?

>> speaker: hello, can you hear me? >> yes, we can hear you. >> speaker: i support jenny lam, she has lead from a dysfunctional board to a board that can be trusted. she can be trusted to serve not only some students but all students. she has done the work and has earned the right to presidency. there is no one more qualified for this than jenny lam. >> thank you. >> tom anderson? sorry, tom, i realize, that's the same tom. tom anderson? >> speaker: hi, can you hear me? >> yes. >> speaker: my wife and i are

both parents and educator teachers. not everyone agrees with you and your group. jenny lam has never come to the school, a lot of board members have come. but when i emailed the board, kevine was one of the first one that listened to my concern. whenever he speaks, he speaks from his heart and he is speaking for all students. jenny lam and what the white parents want. she dismisses educators, if she didn't, she would have put forward that empowered debacle and gotten resolved more quickly. instead it does, she does not have educators backs. so i know that, the other two members who are next to the mayor are going to vote for jenny lam but actually give a dam, because you don't. >> thank you.

patrick. >> speaker: hi, this is patrick, i would riek to start by saying, i really think both jenny and kevine bogguess need to be dmended they have done a terrific job since march. and the work of the board has been so much better. i would like to see that continue. and while i think board member boggess would make a great president, it's a bad time to introduce that time. you heard comments, you heard about people talk about mayor breed, people raise racial issues, it's already been divisive, it would be better if this board can focus on the work and focus on the governorance improvement and

student outcome which is your focus, maintain that continuity. i think you're both doing a great job, i would not rock the vote now. >> thank you, we have two more speakers. we have mitchel lisa and mitchel. those are our two last speakers. lisa go ahead, please. lisa? go ahead, please. >> speaker: hello my name is lisa, parents of district. i i think jenny lam is doing a really good job, i don't know why you would--thank you. >> thank you. and our final caller is

michele, michele go ahead please. >> speaker: thank you, good evening, michele, i am a former parent of two former sfusd student and advocate. i'm encouraging the board to support kevine's nomination for president. jenny has been demonstrator leadership and kevine has as well backing her up, he is the one who has reached out to parent groups and advisory over the last couple of years and been in contact and had a pulse on what we're doing. and i support him and fruft him in this role. i look forward to having some changes. and i also want to celebrate the voices of the other who called in in support, thank you.

>> thank you, president lam that concludes virtual comment for this item. >> thank you, that concludes the public comment. at this time, i will open for brief discussion and if colleagues want to provide brief remarks up to two minutes, we'll go round robin, i'll go to my left. anyone? >> thank you, i would like toe start by thanking president and vice president for your leadership, as a member of the audience for your term, it was honor to sit and watch the ten or of meeting change towards positive engagement to watch, the focus return to student outcome, thank you all. not just the two of you but the rest of the board as well.

i've been standing on that side of the podium for many years. and in the first meeting of the year, up until last year, which you know, put that aside, the business has always been electing the new leadership team and generally what has happened is the vice president will step up into the presidency so we do have some consistency. so that each of us have a chance to participate in the setting of the agenda, in the running of the district working with the superintendent. and i, i am really saddened that the recall meant that president lam got less than a full term but i'm very perplexed by some of the verbiage about some of the emails about cutting her term short. it was outside of the control of this board.

and for any of the rest of us to be able to step up into leadership, we must continue that same progression. i look forward to seeing many other people in this position, and i hope that we can be such solid leader as president lm has. i've been had the opportunity to work with vice president boggess. and frankly, and his leadership is already guiding what we're doing and that's something that commissioner boggess has been advocating for years. so i'm excited to see what he can do as president and how he can help set the agenda. okay. you do need to give me a timer like you did out there. thank you all for your comments. thank you for the emails i have been receiving.

i really do appreciate the engagement. >> thank you, commissioner fisher. [applause] >> president lam was appointed in 2019 and lead the board amidst controversy and getting through a tumultuous year. and as youth, we, and i use we, we have been asked to listen to us. and president lam has not done that. she asked us and student advisory if we need additionle support. and she is working with us since resolutions were paused. it is exactly the type of leadership that students want and deserve and as isabela's

term end in june, we must think about setting up the next leaders by selecting leaders. and i would not want to leave students in anyone else's hands. and none of this is to say that president boggess is a thoughtful leader and i would support him for another term, but at this moment, we need stability and i cannot wait what president lam does if she leads us through a full term. let's vote with con conviction and efficiency and show families that we're here to focus on them. [applause] >> i want to highlight and thank president lam for the leadership throughout her term. she has been a consistent resource and reliable leader.

she has aided in the annual youth summits to holding space. and my opinion, she has gone above and beyond, to ensure. she does the small things such as checking in on us and clarifying any questions and concerns we have outside of meetings. she has been an ally. and i hope to see her continue her term, thank you. >> commissioner motamedi. >> i want to express my support in support of the continuing leadership of president lamb and vice president bogus. i also appreciate the reasoning. under president lamb's leadership, her leadership has

calmed very tumultuous waters. i have heard loued and clear that stability has calmed frayed nerves. our leadership is one, people are looking to us for stability. and i also want to mention that we're under the watch for the department of education and our governorance as leadership stability. it raised this as wup of the key issues, we would likely continue. and that's why it's so important to follow the leadership under president lamb and vice president boggess. further i worry that continued changes will compromise our ability to raise bonds, given that ratings agencies look at leadership stability, setting a professional focus student

oriented while also managing budget issues is imperative that we move forward. she is hired a new superintendent, identified can governorance and specializing in urban district and accomplished so much in her work since july. and also the senior commissioner and parent district. as a parent mom and parent i feel she ha has lead with advocacy. i sefshtd on other, i'm going a little over. i served on several other governoring boards, leadership is essential to organizational. and i have heard no argument as to why interrupt what is working. what is the rush? i support, findful succession. and full term has been completed. thank you. >> thank you, colleagues. so at this time i'm going to

conclude discussion. mr. steel, would you please take roll call for the nominated candidates. >> okay. student del gal hansen. >> president lam. >> student delegate kanosi. >> president lam. >> commissioner hander. >> commissioner bogus. >> vice president. >> commissioner bogus. >> commissioner fisher. >> vice president boggess. >> motaamedi. >> president lam. >> ward. >> president lam. >> and president lam. >> lamb. >> we have one, two, three,

four for vice president boggess and one for president lam. >> i'll president for a vice president and president in january to the next meeting. >> thank you. >> so at this time, we will shift gears to the workshop on student outcomes which is the information item. we're going to let's recess for 5 minutes. and that will allow the commissioners to go into the middle of the dais and we will then call upon our national coach, aj travel to also along with superintendent wayne around

>> if anyone can take their seats, we're trying to continue the meeting, please. thank you. if you want to have a discussion, please have it out in the hallway. >> at this time i would like to turn to superintendent wayne. >> thank you, president lam. welcome everybody. the workshop on student workshop meeting. and i'm glad that we're getting at a time where our students get to join us. and we have dr. our head of research planning and blt ability and dr. nicole our head academic officer. and via zoom our, coach and

guide, aj travel, aj? is aj there? >> good evening. >> hi, so this is, this is workshop is going to have two discussions tonight. one discussion, one talking about our planning for having these discussions and workshops on student outcome. and don't want to spend too much time on that. you may be up to 20 minutes the most. and most of the time on the progress monitoring report. but first, the first document that you see before you that was attached to the board agenda, is a memo about planning for the planning board meeting and calendar. so yes, this is the calendar here. and when we, committed to going to the process and adopted our

new, operating rules and procedures, we agreed that something i was going to work on was a full progress monitoring calendar that demonstrated how we would spend half of our student time. so as i was preparing that. and we had a meeting in november when we focused on student outcome and have a discussion take time. so we really need to make sure that we're spending the time in the meeting. so we had already discussed this idea of having one regular meeting, that is more business focus and one business meeting that is focused on student outcome. in planning realize this is still a challenge.

superintendent and understanding that important meetings were providing updates of topics that may be of interest to the community but those are not necessarily related to our goals and guard rails and that our items that require board action, right? and the board meeting is where you can come together to take action. and so, the first discussion is, to look through what is planned for the remainder of the year. and talk about, how, how are we going to prioritize our discussion? so walk to the calendar and let aj talk about this and then we'll have the discussion. you can see, we described the three types of meetings. so then, we have the difference between the workshop and regular meeting. and then in, so and then in yellow, sorry, blue is regular meetings, yellow are the workshop. and pink are required item.

so for example, per your board policy, there is a, it's required that you take action to have your annual organizational meeting. and then green our student outcome progress monitoring. these are times that we have set aside. so you build capacity and the next ones are in literacy and in april in path. and in these monitoring conversation, aj will share more. he'll monitor the goals three times a year and guard rails once a year. and so, you see that there are some things that are neither green nor pink. and again, this is just a few of the items that we would, we would talk about. and then the, you know, there is it tuz not include some of

the routine items like advisory committee report. or i've been having a routine update, these end up taking time. this time we're not spending on student outcome. that's the first discussion we wanted to have. looking at this, how are we going to make this work? and how, so with that, i'll let aj, he has worked with a lot of board and he's had questions when questions come up. >> so this is a part where the board has to begin making decision buzz to what extent will it walk the walk. in addition to talk the talk. you all have done fair amount of walking so far. and you've done, a lot of talking about the things that you aspire to do. your aspirations on focusing on student outcome and such. but there comes a point where

you'll have to make hard decisions. and the hard decisions, you'll have political consequences as well as operational ones. here's what stands before you this evening. is you're going to get a chance to practice what it is to gauge the monitoring conversation. and that will help you give you a better understanding of the recommendation that is before you to invest at least 50% of your time each month and the monitoring progress relative to student performance. the rational behind that argument is grounded in both observation and studies that suggest that when boards behavior this way that they create the conditions for alignment of adult behaviors in ways that are more likely to bring about the results of the board, his identified as a community priority. so, it's not a, it's not without purpose that you would focus your time this way. you do it specifically, because

there are things that you say are important to accomplish. but now, this evening, in this conversation about your, about your calendar which you have to decide, are we willing to prioritize these things? that we say are most important, monitoring progress relative to our students performance and the achievement that can help afford our students. or are we not going to make the sacrifices that that level requires? that is the decision before you. so this is the opportunity to experience discomfort by assuring this conversation will engage in discomfort, you're going have to make decisions about what things are we going to set student performance aside for, to say that we recognize spending time on this, will take time away from our students and learning, but we think that it's so important that we're going to make that decision and set our students

aside nevertheless. that's it the set of conversation that the calendaring invites. with that as an intro, i want to look at a few specific examples. so i don't know if you have that document in front of you. but the superintendent did identify that there are some things that are not, colored in at all. so the things that are colored, those are the things that you don't want to go, you want to spend half the time, you're really doing it deep dive into where our students, where are they now? what worked and what has not worked? and what pivots are we working to better align the resources, financial with the needs of our students as indicate today us from. so the green definitely represents what students are going. that's you walking the walk.

but the green is in competition with both the red which are things that your legal team have identified. you legally need to spend some amount of time engaged with. but if you do so, you'll do so, it will eat p some amount of time and you've got to figure out, if we spend half of our time on student outcome, do the items in red and white, into the other half already. and if they don't, what adjustments are we going to make to cause them to fit into the other half? rather allow them to take over. so if you look at the document, there is an item, controversy, there is a item called stud update.

if that maybiessing it on the agenda, it's going get a attention. and that's addition to all the conversations happening around it in the actual task force and engagement work that they're doing. i predict that that item will come into competition for your time along with your student commitment to outcome. so should that remain on the board? now i'll point out if you see later on, there is another task force highlighted in red, you will eventually have to take some type of vote on this. so the question isn't will this come to the board, it will most clearly will and it's indicated that that will happen april 25th.

the question is how much time does the board want to spend on this before? so let's use that as an example. is that something that you want to lead in this calendar that you want to invest on? or, is that something that you would want to remove from the calendar and free up that additional time to focus on the things that you said you want to focus on most? the only other option is how to ratify to be constraint only half of your time. during the month of february. so let's use that as a starting point for conversation.

>> okay, go ahead. >> i think we could formulate that as we have with the updates on empower. so briefing board members. >> so if i'm understanding correctly, i think you're saying because there are other avenues, both the board consumption and public consumption with you could say not having that in february coming back to the board later, is that what you're saying? >> yes, and we could post publicly but we have been getting beinger board members have been getting on empower periodically. and that's been helpful so we

don't have to take time from public hearings. >> that's a good point, we're not talking about the what the information should come to the board or what information should be made public. that's not the nature of discussion. this discussion is peer purely about what the time. the point that you're making is well made, you would still get the same information as a board, any information that needs to be available to the public, could still be made available to the public. those two things don't change. the only thing that changes is how much time you're spending on it in the board meetings, am i understanding that correctly? >> correct. >> got it. what is your opinions? we're not making any decision, we're using it as a adjustment that the board is making to

focus on student learning. who else? >> so well first of all, i was not part of the roll call vote, i was not part of the roll call vote otherwise i would have voted no. i actually think that, i would like to strenuously push back in turning one of our meetings into workshop. i think first of all, we owe it to the public to be able to comment on every single item that we're talking about. we have a huge amount of engagement here in person and as in line. i know in the past it was frustrating to be sitting in the back of this room for hours with no meaningful engagement with the board, and it's a little bit arrogant to have this conversation without stakeholder engagement. so secondly, when we talk about not hearing from our parent

advisory committee, parent are our student first teachers. and majority, i should not say the only, that's not fair. but the majority that we've gotten over the past few years, has been from the work that advisory committee has done. that's how we've got had authentic engagement. we're cutting off engagement if we switch to this model and it does us a huge disservice. we've had committees of the whole and in fact when we talk about separate briefing, that's not fair because it limits what the public can see in my personal opinion. i don't understand why the budget work we're doing is not done monthly in a committee.

why don't we have separate budget meetings? we owe the public, the right to see what we're doing but it does not have to be done on the second and fourth night. thank you. >> i have a couple of questions. so i know the notice you presented, is that we want to have an aoek al amount of green and non green amount of times. so in curious, in february where we would be talking about high school task force, what do you do when there is no green in a whole month? >> at the beginning of the journey, intention is there is never ever a month without green. >> okay, so when i clarify then when you talk about limiting or

removing that item from here? we replace it with a student outcome shop, there is no student workshop in february. >> i'll say that, that's the idea is that, and we're using this as an example. we're not telling you to go through every item and say, this one stays and this one doesn't. this is a month where we don't have discussion focused on student outcome in order to do that, we need to really have a, a lot of agenda items on various, on this one evening.

and the things for our candidates to address, and this is one. are there other ways to provide this update if we're not doing at the board meetings? if we feel we need an update? if we feel we need to, is the board meeting the place to do an update. >> okay, and the other thing, i do concur with commissioner sanchez that it could be beneficial to maybe not have a task forced to a full presentation and instead do briefings with the student members. i want to make sure that if we do a high school briefing, we do get briefing on that one. >> i guess one of the things and superintendent time is the use of things like town hall.

where it's not coming through and the board is a mechanism and allows for q & a. so i'm interested in how we're thinking about supplementing, i said this before. this board has been so dependent as a venue for convening and i don't think is should be normal, i think it has a lot of there are things that the board should absolutely be, the relationship that the district has with its families and students, should also be held in other places and where we can join as board

members but it allows, it's for our community as opposed to for the board with the community watching us. >> there are being done by the board, your organization is suffering from a performance perspective and what you have been doing is how we get the board out of operating functional function sxz how we get into operational functions. but the response to there are operational needs and so the board should then fill those in and do that during board meetings, that is, dysfunctional extraordinarily so. what you want to do is identify what is the need, the operational need and who is the appropriate party to meet the need. and how does that get done and

where there are governorance needs separate from operational needs, what is the correct venue, what is the optimal way to do that. i encourage you to design from that perspective rather than we've done it this way and there goes is the way we should continue doing it. i would let that go. there is not a whole lot about how you all operated, historically but i describe as the optimal something can be done and those many things can be done. the challenge for you all, is part of that is, one of the things that the board should hold and let go off. and what is the best way to hold it. for example, i will completely disagree with all of you anytime you suggest that public comments at a board meeting is a form avenue community engagement. this is not it never has been and it will never be.

that is two-way dialogue. i do not consider it a form of engagement. so if you want you have want is community engage action, the mission is design for that. but don't protect a sound system under the believe that it's going to get you thed results you want. so public comment serves a purpose but that purpose is not community engagement. that purpose is community voices being heard but it's not community engagement. if what you're wanting is community engagement, let me design something for that and build the board's time around that. other reflections so that the item i with put on the table, the point is to begin the prioritization progress not to make a decision right now. other reflections, we have not heard from everyone.

reflections and do you keep that high school update, who else? >> i was going to say something to similar matamedi said. i really love the idea of us doing more town hall and maybe with a couple of board members like we did earlier, i think that was really affective. but as a second thing is specifically with respect to the high school task force. my concern is not what the board thinks, it's what people in high school thinks. so i'm wondering what the plan is for engagement in the schools? that's what i want to have happen before it comes back to the board.

and the board members can be invited if we wanted to come but that's not really our, we're not the target of that. >> this is a great point. and that in moments like this, anytime the board begins to take on operational tasks for itself, you actually decrease the likely good that the administration will filet need or obligation to do so. so i really appreciate this as a example. i can see a world where the board says, we're going to do school task force every month at a board meeting and community response being, that is clearly the place to go to be heard about the high school task force issues. that is going to be in the agenda, that is venue and the result does less authentic

engagement in the high school communities. or people are prone to show up, because if they had to choose, should i go to the board or to the meeting, i already spoke to the board. i don't need to speak to the staff. so this is really a great point is that you want to be mindful, your designing the work. where do you want the staff to do a job and i personally agree with you. what i would want is the staff to be deeply engaged with high schools in the development of a recommendation around high schools. i would not want community members to feel like the place to have their voice, heard o on a plan about high schools is that the board meeting table. i will want that to be the place where they can have a two-way engagement and have input before it's ever presented in the board room. i just wanted appreciate that particular point, because it

does highlight, functional administration in your decision making. it will be well intended but can have a affect on creating what you wanted. i know you had another comment as well. >> i guess, i did have one other thing. so my other watch was, to what extent can we make things that can on the board or have to be perhaps aligned with goals and guard rails? so i mean, even task force task force when it comes back at the end of the april why can't it be assigned with the career goal and have data around that. >> i can answer that for aj. i tell you it's going to be a shift for me. so the reason i have the same

request around l.cap, why can't an l.cap be around that. they are assigned and that you're approving a plan that we'll support your efforts in college readiness. but that's not a conversation about progress monitoring towards student outcome, is that the answer you would give? >> 100%. the question is, which end of the telescope will we be looking through? and what you're suggesting is to look at the wrong end of the telephone scope, instead of here is. go ahead, we got a little distracted. doing independent research. >> so, here's a distinction and you want to think about this a lot. this question will come up repeatedly and it will be the

exact answer that you're hearing from me and from each other. the conversation can either be about here's what the reality is for our students and our students are considered. and inside of a content of a student conversation about their outcomes, and culmination, we can talk about and not what we will do with the information that we now have. what will we do with the understanding for our students. you can have that conversation or have the conversation where you say, here's what the adults are doing. here's what the adults are interested in and are the various, here are the things that are exciting on facebook and twitter that have people roundup about. and by the way, we hope that it will have this affect on one of our goals or guard rails. generally speaking, you should expect, the conversation goes one or two ways, the students

outcome will be centered. and as a natural conversation, what is strategy will we engage in in response to the reality of the students. or adult input will be centered. here's the thaingz adults will do. and towards the end of the conversation and here's the affect we hope it has on children. what i'm recommending to you is to have a student focus approach to governoring rather than adult input approach. and that may sound like semantics to you, i assure you from watching thousands of hours of school meetings, it impact is not. >> thank you. hi, aj, this is lisa. i think this goes back to one of your initial questions, about the student outcome monitoring and also the question about, you know,

conducting these meetings as workshops. i appreciate the work format, maybe it was you aj that reminded us of this. the purpose of the board meeting is to conduct the work of the board per the law. because of the brown act, we have to do this work together in public properly noted, so that everyone can access it. everyone has folks the ability to observe. and and, we're not going to be in a position to talk about the monitoring if we're not sitting around a table whether it's square or circular, semi circle. and yes all the agenda items that are a little bit more mundane and boring, like contracts, the law does not allow us. it's really really specific.

and i appreciate the alex and your aj's point about looking for other ways to engage. this is an engagement. we heard the law cannot respond to public comment. i know you made that, but looking for the town is another opportunity much more valuable than saying we're not going to engage and do the workshop in a way that focuses on the work that we said we would do. we've only had, what is this our third workshop? >> second. >> thekd, third workshop. but i found them to be very useful and very comprehensive and way to engage with one another.

other reflections? we have update on the agenda, is that the item that we want to spend the time on? or is there something else? anyone else? >> yeah, i wanted to add too. i was going to say, i think this is not something to that we would want to spend time in a perfect environment or situation. by the court's per view and how will we circle around that to say that this is not something that should be on the board. where is the extension of the district to create these other spaces for the public comment deliberations, feedback that we got historic have crammed into the space and appropriately. and figuring out the balance with so many other priority, the thing i wonder is these

things don't fit. where do we go? who is keeping accurate tabs as these things are moving forward. i think the answer is the superintendent and i think how are we demonstrating back that those things are happening and we're still hitting the results and goals that we kind of want to see. >> yes the points we're making is important not to miss that it is not appropriate to simply drop the ball on things that your families and community are acclimated. and simply dropping the ball is not really an option. the question you ask, if this is a mat per of transition, how do we use the board monitor that these things are transitions. that if we're not going to hold the ball, who is?

and how do we hold it accountable? i agree with that line of thinking. >> correct the most optimal is the superintendent, and i'll tell you as your coach, that i will join you in keeping track of that and of continuing to stay in communication with your superintendent around the commitments that you have made to board, you are not to violate the commitments casually. and that's a conversation that i've been comfortable and will continue to be comfortable anytime i share a concern that one of these items of transitions is not being well transitioned or it's not clear, maybe it's being well transitions but it's not clear to folks that it is. just know that i'll join you in being an advocate of protecting that. any other questions?

>> this is a reflections, this is jenny. absolutely when we went and conducted our over 20, i think over a dozen in-person town halls around our goals and guard rails, that was in large the feedback that we heard back from the community. how excited they were to be in dialogue to have, just really open discussions so that is something that i heard as a majority of us here given tonight as even as we went through the process, how important it is for the board to go into community and how impactful that is. and so i think tonight to kind of continue to work with our coaches, and with the superintendent around. so what is that balance between what is a considered a board let design community engagement and then what is more of the operation piece. i do appreciate the distinction

around i don't want to enable and let the administration off the hook, because often times that's what we've already heard. and i think that's why many of us sit on the board is around the trust gap around family still saying, i don't know how to navigate. i cannot get in touch with anyone. i don't find a chart which we're still working on. i get circled around and again, it's not and that's something this board has been trying to task. and i think as a practice, the community has seen the board as the one i know the name, i have the email, i know where they go for supermarket so i think this is going to be, i think also a practice for the community, right? for us to name what is operational need versus a governorance need and being

distinctive in that. >> i'm going to wrap this hup, because i said, this has been helpful. i think commissioner boggess, you said what a lot of people said, with the high school task force, like it is, we have a full day engagement session happening with some students and staff at ucsf and it happened last saturday and school day for most opportunity. but you know, because that has not been the practice and what you're saying is traditionally when recommendations have come forward, that you've asked for, the recommendation is not both certified that strong engagement, you want to know that that is happening. so, but i think the conversation of this place, the place to share that, that needs

to be at the board meeting. i'm hearing maybe for this thing it doesn't. but it does need to be shared in some way, you said in your 117 day entry plan, you need a trust in the community. one think about how to feel the information nato rebuilding trust. the second thing i'll say is when i'm hearing, i do want to say, i fully i 100% agree that having sat in board meetings for ten years, that's not where thed civic engagement happens. but i hear and seen how we've not done our job securing how the parents and students feel. i feel like we don't have the system for that. so i recognize that's one of the many tasks on our, on our to-do list.

but what i'm taking away from this conversation and here's what i feel, we're not asking you to decide all the different things here. as i'm doing future agenda reviews, i'm hearing, so one, you do see there are items, the items that are not in pink, could be updated but you superintendent need to think how you're updating us and the community in ways that rebuild the trusts that you said we do. and two, that there is a real desire for the board, for engagement and and so, i feel like aj can't stand looking at him, that that should be something that we should plan for this coming semester? we should start practicing, seeing what that looks like.

when it informs the community, hearing from them on some topics could be helpful. my summary, is long winded and then i do a short version. one is work with the leadership knowing we're going to spush some things to provide updates in other ways. two, work with staff on finding some way for authentic community during the spring semester. i'm seeing nods and a quizzical look. >> it's been part of the conversation around that, remains in incomplete. you mentioned that you wanted

to have an ad hoc community. what it would look like for the board and what would it look like for you to redesign for the system to inter abilitying with the board such the operational things along with the superintendent belong with the board and the board was actually leaving the board room and actually having a calendar having a plan for throughout the year what does it look like to actually have authentic community engagement around governorance topics with your stakeholders. and again, public comment has not, that does not mean there is anything wrong. it's just not community engagement. so if you want community engagement, you design for that. you would not do it and then call something else that.

so i think you're going to follow through on that previous conversation of having a ad hoc committee that does fair amount of community engagement around what the board community vision should be. i would actually encourage you to prioritize that of the board designing itself for community engagement and doing community engagement is necessary in your design of that. i encourage you to prioritize that as a major next step going into the next spring, going into the spring. >> and i do want to add, i thought, commissioner boggo ess and commissioner motamedi had her hand. >> one thing that will be help, which of these items does not

make it on, what is alternative process. but having more clarity about how you're viewing it and how do we know that we satisfied our, the conditions with satisfaction about whether or not the engagement process around all of these items if they're not come to the board and how do we know if we have fallen short and do something else because they have not filled that commitment. for us to be able to have kind of a document way of showing that and conveying that to folks, it will be helpful as we make these decisions and navigate what makes our agenda, we have to create a new venue and how we balance that as we're trying to create new things. >> so yeah, if i'm, yeah, and i wanted to push back a little bit because and i heard you aj, as far as the next steps around community engagement. because one of the things that

we have not talked about and i know it's part of a longer governorance like the five-year calendar is the guardrail. because i think my unease in any sort of hand off is that i'm going to be stuck having to come back to me at a decision point with the works not having been done in a way that we find collectively satisfactory. you know, l.a. cap will be a really vie grant example of that and even like the high school task force, when you said that, interesting, i have not looked at the task force web page for a while. so that raised the question, how are we? who and how are we engaging with the community and community member who is not on the task force? how can i proactively, or even reactively be getting updates?

in any question as a person who chairs the first along with my two colleagues. and on going need but use losing this on examine flagging guardrail and informing and being ensured in the work.

>> maybe that's the way to look long term, change is necessary, right? i just have a really hard time limiting opportunities for and board meetings, they're not the place to engage, i agree. we need more authentic engagement with our stakeholders but we don't have them yet. so further limiting comment from the public especially in a transparent manner like this before we have that in place, it problematic. >> i think i said that verbatim. >> yes, next steps remain the same. we have some refinement feedback. and just to be clear,

>> i was under the impression. >> yeah, it's just comments so we're required anytime there is an item on the agenda, that goes to the board discussion. we don't for some of the report, we don't. the generally discussion item, the public has a right to make a comment. >> let's proceed to the next item. which is, actually practicing what does it look like to monitor progress? i just want to start and i'll say this multiple times, this is a fictional role play, this

is not real, the data is not real, the recommendations are not real. this is a role play for the purpose of learning the process. is there anyone on the board not clear that this is a fictionalized role play. so in this fictional role play, i will play the role of your superintendent. and your superintendent will get the play the role of a board member. so we'll have an 8-member board for the evening. what we're going to do is walk through first of all, the process for monitoring just to refresh, i know you're all familiar with this. and then we'll actually practice doing some monitoring of this report. you should have the report in front of you. it is, entitled goal 1 interim goal 1.3 practice monitoring report.

again practice monitoring report, not real. board members, i cannot see you at the moment. do you all have that in front of you. >> yes, and as a reminder, superintendent travel, you have two staff members available, dr. presley and para who be part of the discussion. >> we'll put them to good use. all right, the first thing we do before we dive into the role play. is where you are all 8 of you, write down one question that you want to ask about this monitoring report. so before we even get started, write down one question that you want to ask about this monitoring report. everybody, go ahead examine do that now. now some of you already submitted questions to your superintendent in advance. and one of you noticed that you did not receive the monitoring

report far enough in advance. and there will be demerit in my next evaluation for that. well done for noticing that, you should be receiving monitoring reports far far in advance so you have ample time to reflect and also the community has ample time to reflect. kudos to board members who noticed that. so i'll ask all 8 members to write down the question and we'll dive into the role play. the other document that i hope you have in front of you is the document labeled effective goal monitoring. and each of the document is in board doc, so members of the public you're well able to follow along if you can access those documents. there is one labeled, the practice monitoring report that we'll be using for the role play.

the monitoring conversation, so just have those two things handy. those are the two things you'll want to hold on to. we're going to start the role play and at some point, we'll call time out. starting now, madam chair, thank you, the next item is practice monitoring report interim goal 1.3, you have had an opportunity to look timon to goer report.

all students from goal one is 53% where ever we need them to be our target for 52%. so we appears that we're on track on that. however when you look at the next set of data, the next graph below, it shows that our actual performance for third graders using the interim assessment has a significant below the percentage that we expected to be for our english learning students, at 11% proficiency. for that reason, and this monitoring report i described it as being significantly off track suggesting that it is unlikely that the school system will accomplish the goal of significant changes in adult

behavior and it's because how significantly off track we are that some of my recommendations may seem aggressive. so that, is introduction board members i submit this monitoring report and i look forward to your questions. and i cannot see anyone so madam chair if you can call. board members what questions do you have?

does our internal experts identified any hypotheses of ideas as to why that interim schools are so different from what we hope they would be. >> yeah, i appreciate this. has our interim have identified a high hype they sis, we look for two things. because the interim goal is around our english learners, we look for how are they doing and as we try to group them different ways, there is one way of grouping them that really seem to match up with what we're seeing in the data.

and where students were on grade level where at some level and where more than two-thirds of the english learners on that classroom were on level. and when we sorted that way, it's really clear that when the large majority, the classroom overall, when our english learners were not on grade level. so one thing that announced for us, there is a real premium not only for our english learners but for all of our students to ensure that that student group is getting the support to catch up and be on grade level.

seem to pay dividends that was one analysis. and you see that analysis on the third page of the monitoring report and the second page, second bar graph. students were experiencing, regarding our signs of reading curriculum. the more we looked at that the more we became clear, where there was implement with the signs of reading that there seems to be faster growth in those classrooms relative to the pace of growth we saw in literacy where there was a

lower fidelity of implementation. why we're seeing a lag there are just large group of our english learners who are below grade level and not addressing that as aggressively, not aligning resources is causing lag in interim goal 1.3. so that we can be affective and what you see at the end of page 3 are recommendations for how we would go about doing this thing. is that responsive to your inquiry?

>>le proportionate where the students are and how curricular materials are being implemented and whether they're being implemented with fidelity. >> i had a bunch of questions, one of them was really around, definitions of what the effectively deploy of science means and how high fidelity is defined and getting a sense of

how many schools and students are currently being served and how teachers are supported. that really divesed down into some of the tactics that we're doing. our focus on increasing our focus on knowing whether or not, that the signs of reading is being implemented, really comes from the work that is happening with teachers in

facilitated plcs. so they're having conversations on what is working and not working. consider have they been affective and again for that specifically portion, we try to make available one of our science of reading facilitaters that supports them. it's a mildly self evaluation process. the best people that understand where implement happening, a bunch of administrators that teach themselves. they really need to make that assessment for themselves.

we're seeing that roughly a third of them have reached a moderate high proficiency reading. what are the road blocks so in a strategic level, that's what we're about. wla i will send on home on friday is a tactical and what buildings are happening in and things of that nature. i think we've got time.

>> can i ask how long we'll be answering pretend questions for the purpose of what it would look like. i get the point but how many do we have to do? >> i just said, we have time for one more question. i'm not sure if you all heard that. >> when is the point for gap 1 and 1.1. >> you see in the goals as measures as you see in the interim goal the measure is interim assessment. and so where you see a significant variance between those, remains that we don't have, we have not managed the

alignment. we actually think it's a third. that the s vac results, represents all the students. and so, i would suggest that all student data is prompting up our scores and masking under performance in other places where we need to apply resources. that's what i'm seeing a major difference is that in the goal one, you're looking at all third graders, s back but it's legitimately all third graders where 1.3, it is intended to be all third grade, all third graders but it's not all.

and the report further down. and it is also just looking at one specific student group our english learners than all learners. it's only looking and less than 50%, that's what we see as a accounting for major variance. is that good for your inquiry. >> yes, thank you. >> let's take a time out. it was important for to you practice both asking questions and we're going to analyze the nature of your questions and hearing responses and we're going to analyze the nature of the responses. you thaoed in making decisions

around, did who was that a viable answer or not. we need to analyze both. the first thing i want to do is analyze the questions. so go ahead and read, what was the first question we heard? you don't have to ask it again. >> i asked whether, i had identified any thoughts or hypothesis for the discrepancy versus where we landed. >> got you, okay, what everybody needs to do is you need to have the bottom page on affective goal handy, because we're going to look at 5 different indicators of a question and how how strong that question is.

so is it data focus, learning focus, inquiry focus, strategy focus, is it current focus. so that's are the five indicators we're going to look at those both for the questions asked and some of the answer that you heard. but also where it was answered and where did it not meet affective. anyone who is not named lisa, was that data reference? yes or no? >> yes. so ask the question one more time and board members did it

reference specific data from the report, yes or no? >> i'm not going to change it. did our external expert have any hypothesis or ideas why our interim goal why the discrepancy, i'll say it goal versus other goals? >> next is it learning focus? did it focus on understanding the data rather than sharing opinions? yes. yes it did. is it inquiry focus? did it focus itself on open-ended, rather than giving a force and a yes and a no

answer. was it strategy focus? was it focused on the strategic issues rather than technical or tactical issues? i didn't hear folks. >> your answer is focused on the strategy. does anybody have a theory? right. you're not commenting to comment on specific strategies, right? >> can we clarify what strategic means in this context.

>> so we're talking about three either technical ornate or tactical or strategic and nature. if it's technical, the focus is on understanding systems of measurement and how things are accounted for and things of that nature. if it's tactical in nature, it's focusing on how things are done. what are the actions that people are taking and who is taking this many and where are they being taken and things of that nature. if it's strategic in nature, it's concerned between alignment between the data that we're looking at or whatever it is that we're talking about and the goals and guard rails but in this context the goals being discussed.

if it's strategic. so the question is, was her question strategic in nature, yes or no. yes. yes, i would argue that it was, what is the root cause at work here. and then finally, the 5th criteria was the current focused or not? was the question focused on current performance and the past action that created them. was it focused or not? really trying to understand what is thoughtfulness has gone to arriving where we are.

i would say that question meets all five indicators. does anybody have questions on the answer given. >> it's really long. so i'm representing the offices of superintendent well. >> oh. >> any other. >> i forgot. >> i would say, i appreciated the additional data analysis that was done to come up with so many of the students.

>> so one of the things that intentionally trying to accomplish in that response is getting used to a superintendent who is able to articulate and point you to data behind that rational. of large system is probably in the top ten. i suspect you all are going to get some powerful analysis by the superintendent and team. it's not enough to have opinions about why things are not working.

and i explicitly put the theory in document. so when asked, i referenced it. this is something you want to get good at. any other thoughts about the first question before we go to the second one. >> for the superintendent should we expect it to say more direct answer to the question because the question was useful but didn't answer commissioner weissman's question. >> anytime you feel you don't have an answer, push. the superintendent does have an obligations to provide response that's are understandable to you and to your community who might be listening.

to give that to me again but this time explain in a level that i'll understand it. other reflections before i move to the second. which part, yes, so essentially, on the monitoring conversation at the bottom of it, there is a section of preparation and participation. if you don't prepare in advance and if any of the 8 of you, don't participate then you all failing your students and that's reflected and you have

an automatic score of zero rather than what the score may be revealed here. so the bottom line is, it's not okay to sit out monitoring, you have to demonstrate it through your actions that is exclusively about their performance and how the district is responding to a performance but you also have to be prepared, you have to do the work in advance. it's not enough to try to wing it. that is not honoring your students. at some point, you will ask the

question, please raise your hand if you read this in advance and hopeful legal all 7 will raise your hand. and i'll ask please raise your hand if you submitted questions in advance and hopefully you'll all raise your hand. and if you're doing those things, you're really demonstrating as a team the commitment that is possible for those students. that's what that is about. >> general hawkins, i don't know if anyone knows the answer but they were like particular people. do we have to post so we have enough time. >> i don't know what is legal in california because i'm not that person either. i will tell you that other districts that are working with

student representatives on the board when we do this work, the student representatives are treated just like the other board members and they receive the information in advance so they can prepare in advance. if it does not create a paersing of privilege that creates some type of liability for the district, i say go for it. student board members would be inside the circle of trust. but you will need to verify that with your attorney. >> thank you. >> i would say, you should, so,

we're publishing agenda items ten days in a advance. but even workshops, you have to take action. you still get into 72 hours in advance. we were still working on the mock report. you should have them in time. are we suppose to submit questions in advance? >> yes, if you have technical questions. definitely submit those in advance. >> that means you would have needed all of the materials more than three days in advance.

we have a parent advisor next meeting. we didn't have the parent advisory, they should get their reports in 12 days in advance. they might have. >> they did not. >> we're still going to do it, we're getting used to this. i don't have staff meetings with them. so this knowing is going to take a couple of meetings and working out the case. i see what you're saying that getting these ahead of time, will be more helpful.

>> let's go to the second question, go ahead and read the second question again, and we'll check in its data, strategy or focus. >> so it was a clarification question. what is the implementation. what data? >> i think it's.

>> got you, all right. next is learning focus. there is a question on focus rather than sharing opinions? >> yes. >> she did a phenomenal question, next is inquiry focus, open-ended. >> yeah. is it strategy focus rather than technical or tactical? i had a similar question i feel the first part was technical. >> i think i understand the strategy that was being set forward. >> yeah.

>> i feel like it was a technical question about the strategy. >> yes, so i would not describe that as a strategic question at all. i would describe that as a valuable question and because she submitted it, in advance of the meeting, that's even better. so when you have tactical questions, ask them. but submit them in advance. that's why you want to ask three days out so the superintendent has chance to respond to your technical and tactical questions. my guess is, had she been served by a superintendent who got her answers, i did not demonstrate confidence.

>> all the questions there will be a specific deadline where they will have in. my coaching to superintendent, don't include people's names so we stay away from brown act violation as possible. and is that a public comment all that should happen in advance of you showing up in the board meeting.

i guess you really need to follow the same process, because >> and it's not confusing, like today, we had something that was not over and we thought is that was that noticed. i greece -- ~>> it would by publishing 12

days in advance, we'll make sure that you have the schedule. >> when do you have to submit? >> from day 12 and day 8. >> okay. >> and did it focus on current performance? or focus on future actions? i consider this a solid question. i encourage that it be submitted in advance. so that the strategic questions that it implies can be asked at the board meeting.

now on my response to this, there is something really important that i want to lift up what i was trying to do with the response to this. i was expecting you to talk about the communities and it was very the teacher part of it, but i was expecting a reading to at some point connect. you didn't answer who is being served and how widely it's being dlied. >> yes, so there are two things that are happening here. thank you for that statement. two things that happened here that are really important that i want to lift up.

one of those is that in mia tempt to play the superintendent, i named that there are technical aspects of this question that i was not going to try to answer right now. when did i say i would get you those answers? >> friday. >> if you want technical and tactical questions, don't expect that the superintendent is going to know them on the spot. that is not what you pay him to do. you do pay him to know the strategy. what i will coach him to do is recognize that they're technical and tactical in nature and promise to answer them but at a date certain in the future.

not so try to wing it. the second thing that i want to you take away from that is that, you want your superintendent in any conversations like this never to indulge in blaming teachers, never indulge in blaming students, never to indulge blaming parents or family or anything of that nature. in my response does anybody recall whoi highlighted to change their adult behavior? central office. i said we need to do a better job at that. this is a really important

point. the moment monitoring because an opportunity for the superintendent to pass the buck and blame your families and your community and your teachers, your students, monitoring is failing. so what are the things that i have to do differently that my team have to do to better support our teachers or compasses. or do they say, no, if you have the right kids, we would be better off. the moment you get into any of that, you're in the danger zone. so when you look at the performance, listen closely. focusing on what the

administration can do to better serve the students or administration focusing on blaming them for being in the system that has not not provided them in the need. this is a very important point in monitoring. any questions about this? >> can i blame the board? >> yes. >> 25%, one of the questions i was going to ask on one of the strategies when i was in the board meeting. one of the strategies was around, reemploying people, right? and sometimes when we try to make moves like that, those people who get reemployed will come to the board and say this was not there and da dazzo i was going to say. so i said.

there is an area where the more the barrier do i get to say that. >> yes, and that's why at the end of the document where it talks about the things that it makes, you explicitly highlight we expect the impact. we'll have to make some adjustments of personal dollars. if the board says we're not comfortable making those, then yeah, you bring that back and say, here's what it's going to take to accomplish this. if you're saying no to strategies, that's fine but you need to understand the cost to children. that is absolutely appropriate for them to have during the conversation.

any other questions? that's why we have this to clarify this. let's look at the third question and then we'll wrap this up. what was the third question? ?r. student board member. then we will go ahead and wrap it up here. as a way. >> do you want to go through it? go for it. >> between goal one and goal 1.3 and if you have any ideas what would explain the can i haves. --difference. >> so somebody tell me, focus? yes or no. >> yes. >> learning focus, yesh. >>--yes or no. >> yes. >> inquiry focus, yes or no. >> yes. >> strategy focus, yes or no. >> yes.

i didn't hear a lot of voices, strategy focus yes or no? >> it could be. i would absolutely say strategy focus. current focus? yes or no. >> yes. >> i think it was. so yeah, your student board members are performing at a very high level so make sure you give them that praise when you see them since they're already gone. so as a way of wrapping up this monitoring practice, i just want to around the table and give every person, what is something you'll take away from the practice? the floor is open and make it a

sentence not a paragraph, what is something you'll take away from this practice? >> i think to separate between the tactical technical strategic and the balance of that and the process and where each of them exist and should live and the different places that they should be occurring. >> and johnson, do you have information on that strategic still? >> yes. >> if you can send it out after this or add it to board doc. >> it's already on board doc but we can send it out as well. >> thank you. who else? what is one thing that you can

take away from this? >> we need to ask relevant questions and not anticipate. [laughter] >> can i ask a process question. >> sure. >> clerk: every question that we're going to tally, you tally sheet and grade ourselves? >> at the board table, no. but the first few times, when me and my team do this and give you some of your tallies, i have a lovely spreadsheet and we track every single question, we code every single one and provide that back to you. >> do we get a grade?

and then it monitors, with my board, i just sat down with my board vice chair on monday and we went through all our questions on the last conversation. and normally, we handled business for whatever reason, in our last monitoring conversation, our score was 68% when we were hanging on to 80s and we were looking at each other we need to step up this game a little bit. so yes, you'll have a very specific score that indicates the effectiveness of your monitoring. >> thank you. >> anyone else before we wrap up. >> i appreciate the technical tactical strategic and understanding what we should expect to the superintendent to answer on the spot.

but really needing to provide the opportunity to do more research for the technical and tactical which is why we need to be asking. >> anyone else. >> i'm just appreciating that we should expect to be given data that applies to the strategies and technical nature and therefore we are given the opportunity to hold ourselves accountable in the superintendent accountable because we have information that we've been able to review collectively. >> that's correct. for this particular practice monitoring report, the superintendent is clarifying, we think that sign is important. we think fidelity is important

and providing more supports to targeted schools with certain demographics are important fm these are fair game to ask about, the next time this monitoring report comes up. these are not isolated conversations. these are accumulated conversations. so, was there somebody else, i feel there was somebody else trying to say something. >> i was going to ask a question, is there time for that? >> yes, and then we'll close out. >> i was wondering if you can speak a little bit to this thing, to accept the monitoring report or not? and a*fr goem monitoring, do we

accept the monitoring report or not accept the monitoring report. so what this is getting at, essential a formative evaluation of your superintendent. so when you're accepting the monitoring report, you are making a statement about your superintendent performance, now the statement that you're making is not really like what the data tells us, that's not what it is. for this monitoring report, performance is well below where we expected it. so to accept this is like we like or agree who he is, it is to say that, it's an accurate representation of where we're at and the superintendent has responded to the realities in it, namely the superintendent offered some type of plan for what to do in response the data. so the three questions to ask when determining should we accept it or not, it's not whether or not we like the data

and it's not even do we agree with the recommend as. the question is does reality for students match the vision? match the goals. right now, the reality for our el students is not in fact match the vision. so if it doesn't, is there growth towards division? well at least the data does show growth but not nearly enough. and third, is there a strategy and plan to sufficient to cause growth towards decision. if you believe that one of these are relative, even if there is only a little bit of growth, the strategy sufficient to cause growth. if you find that to be the case, you're all obligated to accept it as a way to formative basis that the superintendent is leaning towards the. for you to not accept this monitoring report would be to say that either we think the

data is inaccurate data or we don't believe that you have effectively, sufficiently responded to the data telling us. that is a statement and then you should vote not to accept it. later on, all the monitoring reports from the previous valuation period. so any that you did accept, that is all part of annual conversation to get to it. the benefit is you're not waiting 12 months, you're having a slice of that every single month. and in that month, you get to decide, either accept it because we believe it's

accurate to cause an inflecktion in the data. or the superintendent has not introduced a strategy. is that responsive to your inquiry. >> it is, thank you. >> can i ask a question about that. >> yeah. >> what would be sufficient in my very often depend on how specific it is as well? right. we have some great over arching goals but fidelity depends on specificity. then we run the question of technical and tactical. where do we draw the lines? yes the superintendent in this moment has an obligation, this is like the conversation we had about the budget. in this moment, the superintendent has an obligation to be convincing to

you that the strategy he's putting in place, is sufficient to be responsive to getting the data to match up with the board's expectations. and the key thing about this, it does require a level of intellectual and emotional muirity from board members. it could not be i like the strategy, or i don't like the strategy. the strategy has the superintendent laid out a plan, given us evidence why it's sufficient to address. we like to speak to the

sufficiency and strategy. so even if you disagree with the superintendent approach, even if you disagree with the strategies and even if you disagree with all of that, what are some things that the superintendent put in to try to evidence sufficiency. >> making stuff available. planning conversations. >> yeah, so there is this tactical element, we know that if we're going to provide better support for teachers, some of that is going to be training, some of that is is in our, highly affective our most affective teachers. elsewhere, but that means they need a substitute. so just acknowledge, in order to implement this, you're going to have to put resources that

you may not have thought about and let you know that i have thought about it. that's exactly an example of something that was explicitly put in there to try to get at, here's how you should feel comfortable that i'm sufficiently addressing the needs to improve performance for our students. convince me that he has a strategy sufficient to pursue pursue accomplishment of the interim goals, in this case, the interim goal. >> i have one more closing question. >> okay. one more closing question but it's to staff. >> yeah. >> i just want to ask be doctor

kan or presley what they want to share about this process. >> sure. i think for me what is great about the report was seeing implementation and impact data. so when you look at implementation, the conversation was rich and the questions were improved. >> i would say, i really appreciate i really appreciate the thoughtful questions from the board. i think having the questions in advance that we can answer and really focusing on the strategy and conversation is helpful. our goal is to support the superintendent and make sure that we're being really clear about our path and the that we're engaging in and will be

engaging in and getting feedback. i think there is a lot of opportunity here for us to get better in this work together. >> with that, madam chair, i want to thank the board. you demonstrated a high level of goal monitoring during the session. you continue to demonstrate that you do your homework. that is not given, i work with a lot of board that advance. i'm grateful for how seriously you took this role play and how seriously you take the work of improving student outcome across 125 some odd campuses that you support throughout the city and county. madam chair, back to you. >> thank you. i do want to open up for public comment for this workshop.

so we can stay here? >> yeah. >> thank you, we have 7 in-person cards. i'm going to call 5 up at a time. please stand podium when your ready. susan, jorge carrillo, danny, i cannot read the last name, elizabeth, rebecca flores. we'll start there. >> wow, you made it through. >> good evening, superintendent wayne and school board members. i'm susan ryan the proud

principal of high school and i'm here tonight on behalf of our community and also gal leo academy, as we do the daily work that you're talking about. how do we achieve outcome for each of our kiddos, high school kiddos. as principals, these are the exact students that i guarantee will be identified in any progress monitoring report as struggling the most sfusd. leaving without the ability to support the students with medical needs. we cannot achieve without addressing health disparity. the budget office has refused to refuse the funds that are

earmarked for nursing agencies. if we had the money that already is set aside to go to nurse salaries, we can pay for community clinics and extra hours for the staff filling the gap. we urge you to fill those vacancies. this is a community base strategy, although not tonight to improve student outcomes. thank you. [applause]. >> thank you. >> so every speaker has one minute. >> hello i'm henry cruz i'm a junior and every week i ask my principal where is our school nurse. and the reason, because as an athlete, we get injured and instead of getting medical attention, we get sent home and my family does not have time to

get medical attention. for many, the nurse is a first place they go when they need medical attention. we don't have a school nurse and we don't have funding, how can we help students. [applause] >> okay, i'm a adrian, i'm a physical, i'm here so our schools can get basic needs as we were able to when we had a student nurse. i missed almost ten days of school this year, through medical situations that a school nurse would have been able too care of and kept me at school. i hope you consider providing

funding so we can get a nurse or pay for nursing services at our school. >> good evening, i had the drif of serving san francisco families. i'm also a parent and san francisco resident. i'm here on this cold evening after three hours instead of being with my kids at home doing the bed time routine to ask for your support. there have been schools that have been without newsinger support. it's be wilder that an a pandemic, we don't have nurse to see help. we didn't have a therapist or nurse at the beginning of the school year, that means that i had to respond to first-aid youth all on top of

coordinating a wellness center. there are students that are overlooked and under served. students with overdue 504 plan and freshman and vision and hearing screening, our essential nursing staff are stretched far and thin and we need to protect them. our high school we've been working non stop to meet the needs of students and through collaboration, we hope to work together to bring this much needed service to students. >> thank you. >> so for this reason, we are looking for way for medical providers that have existing m.o. us, please release the funds that have not been used to support these needs. thank you. >> good evening and community. i'm rebecca and i'm a former

lay a son. i worked have john has served students under served community that are primary latinx and african-american. i have worked closely with wellness and the nurse. i can tell that you we have served approximately 90% of our students. i currently work at the office of anti racism and equity in the health division at the department of public health. we can all agree that one of the dimensions of good health is having access to healthcare. for many this is crucial. having a vacant nurse information is not inequitable but not repleasing funds for the vacant nurse positions at the schools are high needs is

inequitable. please release these funds immediately and put your money where your mouth is, you kept us waiting for three hours and we're here and we're not going to go away. [applause]. >> i have two more cards, jen and manual tapia. >> speaker: hi good evening, everybody. my name is jen monthron i'm the organizational director of community well. we're a community base organization in district 11 that provides holistic health and healing services, prioritizing under served communities and youth. we also have an existing mou

with with the district. particularly spanish speaking practitioners to support the students at john o connell. and it's pretty much nonexistent at john o connell and other schools at this time. so i'm here to add my voice to the john o connell and ask that funding so nurse can help our students do well academically as well. >> i'm tapia and i'm a community sf u.s. d career advisory board moerd medicine. i've had the honor of being

industry champion with their health behavioral sciences lab working on work base for opportunities on youth. tt not lost with me, how many conversations i've had with students when they look at me blankly and they cannot wrap their head around because of their access to care. the fact that we have these nursing vacancies, it's not acceptable for ucsf to come in as a voluntary basis once a week. thank you for hearing me. we urge you to lead with the values of social justice meeting the marginalized students. thank you for your time.

>> thank you. >> thank you. >> i want to speak earlier about our calendar and i want to take full responsibility for the fact that this is the kind of example that really needed, it should not be talked about. and i make sure that that is follow-up and communication. earlier somebody talked about for accountability. this is not where this needs to be addressed. i'll make sure that there is a follow-up and a follow-up in the ble weekly. >> thank you. >> thank you for coming.

>> please raise your hand. oh, there are no hands raised. if you want to speak on student outcome, can we have that repeated in spanish and chinese. [repeating in chinese and spanish. ]. >> thank you, there are no hands raised. >> thank you, i will follow-up.

[applause] >> and now i'd like to introduce dr. jay st, executive director and ceo of the asian art museum to extend greetings on behalf of the museum. sense juning me the museum, dr. chiu led the campaign to expand the gallery spaces, transforming the museum into a premiere destination, only for traditional asian art and culture but also as a home for contemporary artist. dr. chiu. [applause] >> good morning. speaking of