taking the time to have this conversation to kick this off? where are the bright spots? >> so, i'll say, i know there are bright spots. and i'll say, like, maybe this is something to recognize about the report. they are not highlighted here as informing the kind of district wide approaches. so, as we go through the, what i'm talking about and the process of looking at our overall math and core sequence, this isn't an area to make sure that gets included, that it's explicit where those are informing that. i'll say, we've mentioned a couple of examples in here. i don't know, are there others who want to speak, otherwise, i'll say, i guess the feedback for the report and as we're monitoring

the progress on homing in on the bright spots, we'll learn from that. >> can i follow up to that? so, also, building upon the process and there was reference, i can't remember if it was in the responses or in the original report to a study group that got input this last time, so where can, what is or what do you, you know, is there a place now or how will those, how can things like that come forward from our communities, from our school sites, from our students themselves, from families because i also want to mention first time i heard about these problems was from students. not from students frustrated about where they were as sophomores, juniors and seniors because of the pathways that we set them out and without career

counseling or in college counseling that was adequate to get them to where they wanted to go. so, i want to know more about what this process is going to look like. >> i've been asking that question as well and so i can't speak to how, again, it hasn't necessarily informed us, but for example, i keep part of that process asking and i don't know if dr. pricely or devon wants to speak more, what are engaging with math -- every secondary school has a math department and department chair, where are we engaging in talking with them to, you know, to get that two-way dialogue, so there been department chair -- there are department chair meetings but i don't know how much they are informing or maybe they are

informing it more than i know, but if not, that's an example of where there needs to be a dialogue because they are in the schools working with our students in the classroom. >> so i'm going to start by saying, i think we can learn a lot by school sites and our students. i think that would be, it's where we need to focus our energy, so i'm going to say that, i believe in that. one of the things we've done, we've started that work by working with lead partners so we've had some preliminary conversations, we want to move those to our principals and teachers and to our students. actually, it's part of, and we're learning, again, from our ela pilot, one of the things that we're doing is engaging students and feedback in the curriculum they are experiencing so we know we have models that we can use to build that out and the same way for math. our intentions for

this year is work with our principles, engage our teachers and some of students and receiving feedback from them, and to your point, what are the bright spots. >> what's working for you but what's not and what can we do in that moment to make some changes and i think we start there and then like everything, can we scale that out across the system, so we have some equitable opportunity there? >> i prefer you, commissioner month, bring that to -- i appreciate you, commissioner mol because that works needs to happen and needs to happen. >> go to commissioner -- >> i was wondering when constructioning our proposed action, did we look at our past previous proposed action for our student outcomes and have we looked at where they might have failed or succeeded in fail outcome and how does it influence our current proposed

action? >> i'll give one example. i think this is to commissioner alexander's point about the complex instruction. [mic is off] and from our knowledge, it doesn't seem like -- we haven't done it and it needs to be better. one is, we have a lot of great ideas but there hasn't been the follow up to really understand how are they actually working so paying attention to implementation, that dr. carlos was starting to mention and then two, we have seen enough, [hard to hear speaker] when we rolled something out that is intended to be district wide, like our new -- it's not new anymore, but a new course or the standards

and there hasn't been a clear definition of what is expected and then what is going to be the support and what's going to be the follow up so that's why you hear in the plans, like, a focus on those areas. i think those are two lessons learned that we're trying to inform a month, can we use -- we like to use the word, coherent approach, being clear across the system. i don't know if there's other examples you want to share. i'll leave it at that. >> thank you. so, i wanted to correct something earlier because i said -- i realized i have an e-mail from middle school, 6th grade science teachers who says i close to teach because of larger instruction in the math department. one teacher thinks our approach, a 6th grade teacher who thinks -- that's to my point. is it and if it is, do

we have data on how well it has been implemented? do we have data on, because i know that's -- you're talking about pd. when i was a principal at a high school, they were train by cni. this was a massive investment of district time and expertise and it was hand-and-hand with the development new curriculum in math that teachers were engaged in. it was a broad base thing. there's good things and bad things but my question, if we don't have analysis of what we have done for the last ten years that produced these quite immediate occur and unacceptable -- mediocre and unacceptable results and i'm not saying that complex instruction isn't a problem, but maybe we didn't implement it enough. maybe schools that did it have a better result, but i don't know. if we don't have answers to the questions, i don't know how we build a good strategy, i guess.

>> thank you. i really appreciate all of this, oh, my gosh. i'm usually the one chasing everyone else with the microphone. that's funny. dr. priestly, i appreciate you naming the need for the shared professional development in the solid coaching, effective coaching ask the reflective -- and reflective practices, you know, i'm looking at this -- it feels to me with math, we're almost where we were ten years ago with literacy, right. we did a couple of different -- we collected datas and the schools, where did the data go, so i'm -- at any time we start anything new, i have a healthy level of cynicism in the district so i'm very optimistic about the

direction we're heading and i love the coherence. my questions are really from a strategic standpoint about, we've talked a lot about learning and needing more data and understanding our current baseline. for me, it's a question of, what are we doing to systemize this? i don't want us to get in the same loop of starting one, wait, new leadership team, we're going to pull in the next whatever the coolest buzz word is, how do we actually systemize this and move forward and make the progress our students deserve? [phone ringing] >> yeah. [mic is off] i think we've been speaking to that. i think, i'm thinking again about

what the progress monitoring report is going to do and i think one thing we're highlighting here is in order to systemize it, maybe there needs to be a little bit more depth of analysis and it has root causes behind it. when i do share about the inconsistency across the schools, i mean, i see -- again, i have been talking to people and talked with our team that's agreed, but we need to do more probing around that and around complex instruction [hard to hear speaker] there hasn't been district wide structures to monitor or give check in and have feedback. beyond that, there's other things we need to look for. >> okay. then i have a second part of my question later. go. >> okay. well, okay, here's an

example because i can tell in reading work policy, math placement policies, 2152.1, there was an attempt by the board to put a system in place, like when the curriculum went forward and to support, i mean, ensuring within the first month that the student takes algebra one and there's diagnostic test to measure people's progress and support differentiated instruction and ensure accurate placement and where students need extra support, they will be given activities during or after on campus. that was designed to support the implementation of curriculum and we want to make sure there isn't unfair access, so my question is, what happened? i mean, where has

this been carried out? was it ever, at all or any place, this is more policy and also there's also supposed to be -- the board will review aggregate data placement and ensure all these things are coming along, so when? and i mean, we've been attending these meetings. i don't recall math being on the agenda or and i know there's been many attempts to get this information, so this is an example of the system -- really desperately not wanting to repeat the same cycle and feeling a little bit, watching and waiting. and hoping behind every step, there's a disappointed idealist, so --

>> can i follow up on that because i think that is -- sorry. i turned it off. but i think that one board policy, we have so many other board policies that's that example. safe and support schools and inclusive schools resolution and we have these great aspiration policies and this huge disconnect between, you know, what, this is exactly what we're doing in our governance model, right. we have policy here and then we, which is strategic and we don't have the technical and tactical yet and hopefully, what we'll do through the l-cap and other budgeting process, we're not funding what we say. we have these policies and they are unfunded mandates that go nowhere because we don't fully understand the budget, right. so -- >> i do want my question answered because this was a result of creation of curriculum

commitment to curriculum and pathways. i'm wondering if it was especially given that we had over last several years, a lot of community desire for this kind of assistance. >> so, you mean, to my knowledge, the systemic level of review and monitoring and feedback at the board level and at the district level hasn't happened. >> i'm interested in the students. and are the student getting the support? have the student -- did this get implemented for the students? >> as described there, yeah. >> i have one more -- please do.

>> i had a follow up. so, my follow up to the point i made earlier about it feels like we're about ten years behind in math where we in literacy. i don't think any of us are willing and there were questions about how to accelerate, right. so, i think that's the second part of this system in the question and i think commissioner lam, you named it as well, like, what resources do we need to put in place to accelerate this work and disrupt and actually get to the point of equity, which is what we all say we value. >> can i add -- i think what you're hearing from and there's a desire to be real and not cut through, i don't think we don't want to repeat the experience of the past of having these lofty

goals and being able to -- and i think there's an incentive for all of us. we're on tv and in public. it's really hard for us to say, it's not working and we're -- that's on us so i want to also e-mail staff. that isn't intended as a got you. this is us wanting to be real about where we're at and part of that is being able to analyze, what is happen nothing the system and not happening -- what's happening in system and not happen and it doesn't mean the employees are bad individuals. right. i think probably does mean our culture needs to change. as we like to say, student outcomes don't change until adult behaviors need to clay. student culture and adult behaviors need to clay and it starts with those in the central office leading this. i think that's where we're coming from. it is in the desire of just being real and getting it done this time and not, now, these are ambitious goals and so, if we can't just tinker around the

edges and not be real and have any hope of meeting them. i think that's -- >> i think -- yeah. and risk dialogue. i feel like it's dialogue and it's interesting as we have these discussions. i feel like, commissioners point is well taken. that's the board's policy. what has the board done to follow up to see if anybody has been, you know, working on this policy, right. it is -- this is what the process does. even as far as monitoring reports. it's still broad and they can hone in on saying on a few commitments saying we're going to follow through. that's the real part. we don't want to hear commitments here and then hear, you know, six months later, the next progress monitoring report, we don't know or this happened and that happened and not -- what i expected to come back and

say, we have never implemented this intervention and we said it would help third graders and sixth graders and that's what our targets are, let's see how we did and then [hard to hear speaker] >> it may have been done and this is a level where the systemically -- the superintendent can speak to it and say here's what we learned and here's what's happening in schools. >> one more and we'll go -- >> i do appreciate the timing, commissioner alexander because i think it's really important to recognize the work that our district personnel put into this math curriculum and just how transformational it was at the time. core curriculum was brand-new and everyone was shifting and we were at the forefront with working industry experts on math and developing something completely brand-new from scratch. you know, it was a

passion project that involved all layers of the district and the intention of doing it in-house was really to make huge shifts and the intentionality and resources that went into that, i think, i mean, i'm just blown away and that also aspiration alley tells me whether we put our minds to something, we can do huge things so let's do it around math, again. >> i believe there was a board question, which i didn't ask. i appreciate my colleagues bringing it forward. no surprise. i'm going to ask about college access, so while it's not a student outcome goal specifically that was approved by the board, i'm curious, superintendent, given what we know around our eighth, you know, what you're bringing forward right now, this eighth

grade goal, so then -- the consideration around the alignment of career and college readiness and for me specifically, understanding, you know, truly what are the stem requirements for students to be ready in the 21st century, not only workforce, but of college readiness? we haven't had that discussion as a ward. we haven't brought that forward but i want to be, since we're having real talk, just the realities of the competitiveness, i think, historically, we have really seen, you know, the investment in public education, pre-k12 was going to be our pathway to our public higher ed institutions in

california and that's something that i'm curious, you know, as you're thinking about future performance ask the alignment between -- and the alignment between this eighth grade proficiency. it's not just only college, but folks say -- because it's career access too. and workforce. have you all had any of those discussions or what would be something for considerations moving forward around that alignment between those two goals? >> i mean, i think that's a discussion to have with the overall core sequence and what different opportunities we want to have, right. and then, you know, i think it's connected to the conversation that we're having with the staff. what offering do we have and what are the different points for students to make choices and or

get the courses they need and to -- it's not just about this math but career and college aspiration. >> going back to the root cause, that's a theme i'll take away tonight such as improvements as to the monitoring, i think the desire and really responsibility of understanding those root causes and when it comes to stem, and high school and onto post secondary, it's thinking and understanding what does it take now? i don't know if our student really have a clear sense of that. you know, i've talked about my own kids being high school students and both being in stem, like, it really has put the responsibility on the student and the family and most often, you know, students that i have worked with are first generation, such as myself, so we're really on our own in many ways in navigating

the system. the public system from our traditional k12 experience to post secondary so i wanted to note that. >> we heard that from the delac tonight. >> maybe, i know we're getting time for public comment, maybe -- to comment on that but the students graduating, i feel like i saw some reflective -- if you want to add the final word. >> i don't want to get into the whole argument surrounding al algebra, it's not disqualifying because colleges do a good job of considering the context of the school you go to and if you go to a school where calculus

isn't offered, you couldn't have taken it. if you're applying for an engineering major something like a science related, they are expecting one year of calculus. if not bc as well. i'm sure there's high schools that don't offer calculus and i think originally, like my goal coming into high school was, i had hope to take calculus, but at a school like lowell where so many kid are trying to take calculus. i tried to double up on algebra and didn't get it because it was full. unless i took an online course during the school year, i wouldn't -- i didn't do that so i didn't have a chance to get to that level, and for me, i wasn't pursuing a stem degree so it wasn't necessarily to big of a stressor but if you did plan to pursue a stem degree, that would be more difficult for you to

grapple with. >> yeah. i think i just want to say that commissioner lam's comment, i'm going to be the first in my family to attend college and i think a big factor in school and especially the math field too, especially when applying to colleges is looking at the requirement each college will have, that they want you to take and i think i've heard from a lot of students at my school, especially, about how we have limitations on ap classes and to take ap calculus, would you have to take pre-calculus and he will be in pre-calculus in you take algebra. when you're in high school, you're not wrapping your head around and i want to say your comments did resonate with me and i think there needs to be special attention paid towards first generation students, low-income students who is flafb gating the college pro -- navigating the college process and figuring out what classes they need to graduate and attend

college. >> can i ask a clarifying question. >> go ahead. >> so, can we track or do we track information about students attempting to get into a course that has then been closed? so, i mean, we've advertised our pathways but i hear so many stories like yours cal and like yours isabella, that i don't know that there being captured. we're seeing what kids are taking, not what they are trying to take. and so, i would love to see, as a board member, and i'm assuming my colleagues would as well, as much information as possible what our students are attempting to have access to as well as what they are getting access to do the extent

possible. the geometry in summer school waitlist is a great example. if there's any -- yeah. >> we'll look into that. >> just to add to that, there's barriers that's structural that would prevent access. if you can't get to the prerequisite for the other thing, you wouldn't have that gage of neither demand. the question i had, i'm going to close us out and go to public comment unless other folks have others -- we can do a lightning round. looking at proposed actions and other root cause analysis towards our solution, how do we factor in the role that academic supports in tutoring plays especially the role that that -- especially the organizations that play those roles that aren't officially a part of the district and who have funding streams that aren't directly connected to the district so how are we gauging that balancing for that and is that

incorporating into a plan as a tact or is it not and is that something that exist outside of the remedies that exist outside of this plan? i need clarity around that. >> i can say, it has been incorporated in our literacy approach, like we work with the sf fund and the literacy collaborative that provided additional tutoring as far as book note to other things. where are we with -- we have that for math or maybe something we need to set up for math. >> so again, to mitch, we have expanded two things i would say. one, dream box as previously mentioned which is a digital platform available for all k through 8 students and we also are, this year we had a pilot with book nook who launched a math pilot for 9th grade students only. it was, we have about 200, 193 -- she says 193

student, we are going to look at the data and see if we want to expand with that particular program. we also connected with stanford who provided detailed information about the top tutoring vendors that might be available and if we would like to engage with any of them, so we've been exploring that and we are actively meeting with some vendors next week on, if that's another direction we want to go, so we're pursuing those avenues and we want to, as much as possible, make these opportunities acceptable to all students inside the school day and also outside the school day. so we're trying to think about who, particularly at the secondary level, who those students are and how they might interact, which is a little bit different than our elementary students when we're trying to get them around their foundational skills, but we are

actively working to put together a menu of options that students and families can take advantage of, as well as teachers. >> thank you. just to a point of clarity, would you say then that within our plan, we've identified the number of seats and spaces we would need for kind of that additional support, so that we can kind of gage or is that something we need to merit out or does this kind of assume we're able to meet those and we would have to develop a different plan or approach if things change, like, budget cuts to cbo's that provide other programs or support, would they have to reduce sources? have we calibrated those or are those things we're not prepared to deal with? >> yes. we do consider that. different programs fit the needs of different students and so, we look at, we work on our sites to say, if we have students

performing at-grade level, whatever space, how many seats would we need for that? you know, for a particular program. so, we try to be careful to match and actually i always try to give a little extra to overextend to make sure we can meet whatever need that we might have. >> thank you so much for your responses. you think at this point, we're going to transition into public comment and i believe we'll start with public comment and we'll see what we have virtually >> thank you. we have $27 card for in person, president boggess. >> i'm going to call the first five speakers up so line up when you hear your name. rex ridge way. chanel blackwell, maya k. rori and rachel cow or co. >> thank you. rex ridge way,

four facts, algebra one need to be put in 8th grade. long beach, dublin, cupertino districts allow algebra one in 8th grade and better prepared than our kids and the department of harbor, stanford and uc berkeley says this course doesn't prepare our kids for calculus. fact four, 20% of our parents have their kid in private schools. we're going to lose families thinking about letting their kids go to high school with this math problem. we need algebra in the 8th grade. it's a crime scene and we should approach math with caution. think it through. this is so serious. i lose sleep over this. thank you. >> thank you. >> hi. my name is maya, my

children is district alumni. this reminds me -- taking away the moments that make [hard to understand speaker] and you find ten years got behind you and no one told you when to run. i said the math strategy was a foolish thing to do and don't experiment on vulnerable kids and i refuse to let mine be guinea pigs. my daughter flew in from massachusetts last night, she's a stem college senior and turned 21 in a few days, how many students the last ten years were derailed and where is the gent see to fix this. you run to catch up with the sun but you mission it. how many students have we left behind as the and sfrikt drags their feet and the time for change is now, thank you. >> thank you. hi. chanel blackwell, mom of two. public school funds, income of 7th and

12th grade. thanks for hearing our voice. as parents -- and start offering competent math and professional development is needed like yesterday. our kids can't wait for years for san francisco unified district to (indiscernible) challenges in our instructional materials and ensure equal, high school math courses, bring back 8th grade algebra and bring it to a vote hopefully by 23/24 semester. it is painful for me to watch, our smart son is 7th grade, incoming 7th grade hated math. just getting by with a b average because it's the same math that was in elementary school. the cotton core math doesn't work in middle school. a mind is a

terrible thing to waste and i urge you to take care of this matter. thank you for being a service -- thank you for being in service for our kids. >> thank you. >> rory, united education san francisco, math teacher. this is how complex instruction works. have you people from different -- and information expertise and but you didn't raise your hand. what you needed to do to raise your hand, you should have asked teachers, we could -- all those questions you answered, we could answer them. we were talking about it. you did not invite us into this meeting and the board of education has a lack of transparency and respectfully, superintendent, you're a newcomer so you're a new student in this situation and it was clear from your comments that you have a lack of context and so, it's important that you bring us into this room because i'm, my number one question is how are you going to pay for this. you can't give us raises

but you have goals you're trying to reach that cost money and we can't recruit math teachers. we have 19 openings. new teachers with no coaches or support. i'll say this, you did not talk about the correlation to attendance. you didn't talk about the correlation to overreach (indiscernible), all of those things impact scores. >> thank you. >> thank you. >> hi, rachel cal. i'm a math teacher in the district, middle school. i wanted to answer the question that commissioner alexander asked about consistency across the district. consistency definitely requires money, resources and training. i also want to acknowledge a lot of math teachers coming out of these new math programs are trained in instruction. this already has what our district needs in place. according to the new math plan, sfusd want to

create a new curriculum and this requires money, and money that the district told us doesn't exist. new curriculum can't be be handed to teachers. this training cost money. we can't continue to set goals without defined resources to support these goals to the first resource is the money for train and the other resource is teachers and sfusd is bleeding teacher and there's 19 math positions existing in the middle school and high school. >> next group. mana young, john, brandy markman, leana and louie. >> hi, my name is mana young and mission high alumni and my kids also graduated from lowell. ten

years ago i was a school site council chair and i know ten years ago, we were able to have better performance than where you are right now and that's ridiculous and more money too. we had to do a lot of budget cuts ten years ago. and we were able to make it better than what you guys here. please implement opportunities for students and no delays because you have already wasted many, many generations of talents the last few years. don't go to your ideology, okay. that's not how it's measured. measured on how we compete in the world and we're failing our students. please implement the math in 8th grade and whatever opportunity you can give to students. thank you. >> thank you. >> hi, my name is john. i'm a parent and a product of 17 years of public education. the tntp

research that was cited today suggests that the biggest positive impact on student outcomes comes from teachers having higher expectations for their students. what ex expectations are we setting if we're setting middle school students they are not capable of learning algebra. it's a failed policy and we have known that for a while. please finish reversing this policy and stop withholding education from children. thank you. >> my name is bran da and a parent from the san francisco educational alliance. we prepared a statement in response to this work shop. the alliance demands that superintendent wayne refrain from posting a number of math occur sfrats

outlined in this. it sets a target for standardized test scores without funding the solutions thatten sure that all of our students achieve math. there's no mention of the plan to recruit ask retain more qualified teachers and pair professionals. we're alarm that they propose (indiscernible) of the online program dream batch funding when funds are needed to hire more math teachers and our teachers and youth receive excellence by receiving instruction from caring top from professionals and teachers and at a time when the teacher is reporting a budget crisis, we demand the district immediately halt the plan to waste money on expensive -- tnt was founded by michelle reid -- >> thank you. >> who was notorious for waiting for superman. >> thank you. i'll call the next group. sherrie lowel, kristin

linenbock and june. ton chung and patrick wolf. >> good evening. for the record, there were 50 people here at the start of this much i want to first of all thank the superintendent of schools for being transparent, open and honest. we have to repard people when they do the right thing and not the wrong thing. willful ignorance is a reflection in this ten-year assessment of what is going on with our math program. if our, if you were a hospital or an airline, would you want to fly an airline with a 46% landing rate or 34% success rate of getting somebody from point a to point b? your superintendent is doing something that is long overdue. and i would like to find out what plans you have in place to audit every single department

and every single staff member to make sure that we don't fail anymore students. thank you, superintendent wayne, for doing what needs to be done and your staff needs to support you and get behind you. you're doing the right thing. >> thank you. >> i guess it has thinned out. well, i just want to say, thank you, superintendent wayne and thank you to the board for taking this step because for many years, the district, quite frankly was lying to parents, to teachers, to students, teachers, the community about how we were doing and for many years, the board of education failed in its oversight responsibility and you are now taking the step, the hard step of really looking at how we're doing and how we can do better. as you take this, as you go forward on this path, i would like to make a suggestion,

which is i think actually commissioner fisher, you put your finger on something maybe whether you knew it or not, when you said that the original, the math curriculum from nine, ten years ago was bold and innovative and while attempting to be a leader, i don't think we should be trying to be leaders. we're not good at this. that's okay. that's actually a tremendous opportunity because we can do much, much better for out students and community. we should be learning. we should be learning from other districts whose values we share, who do well. we should be learning from our own experience, we should be learning from outside expertise. i think we're at the start of an exciting journey and i want to thank you for leading us there. >> thank you. i'll call the next group. lial lam and robert lowe.

chow and julie and amy. >> hi. i'm julie, fourth generation san franciscan and proud public school graduate. thank you for the math teachers here. i'm a four mathematician and attorney as well and i think the great public school teachers -- i thank the teachers i had. i started a scholarship and looking at the two student leaders and i started and i got my graduate degree and it's combining my love for the politics and math. it's a master level students using mathematics or statics towards sort justice and civic engagement. i'm told, there's not a single (indiscernible) currently setting graduate math and statics, that should be shocking to all of us and u.c. berkeley started to do college data computing and science in society, how many of those

teachers are going to be filled by u.s. citizens and students in california and who have been educated in public schools in our nation? think about it much as national security issue. >> thank you. i'll call the next group. the name i called haven't come up yet. mary dodson. toll low. syleena chiu and diane yep and anastasia wong. >> good evening. i'm representing the parent coalition and thousands of parents from across the city. it's great to be here acknowledgement of our knowledge challenge and failure as a district. we're a progressive city but we see this equity gap

and it's widened over the recent years. this the discussion is good and important, but i think we all see it here and it's hard to, someone commented, it's hard to do it in front of tv's and the public. we need to take more urgent, bold, immediate action. our kids don't have the luxury of time for three-year plans and pilots and waiting and sfusd is not a modeled district that has the luxury of all these pilots and trials, like patrick wolf was saying, there's teacher training and tutoring and things we can and must invest in now. if this room were filled with kindergartners, would you have the same three-year proposals you would be making to them. i don't think so. we need to take immediate actions now. move on from the 3-year plans and let's do what works now. >> thank you.

>> the only people here in support of the failed experiment of failed algebra is driven by ideology or wealth enough that they can pay to enroll their own children in algebra earlier. sound policy can't be made on the basic of ideology alone. equity sounds good in theory, but this policy hasn't achieve it. those of privilege can take algebra. is that equity. true equity is tracking. let each student learn at their own pace. give students options for summer school or extended school hours if they are fit falling behind. let them accelerate if they are moving faster than others, but with sfusd facing enrollment drops, it doesn't make sense to continue this experiment. this didn't close the math gap. we have ten years of data. how are those not ready for algebra

benefit from holding back those ready. at least allow the option of algebra and eighth if you believe in equity. >> thank you. >> so, um, i live in san francisco and went to public school and i'm also a teacher in sfusd in math and i teach at the high school level 15 years and i took algebra as a ninth grader and i got into high levels of calculus and did not get into competitive uc's but i teach at a high school where we have students who take 9th grade algebra, apply to top uc's as under stem fields and having taken a single course of calculus and they still get in. so this idea that needing calculus to be a stem major is a

myth. that shouldn't lead the decisions we're doing. i can talk about from the perspective of a teacher, teaching algebra to ninth graders and i saw it before when it was eighth grade algebra and whether it was ninth grade algebra and back whether it was eighth grade algebra and students would pass a test but didn't know a lick of algebra. we spent years reteaching algebra although they had passing grades but now i see, algebra has been moved to ninth grade, they don't have algebra on their transcript but they have much understanding and we spend time reteaching them algebra. let us do that work. >> thank you. >> my name is lena and a parent of two of sfusd students and i'm not here not to give you a teach, i'm here to share my personal experience. i group in china town. the poorest neighborhoods in this city and i

didn't move until 11 grade. we lived in extreme poverty. family of four living in one room and i -- i'll share with you, don't assume, never assume, kids coming from different households, low-income kids can't worry. you have the responsibility to provide at least a decent public education. this is the only option we can learn by going to school and you're providing less than what others are offering. that prevents us from having the option to have more opportunities in life. you have to provide that option. whether we will use it in our life or not, that needs to be there. have be the money is not an excuse for you to not do it. regardless this there's money or not, the education needs to be there for the children. we should not expect any less for public education. i'm not

expecting any less for my children. this is, the sfusd that got me to where i am. i'm doing much better and i hope you offer the same to other kids. >> thank you. >> in low-income families, thank you. >> last group, wilson chiu, saprera ray and jeff lucas. andrew marti. >> superintendent, board members, thank you for taking on this new task of doing the workshop on the math curriculum. i want to say and also advocate for more opportunities for students at, that have the will and the ability to be able to take higher levels of math. i think having these opportunities are very important to allow them

to excel. at the same time when reviewing the math curriculum and objectives, to also to be able to uplift it the under performing students a well. i think the opportunity is here to bring all the parents together in support of the district as a whole. it's in front of you and i think we can uplift under performing students as well as providing opportunities for other students. and i would hope that you would take these things into consideration and then bring us together. thank you very much. >> thank you. >> hi, jeff lucas, just three quick things. first, i appreciate the end or i call the end of defensiveness of the district on math. we need to improve math outcomes. the district isn't defending the past ten years anymore. thank

you. second, dr. wayne is new to the district and one of the things he encountered was our payroll system which was a complete mess, but i think he's come through it and he's learned a lot from that. maybe there's some lessons there. people are shaking their heads. is it better than it was? no, all right. [laughter] regardless, it was to identify root causes and there were a lot of defects and there's a lot of kids who are -- teachers who aren't getting paid and teachers not learn and make you can attack that problem and apply it to the math. it's possible. the last thing is how can we help? how can the community help you on our journey to better math outcomes, thank you. >> good evening, everyone. i

want to thank you as well for acknowledging the problems and issues that plagued us in math. i'm always a little surprised at when folks express a sense that one size fits all because it's usually not true. my son was board (indiscernible) and got an algebra book from somebody else and studied at home so we put him in algebra last year and not everyone can. some students ant ready but some will be if the curriculum revamped and more pressure development to help students learn and teachers teach curriculum more effect, more curriculum-base better. i would ask that everyone keep in mind that people are in did you have places and we should meet them where they are at and it's important to provide those students who need help the most with help now and to give students a solid foundation now

because otherwise, you lose them. thank you. >> >> my name is andres and i'm a teacher at gallo and former parent of a student that graduated at is, fusd and she did great and she got a five in calculus and five in stats and took one semester in calculus in college and never took another math or science class again. there was a mad dash to calculus. it wasn't a choice kids were making and everyone was forced into it and it was unhealthy for kids. when i was coaching in my earlier years here, you go into high school algebra class and it was, anyway. gallo, all ninth grader taking algebra and tenth graders taking -- they close to do

whatever works for them. some geometry and doubling up and i don't think the system is as broken as people think it is. that's my opinion. >> reverend brown. thank you. >> thank you very much. mr. president, members the board, mr. superintendent, i was

a group that came forward to bring this presentation -- as you know, i'm president of the san francisco acp. all i have to say is, number one, this is like deja vu. i've been in this town for 47 years now. and our main problem is, we must expect all children to excel. when you expose children or any human being and you spend focus time on the task, you come out all right. we got to stop dumbing down expectations. and i have a little formula here to invite you to consider, what i call the

five-star plan. and that is number one, we've got to end lighten the people -- we've got to enlighten the people. you can't go anywhere. gas lighting. and not telling the truth. number two, engagement. we need to engage these parents in the community we serve. you can't do in a silo. we've got to get rid of this technical arrogance. wisdom is everywhere. you've got to engage people and particularly, the african american community that has been unfortunately far too long marginalized in their city. next is the empathy. you got to have

real love for all children. wanting the best for all and not putting anyone aside. number four, excellence. excellence. never leave until it's done, the labor great or small, do it well or not at all. no promises, do it well. and finally, empowerment. at the end of the day, the outcome ought to be that we have empowered all children to excel in math, to excel in literacy, to excel in commonsense and being in a

community and never being put to the side as seen as been (indiscernible). (indiscernible) once said, john stine burn, i often thought about how many people i just looked at but didn't see. we must not look at our children as being objects and see them as human beings who are worthy of the best in their education allen defbers -- educational endeavors. [applause] >> that concludes in-person public comment. >> okay.

>> we are going to move to zoom public comment, so please raise your hand if you care to speak to the eighth grade goal workshop that was presented. can that be repeated in spanish and chinese, please. [speaking foreign language] >> okay, thank you. >> before we go to public comment, we wanted to dismiss our student delegate and we give appreciation to your service to the district. thank you. [applause]

>> you think we'll give a minute a piece and stop after the 11th. >> thank you, president boggess. okay. >> good evening, again, board commissioners and superintendent wayne. and everybody on the dais. thank you for this presentation. i want too stand

in support of the students and making sure we're giving the students the options they need because we don't want to limit our students. instruction is important and so are offerings and so we don't want to in a sense, handicap our students and not allow them to reach their full potential. if our student was ready for algebra, that should be an option to them. if our students are struggling, then they should be able to have supports that's necessary, but putting a blanket on that, i don't believe it's working any longer because we're cycling some of our students and they aren't able to go as far as they want to go. like the gentleman said, calculus may or may not apply to people depending on what they are going to college for, but if they are a math major some major that requires calculus, as a prerequisite, we

want to prepare our students for whatever they want to do. >> that's time. >> okay, thank you. >> ceba. >> hello, can you hear me? >> yes. >> hi, i'm calling in to advocate for bringing algebra back. algebra back to eighth graders as an option. we've, since we shifted to offering algebra in ninth grade, the data shows we're trying to compress math. my older kid is a junior and doing the compress class. it's already (indiscernible), so it's putting more obstacles in our children's journey to achieving the life and career they want for themselves so it didn't show me that enrollment

in calculus is drop and dropped for non-white student population. it started hundreds of years being denied access to these options and [hard to understand speaker] and pushing through policies that achieved the same outcome we wanted. actually, there is no (indiscernible). we want to help every kid find a path and responsible for their lives, thank you. >> thank you. autumn. >> can you hear me? >> yes. >> awesome. so, i'm autumn and representing guardians and the nearly nine thousand people who stand in support of our work. i'm not here to make demands. i'm here to first thank you for considering changing our math

pathways. and that isn't working for a lot of kids in -- we have gone out to the street to collect signatures and i have to say this is the most popular issue we have worked on. it's extremely popular on the street with people who are not connected with the school district system and with people who have any connection with the school system, they are in favor of having algebra for students who want it. our school petition -- we sent that to you earlier today. so, here are our requests. when we would like to see algebra in all middle schools by fall 2024. and as part of that, we would have like to see strong support for kids in the early years so they can access that. number two, we would like you to have a conversation around how can we bring access toal judge bra whether it's a pilot program or elective or access program to

kids so they don't have to get the education they need. the third request -- >> autumn, has your time. thank you. >> vanessa. >> hi, this is vanessa. the executive director of parents to public schools of san francisco and i first want to thank special shout-out to sarah who is a principal at john mural for years and implementing the program you're speaking highly of and ensuring this sustainability where there are teachers around this district, going to her school and finding out ways that they can teach in math and the second piece is i think the conversation around high school course work is an important one and i love to see what our data is for those

courses from a post secondary standpoint. where are students ending up? what are the persistent raised and how do we make sure that we can evaluate ourselves in a meaningful way to get to persistence later. thank you. >> thank you. leann. >> yes, my name is leann and i'm a parent of a student of sfusd and i'm here to support algebra in 7th grade and 8th grade. i have taken it at mission high school and it helped me. it helped me in life in general. so, i'm hoping that the students will get the opportunity to learn, as early as they can. i know some geniuses of all colors and all races that can learn,

even before 7th grade algebra. so, please make that available for those students who accelerate and to do better. thank you very much for your time. >> thank you. tony. >> good evening again, my name is tony hines. i'm an apac parent leader. i love to see our students get algebra concepts even before the eighth grade. and they get the concepts in third grade. it isn't about taking math. algebra and other math classes help you with critical thinking. this is a world class city with a lot of billionaires and none of that money trickles down to black children and families. some black children are doing very well. some are doing okay, but a large amount of black children aren't succeeding in math. so,

please, i appreciate the audit. you have a lot of good ideas and let's buckle down and children are our future and let's act like it's. thank you. have a great day. >> thank you. >> delia miller. >> hi, can you hear me? >> yes. >> my name is dalia, i'm a senior. i just want to say for the math pathways for high schoolers at my school, we go through a pathway where you automatically start at algebra one and then depending on if you want to go to a higher level of math, like, algebra two honors, you can double up on algebra two and geometry and so forth, go up higher, which my school -- and my uc requirement easily. so i just don't get with that isn't

implemented at sfusd. i'm a black scholar and then on the honor roll for seven years so i expect nothing less from you guys, thank you. >> thank you. aaron. >> hi. can you hear me? >> yes. >> hi, thank you. my name is erin. i work with dalia who just spoke and i go to public schools of san francisco. i'm a student, i'm a disabled woman who is blind and when i was in high school in palo alto unified school district, i was not ever informed of this process and how

you need to be thinking about math from the very beginning, so, i would love that everybody would include, inform everybody, no matter their disability, their cultural background, we need to know that these are expectations put on us so we can go into secondary education prepared for the degree we want to follow. thank you. >> thank you. jay. >> hi, can you hear me >> yes. >> as a parent of a 7th grader, you support the integration of algebra into the curriculum for 7th and 8th graders. i also wanted to say that, most importantly, we need to lift all students up and support all

students across the school district and then i early, the speakers were talking about the plan of attack and different types of tools. i wanted to suggest that the school district leaders take a look at what the superintendent of the new york city school district announced last week, where previously they had been banning tpt, but decided to embrace it as a learning amplifier and tool for education. that's a million students in new york city across all demographics and i would ask the district leader to consider a proactive solution approach that makes this tool in the best possible way for all students in their educational outcome as a reactive innovative approach to using this in schools and guarantee students -- >> thank you. >> we need to get in front of

it. thank you. >> jen. >> looi, my name is jennifer and i'm a parent and parent of sfusd and advocator. what is the point of doing an audit if you're going to change the outcome no matter the audit. there was talk to make sure teach ears get time and resources through the teaching and -- the elementary sfusd math curriculum was a part of a study by north -- it was solid but the implementation across schools was spotty because there's no district wide systems of support to ensure the implementation is consistent. john mural has amazing results because their teachers are supported and spend time

learning together but this plan that was discussed tonight doesn't focus on median implementation. i want to thank the teachers for speaking out today about what it is for outcomes and what it really looks like to have staff, segregated math classes. >> thank you. >> thank you. >> alex wong. >> alex? >> hello. >> yes. you can go ahead. >> hi. my name is alex, i'm a new public school parent with a daughter starting in august. i'm

calling for sfusd to implement the math curriculum. i was -- that the current approach in math isn't working. if we need to change it, let's do it sooner. we don't need to pilot those that we know don't work. let's make sure every student is reaching their full potential. that means making sure that the meetings and message to improve math including making 8th grade algebra possible, all of these need to be fully and properly funded. thank you. >> thank you. president boggess, that concludes the public comment for tonight. >> okay. i think with that, we will close out of public comment and i'll ask commissioners, if we can return to our normal seats to finish out our, the rest of our agenda.

>> okay. thank you so much again to staff for the presentation and the public for your comments and your guidance on the process. definitely heard that and if was received. at this point, we'll move to our next item, which is item h, employee contracts for district executive employees. i'm going to call for a motion and a second and pass it off to the superintendent. can have a motion and second? >> so moved. >> second. >> thank you and we are approaching almost our final hiring recommendations and just as a reminder for the positions

that require a contract, the board of education first announces the action that will be taken and the board and its designee so i'll turn it over to manual martinez to share the action to be taken. >> thank you. i'm going to read the following statement and then if there's questions, please let us know. the board will consider approving employment agreements that will commence july 1, 2023, and run june 30, 2024. with the following placement on the management salary schedule for the following employees. ronnie, director, arts department, grade three step eight. mary alasala, interim director state and federal grade three step seven. ruby knee, executive director, middle school. grade four, step eight. tair read hobson, executive director, high school,

grade four, step two. tony payne, executive director, high schools, grade four, step eight. eric guthers, assistant superintendent, student and family services, grade six, step three. the board will consider approving employment agreements that will commence on july 1, 2023, and run through june 30, 2025. with the placement on the management salary schedule for the following employees. calling agara fort, educational services, grade eight, step seven. amy bear, associate superintendent, educational services, grade 8, step 7. don, associates superintendent operations, grade 8, step 7.

that concludes my read out. >> thank you so much for that. and at this time, we'll see if there are any comments from board members or the superintendent. seeing none, we will see if there's any public comment on this item before voting. >> thank you, president boggess. we do not have any cars for in person, but if you're in zoom, please raise your hand if you wish to speak on the employment contracts for district executive employees. read repeat in spanish and chinese. >> [speaking foreign language] >> thank you. seeing none.

>> thank you, mr. steel. can we have a roll call vote on this item. >> thank you. on the employment contracts, commissioner alexander. >> yes. >> commissioner fisher? >> yes. >> commissioner lam. >> yes. >> commissioner motamedi. >> yes. >> commissioner sanchez. >> yes. >> vice-president weissman-ward. >> yes. >> president boggess. >> yes. >> 7 ayes. >> thank you so much. with that, we will go to item i, which are our informational items, which are attached to board docs with questions and answers regarding agenda items and with that, the board will recess into closed session. we will return and adjourn and report out any business or actions that we might take and with that, we will recess into closed session. [gavel]

>> tuesday, may 23rd. there's nothing to report on our closed session and no action items were taken. and with that, we'll recess our board meeting at 10:32, i'm sorry, we'll adjourn our board meeting at 10:32 and we are adjourned.

>> welcome everyone. thank you so much for joining me today. the round table discussion. i actually have background in youth work. worked in china town before so having you four from youth commission join today is very interesting to hear your thoughts and concerns and what you are talking about from the youth commission and your generation your thoughts. let's get into it.

start with introductions. your name. grade rkts school. and what lead you to become into the youth commission? could start with emily. >> so, my name is emily, she her pronouns. (inaudible) in san francisco. and i joined the youth commission because growing up i relied on public transportation and a lot of community organizations such as (inaudible) and through these organizations they introduced me to a lot of community organizing movements happening and that is when i learned of the youth commission because my friend was also on it at the time and i was interested because i saw a benefited from a lot of public service in san francisco and wanted to insure all youth in san francisco could have opportunities to benefit from these services as well and these services would be available to everyone. that's when i applied to the youth commission and i joined and that's where i got to learn so much about like how local government works and

how i could contribute my voice to make better opportunities for all youth in san francisco. >> nice. how long have you been on the youth commission? >> i joined in 20 21 and this is my second term. >> normally the youth commission, what's the age range? >> youth ages 12-23. >> wow! you can be out of high school and on the commission? >> yeah. we have college students and we used to have middle school students on the youth commission too but now they are a freshman in high school. >> nice. awesome. >> (inaudible) >> ewen a senior at san francisco high school. i joined the youth commission. i had beener interested in san francisco politics freshman in high school and volunteered on local political campaign and district attorney election and got into that process, and from there did more campaigning and got into youth

advocacy and activism in the city. and from there i sort have (inaudible) city hall on certain issues and wanted to be on the flip side and see what i could do in city hall for young people and a voice for young people and are the youth commission was the perfect opportunity for that so why i decided to apply. thankfully i was appointed. >> great. how many years have you been on? >> second term as well so beginning september 2021. >> every turm is one year? >> yeah, because people age out so quickly and people go away for college so we try to make it like a school year roughly. >> okay. nice. thank you. >> hi. i'm hayden. i'm a junior this year at (inaudible) my first term on the commission but what drew me to it is like emily i have always been super fascinated by public

transportation. since i was two years old i had a baby sitter and she couldn't get a driver license so would take the bus everywhere and it was fascinating to see all the people and places i could go around the city and just as i got older i would explore more and more but realized that you know, like, it is not as simple as buses driving around and i can be involved in getting more buses out there, having more places to go to and like i think especially when the pandemic happened and all government meetings moved on line it was a lot more accessible for me so i was able to pgo and make public comment and see had all the presentations, see all the people on commissions and stuff and also had several friends who had been on the youth commission in the past so i just saw it as a great opportunity for me to advocate for young people, because i feel we have a lot of

needs and sometimes it isn't always represented. >> thank you. >> hi, i'm yoselin. a senior at urban school of san francisco. this is my first term in the youth commission. similar to everyone else said, i have been interested in politics and public policy and how legislation is made. i are worked for someone who worked with supervisor ronan, he really-i was fascinated with what he gets to do in his job and the issues he gets to work on and people he gets to speak. this is a great opportunity to test what you are interested in and so i applied and got in and very happy. >> how many total in the youth commission? one per district? >> yes, one per district and 5 from the mayor. >> there is 11

supervisor ones and 6 from mayor office, 5 of it which are specifically for minority community representation and one is appointee so 17 total. >> 17. great. >> (inaudible) one of the bigger commissions in the city, but because youth is everyone at some point in life, every community has youth, it is important to have enough seats to have a voice for communities and their different needs on the youth commission. >> for sure. let's get into the nitty-gritty of it. i really interested to hear some of the concerns that either the youth commission is talking about now or even you yourselves personally what concerns are you trying to like advocate for and stuff like that? who would like to start? >> i guess i can start. before joining the youth commission i'm involved in housing and mass incarceration

crimial justice system. i knew these were topics i wanted to discuss and bring up so i'm also on individual committees so two main topics is youth incarceration and substance abuse and gun violence and-yeah. those are the main issues we are talking about. >> for youth incarceration, what are some of the topics? is it more about the resources putting or not putting into it or is it- >> yeah. one main thing now is talking about juvenile justice center. forget the street. and, i think woodside and por tolla. >> it was supposed to be closed last year and has not because there is a lot of uncertainty about what is supposed to happen. i recently spoke to chief miller the probation officer at the center, so discussing ways we can support them to get that closed and have more equitable resources for the youth who are currently

inside still and relying on community members and families and friends instead of like abusive and harmful police officers and the justice system. >> is sthr racial disparities in the youth incarceration? >> yeah. what i heard from the meeting there is currently like 14 youth inside. they range in age but it is all like people of color and people from low income families who are usually the ones more involved in the crimial justice system. >> i read somewhere that like perhaps there could be more money put into the communities to help low income or kids being not targeted but don't have as much opportunities and end up in those places. >> yeah. >> versus putting

money in- >> i think it is better to fund organizations and programs. i think emily you mentioned you are in break through, i'm in the smart program help afford education and help get to college and teach them and offer activities so they have more resources and opportunities for their future. just like putting more money into programs activities and things that like shift youth experiences to a more positive one. >> any other concern? >> i can add on. i think you all said investing in youth early is really important rather then focus on punishment. i think that goes unsaid. break through helped so much in the education. if not for breakthrough and summer program jz tutorer and

mentorship they offered which my parents couldn't offer me i don't know where i would be. i think community organizations like break through and after school programs funded by the city are so important supporting youth early and insure they dont go down the wrong pact. coming from under resourced neighborhoods and first generation it was very hard to carve my own path so finding mentorship in organizations like this is important and crucial to my personal development. >> i say the science behind it too backs up the testimony. violence-i do a lot of work in gun violence prevention and programs are often more successful then police are in preventing gun violence in our city. obviously both are a part of the equation, but i think that we have seen a lot of investment. we have seen

them be quise successful and i know i am and think everyone on the commission is interested in looking how to support those programs and have them work specifically with youth as well and get young people into the program early before they have a opportunity to be put into these situations that cause violence to occur. >> yeah. >> i just say also like the education system plays a big part because it is great we have a lot of community organizations, but sometimes it can't always be the most accessible so one thing we are working on is expanding outreach and access so people know about these problems and also within our education system i was looking at data in regards to suspensions and expelgz and similar to juvenile justice center it is overwhelmingly student of color and lower income students effected by that as well as

students who are often miss school and there is a lot of reasons for that. some relate to transportation and such. it is just been exacerbated by have distance learning. not everybody had the same access to technology and such to stay connected and engaged in their education during that time. >> i'll add on, i feel when people think about issues like youth not attending school or not doing homework or committing these petty crimes, there is often a moralization and everyone is like they are just bad people. they have the wrong intentions, they are messing up the city, but i think it is just generally very important to investigate the root causes. a lot of these kids come from under resourced naerbd s and have-for a lot of people it is means of survival so so important to look beyond the surface and no there is no need to moralize these situations. these kids don't have other solutions

so it is important to look at the root cause and see how to address prevention rather then punishment and suspension and removal from school. >> it is funny talking about resources and schools. i'm often surprised how many good community organizations are like i don't know how to reach young people and i'm like have you been going to schools, the place where young people all have to pgo during the day? i think i also feel schools dont realize that they have the opportunity to provide resources to young people. they are allowed to connect with outside resources and bring them in and use them as well. that is something i'm hoping to encourage on the youth commission as well. >> right. usually it is outside -i dont want to say non profit but the-schools themselves are [multiple speakers] >> teachers have become social workers for young people.

>> which is why prop g is such a great proposition. i think it is $60 million. increases over time but $60 million goes to public schools for activities, classes, nurses, therapist to support students, which is great. which is what we need. >> yeah. just add on to that or the question, because i know high schools have counselors and probably i don't know if mental health specialists, but do middle schools and elementary schools in the city have that? >> i think it depends on the institution. i am very fortunate to go to private middle school and high school. i did go to public elementary school and there is a huge gap in education and resources available in public and private. i can't speak to that now. >> it has been a huge burden. recently both our school nurse and our school

wellness coordinator left and there was an iligez to the fact it was connected to the pay roll issues occurring with sfusd and not just that but they are already paid much less then other public school districts private school districts, like for nurses if they were to work somewhere else so it is really hard to attract people to work in these schools and we don't budget enough positions in the first place. now we have 7 school counselors for like a body of 3,000 kids and you can think of the kids that have questions about college and classes to take to graduate. it is just not enough resources in the schools. i went to sfusd middle school and we had one counselor for each grade level, but it just really isn't enough and a lot of schools-it kind of-there is pto

or lowel-able to fund a second librarian or nurse the full week opposed to 2 and a half days so if you get injured monday, you got a nurse, but tuesday you are out of luck. that's something happening in the schools and i just feel that is crazy because they don't have a affluent enough pta to fund the nurse. that should be basic. we shouldn't have to ask for donations to fund a school nurse. >> that ties into the mental health issues people are facing. covid was detrimental to everyone but especially young people who spnt hours a day online and away from mental health support in a really difficult time and i think people are beginning to realize now how important those services are. i think there is work to do but

advocase hads been relatively successful in san francisco getting more support for mental health but there is a huge gap we are now catching up with. it was never priority before the pandemic and beginning to become one now but there are so many young people struggling and waiting for support and frankly often falling through the cracks of the system that is supposed to help them. >> yeah. speaking from an older person, no mental helt what so ever in anything growing up so to talk in the progress is like huge, but of course it isn't enough still. >> there is also stigma depending on your race and religion whether mental health is a real thing. >> and also what your mental health condition is too. >> right. >> i think mental health issues always existed but

the pandemic brought to light all the really bad things happening. not exacerbated i feel no one was talking about mental health before the pandemic and i think often times like you said, a lot of the services are not offered in school so i think in general there is a wide disconnect from students and services, whether that is service in schools or community organizations. all these services exist but students don't know how to access them so there needs to be a better way to connect students to everything that can support them. >> another concern possibly-you brought up gun violence, is that another concern you all have? >> just i think just yesterday the new york times posted a story about how it is officially over-taken any other cause for deaths for young people in the united states . >> 19 percent. >> it used to be car deaths and now number one is gun violence.

>> gun violence. also the racial disparities there are incredible too. and concerning. i do a lot of work on gun violence prevention. of course there is need for federal action. we are not go toog solve the gun violence crisis until we see senate and house pass safety legislation that prevents gun getting in the hands of dangerous people but there are actions on the local and state level. eve enin california even in liberal san francisco that can help save lives, particularly around things like safe storage of guns. i wrote a resolution on the commission urging all san francisco schools to send home safe storage information and just recently a stay law passed that require schools to send home safe storage information for firearms. violence intervention programs are incredibly important to help end this crisis:

building the community relations. and also mental health is a big part. access to a gun increases-i dont know what the statistic is off the top of my head, but gun (inaudible) in killing the person then any other form of suicide and it is so irreversible. that access to guns can exacerbate the issues too and someone who might be struggling today and tomorrow but in two years from now would be in a much better place with support and medication they need there is a irreversebal thing they can do with a gun then they can in other ways of hurting themselves. >> is it the norm to have drills at school? >> yeah. it is scary having to like go through that process. >> the data actually-it is unclear but also pretty clear that having these drills

doesn't actually save lives. we now in the united states have enough data points of school shootings in schools that have lock down drills and that don't have lock down drills that frankly doesn't make much a difference. there are other policies and things we could work on that are less traumatizing to kids as well that would be better use of time and resources then lock down trills. not advocating against them, but i think that isn't where our focus should necessarily be. >> haven't done it this year. it is interesting because i just think our school campus we have so many kids and people wander on and off. i are try not to think about it, but it is a thought in my head, anybody can wander on to here. >> i think it is crazy. ever since sandy hook i

literally started doing lock down drills in third grade before i even started sex ed. i think growing up and having to do that every year was really traumatizing. this could happen to me any day so it is scary and seeing gun violence get worse as i grow up not even an adult it is terrifying. >> too many times i walked out of school and checked my phone and see a story of kids like me in a classroom like me all day being shot and killed in the classroom. it is astonish to walk of the last class of the day and check the news and see that whether it is in michigan and texas and here in california, relatively random it was that school. it very much could have been your school. that is something we can't-there is a feeling of helplessness around that too i think. >> there was the story about the kid campaigning

for (inaudible) he got shot. >> 13 year old i believe. >> campaigning for warnack. i have been the kid in freshman year volunteering on a local political campaign and lots of people dont like campaigns. that is reasonable, i get it. having a gun in the situation made that 10 times worse. >> right. yeah. >> i was like not knocking on doors just like walking up and hanging door fliers this election and in the back of my head, i thought about what if somebody like thinks i'm stealing a package or break into their house? >> (inaudible) >> especially i feel in some more afffluent neighborhoods i see next door, they are like this teenager is walking up to my door and must be up to no good. it was a thought in my head. i was like dang, maybe

it isn't a gun, maybe it is a dog or they have something on me. >> this is not-i think people think we are in san francisco, we don't have the issue as much. especially in poor communities and communities of color, this is a consistent issue that we are still facing and a lot has to do with the fact san francisco policies don't cover parts of the state and country as well. san francisco lead the way with the ghost gun ban. ghost guns are guns you can buy online and put together yourself that don't require a serial number which gets rid of any system of keeping track of guns we have in the country, and we were the first city to actually make that illegal and in california fallowed through with that as well. selling of that was illegal. it is things like that, all these ways gun manufacturers and gun industry is going around the

policies that we put in place that is continuing the issue. especially with the gun violence we see on the e streets every day. there are school shootings acrauz the country and many more kids shot walking home because they live in a community of color that had this consistent issue. it is an astonishing thing and it uniquely american issue as well. >> i guess as the youth commission, what actually do you feel you could bring up or advice-because obviously there are many topics that have a lot of issues, but the gun violence just hits home i everyone, especially for me and everything. as a youth commission, how do you go about that? >> well, i don't know much about the ghost gun ban but our job is advice the mayor and

board of supervisors on issues related to youth. we can't solve the issue of gun violence in a night, two nights but i think what we can do is urge local policy makers to take action and i think by the local government taking action we can inspire the state government, inspire the federal government and that is how change works so i think everything we can do to inspire our local elected officials to take action on things like the ghost gun ban can inspire more counties and states and just the world in general. >> we can bring up any topic. any issue to the board of superrisers and the mayor and whether they take our recommendation or not, we can still push them and urge them to do something about it, so they can't ignore us, they have to realize this is what the youth are writing about and what they like us to do, we have to do something. >> it is fun because the youth commission in san francisco and relatively unique to

san francisco as well. it is part of our city charter so they legally can't ignore us. they don't have to take our recommendations [multiple speakers] they have to read the resolutions and talk about the issues and think most people in san francisco are open to work wg the youth commission. there is power behind that and that is where a lot of advocacy work we do gets its power. >> also, there is many board of supervisors care about us and care about the work that we are bringing up, so it isn't like they are just not reading our-or caring. they actually do care about the issues and read them and consider them. >> it is really unique, because a lot of supervisors just like reach out to us and are like hey, what do you feel about bike parking and they care about what you say. >> they offer resources or do you want to speak to this person or let me introduce you

to this organization. they really do want to help us continue our work and really expand what we know. >> the mayor recognizes me places now. that is how you know you are making a im pact, that is that kid. her office is very open to work wg the youth commission as well and i appreciate-i don't think i can think of a supervisor or mayor office that isn't open to us and listening to our concerns. >> it isn't like they just want to take our feedback for their benefit, they want to help you grow as a person. multiple offices offered me internships and different opportunities to be in this ad or help write this legislation or be in the video and that is unique because they want to see you grow as a person and follow all your dreams. literally the senator was asking what college i wanted to go to and if they

could help in any way so very sweet. >> sometimes i look at the youth commission and like, these people are going to be on the board of supervisors in 20 years. this is good we are learning now and doing this now, because we are the next generation of leaders of the city. i really do believe that. of the country. >> any other concerns? >> i think big issue we are also thinking about is young people and it is kind of upon us in some ways but climate change. there is talk recently about the great highway and we will have to close a portion of it in 2025 because it is literally crumbleing into the ocean. this is real and here now. there is a lot of the city is very ambitious when it comes to setting vision and policies. we have vision zero that in two years i think at this point we want to eliminate all traffic fatalities of

people walking across the street, get hit by a car and essentially made no progress since it started. we want 20percent of trips in the city people making them by bicycle and we are just not making any progress on all these goals we set out in terms of climate change so it can be frustrating but that motivates me. we set what our values are and how we make sure our policies and decisions we make day to day, make sure those align with what we are actually saying that we value. >> and that's replicated across so many issues of san francisco. we love to be this progressive icon but sometimes when you get down to the nitty-gritty we are not making the progress on issues we need. we are not setting the transformative policies that need to be done. transit is a great example with vision zero. >> i agree. i think the city can be very

performative and also like-it is like they say they want one thing but they completely do something else and that just gets by-pass and don't think that is okay. also, i think specifically with climate change and transportation, there are so many neighborhood disparities people dont talk about like under resourced communities experience the climate change a lot worse then other communities and growing up in the bayview and excelsior and living near freeways and experiencing pollution and not able to bike in my neighborhood in fear of a car crash because of the narrow streets t is really horrible. we can't fix the issue in the weltier communities how do we help the under served communities that experience the brunt of it? i also think people are so resistant to change. especially with the slow streets program which we have been looking into as a committee on the youth commission. the housing recreation and transit

committee. we (inaudible) benefited youth in the city specifically overall, but still the mayor and other elected officials are resistant to it and afraid of change because we are such a car dominated city and think it is important to be optimistic about the future and be realistic but also like slow streets are helpful. this can actually get to where we want to go in terms of the climate goals and people need to consider that. >> it is kind of like in a sense feel a chicken and egg problem because before i used to be somebody that is mad like i don't understand why are people stuck in their cars but i feel a lot of issue, that is the system. we set up a system that if it will take me a hour to take the bus across town or i will be all most hit by a car biking down a 40 mile per hour road, the obvious choice is to drive. that is the system we set up so it is hard to convince people that we know this is system and

understand why you drive. we are not saying you are a bad person because you drive because there i think there are people out there who are like you are a horrible person because you drive a car and you are killing all the turtles and the children. that's the system we have, so we need to show people that there is a better way and we can get there and it will take a lot of time and there will be inconvenience but in the long run, if we sit and never change it isn't going to work. there has to be a little bit of inconvenience change, people will feel uncomfortable but if we stay stagnant it isn't going to work. >> i think that's something that the youth commission has been pretty big on making people uncomfortable. elected officials [multiple speakers] i think specifically with free muni for all youth which the youth commission helped create. of course the sfmta

was super uncomfortable and like how will we pay for transit for all youth. youth cant afford fares or drive how do you spect them to pay to get to school and their job and since we proposed it we have seen so many positive im pacts. youth and hop and ride for free. they have access to so many opportunities and i think that is so important. making people uncomfurtable and showing change is good and being resisant to change is unhethy. it makes us go in the wrong direction so making people uncomfortable and doing our job to hold them accountable creates positive im pact for the youth in the city. >> i think we make each other uncomfortable too. >> you mean ear each other? >> i remember-we do a retreat before we begin every year to see where people's priorities are and meet each other and we

had intentional uncomfortable conversations recognizing the privilege people hold, recognizing the backgrounds people have and how that impact s how they view the world as well. and think that is important and often missing from the conversations we have in the city. i often see two different groups about housing is the ultimate issue. people on one side saying we have issues of not approving and building more housing and people on the other side saying i'm concerned my neighborhood will get gent riifyed and lack of dialogue and be uncomfortable stops the progress. we have so many unnecessary divides in the city especially in politics are the reason the issues are not being addressed. people in san francisco agree on the solution. we want to see less

homelessness, less crime on the street, we want to see more people getting the services they need and more people getting stable housing, but because we are not willing to sit down with each other and made the strong divisions and so resistant to changing and changing our opinion as well i think that is a reason we are seeing so many san franciscans especially within the last couple elections have expressed this we keep voting on the issues. every politician promises to solve the problem in their own way but it is never getting solved. >> we also see people moving out of san francisco because we can't fix the problems. and those cities are being also like having more housing problems as well. >> to add on, i think from not even two years i have been involved in san francisco politics i see so many patterns. the same prop every year and named a different

prop. there is no change. that is why it is important to sit together and have conversation like this and i think that is why being involved in politics as youth has been such an enlighting experience. i it is uncomfortable but i think discomfort brings positive changeism i find arguing with other youth commissionsers. i realize blind sfauts and where i can im prove by listening to other people and think why youth involvement in politics is important because you are exposed to different perspective and your own perspective and it-you are like why do i think like that and have this opinion? that is a way i have grown on the youth commission, being involved in the really intense discourse in san francisco and try to find myo perspective and being introspective with myself and other people. >> people are often ask me why

are more young people not involved in san francisco politics ? there are a lot of people doing activism and organizing, young people in san francisco, but because when we have these conversations we try to put people into these groups like moderate and progressive and that isn't how issues work and that is such a toxic environment particularly fl young person who is also still trying to learn as well. i think i felt that on the youth commission. not between ourselves but outside the youth committee being put into a box and i am like i dont know where i lie. a big part of the youth commission is learning about the issues. i don't come on the youth commission with a opinion on every issue. i had to do research and talk to people and hear different opinions in order to determine how i felt about something. we

often don't give people the space to do that. >> i think in san francisco politics there is a need to put labels on people and especially i see with the whole board of ed stuff with the low admission policy, i remember i was in a internship and they reallyb expected me to have opinions right away about how i felt about issues. i'm a ayouth and learning how to have my own perspect and engage. i think with the low admission there is a thing like if you believe we should do lottery emission then you are progressive but if not you are moderate. i think the labeling is bad because confining people in a box makes you question-that's not healthy discourse. you are labeling them. that is toxic. >> and there are only two options. we can do- >> politics isn't multiple choice. >> i think the low admission

system is problematic but doesn't mean i want to get rid of it entirely. there is middle ground and im provements that could be made and we dont allow for that. >> do you guys feel as youth especially with climate change i guess, but is a lot of pressure as youth to-not that you solve it but it is your problem? do you feel more pressure? >> of course. i feel there is a problem with putting all the pressure on people instead of company who are the most responsible for toxic air emissions and things like that. telling us to stop using plastic straws but the big companies use plastic bags and plastic containers. there is a definitely pressure on youth to fix the problem because the older people are like we will not by in the world much longer, so why do we have to fix anything? >> crazy how connected

every issue is. i was in richmond the ort day which is very under served community and they center the big chevron refinely and smoke in the air and with the free way is by. i think everything is so connected and we need to do so much. when we talk earlier about people getting to school, transportation is a big part and free muni. everything is interconnected. it is crazy. it is like hard sometimes to-i know this is a issue we need to do something about it but it is hard to really-you do need to figure out the root cause of everything and-but i think what yoselin said is true. it is hard to like when there is a drought and they tell me shave a minute off my shower, i'm like okay, but there are all these people growing

live stock and agriculture using millions tons more water. in some ways i understand there is a personal aspect to it, but we need more big policy changes. i can't solve this alone and think that is something the commission shows is really like-i didn't come into this work as a part of any big groups or organizations, i was just kind of like doing my own thing and then like kind of like when the pandemic happened there was kind of like this like coalition of people came together to like save muni service and that is when i thought we were getting results and i'm like, this has to be something we all like come together and work on. i think young people actually like realize that and that's one of the great things is we see this is like a horrible thing, but in some ways unifys us. we all have to deal with this

problem so we need to work with each other and move past any labeling of i don't like this person because they are a moderate and i'm a progressive. it is kind of uniting in a weird way. >> to add to hayden's point, that is why individualism is a big problem in the capital ist society because everyone is like you can do this by yourself and be successful and solve the world problem but since i joined the youth commission i have been introduced to people power. we are so much more power when we are collective and work together and think about the system rather then our own self-and the youth system taught me to think beyond myself and the world in general. that is something so unique i never found in any other institution. that is why people should teach kids in school. they should teach them to graduate, make as much money as possible, do whatever you want, buy the biggest house, a

mansion, make a family. they should teach kids to feel responsible for the world and im pact they make on the world and that is what the youth commission taught me and it has been the most meaningful life lessen i learned. >> it is funny how often an adult will come up to me or in the youth commission in general and say i'm so glad you are the future. you will solve our problems. you will be part of the solution. these people work in city government too. your job is to solve the issues. i'm part of the solution too, but you can't just give that to our generation. that is expectation we feel the im pact of climate change so therefore we need to solve it. we can't solve gun violence until young people demand it from the state legislators. you need to be part of the solution too. we need to bridge the gap between youth and adults as well. a big thing i believe in

is coalition building across divides. there are things that yoselin and i don't don't agree on and with vote against each other. at the same time we need to work hand in hand to solve the issues we do. and like hayden was saying, there is a thing i dont want to work with this person because we disagree on this issue. >> you need that. >> you can disagree on the issue and also agree on this issue and need to work together to get it done. >> i think that is another thing with teaching youth these things in schools. these are really important life skills. leadership is important life skill. collaboration across divides is important life skill and taught me so much as a person being able to debate with all these different people. me and you argue a lot, but- >> we are great friends by the way. >> we are really great friends but have been able to do meaningful things together and that is something we should include in the education system challenging youth to

think beyond their own perspective and work with people they disagree with and i think leadership opportunities like that should be provided all across the city so we can cultivate the next generation of leaders that will change the world. >> there is this term that being used a lot by the younger generation. it is funny for sure, and but i want to ask what does okay boomer, that term, what does that mean? what is the meaning? obviously i don't know if you can explain where it came from, but what does it mean and really mean i guess, if there is a real meaning to it. anybody want to explain what okay boomer is? >> kind of a millennial thing i think. >> i don't know. i'm somebody who is on twitter and see it a lot there. it is like- >> any social media platform you see it. >> it is something that we'll say in response to-sometimes

there is a lot of we do face people or adults who they might straight up disagree with us, but they might be people who they say they agree and say i really want to help you and do the opposite. they don't really put their money where their mouth is so to speak, so it is like calling them out like okay--i think it is kind of like seeing sometimes people say look at you, you guys are all entitled or the lazy generation or whatever and they see us as being rude to them by saying okay boomer, but the realty is, it is kind-they dont value us. i don't get respect from you so why am i going to go and support whatever you want or agree with whatever you say? i feel like-there is this weird twisted power structure.

they always tell you respect your elders but you don't respect me, so-- >> there is a huge gap between adults and youth now a days. they like don't like care about our ideas or think you are still too young. we had more life experiences. we have been in school longer and seen more so you don't understand and can't speak about this. that might be maybe true but also our opinions matter and we have been through things and seen things and you should like care about our opinions as well. okay, boomer. >> interesting, it is a funny neme but speaks to the issue of how much space our different generations taking up in the conversation and gen z is willing to demand space then others and political movements. >> gen-z is-late 90 to

early 2010? >> yeah are. i think everyone on the youth commission now is gen z. >> gen z has stereo type of, never experienced no internet. >> addicted to technology. very loud. >> yeah. they also say a social justice warrior. >> yeah. [laughter] >> some of the stereo types. >> the best thing gen z when needed we come together and unit and fight for what we need and want. >> just fed up. i think there is a push within our generation to be like guys, this is so dumb. adults arguing over the issues, 40, 50 years and so over it and need to move on and solve the issues instead of talk about them and think that is true on the local state and national

level and globally. >> i was just going to say, i feel like the term okay boomer is a justification for the massive divides that exist between our generations and we have seen that because there are so many technology advancements happening so it is created wide divides between us and the generation before us but i don't think using the term is a okay to justify that. we don't have to work with these people. we do have to work with these people to achieve meaningful change. these people make the decisions that effect our every day lives and if they don't have perspective how we are im pacted no change will get made and i think that is quhie why the youth commission is so important because the mayor district supervisors, they make decisions on everything that effect our lives so why it is important to have a voice in city hall because they need to work for us to create better outcomes for all youth in san francisco. >> i think it is important to

recognize there is a lot we have to learn as well. i think part of okay boomer can be dismissive of generational knowledge that we need to get as well. i think it is possible to both demand change from a generation and learn lessens from them at the same time. >> right. >> has anyone said it? >> i never used it. >> we use it as a joke. >> we use it against each other. i don't think i have been told a person okay boomer. >> i thought it in my head. i feel a lot of times there is a like thing where like it is like a form of like gas lighting. we have a personal experience and like that's my experience and i'll share that with people and the first thing they tell me is stats dont support that. my experience doesn't support that. that shouldn't have happened and try to dismiss me. my personal experience can't possibly be valid because they have done research that may or may not be valid. maybe their

research didn't include youth so there is no way the research included my perspective. they will invalidate me. i don't say to them. i don't want to be super rude but i'm like uh-huh, uh-huh. sure. that is what you think. >> i think also for like career expectations one thing i love about the youth and younger people is that we dont let companies--how do i say this (inaudible) we have more salary expectations. that is sometimes companies give you the low ball and people are like, no, we want transparns and want to get paid what we need to get paid because minimum wage living and you can't afford to live in a city with hundred thousand dollars you need to live well, so i think that for careers it is also which career will give us the most money to

survive in this world. which is tech comes in and stem. >> interesting too, there is-very tabu to share your salary but becoming encouraged. i would feel very comfortable-i don't make a salary but post college i think it is important especially as a white male to share the information with others to be aware of disparities and rectify them as well. that might be a generational thing too. i feel it was taboo to talk about your economic situation. we complain a lot about it. we also grow up in a time of incredible inflation. literally everything is so expensive and my parents are like how does it cost $5 for a cup of coffee? i'm like let me tell you about books in college. >> everything is expensive.

>> it is weird, i work for the city in a job outside of this and like, i don't know, i just like think it is like cool because it just list the salary when you apply i looked at other jobs and like wait that isn't the standard they don't tell you how much you get paid? somebody was telling me about buying a car and the weirdest thing in our society we are like go to the car dealership and it isn't the price, it is quhoo is the best negotiator. it is a weird thing. i just want simple. i want to walk in and know how much i pay. >> i think i feel aware of the value of my work. especially doing this work as well which is demanding and hard and unpaid because of just how the city is set up. i love it. knowing the value of the skills you have and being willing to say that's not a high enough salary for me. i need

to live off--especially if you have a degree. that's just not what i'm worth and think people in gen z are willing to be aware how the system is taking advantage of people and like low balling them basically and much more willing to stand up to that and because i think there is also this personal dynamic where it is like if i was talking to a employer i would be much more willing to say i know you are not low balling me intentionally. like what you said. [laughter] but the system is. >> to add on r i love the youth commission. i love the work we do and it is a really fulfilling job and i would love to find a job like this some time after i graduate college. >> i see myself being a staff member. >> it is also a privilege to be able to know what you want to do and to be able to

pursue that because if i wanted to do writing or something because i reading and writing, i probably would want be able to do that because i'm first generation, parents are immigrants and don't make that much money and don't have the line of generational wealth t. is a privilege to do your job and what you love and public service is pretty well pay-it is privilege and think being able to consider that and having privilege to do something like this and having the time right now i'm really grateful for that but not everyone can do that because they don't have time and have to consider salary more then we do. now we are just checking on-is this going to make me enough so i can go shopping but these are really important jobs people rely on their lives for. >> we talked about-is there a stigma about youth in politics and- >> for sure. >> do you feel it or do you feel it at all? >> i feel there is

little like-i dont know if micro aggression is the right term. i got a permit to use the bike room from city hall and i filled out the form and the lady was looking at me and was like, you work here? i'm like yeah, i don't have a city e-mail address but can i write my employee id number. she is like, you have those, that is cute. she wouldn't talk to an adult like that. she wouldn't say you have employee id that is cute. i was like wow, in that moment. i don't want to tell too many stories. >> sometimes they don't take you seriously because you are a young person. >> i remember walking into supervisors office, we were inviting-legislative aids and a couple times they are like, hello. they are like, why are you here? i'm like this is a public office so everyone can walk into and second of all, we are commissioners. that is the reason we are here.

>> i have been called cute so many timeatize is unbelievable. i'm like man, i'm just trying to do my job. i remember there was a interesting debate i had with this guy. we were doing a trash cleanup and it was me and this other dude talking about this book we read about youth involvement in politics. i said i don't think youth should be involved in government because they will be sad and disallusioned how much the government can't do. i'm like-i tried my best to argue with him very respectfully but that is such a bad take because i think youth should be taught to be optimistic rather then pessimistic where we can go in the future but a lot of adults think otherwise. a lot of adults believe the same things he believes. they think youth should just do their little thing, go to school, have fun- >> if you are not creating change why are you there? for

the money? >> there is also issue the youth commissioners felt of tokenization and being like a politician with-photo op- [multiple speakers] look at the youth leader i'm promoting and are they leave and there is no mentorship. there is big difference between mentorship and tokenization. i think we do a relatively good job in city hall. i think most people care about us and (inaudible) but there are times too where i'm like from people who i think of as people who are mentors who are like you just want me here to stand next to you for a photo opand don't think i'm will ing to do that without having a conversation with you about this issue. >> you can tell when meeting someone or being at an event when they are just like using

you versus if they actually care what you have to say. >> i think as a youth commissioner, it is so important to find the balance between being used for tokenization but also using that clout. you should take advantage of it. >> you are standing next to the elected official. >> it gives the youth commission more prominence and if it helps us do our job mine as well. it is important to find balance and make sure you are not taken advantage of. >> something else that is interesting is-i feel like i mentioned earlier but i feel like i didn't have any training. i have my own experience. >> before you continue, just saying you do not need experience to come into the youth commission position which i feel sometimes is the- >>b i have no experience in politics. >> push people not to want to apply for the job because i don't know anything about local government and won't know how

do this or that but you don't need it. >> you don't get thrown on a commission. there are people to support and educate you. >> i do feel in some ways i'm expected to know a concern thing or behave the way like the political machine kind of wants me to and you know, be professional and smile when the presenter is obviously like lying to me and stuff and thank them for coming and like, that's just not me. don't feel you will disrespect me and lie to me and then expect me to be nice because i am supposed to be nice to you. i feel people feel they can get away and that i'm not go toog call them out or not supposed to call them out as a young person. i'm supposed to thank you so much for your time. thanks for valuing my poor youth commission. no, i don't know-i just feel you wouldn't lie to the board of supervisors like

that or if you did you would get called out so i'll call you out. there is this expectation we are supposed to behave like-not saying we shouldn't be professional, we should be professional but i expect the same professionalism back. i don't want to be, yes. >> there have been times people come to the youth commission and are think they forget we are ultimately here to hold the city government accountable. >> an employee of the city. >> that and also it is like, the job of the youths commission is to be a voice for youth. we are going to call you out when you don't know if lie is the words to use, fudge the number, whatever happens. there have been times where i'm like, you forgot this isn't just a group of young people who are interested in this, but a commission who job is to hold people accountable. >> i think the image of youth in the city is also just really interesting because some people

will be like, you dont do any knowledge, they hang out and get (inaudible) they just sit and play video games. a lot of people come into youth commission presentations thinking we don't know anything. we will surprise them when we know these procedures and ask the specific questions related to policies on whatever they are presenting on. it is funny. >> so, is it i guess not youth commission but in general as youth is it a challenge to get more youth interested in politics and anything the youth commission is try toog do to help that? >> i think just bringing more awareness of what the youth commission is and the resources available for people to sign up and join. that is something that our community outreach members are trying to do. >> yeah. last year i was (inaudible) and we did this thing where we made instagram posts about the

initiatives we worked on. we detailed the initiatives and free (inaudible) able to put the work on social media and legislation on social media is important because it teaches youth that you can have a voice in all these city policies that are effecting your lives and a voice in the big movements and think making the youth commission as accessible to avenue everyone as possible is important. >> (inaudible) >> vote 16 is an initiative by the civic engagement committee of the youth commission and works to lower the voting age to 16 age in all city elections- >> san francisco specifically. >> san francisco city elections. it is actually received a lot of support from the board of supervisors, but lost my nearly 3 percent in the first election in 2016- >>.5 >>.5 in the next election. we are working to get it on the 2024 ballot again with more voter education, more outreach because we believe it

is important youth get involved in voting early because it instills a habit that voting is important. >> i think-i touched on this before, but a lot of young people are interested in politics but also scared to get involved because of how toxic it can be. i feel like i also heard from so many young people their first interaction with politics was negative so they were steered away from it. i had plenty situations happen to me with political activism but i think the environment we have on the youth commission and trying to create more generally within youth advocacy and activism in san francisco is positive and supportive. all of us have different opinions, have different views on issues, and voted different ways but i also know i can go to any of the people around the table and on the youth commission to say this was a bad

experience that i felt x, y, z about or i am in the situation, can we talk about it, because we all are in the same boat of sometimes things don't go our way and because we are young people we have certain experiences we want to share with each other as well. >> i think what is interesting about the youth commission is you don't need to know much about politics to be on the youth commission. my perception of it was that i need to know all of these u.s. amendments and need (inaudible) i think that is what a lot of people think the youth commission is. that you need abundance of political knowledge to be on the youth commission but i realized it was less political. a lot of community coalitions and just speaking from your own perspective and where you come from as a youth for better outcomes for everyone in san francisco and i think that is important because it is like, i think the discussions in the youth commission encourage people to talk about

where they come from and what they truly believe rather then affiliation to a political party. that is not what the youth commission is at all. >> i remember when i was applying to the youth commission, i reached out to (inaudible) i don't know anything about politics and scared. what will happen during the first meeting and you were like no, you will be fine and learn along the way and that is for any youth who want to get involved you dont need to go anything. you will be trained and taught along the way so take initiative, join it, don't be scared. >> also people get turned down from the youth commission. the supervisor jz mayor decides. there are other opportunities to get involved. reach out to youth commission staff. the youth commission seats people on other bodies and outside the youth commission as a whole another area of politics and policy work as well. i also say anyone watching this being i don't know if i want to be on the youth commission or i want applied but didn't get on, there is still so many ways to get involved. we have a website you can find

our information on. i really encourage that because you don't get started until you get started and once you get started you keep going and end up in a seat like this. >> i think it is so funny because involvement in politics is a little ball rolling. there is a million little balls rolling and opportunities. it is just crazy actually because the first thing i did is internship where i cleaned the streets in san francisco and now i'm like on the youth commission. >> (inaudible) if you are not sherbet the youth commission or not accepted to first time volunteer for the district supervisors, try to form a relationship with them or who ever is in the office and apply again to the youth commission. >> i think the other thing too is like, as much as there are people involved, there are a lot of people who aren't and it is a great opportunity because i feel the biggest

thing-you don't have to know anything special. you don't need to have learned anything. just show up and live your experience. you don't need to be on the city commission. we have our meetings are open to the public. you can show up to the board of supervisors and make public comment and speak your truth. just know your own experience and it will get you pretty far honesty. people will recognize you. i was just some little kid who would go to the mta board of directors and are- >> now they know you. >> i was at a random event and they came up to me and hugged me and are like my gosh, you are hayden miller from the meeting. i felt somebody. i'm like wow, these people know me and they don't always vote the way i want them to vote, but they listen and they hear you and that's what government is there for. just remember at the end of the day, it might not always go the your way, the way government works,

but for you that is the whole purpose of government is to serve you, so- >> the youth commission has public comment on every item and every motion we ever make. every city commission does. our meetings are open to the public. we want to make space for you. we want to hear from you. please come, share your opinion and you can also even if you can't make a meeting you can write public comment in too. i say especially at the-it is hyper-local the youth commission. we only represent young people in one specific area and one specific state so that is where your public comment will have the most im pact. a couple times people reached out and said this is a issue i didn't know needed to be addressed but it was because i reached out that this is something relatively easy we could address and change too. it isn't a big deal for city government but it is big deal for this person. >> adding to hayden's point, i think city hall is pretty youth

friendly because ewen was talking about running into city hall at 5 p.m. i have multiple occasions where i run down trying to get to the bathroom in city hall and an elected official would pass by or i'm holding a big bag of snacks. i think professionalism is important but like hayden was saying it is important to speak your truth and be yourself because coming into city hall, i didn't know anything about city politics. all i knew is i cared about these organizations, i cared about all these issues and i wanted to make a difference and people here really believed in me regardless how prfessional or elquent i was. they mentored me and come a long way. it is important a place like this is accessible for youth because people have offered me professional clothe to go to this event and they offered me opportunities to like speak on panels and have speeches in front of crowds of 200

people and i'm shocked people believe in my. that is what san francisco city government is and it is beautiful. >> everyone in the building is still like a person. i remember the first time i met with an elected official and was like i'm nervous and what if i say something wrong and they came in and was like i'm tired from the last meeting. give me a second while i get a cup of coffee. there are moments where i'm like, it really like-we ultimately are still just students who spend most of our day in high school. elected officials are still people who make mistakes and who are doing their best and who have been entrusted with this position by voters, but also are still people who you can relate and talk to. >> i think before i would see city government as like blocks. they were machines but it is people operating these machines. people are making decisions and writing

these documents and i think realizing that was so important understanding how i make a voice. i think a lot of the role on the commission isn't research, it isn't writing, it is just connecting with people. understanding that city government is all just people and making realizing how important the connections are. it really helps you in your work. >> really realwy appreciate you all coming today. i learned a lot from you all. please please always keep saying your truth, your voice and also encouraging other youth to share their voice as well and i think-we always think we are in good hands but we got to keep fighting the good fight so matter what so thank you for joining us today. >> (inaudible) follow sfyouth-calm. >> we have facebook too. >> we meelt every

other monday 5 to 7. >> thank you to sfgovtv as well. >> thank you so much. >> awesome. thank you. >> thank you. i

didn't -

>> sound familiar do you keep on getting up there's an easier way. >> of course there's easier way get rid of of mosquito they breed whatever this is water no water no mosquito mosquito feed on good blood the eggs hatch and stay near the waters san francisco to breathe and the adult underlying mosquito waits on the as many until it's sexuality hardens water pools in any areas and creates places you'll not normally think of budget and any container that holds water and hidden in bushes or else were dump the water and do it over soil not into a drain the larva

can continue growing in the pooled water is sewage disthe first of its kind the area if the sewage is two extreme have a licensed plumber assist water pools in rain gutters and snaking and cleaning out the water when keep the water from pooling and keep in mind that mosquito breed in other waters like catch balgsz and construction barriers interest crawl spaces with clmg is an issue you may have is week to cause the water to collect this is an sour of mosquito so for buildings just fix the clean air act drains and catch basins can be mosquito ground it will eliminate it as a possible location keep shrubbery and growths estimated any water to can be seen and eliminated

birdbath and fountains and uncovered hot tubs mosquito breed but it is difficult to dump the water out of a hot top can't dump the water adding mosquito finish rids the source of mosquito there are also traditionally methods to protect you installing screens on windows and doors and using a mosquito net and politically aau planet take the time to do the things we've mentioned to eliminate standing water and make sure that mosquito are not a problem on your property remember no water no mosquito

>> i think a lot of times we get in adult lives we are afraid to follow our passions and think life can't be that easy. but i truly do believe i followed my heart this time in my journal in city government i did not know that is where my passion lied. i kept following it and ltd. to great opportunity to serve the city. [music] >> i'm katy tang the executive director of the office of small business. >> small business contributes to san francisco's economy. they provide the bulk of employment in the city and employing a million people in san francisco. and roughly 90% of the businesses are defined as small

businesses. so, they contribute to the economy but also just the quality of life. small businesses are more then and there a place of transaction it is a community center. a play where people gather. know each other and form memories about the city. >> at the office of mall business i run a team this helps report all mall businesses in san francisco whether they are looking to stfrt a new business or expand or perhaps they are feeling with issues. our office is here as a point of information for anyone with a business that has 100 or nower employees. >> i was growing up i had many ideas of when i wanted to do. i wanted to being an olympic swimmer. and i wanted to men be an architect, you name it i had many ideas for what i wanted do when i grew up.

and i never anticipated entering in politics. this opportunity came along wh started working for former supervisor carmen chu and she became the district 4 sunset district supervisor. that was my firstent row in politics and government in a different level. and so when i was finishing up my time working for legislative aid i thought, i will go off and do something else. may be explore opportunity outside of city government what was then approached by this opportunity to also serve as a district 4 supervisor. if not the traditional route that many people think of when you enter in politics. a lot know that is manage than i want to do and run for office. that was not part of my culture and upbringing with manage my parents were wondering why i

wanted to go in that role this legislation and important because so many women when have it return to work after having a child feel embarrassed or don't feel comfortable asking their supervisor for will any lactation accommodations. i saw it as an opportunity you could use the position where you have tools creating legislation and pass laws and where people listen to to you help the community and pass cause catharsis important to the city and individuals. my family immigrated to the united states from taiwan. and they came here in pronl probably late 20's almost 30. and so, they came also in the knowing english limp barely read or write but had to quickly understand english to i can't haveigate services and find a job in america. i grew up in the san francisco

sunset district i spent most of my childed hoo up until i went off to college. so when i started working in city government, i think i had mixed reactions about my involvement working government because for some of our parents generation, there is i bit of distrust in government. i think there are questions about why i was entering in this field of work. i think you know when i went in city government i thought about my parents like so many other who is have to navigate city services and resources english first language and help the individuals both navigate, intercept that is on an application approximate signage. it is fulfilling to mow to help people like my parent and feel like government is there to support them and not to harm them. my parents are happy that i

retired early from politics and being a district 4 supervisor i could have continued on for a couple more years approximate decided to leave early. i think that over all they were able to see some of my work appear in the chinese newspaper. through that they were able to see i was able to help communities in a tangible way. >> the member of the board of supervisors. >> transportation authority. for the city and county of san francisco. congratulations. >> i think about one importance when i was worn in as district 4 supervisor. years ago, and someone actually came up to me during the swear nothing ceremony and said, wow, i'm traveling here from canada, and i just i could not believe i saw an asian female worn in in this role a leadership role this meant so much that someone would

say that and felt they were inspired by the scene. so -- i hope that as more people see people that look like them and more women coming in positions of leadership than i feel they can doing the same. person this inpyred me is carmen chu who is our city add administrator but also was district 4 supervisor when i worked with her as a legislative aid. at this point, i too, was skeptical of going in politics. i saw someone who had herself never seen herself in politics. got thrown into it and put her heart and soul and dedication to serve people. and it gave me the confidence to pursue that same job and i honestly would not have either chosen or accepted or considered serving on the board of supervisors were not for carmen. >> if you want to make your

business accessible. >> in my role in city government where i have seen the most challenge is people who don't know you and you are here to serve and help them that they classify you as our city government and here to hurt you. so, people will talk to you and -- and just you know treat you disrespectfully. and sometimes i noticed that they might do more to me as a female compared to my male colleagues. but you know i try to be empathetic. one of the most significant barriers to female empowerment we feel like we have to be 100% meeting all of the qualifications before we think that we are qualified to do a job. if we look at a job description or an opportunity to come your way well is self doubt about whether you can fulfill the obligations of that role. i think that the confidence is

huge and sometimes i think we make up for it by trying to gain more experience. more and more and more in whatever we can put under our belts we'll feel better. that may not be the case. we might be qualified with when we have already accomplished. i started rock climbing indoors a couple years ago as an activity to try to spends time with my husband and also to try something new and i finds that rock climbing there are so many parallels to life. you know when i'm on the wall i'm concentrating and trying to make it to the next piece without falling. there are daying you think i'm not making progress. you come back and wow, i hit another level. and so i feel like in our daily lives and w we think we are not

making enough of i change in the city. and sometimes we have to take out time to reflect every day as long as you try and give it your all and you look back you will have made a significant contribution there is no limit to where you go in terms of rock climbing. i want to reminds myself of that in terms of daily life. >> follow what it is you are interested in, what makes you feel excited about wake up every day. you never know and be open to all the possibilities and opportunity. [music]

in in in in in in in in in in in in in in in authorityuthorityutho board l mandel. man. i serve i ser aserf the sporte sporte sporte sporte miranda melgara melgara melgarae directordirectordirectordirectoe currentlyrrentlyrrentlyrrentlyrg san francisco onisco onisco ther wyma global global global glo me oliver wyman wyman global globay executiveecutiveecutiveecutiveek michel balthazar from sf from st v. v. v. v. v. v. v. v. v. v. ourv. clerk clerk cle today h saunders. mr. clerk, willk, wilu please call theall theall thealr commissionerissionerissioneris n president commissioner dorsey dy dorsey, president, commissioner and and cardio cardio cardio cardio ca, gentleman present minimum

present vice chair. melgar is excused. um, commissioner peskin. baskin absent. commissioner preston president, president commissioner ronan running president, commissioner safari stuff i absent. commissioner stephanie stephanie absent commissioner walton. well, i'm present chair. we have corn. thank you, mr clerk. and i think you have a public comment announcement. i do remembers of the public interested in participating in this board meeting. we welcome your attendance here in person and the legislative chamber room to 50 in city hall. or you may watch cable channel 26 or 99, depending on your provider or stream. the meeting live at www dot sf gotv .org for those wishing to make public comment remotely. the best way to do so is by dialing 4156550001 and when prompted entering access code 2594475. and then press pound and pound again, you will be added, you'll be able to listen to the meeting in real

time when public comment is called for the item you wish to speak on press start three to be added to the queue to speak. do not press down three again or you will be removed from the queue. when the system says you're line is on muted the live operated will advise that you will be allowed two minutes to speak. when your two minutes are up. we will move on to the next caller calls we taken in the order in which they received. best practices are to speak slowly, clearly. in turn down the volume of any televisions or radios around you. public comment for items on this agenda will be taken first from members of the public and attendance and legislative chamber and then afterwards from the remote speakers queue on the telephone line. thank you. thank you, mr clerk. um and the bad news for those of us who are here is that we have a number of members who are not and may not be able to make it during the meeting, so folks can just be aware of quorum. um, and try to stay in here. but the good news is that this should be a relatively quick meeting. so i do want to excuse vice chairman gar. from today's meeting. um and then commissioners paschen and

stephanie, who may not make it back in time. um and unless their objections will just do that. and then before calling the next item is chair i'd like to invoke rule 3.26 from the rules of order to limit total public comment. pride, um 2 30 minutes for today's meeting. it's my intention to give each speaker two minutes unless i indicate otherwise at the start of that item. mr clerk, will you please call our next item item to chair support? there's an information adam. colleagues this week we celebrated the opening of our yerba buena island southgate road and interchange project. i want to thank vice chair melgaard and commissioner dorsey for receiving our partners and guests at the ribbon cutting and congratulate our staff, led by karl homes are deputy director for capital projects and our prior deputy director, eric kurt cordoba. on this great achievement. the south gate project include eastbound on and off ramps connecting your balbuena island to the bay bridge, as well as the adjacent continuation of the east span, the bridge, bicycle and pedestrian path. so you're balbuena and treasure islands.

the project's challenges where many but our team completed the project on time and on budget through collaborations with many partners, including federal at the federal highways administration, california transportation commission, caltrans metropolitan transportation commission bay area oil authority, treasure island development authority and the u. s coast guard. congratulations to all um, i was also pleased to welcome members of the california transportation commission, along with commissioner peskin when they were in town for their commission meeting last week. um we appreciate the commissioners and their staff, spending time with the transbay joint powers authority and s. f m g, a to tour the future portal project at salesforce transit center, as well as money central subway project as the poor don't moves closer to construction. the six party mou agencies are extending our current governance arrangement and developing a successor agreement to guide implementation. we're also going to be supporting ad hoc committees at both the t j p a

and caltrain as they negotiate a cooperative agreement laying out their respective roles and responsibilities for the project once it gets once it's been built. the project is a of course of course, a major undertaking. um, and an opportunity to apply lessons learned and best practices in risk management and project delivery. um so thanks to all of the partners for their willingness to forge new ground and innovate together for this project. and we look forward to hearing about these developments from the t j p a caltrain and our own ta staff in the coming months. and finally i want to note that the california puc has issued a draft decision to grant autonomous vehicle expansion permits for cruz and waymo earlier this month, despite san francisco's strong advocacy to link these approvals with on street readiness and take a more incremental step wise approach. um and this is particularly urgent and important as we

observe the frequency of incidents and conflicts with first responders like our san francisco fire department and money rising and accelerating to weekly and even daily occurrences. i've asked our staff to review the decision and prepare a response and collaboration with the sfm ta as well as to reach out to the commission that the policymaker level and, um, i want to thank in his absence commissioner peskin for his leadership as we engage both state and both state regulatory agencies that the california puc and california dmv and the wider industry on this important issue. and with that i conclude my remarks. and i don't see any comments or questions from colleagues. so let's see if there's any public comment on this item. any of the three people in the chamber would like to come forward. please do seeing that they are not let's um let's see if we have any remote public comment on item two. checking for remote public comments. high collar

your two minutes against now. so my name is francisco decosta. and i've been monitoring the san francisco county constitution. but authority board for the last 22 years. have to be very careful that we give opportunities for public comment. as it is too few people calling. so public comment is necessary. because that you board members. ah really do your job. as you are supposed to do, you can teach today. a lot of y'all are missing for whatever reason. and there may be some city tend to this trivial other meetings. but your board meeting does not have there is a wide

number of people even though you all have a quorum. to listen to the public and do your job. my main reason for calling in is just to advise y'all. that public comment is sent. and if you are deprived problema talking to you. that other means where we can i suppose. whatever we need to expose. thank you very much. thank you, caller. there is no more public comment. public comment on item two is closed. mr quirk, can you please call adam three. item three executive directors report. this is an information item. until a chang's absence we have maria lombardo, our chief deputy director, to give us our executive directors report. good morning. try and keep it short.

there's a lot going on in may, as you'll see in your executive directors report. first i wanted to, um, acknowledge end of the chair's remarks that we are working closely with the sfm t a to respond to the draft ruling by the cpuc and the autonomous vehicles and we will continue to advocate for controlled, incremental growth based on demonstrated performance. and looking forward to keeping our doors open to talk with the industry as we work on our response on that. a lot of safety updates this time that the first one piece of good news , although we're not over the finish line yet, uh, assemblyman assembly one. friedman's bill 645 made it out of the appropriations committee, which is a milestone farther than we got last time, and i hear it's headed for a vote on the assembly floor, possibly this week. it makes that hurdle will be working very closely with our uh, colleagues and representatives and the senate to try and get this pilot

finally approved. it is one of very important tool that we are missing in our vision. zero toolbox, and i thank our board members and others and walk sf barrier families for safe streets that everyone who is working tirelessly to china and finally get this past. right somewhat less optimistic news in that governor's may budget reef eyes there was not many recommended to help us address the transit fiscal cliff that is looming for the operation side of our transit operators, especially in the bay area, but statewide as well. neither did the governor recommend restoring some of the proposed cuts on the transit capital side. however he left governor newsom left a door open, saying he's willing to continue conversations about finding funds for the transit fiscal cliff and we will continue to work with mtcr transit partners. senator weiner and assembly member and budget chair phil ting as those discussions continue. pulling us back down to the regional level , a little bit of good news on

the transit side, bart announced a new schedule that will roll out in early september. this is a schedule that is responding to the changed pandemic commute patterns, and it's trying to increase ridership and then magic part of this announcement is that know about writer should have to wait more than 20 minutes for a scheduled train, regardless of time of day or day of week that you're traveling like encourage folks to look out for that. and check your keeper bart trip planner to speed it will go into effect september 11th. also at bart. they recently announced they doubled the amount of bart police officers who are patrolling the system up to 18 sworn officers per shift. they are out there deployed on the system in conjunction with crisis prevention, staff, transit ambassadors and others. after a month of having this increased presence, but reported a 38% decrease in calls for service and a 40% increase in arrests on the bart system, and they know we're working with the chairs

office to try and schedule an update from about colleagues at an upcoming t a meeting so a few months ago, this body heard an update on a area express lanes. and we have some news on that front. this week, the california transportation commissioner, ctc authorized the metropolitan transportation commission or empty sea to begin towing on highway 37 21 mile link between marine and alejo in the north bay. the funds will be used to build an elevated causeway to adapt to sea level rise. the ctc action requires mtc to provide bus service and a discount program for low income drivers. so with this approval at least san francisco as the only barrier county that does not have tolling authority right now, we are studying, however carpool lanes and express lanes on the u. s 101 i 2 80 quarter will bring an update to this body in the next several months.

also when the pressing front in the news new york's mt. a got approval for their final environmental assessment and finding of no significant impact for a cordon pricing program in their central business district , and that's plan to launch in 2024 in the revenues would go towards modernizing and upgrading new york city transit as well as some of the other rail services. that served as cbd. they're moving to the local side. there is a lot of outreach going on this month and district one, the multimodal transportation study commissioner chan requested is looking at near to long term strategies to improve transit, reliability and safety and ship shift some of the local trips to transit walking, biking and other non driving options for trips within district one. right now. the project teams conducting outreach all the way through the end of june, um, looking for information on transportation challenges and understanding that transportation priorities. there is a survey available on our

website in english, spanish, chinese and russian, and there will be a town hall date is about to be set. it's likely to be in mid june. but if you're interested, visit our website sfc to .org. forward slash d one dash study. also a great time to weigh in on the prep pill sales tax. we are still conducting outreach, trying to identify the specific projects we're going to find. in the first five years of the new measure this, um item will be coming to our board actually to r. c a. c tomorrow night into the board june 13th presenting this strategic plan, baseline and guidance to our project sponsors for how to go about proposing projects to fund in the first five years. we also have a survey on our website that will be open through june. 30 we'll be having a town hall in mid june that dates going to be set shortly. more information about that, and the survey are available on our website, but sfc to .org forward slash

expenditure plan. moving on to project delivery as a chair mentioned we had this southgate um, celebration, which was long coming and much enjoyed. we have now not any rest for deputy director carl homes work program as in june. we're going to have the groundbreaking for the west side bridges project. this affects the left side exit on the eastbound bay bridge. i tweety treasure island. and that would be more information about that. also on our website for those interested a couple of quick safety projects that are underway. just wanted to flag mbta has been doing a lot of open houses on the quick builds that we've funded with the sales tax and tsc. there were open houses for the sloat. quick build from skyline two great highway. and the lincoln quick build from our iguala to agreed highway in april and may, respectively and, um, the mid valencia pilot project received construction approval from the m

t a construction's underway. that would be the first center running two way bike way. in san francisco, and that's between 15th and 23rd streets. not as visible, but equally important. mt a finished some of fire alarm upgrades and replacements at five noonim maintenance facilities. these were either not working or out of code and we are happy that we have improved the safety for workers and visitors to those media maintenance facilities. blessed three ones. i promise we have m t a has been busy. we have speed radar science installed, um, and locations on wood side and two on fulton street. these are aimed aiming at improving safety by reducing vehicle speeds, and these were another prop case sales tax funded improvement. lastly the portal or the downtown extension project that the chair mentioned in his remarks. um as i said, a lot of

work is focused on governance for the project delivery phase right now. i also wanted to note that the project is in the middle of a required risk workshop that was being done with the t. j p, a cow chain and the federal transit administration. this is one of the key steps to take off the box before. um seeking a multi billion dollar federal capital improvement grounds, and we are happy to be participating in that. i was the last to lighten used. want to think deputy director carl homes and lily you who presented earlier for attending area transportation project owners nights. this is one of the biggest events that we attend, trying to link up disadvantaged businesses, small business and local businesses with protection for sorry. upcoming procurement opportunities that we have and wanted to thank the mtc for hosting that event. be happy to answer any questions. thank you. i do not see any comments or questions, so let's see if

there's any members of the public who would like to um, address the director's report. and there's no one in the chamber. so let's see if we have any remote public comment on item three. checking for public comment on items three. hey caller, you're two minutes begins now. what i want to say is that when it comes to our elders. and the physically challenged. i want to see that she t a. and the chairperson. and the board of supervisors. mention to this very vulnerable. community. you must remember. that as long as you'll get one

single dollars from the government. we all have accountability. so all these other things that your address they may fit in your type of modality. but the most important thing is quality of life issues. and i never ever no. needs assessment done on the most vulnerable community and transportation. still just our seniors. physical challenges. i have no respect for them. make them walk 23 blocks because you are stopped right now. apart. level on purpose. focused on speed. and quick. movement of the bus. but adversely impact

impacted thousands. one durable citizens. look into this. look into this. look into quality of life issues when it comes to that was one durable because the federal government gives you all the money to do that your time is up. there is no more public comments. alright public comment . item three is closed. mr. clerk. can you please call adam four. item four approved the minutes of the may 9th 2023 meeting. this is an action item. right let's open this item of public comment, and if there's anyone in the chamber who'd like to speak on them for please come forward and i don't see anyone. so let's see if we have remote from the comment on item four. checking for remote public comment on item four. and there

is no public comments. okay public comment on item four is closed. is there a motion to approve item four. moved by preston is there a second? seconded by dorsey. um, mr clerk, please call the roll. commissioner chan. jen. i commissioner dorsey. dorsey, i commissioner and guardia radio item minimum minimum. i commissioner president. press and i commissioner ronan running i commissioners if i stuff. i commissioner stephanie. stephanie i commissioner walton. well. neither are nine eyes. the minutes are approved. alright uh , thank you, mr clerk. please call our consent agenda items five through nine. items five through nine comprised the consent agenda. staff is not playing to present on these items, but it's available for questions. is there a motion to

approve the consent agenda moved by walton is there a second seconded by chan? and i think we can take that same house. same call without objection. um and mr clerk, can you please call item 10? item. 10 adapt the three revised job classifications and revised organization chart. this is an action item. all right. and so this matter comes to us from the personnel committee. um no public comment is a required, um ah, and i don't think emotion or second is required either. uh and so, um, we can just, uh, so and i have some remarks about this. so colleagues. this item, um, is a recommendation from the personnel committee, which includes vice chair melgar commissioner ronan and myself. the committee met on may 9th and recommended the adoption of the

three revised job classifications and revised organizational chart. um if there are questions or comments from commissioners, we do have staff here who can address them. um, and as i just said the matter was heard the personnel committee. there's no public comment required no motion or second required. mr. clerk. please call the roll. or actually, can we take this same same house? same call without objection. great ah, mr. clerk. please call our next item. item 11 introduction of new items, this information item. anybody has new items? i don't know. anticipating that anybody does. so, mr cork, please call adam 12. item. 12 public comment. if there's anyone in the chamber who would like to address us on item 12, please come forward and i don't see anyone. so let's see if we have any remote public comment on item 12. checking for remote public comments and item 12. and there is no public

comments. alright public comment on item 12 is closed. mr clerk, can you please call adam 13 13 adjournment. we are adjourned. g. >> shop and dine the 49 promotes

local businesses and changes san franciscans to do their shopping and dooipg within the 49 square miles by supporting local services within the neighborhood we help san francisco remain unique, successful and vibrant so where will you shop and dine the 49 hi in my mind a ms. medina

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for us, we wish we had our queue and we created spaces that are active. >> food and drinks. there is a lot for a lot of folks and community. for us, it started back in 1966 and it was a diner and where our ancestors gathered to connect. i think coffee and food is the very fabric of our community as well as we take care of each other. to have a pop-up in the tenderloin gives it so much meaning. >> we are always creating impactful meaning of the lives of the people, and once we create a space and focus on the

most marginalized, you really include a space for everyone. coffee is so cultural for many communities and we have coffee of maria inspired by my grandmother from mexico. i have many many memories of sharing coffee with her late at night. so we carry that into everything we do. currently we are on a journey that is going to open up the first brick and mortar in san francisco specifically in the tenderloin. we want to stay true to our ancestors in the tenderloin. so we are getting ready for that and getting ready for celebrating our anniversary.

>> it has been well supported and well talked about in our community. that's why we are pushing it so much because that's how we started. very active community members. they give back to the community. support trends and give back and give a safe space for all. >> we also want to let folks know that if they want to be in a safe space, we have a pay it forward program that allows 20% to get some funds for someone in need can come and get a cup of coffee, pastry and feel welcomed in our community. to be among our community, you are always welcome here. you don't have to buy anything or get anything, just be here and express yourself and be your authentic self and we will always take care of you.