>> on student expulsions and i'll read the report out from closed session. i move approval of the stipulated expulsion agreement of one middle school student, matter number 2022-2023-number 35 from the district for the remainder of the spring 2023 semester and fall 2023 semester. can i have a second? >> second.

>> roll call, mr. steel. >> thank you. 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. the report from closed session, in the matter of university of san francisco verses san francisco board of education, the board by a vote of 7 yeses give authority the district to pay up to the stipulated amount. in the matter of student ac verses sfusd-ooh case number 2023202868, slash fsufv verses student ac, oah case number 2023040951, the board by a vote of 7 yeses gives

the authority of the district to pay up to the stipulated amount. in the matter of anticipated litigation, the board by a vote of 7 yeses, gave direction to the general council. in matter of anticipated litigation, mw verses sf, a vote of six yeses and one recusal from commissioner fisher, the board gives direction to general counsel. with that, that concludes -- that concludes our report from closed session. and we will move into our next item, which is item d. our student delegate farewell. i'll pass it to staff to present. >> hi, everyone. i'm mary kate rossy and i manage and manage

the student advisory council and supporting the student delegates and we, i wanted to give, to honor them and give a special farewell since tonight is their last board meeting with us. both isabella hanson and cal kinoshita will be graduating next week and leaving us for college. [applause] and just want to give such a thank you for both of your hard work and all of the input you have given both to the student advisory council and here on the board and we want to, honor what both of you will be doing so i hope i don't get this incorrect. cal will go to the university of the college of london and studying politics and international relations. [applause] and isabella will be going to the georgia washington university studying political science and government. [applause] and with that, i want to present

you both with a little gift on behalf of the board. >> okay. student delegate, is it okay for us to say words and we'll give you opportunities to say words and we'll start with the superintendent and open it to commissioners. >> thank you, president boggess. i couldn't be more lucky to have my, as my first year, during my first year as superintendent to have our two amazing student board delegates. you helped, i have talked a lot about coming in and listen and learning and you helped me learn so much about the district and what the needs of our students are and really i appreciate both of your

leadership and specifically, isabelle, i have seen you in numerous different spaces and you're a leader. the student advisory council, the youth summit and how you're organizing things and kidding were coming up to you to know what to do and in our workshops, like, you already are a leader and it's going to grow as you leave san francisco. and cal, you know, both of you speak your truth, but cal real, i love how you speak up and sometimes you say things, not sometimes, many times you say many things more clearly and articulately than the rest of us about what you stand for and what we need to stand for as a district, so really admire how you advocate for your classmates and for what we need to do what's right in san francisco unified, so thank you, both, for your service. you have my cell phone number, so don't hesitate to call or text if you need something because

we're here for you to make sure you continue to be successful once you leave our district and to bring you back to help us after you graduate. >> why don't we have commissioner fisher and we'll have a few commissioners give comments and we'll give the student delegates to respond. commissioner fisher? >> if both of you follow your degrees of political science into a world of politics, that gives me great hope for the future of our democracy, so i've been really honored to work with you this second half of the year. cal, i feel like i have known you for years and hearing you give comments at the board meeting during the pandemic and on and thank you for your voice and keep using it outside of this bubble that is san francisco. hopefully, we have trained you well and you get to

come back and train us both, so thank you. >> thank you, commissioner fisher. commissioner lam. >> cal and isabella, congratulations! we're so proud of you. i remember when we both first met from cal, certainly, hearing you through public comment and still remembering distinguishly about the need around safety and health and transportation and that what has been said around really speaking your truth and really raising the issues that this district at times failed to center our students in addressing and really calling the district and all of us as board members into action and isabella, i want to recognize you for your courage and your strength. i still remember one of your first board meetings, for me, it was a

learning time. when we talk about adults modeling what is the appropriate behavior and support that we would want for each and every one of our young people and our students to experience from the classroom to this boardroom and i really carried both of your strength, commitment and focus for young people to the work, as a body on this dais, so i wish you all so much luck and great success and know that you're joining amazing student delegate alumni and i know y'all are a very special crew, so congratulations! >> thank you, commissioner lam. vice-president weissman-ward. >> thanks, i'll keep this short because others have said all the things i would want to say as well. i think you two are the

epitome of leaders and leaders aren't always the loudest or the most aggressive. they are not the ones that take up necessarily the most time on the mic. they are the ones that take up space when you need to and also make and create space for others and you all have done that. i hope that sooner than later, you come back and try and take our jobs. thank you. >> yeah. i'll be brief because i get to hog you since i have the luxury of getting to sit next to you and i want to agree with all the comments that went before and sitting next to you has been a great reminder of why we're all here and hearing your voice, you've often been very tough to follow because my comments have often come right after you and i agree, hearing you speak from your experience as students at the district is a good reminder

of why we all are here and i wish you so much luck and it was a pleasure to be part of, seeing the new cohort that's interested in sitting in these seats. they are going to have tough shoes to fill, but the incredible talent and commitment that i see in our students, who sit in these seats year after year, you've stepped into those steps well and it has been a pleasure to get to know you and hear your separate voices and your own ability to navigate differences in your approach to the position, so thank you for being leaders and someone i learned a lot from in this last year of the it has been a wild one. >> i'll close out and then we'll lead the floor. i want to say thank you for your service. it has been an honor to serve with you. a lot of appreciation from the perspectives and the voice you brought forward, not just as

yourself, but a student representatives and read really trying to embody students as a whole. i appreciate the way that you have disagreed with us and called us out and tried to hold us accountable to do better for students in the district as a whole. i'm excited for the footsteps you're leaving for the next student delegates. really he can empolice guys what it means to be a part of this board and committing to make this district a better place for everybody so thank you so much for your service and so much appreciation and good luck in your next adventures. do you want to add anything or share anything? >> i think what i appreciate about being student delegate, it takes the concept of implementing or including youth voice in politics, which is to be quite honest, often more of buzz word and less of a meaningful action. it really makes it feel tangible to us because we know we're being

listened to, in a lit rah sense, we're sitting here and you're listening to us now, but i think seeing how also in guiding the scc, how much we're able to help incorporate student voice meaningfully into district policy, but also i think it's just a really transformative experience and giving students the opportunity to really understand how government works and i think, which hopefully for society, youth have a lot of drive to create change and we can be really roweled up and seeing how the district operates and within the "brown act," that gives me a new appreciation for the value of incremental change; so i think thank you for that. >> yeah. i second what cal said. i think i gained such a valuable experience sitting on the board of education and it's going to be something that i take with me and carry with me throughout the

rest of my life and thank you so much for all the kind words and the hoodie. i'll definitely be wearing the hoodie. thank you. >> thank you student delegates for your service and continued work through the rest of the night. and with that, i believe we will go to our next item, which is advisory committee reports from our district english learner advisory committee. so, we'll ask staff to come and present. >> thank you, commissioner, president boggess and i want to welcome our districting advisory committee and yeah, i've had a chance to attend one of their meetings and also one of their representatives is on other committees, so their voices are definitely heard and appreciated throughout the district. so, i'll turn it over to the team to present. >>

>> all right. there we are. good evening, commissioners and superintendent. my name is jensen horus and i'm an educational integrated specialist and i've had the pleasure of working closely with the district english learners advisory committee, delac for the past five months and it's an honor to be here to present a set of recommendations we have developed from the annual delac needs assessment. in a way, being here today representing delac in the communities we serve is a full circle for me. as a multilingual learner myself and first generation immigrant, i know fir hand how crucial it is to have programs and services in place to ensure that our multilingual learns further

develop their skills and pursue their dreams. to present delac findings and recommendations, we have delca parent leaders and avalos and marina vasquez and from the pathways department here, miguel and nick godfield and maggie. i would like to recognize also, danielle who previously held this position and is a tenacious advocate for multilingual family in san francisco. she continues to resonate and she's supporting our families at epc. the purpose of the delac is to provide guidance and advise to the board of education and the district staff on the needs and services including the district goals, objectives, and programs that serve our english learner students and the development of these recommendation was a

process that is a listed with -- process with soliciting and we generated recommendations to call for revitalizing for strengthening family engagement at our school site and improving communication with our parents and extending programs for multilingual learners and i want to take this moment to emphasize the district unwavering commitment to serve multilingual learnering, which is a quarter of our student body. there's a present need to improve the education outcomes for multi lining gal learner -- multilingual learners and we want more achievements for the students and want to partner with our families for multilingual support. we emphasize the important of culturally informed practices

and the use of data to create more nuance understanding of the students we serve and we hope that these recommendations will receive your serious considerations and result in meaningful actions that will support our students and multilingual families and now i would like to turn the mic over to one of our parent leaders, anna avalos. >> good evening, commissioners and superintendent. my name is anna avalos. can you guys hear me? >> yes. >> and i'm a proud mother of two. one to daniel in third grade and my daughter is going to (indiscernible) middle school this fall, which i graduated when i was in school here. as a parent and active member of the english language memory, delac i'm passionate about advocating for the need of english learner students and their families and also our teachers. i'm here today to serve personal -- to share personal experience and highlight family engage and i joined delac at any school six

years because parents are welcomed to make meaningful contributions to our children's education such as provide input on the school plan for student achievement and organize community events and work on other projects that have positive impact on the school climate and our students. however, we also notice that many delac across the district struggling to activate participation among families and the engagement at school sites have significantly declined in the last couple of years. this is why i'm here today to present delac accommodations to strengthen the english learners participation and engagement. to achieve this goal, we ensure appropriate steps are in place to increase attendance and participation on the site. delac by setting goals for increased attendance, we suggest the department of communication, launching campaigns and emphasis of important of delac and the staffing is available and

support english learner advisory members and their work. last week we had a session at daniel webster to help parents to understand how to increase their input. we need more outreach for parents to give their input. we have creating welcoming ask inclusive environment that encourages families to support academic success of both students and thank you for your attention and let's work for a better future for our attention. i'll pass it over to ying yang. >> hello. [speaking foreign language] >> good evening, commissioners. my name is ying yang and i'm a parent and i'm the delac vice-chair and have i two

children who go to gordon school for ages 10 and 7. [speaking foreign language] >> as a parent, i know first hasn't the importance of staying informed and up to date on my child's education. however, according to the delac needs assessment, only half of the respondents use parent view to receive communication from their child's school. this is a concerning static that needs to be addressed. [speaking foreign language]

to improve communication access and effectiveness, delac recommends increasing parent view usage and accessibility. this can be achieved by conducting user research to understand the needs and pinpointing of parent view users. with the focus on multilingual families. we also suggest implementing a user-friendly interface, providing training and launching awareness campaigns. [speaking foreign language]

>> thank you. furthermore, delac recommends that the department of technology in collaboration with delac organize accessible parent view training sessions in the district major languages. this is crucial to ensure that all families have access to training and can effectively use parent view to support their children's education. as a parent, i know that having access to resources like this can make a world of a difference in my ability to support my child's learning. now, i will

hand the time over to merna, thank you. >> merna wasn't able to join and maggie will read her statement >> my name is mirna and i'm an active member of our school's delac and i'm on the board of delac and work for advocates and i'm a mother of two. my mother is at independent school and my son is a 5th grader at clifton he will expel my daughter is passionate about helping people and planning to be a nurse after graduate from high school. as a parent, i would like to give delac in the involvement of ecap and i believe family engagement is crucial for the academic success of english learner students, by strengthening the participation and engagement of families in delac. we can ensure

their voices are heard and that they are active participants in decision-making process that impact our children's education. as a parent of english learner, i know how important it is to have access to college and career planning services. that is why i support the delac recommendations to improve these services for english learners in our district. the office of college and career readiness, ccr, needs to provide english learner was tailored counseling services that cover everything from academic planning and college participation, to financial aid and career exploration opportunities. we urge that this district to take this action and to report progress to delac to ensure that english learners are benefiting from these services. let's work together and give our children the tools that they need to succeed in college and their careers. >> thank you, maggie. and this

slide shows the status of the delac recommendations, as you can see here, there are some of the actions that are in progress and many are planned and some needs some follow up. and we be working with departments to recommend these recommendations. >> so, my name is maggie joel and i'm the el family engagement liaison for the chinese community and multifamily department. we believe the recommendations we have plenty, will have a positive impact on our multilingual families and english learners. it's vital that we work together to adjust the challenge faced by our english learners and provide support that meet their needs. we urge the district to prioritize this recommendation and take concrete steps to implement them. we also urge the district to engage with our multilingual families and work

collaboratively to ensure that their voices are heard and their needs are met. last but not least, i would like to express our sincere gratitude to our delac members represented here this evening for their ongoing advocacy of our english learner students and families. thank you. >> thank you so much for your presentation. i believe the superintendent wanted to provide some comments and then we'll go to commissioner comments and questions. >> yeah. thank you very much for what you have shared and just, i appreciated and you saw in the presentation where we noted in the recommendations, what's in progress and what's planned. and when i want to thank judson and the team for working with the delac on that because it stood out to me this year when the advisory council have presented that they've shared their recommendation and haven't been clear in how the district is taking it up and while the advisory council to the board,

ultimately, staff implements the plans in the district so it's important for us to recognize where we're doing it and if we can't do something or something is still not -- it's in progress to do that, so i want to appreciate the recommendations from delac and share what is noted in the presentation is also what we'll be sharing when we bring forth the l-cap and we're meaningfully are taking in their feedback to shape our plans on how to meet our goals for student learning. >> thank you, superintendent. we'll go to questions from commissioners. we'll start with commissioner alexander and then go to commissioner fisher and then we'll go to commissioner boggess. >> thank you, president boggess and following up, superintendent wayne, i think maybe another suggestion i would make is, when we do our workshops that are linked to the golden guardrails

to make those connections. for example, representation three here is really focused around college and career and so it would be, i would be really understood when we have that workshop in the fall and we're analyzing data to understand the data analysis for english language learners from their -- so they would be able to give input on that and on the strategies as well, if that makes sense. yeah. >> commissioner fisher, commissioner boggess and commissioner lam. >> thank you very much for being here. thank you for this report and thank you, superintendent, for acknowledging the need to follow up on the recommendations and having a plan in place to do that. my comment is really more of an appreciation for your work, your advocate see on behalf of all families. being here the last couple of weeks during school and things are busy. thank you for being here and sharing this information and all the work that went into this

and the survey. whether we talk about one of our guardrails being serving the whole child and another one of our guardrails being not making any decisions without stakeholder input, particularly, families, input like this is critically important, so thank you so much for all your giving to you for free. we appreciate you. >> i was going to just second that and thank you so much for your work and your commitment to the district. the work that the delac loads for district is very vital because we aren't doing the best job in serving our english learner students and we need to improve and we really hope to see the recommendations, i think, be implemented in a realistic way that hasn't happened before. with the fear of leaving here with deja vu without asking this, but how are we going to be able to implement these recommendations in ways

that we kind of haven't in the past and kind of what is different now that is going to put us in a place to not kind of fall into the same traps that we have historically fell into and how is your leadership essentially going to, i guess, ensure that? if you can speak to that thought. >> yeah. i'll speak to one point and i'll ask our director for next year humanity and language arts to come up, miguel de losa and i think, in our process, we have our goals for student outcomes ands it's universal but we have taken a targeted approach which is looking an english learners so when talking about literacy, we have a focused goal on supporting and improving english learners progress in there to meet that goal and so, as we're developing our strategies and kind of progress monitoring, we're going to speak to that. miguel can come up and speak a little more about what that looks like as

we're working on our literacy strategies identified in our previous progress monitoring report, but when we're talking about instruction and teaching foundational skills in those areas and if you want to speak a little bit more to that, that would be helpful. >> good evening, my name is miguel de losa and you can call me miguel de losa, depending on what colonized language you want to use. [laughter] so, one of the things that we have learned from the delac, how are we going to move forward with this and have regular check-ins in the meetings we have throughout the year, every month, every third wednesday, we meet with the delac. sometimes it's just -- it's just the group

and not just everybody in the district. one of the things we're planning to do in jensen is here with us, how do we make sure these recommendations are moving forward and how do we check in with all the stakeholders and all the parents and all the staff in the district, so that's something we're planning ahead. regular check-ins throughout the year. the one studies about the delac and the parent view, we already have a plan, so we need to move forward with that. but we want to see it in the ground. how are the parents experimenting this, so getting more data from the school sites ask checking ourselves to -- and checking ourselves to see if this is making progress. >> thank you for your response. the last thing i would direct to the superintendent and maybe not for you to respond to now, but i think the thing that i still would like to see and get more clarity about is how do we ensure the fidelity of our sites

and how are we measuring that and tracking that and being accountable to families on a classroom basis rather than just a district level. i hope as we continue to do this work, we'll see that impact and families will show their representations, their voices and work is being impacted and leading us in a better direction. thank you for your responses and we'll go to commissioner lam. >> thank you so much to the delac members. i know how much time you have contributed and how important our commitment is to you all, your children, and our families. i just wanted to acknowledge, you know, what is -- what is absolute a priority for this board when we approved our student outcome goals, it's around transparency and trust building and that is right in square of both priority, your recommendations one and two

around the strengthening of el family participation and engagement and communication access and effectiveness. and so, i'm also going to be very keen to seeing how that continuous improvement is going to be reported back to the board and the superintendent around the implementation because we've been talking about parent view. we've known this for years since we first implemented it, that it was very much of a gap. so, i'm happy to hear that things are already in progress to do more constant report back. i want to note that around that trust building and accessibility, for example, the more that this board goes into community and we made that commitment because we acknowledge and recognize that as board members, we are an extension and representatives of the values of the community, for example, just last friday, we were at gordon jay lowe speaking

about the importance around community and school safety. also, i i want to acknowledge that the district hosted the state of hawai'i around learning -- learning exchange around our newcomer programs. i want to thank staff, who put in a lot of attention and time in that planning and, why is that important to delac? it was an acknowledgement and recognition of the newcomer work with our students and our families from our youngest learners to our high school students and i'm glad to see the college and career planning expiration services in that recommendation and just hearing directly from our students at gallo high school, just last week and how they are also ambassadors and peer to peer support and learning and hearing directly from our eld counselors at gallo

high as an example. they spoke to the opportunities to look at what successes we're having at individual school sites and how we're doing that district wide, so i just wanted to again, thank you for your recommendations tonight and i think we're hearing clearly as a commitment from the superintendent and the staff around that continuous improvement. >> seeing no more comments or questions from commissioners, i think at this time, we'll see if there's any public comment on this item and then we will transition forward. >> thank you, president boggess. i don't have cards for in person but i'll ask the people in zoom, if you care to speak to the delac presentation, raise your hand at this time. can you repeat that in spanish and chinese, please. [speaking foreign language]

>> thank you. tony. >> good evening, commissioners, president boggess and everyone in the audience, including zoom. i was really moved by that very insightful presentation that the delac just gave. i love to hear parent voice, keep on keeping on and we're all here for our babies. thank you so much for that wonderful presentation. >> thank you. >> uwanda >> good evening, commissioners. president boggess and superintendent wayne. i'm reanad and i'm one of the apac parent

leaders and we wanted to call in for support of delac and their recommendations. delac has been one of our strongest partners this work and it's not easy as parent leaders to always advocate on behalf of our babies but they do a great job and they make it look effortless, even with the different languages, they come together and make sure all communities are represented so we ask you stand in full support of their recommendations. thank you. >> thank you. >> thank you. president boggess, that concludes public comment. >> thank you so much to all our presenters and thank you so much for your time. yeah, please. >> i always end with, when can we hear back from you guys? this is accountability purposes so when can we expect a response for our recommendations? >> you have from the presentation, the broad description where, what's in progress and what's planned and i think as we approve our l-cap

and then our, we'll provide a follow-up response of whether specific in the l-cap and our next steps around them. to be clear, that happens on june 20thth, so before the start of the next school year then we'll make sure you have a documented respons. okay. >> i just want to say one more thing, these parents spend their time with us, you know, in the afternoons. they spend many hours throughout this year, so please appreciate them and please listen to them because they are here tonight, you know, they have kids. they have families and they are here because they want to be heard. thank you. >> okay. thank you all again of i appreciate you so much. with that, we'll go to item f, which is our consent calendar. can i

get a motion and a second for the consent calendar. >> so moved. >> second. >> okay. any items withdrawn or corrected by the superintendent? okay. then, why don't we go to roll call vote on the consent calendar, please. >> thank you. on the consent calendar, student delegate hansen. >> wait. wait. >> just wanted to double check, there wasn't public comment for the consent calendar. >> none in person, if anyone on zoom would like to speak on the consent calendar, if you please raise your hand and can that be repeated in spanish and cantonese. [speaking foreign language]

>> thank you. seeing none. >> okay. thank you so much. roll call vote, please. >> thank you. student delegate hansen. >> yes. >> thank you. student delegate kinoshita >> yes. >> thank you. 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. >> okay. thank you. and with that, we will transition into our workshop on student outcomes, so i think we'll make take two or three minutes for the board to transition from where we're seated to around the table and i think we'll get

ready to get started. >> if folks have a desire to provide public comment after the workshop on the workshop, please submit your cards sooner than layer so we know how much public comment we'll have and if you're online virtually, feel free to raise your hand. we'll make another announcement about public comment as we get closer as well.

>> we're going to get started in a minute. we're going to turn the mics on and we'll wait staff to come back down and we'll get started so about one minute now.

>> i believe we're restarting our math workshop much highlighting our goals. at this time, i'm going to pass it to the superintendent whoshgs -- who will give us guidance on how this will work. >> hello, president boggess and i'm happy for being here for our next monitoring math goal. my priority has been listen and learned and doing that, i have received feedback on many topics and i have heard a lot of opinions about our approach to mathematicss and there's opinions and perspectives on how to do math but as we start this

workshop, i want to be clear on one fact based in our data. our current approach to math in sfusd is not working. [cheers and applause] >> that's a tragedy because we want to do right by our students and we're not meeting goals around math and particularly, our students, especially black and brown students are not benefited from the current way we do math in the district. you know, we have not meaningfully increased access to higher level math and we have limited students who want to pursue and want to accelerate in math. and also through this and in my listen and learning, we haven't brought our community together around our approach to math. our efforts, well intentioned, contributed to divisions in our community. so -- [cheers and applause] >> can we ask the audience to remain silent during about presentation so we can continue

and everyone can hear, please. thank you. >> we have a responsibility to not just bring forward a plan to meet our goals for math, but also to consider how to move forward in a way that reflects one of our core values of being unified. so i think the first step is acknowledging the status quo is not okay and we need to change. but i also want to say as superintendent, you'll always hear me highlight bright spots and where we have made progress and our approach to math have been grounded in access and equity and we accomplish certain objectives that i know the district had when it first changed math, such as detracting middle school, but ultimately, we haven't seen the student outcomes we want and we have limited those acceleration opportunities for families of students and took place, where again, in my listening and learning and families feel like they need to do work around which creates for inequities rather than us working toward our goals of equity outcome. as we start this progress

monitoring workshop, i want to share those reflections and really note that this work belongs to all of us and so, i'm confident we can make strides and if we do this together. and really come together around the goals that you have established for our students that i know we're all committed to. so, with that said, what does it mean to say that we need to change our approach? so, let's turn to the report. so, we are -- we have been following the same pattern that the -- the format that the council at the schools have recommended and in the report, you see the goal in the data and that's the data i reference when i say that our approach isn't working because when you look at it and in our ultimate assessment, which you see on page 3, we're significantly off track to meeting our goals. and just one particularly alarming data point is the fact that our students actually, if you look

at -- track our students' progress across the years, overall our students progress in math declined so as in language arts, 50% of students meet third grade standards. we don't improve on it. here, we see students going down. and so that definitely demonstrates we're off track because we have a goal that's very ambitious to have them improve by a significant amount over the next five years. secondly, if you go to the -- to page 4, so when i say that we are going to look at our approach to math and actually go to page 5, what are we referring when we talk about our approach? it really means putting everything on the table, so looking at our assessments, our instruction, our curriculum, our intervention, our core sequence and placement and acceleration.

if we're going to meet those ambitious goals and particularly, is mother our students who have -- and support our students not successful in math, we need to address those areas but what's challenging is we're not going to do that in a year. i appreciate where we produced the report and we were going to produce the report in three days because this isn't an action item but you gave feedback to say we want to see them ahead of time to dig into them and we got questions from you all and the public had an opportunity to see the report and what i have realized in our effort so share what we're doing to meet the goals, we have went in? depth around intervention that we're going to do an auditor and timeline for curriculum, but didn't know what we're doing in all these areas so again, not all the areas are going to be addressed immediately, but what we laid out that wasn't in the first draft was a timeline so you can see where we're going over the next five years. so, in the next

year, there are media actions that we're taking. we are implementing new interim assessments. we are expanding intervention and using a research-basin ter vengs -- base-intervention tool where we have seen results and making it available district wide and we'll track progress on that and we're doing the instructional audit and we're also looking at designing our new core sequence and looking at placement policy, we're temporarily shifted policy, recognizing we need to do further work and the actions will take place next year with actual recommendations for what to do with our placement policy and core sequence in the future. we, then you see, it does need to be spaced out, so for curriculum, the chart we had further down showed overall what we're doing with curriculum in the, in our schools and

particularly, the elementary level. we can ask our schools to adopt so much new curriculum because we have the literacy curriculum coming. there's already a commitment as a district on social studies curriculum and we have math curriculum we need to look at too. i want to make two points about that. one is, from the questions we have received, we can look at, you know, in he will he, our teachers do teach all subjects and secondary, they teach by subject matter, so perhaps that's -- yeah. perhaps that's an area where we can accelerate that because the math teachers aren't adopting a new language arts curriculum in middle school, whereas in elementary school, the same teachers who adopt the literacy -- curriculum adopt the math. impacting the -- we put a chart here from data from, you know,

comprehensive survey, our analysis t and tp did, that demonstrates what has impact on student learning? and yes, curriculum has impact but you can see the greatest impact are the expectations the teachers have and our ability to teach to standard and knowing what that looks like and that, we don't need to wait for a new curriculum to happen and so, this lays out, again, we have a lot of details to work on, and particularly the changes to the core sequence and core policies and people may want an answer now. what does that mean you're going to do in middle school and high school, and that's a major decision. for major decisions you need a process where you talk to those impacted and tonight, we're presenting, here's the plan for our new core sequence and we're going to go through that process but it's not a two year, three-year process, about you it should by recommendations for 24/25 and beyond. the last thing i'll say, in these workshops, you've

usually heard staff sharing and you know, aj, our coach and guide, he was analyzing the last workshop and gave us feedback. gave the board feedback about asking strategic changes and shared what staff is going over, so the expectation is, you know, that the strategic level, the superintendent is leading the conversation. so again, we're new to this. i've appreciated, this has been a space to try things and learn about this and it feels open to, i feel there's openness to do things differently so that's why you're hearing from me. we have staff involved and ready to answer questions but we're seeing -- we're figuring out our receives what's strategic verses tactical approach in conversation, so i wanted to provide the strategic overview rather than count the details from the report, again, because of your questions and in advance, you've had time to look at. with that, i'll turn it over

to president boggess to facilitate our conversation around our math progress monitoring report. >> i want to emphasize the importance of us trying to direct questions to the superintendent verses staff, so i think -- [hard to hear speaker] why don't we start with vice-president weisman and go from there >> thank you. i want to recognize these workshops and monitoring reports are a new thing that we're doing and i appreciate that, i wouldn't call it growing pains. it's getting used to it so i really appreciate the work that has gone into it, especially since we're moving at a faster pace much thank you for the updates to the report. it helps me get a sense of the thought process behind where we're going, so i

think -- i think i would get a good score on this question from aj, but we'll see. i'm wondering if not describe the reasons that you all think that the proposed actions listed on page 4 in combination with a multi-year plan on page 5, make it likely that we'll meet goal 2 in interim goals 2.1, 2.2 and 2.3? >> sure. i think -- >> yeah. we'll see. so, these actions lay a foundation, so i'm going -- i'm not going to claim the actions are going to help us meet our overall goals. they lay a foundation and help us address our antrum goals so the reason -- interim goes and the reason they address the interim goals is two field. that's why we did

emphasize the expansion of the intervention and ultimately, we know what we call, in our education tier one, the first teaching is what matters, but since we saw that data of students not making progress, we wanted to have -- we wanted to have a robust intervention resource available that we're going to, you know, monitor its implementation and provide support for it and see how it works and be able to make adjustments. the other thing is, why i say it lays foundation and the other thing for improving the meeting of interim goals, we're working towards -- really want to -- i would say, kind of revive focus on and reconnect with the standards that need to be taught so i say reconnect and revise because when the common core standards, there was a push to learn and study the standards

and then, as we say often, the pandemic happened and there's a lot of things that got, you know, a lot of things became a focus, but we really do see the need to hone in on the standards and working towards standard and that's what our professional development described in the professional learning and i say it lays foundation, particularly bringing in the assessment. because bringing an interim assessment is not going to improve instruction. in fact, you have heard me talk about, the interim isn't going to drive the day-to-day instruction but we can see progress and where we might hone in whether it's support, but see bright spots so we have highlighted and kind of a follow up, we highlighted there are schools that had success, john murray had success and they improved on the s-back a few years and then it paused

and they went down a little, but still higher, but we, as a system, needing to wait for the s-back. i have been to the see and seen incredible work they are doing and the other pilot skills so the interims give us a dynamic approach to say, we're seeing progress here, not necessarily like driving the day-to-day instruction, but we no, let's ask. what's going on here that might be -- that might be something to learn from that we can build on, in a way that our current system doesn't did that, so, that's why i think will help in the short-term and meet the interim goals and lay the foundation for the long-term. if anybody wants to chime in on clarifying points, this is superintendent conversation, you're free to jump in, but i do want to acknowledge the expertise we have behind me. >> thank you so much for that response. i think we'll go to one side of the table and back

over to commissioner sanchez. >> commissioner weisman, this is awkward. you're right. all right. so, one day we'll get a new sound system, hopefully. speaking of the interim assessments, so when we look at our -- the interim is -- the interim assessments for the 7th grade and 6th grade and 8th grade, they have gone down. we have ambitious goals. what impact will it have on the goals because when we had the goals we didn't have this report for math. if you look, they have gone down consistently through the grades and we have a longer way to go for our goals for the interim. >> you're looking at --

>> the table. if you look at the third grade, they've gone from 44 to 42 and then we have a goal to get to 54. so it's actually a larger goal that we need to meet. a larger gap has to be filled. so, i'm wondering what your thoughts are on that and my second question is, if we're going to change the interim assessments, how do those play into, do we have to have a new baseline for interims and to make new goals? >> yes. let me answer your second question first. i think, you know, when we have -- when we had worked -- when we adopted the goal and guardrails, we understood that the progress monitoring went really -- it happened until the next fiscal school year because we had our plans in place, so we agreed to circling through this process to learn and so, so there was a debate when adopting the interim

goals because the same thing with the literacy. do we wait until we have new assessments or adopt goals? so we adopted the interim goals based on current assessments so the interim goes may get updated on the new assessments and to your first question about, you know, i think one of the reasons and so, on page 6, table 2, one of the reasons we don't have a lot of confidence in those interim assessments is because the participation rate in them is not great, as well as the correlation to the s-bac, right. i think, as i've said, these aren't the ones that will drive instruction and the math milestones may continue as teachers find them valuable. i'm going to turn to the team because i'm not going to say it right. it's how the math milestones are lining up with what the teachers are teaching, right, whereas the assessment

we're bringing in is more sdwra nature i cannily standard space -- generic standard space and computer adaptive so we'll give information about that. that explains the low participation rate for the math milestones. >> something i was curious about was, within the presentation, we're tracking two different years for the math interim assessments for african american students in third grade verses latinx students in 7th grade and i think intuitively, it was -- it seemed to me if we were trying to sort of track where different groups are diverdiver you would want to do it in the same year. why are we tracking two different years between the two different groups we're focusing on? >> this -- yeah. so, this was a

challenge, this has -- there's been a lot of debate among the board and among staff because we developed the interim goals about taking that targeting universalism approach. like, how to have that be reflected in our goals and then frankly, in following the city schools, what we're doing is a level of discipline to keep things focus so in the end, we -- you know, we highlight different groups at the targeted level, but it's not -- we're going to look at all third graders but for establishing the goals, we're not saying in our interim goal, we're saying we're high lighting where the african american third graders are, it doesn't mean we're not addressing the others, but almost, like, that's not being treating the process if we say we're going to look at it for african american, for latino, for english learners and special education students, for

all of them. that's a struggle because we don't want the message to be, we're not supporting all students but we do want to have some of that discipline, we are being focused and to, like, learn how to do this for everyone, so that's -- yeah. i don't have a great answer, is that going to work or not? we're trusting the process and we'll see, as we see the student progress. >> the goals are divided in such a way that if you see 1.1, 2.1 or 3.1, it's about a focus group, so we selected a focus group which is the group that needs the most attention. so, that's how we selected the 1.2, 2.2 and 3.1. the second part, 1.2, 2.2, 3.2 is the whole grade level and all students. so we tried to do it in that method so

at each level, you take 2.1, 2.2, 3.3, it's around every student. >> so i think it has been, i don't know, six or eight years since this approach was put in place and i'm curious how staff has been evaluating implementation and if there's examples of when areas that haven't worked and what staff has done to, how staff has responded or recalibrated. i'll stop there. >> that, i'm going to look to colleagues who have been here for a while to share more. just to say, i'll say one thing. coming back to what i shared about the interim assessments and being able to look at things, i'll say from my

perspective, we haven't taken advantage of, like, really learning from what is happening at sites and then determining what to lift up and what try to, what to try to spread and what to support. we've had, generally, in many ways, we have a decentralized system and that hasn't led to that coordination. in terms of our evaluation of our progress over the years, i mean, we have had these assessments and the progress, well, we haven't had the progress monitoring at this level, but we had the assessments of how they have been used over the years. >> so, i'm going to talk about implementation because that's what you have mentioned, right, the implementation and with -- we do have collaborated with stanford researchers to look at

our implementations -- >> my question, these assessments have been off track for a while, so what i'm asking is how we have been internally monitoring how our students are doing and recalibrating to make change, if there are any specific examples that staff has been monitoring on behalf of our students and making change. >> i appreciate your question, commissioner motamedi and so, i'm going to say, i think two things we've been doing. we do look -- in collaboration with our pa101 and want to thank them for their work in looking at had math milestones and what led us to this point, it's given

information on sfruks but not greater information that we have needed with calibrations with the standards and some of the broader exposure that we want to have, you know, our students experience. so, i would say internally, we have been following our data very closely and i think our data has led to some of the changes that we are, have been implementing and that we have been growing over the years and i think an example of that is our professional development with our teachers, particularly, we recognize that we needed to dig deeper into the standards so when we look at content and academic ownership, we're really centering that across the district because we know that is what our students are in need of and that our teachers need support in. and so, i would say over the time, over time, what we have been doing is working to build capacity internally at the central office level, as with as

with our sites. >> i have a question and then more sfefshgly -- -- specifically. >> i think behind your question is a point so, i'll save my time here, we don't have a robust, i haven't seen a robust system, here's what we're doing now and that's why we're putting this in place. i haven't seen where we say we're going to recalibrate and do this here and there. that's why i was saying about our system, if we do, like, i know, there's individuals working hard or maybe areas working hard, but as a system, it's not there. >> i'm going -- i'm going on jump in and we'll go to commissioner alexander and jump across the table and keep it going. to kind of build in that same line of thought, superintendent, could you speak a little bit about what will lead to successful

implementation of the proposed actions across all school sites to ensure that every classroom, every student, every site is benefiting from it? i think just historically, one of the big issues we have isn't dreaming big but implementing the big dreams across our entire district because of how big it is. seeing everything in here and seeing the intentions around the interim goals and where we want to get to, how does that manifest across sites and how do we manage and ensure that? >> so, if you look to page 8, actually, i didn't mention this in commissioner sanchez, his question, but one of our key levers, in language arts in math that we think is important is to start, as i've said, we have had a decentraized approach, it's to start saying what can we expect that's going to happen across all of our schools? and both, i think education, like, looking

at education whether it's success in education and also looking at how san francisco works, this is not about people following a script or implementing something with fay dealt but it's saying to -- fidelity. regardless of what school you go to, here's an example, you know for example, if kindergarten, right, that you are going to have time where students are developing their conceptual understanding, but also developing up to five. what i'm highlighting on 8 is an exert of kindergarten instructional guides we have implemented this year that is expanded to be k5 for next year in all subject areas and we're going to be doing professional development on this, so and then this is where you're lead folks in working with our site leaders, this is where we want to focus the time spent in schools looking at how we're doing with using our

instructional guides, right. that's what i think, i know something i'm interested in, but you have spoken to a lot, whatever school you're in, teachers are going to be engaged in these standard and this kind of learning. now, what they do will be different because kids are going to be different place in their classroom but you know you have a baseline from what we're working for and all families can expect their kids can have. that's the idea behind this. >> just one additional point i would love for you to address. how are you going to know that they are being used, like, what -- not necessarily the word accountability, but how do we have confidence this is being used with fidelity. how to you know that we can have confidence with these things and what areas they are going to be functioning in as a superintendent >> that's where we're setting up the monitor and demetris is

here. you don't need to come up. you need to -- she knows this is her job and the lead and this is where, in the reorganization, like, the making clear that in lead, the role of the executive directors are supervising schools. they are going to be focussed on the key, you know, levers and the other word we use, "input," the key inputs are going to make a difference, so that we know this is happening. it's through there -- i don't know what that monitoring will look like. i'm expecting to see progress across all our schools through, you know, through the lead division. >> superintendent, i would chime in and say, core rubric is going to be our tool that we're using, looking at the cultural of learn and our central content and academic ownership and demonstration of learning, all sites are being trained on that tool. our leaders, we have spent this year becoming familiar with that and we'll go deeper in the

coming year and we're going to share that more closely with our teachers and that will be a tool that we'll be leveraging for consistency across the district. >> thank you for your response. i'll go to commissioner alexander. >> i think this is building on the last two questions. and i want to say, i do appreciate the revisions that were made to the report and the inclusion of more on instruction. but yeah. i guess i'll still trying to understand -- i'm still trying to understand our analysis of why some assistance perspective, we're getting the results we're getting and that goes to commissioner motamedi's perspective. how do we look at the data and change things or commissioner boggess forward question with how are we going to know this. can we analyze the system right now and in the recent past and say, okay, this is why this is happening. and it's not, and i know, like, to

give an example, at the high school level when i talk to math teachers and we're talking about high school being an 8th go, but they talk about instruction. i don't know how well that's implemented. is that getting results or not. so, i'm curious, an an elementary and middle school level, what is our current theory of action and what's our analysis of working? does that make sense because i think this is is saying this is what we're going to do. what is our analysis of what -- what is our theory of analysis and what's our judgment as to what pieces are working and which pieces are not? >> two thoughts on that. one is, like, in the report, easing the instructional guides and the core rubric is an example, and the theory of action behind that is, our analysis is that there's

inconsistency just at basic level of the standards being taught and the time on the subject matter so we want inform be clear on what the baseline is. a baseline expectations are and follow up on that, so, if we were to make an "if then" statement, if across the district, there's a consistency in the, both the amount of time spent on math instruction as well as a focus on standards, that's an academic ownership and essential content piece, we'll do that. to your other point, i'm going to now go to the, like, using this as an opportunity to, like, we're learning about the process. i think you're asking a question and that's something i felt about your question too, it's a question and if the answer is, no, really, it's like, you should look into this. right. so, i think what you're question is, how -- oh. >> well, no. me question is what is our analysis. i'm not presuming to know. in the high

school example i gave, i don't know how important instructional goal is and if the data shows it's working or not. those are the types of questions but for k i don't have -- if i'm a third grade teacher or 6th grade teacher at sfusd, what am i hearing from my coach if i'm a new teacher, what am i hearing from math people and what communication i have with them and what are they at thing me? maybe it's inconsistent and that's okay. i'm trying to get a sense of where we are at. that's not what i'm totally hearing here, so i don't know if that makes sense. >> do you want to add on? >> no. i mean, it wasn't like a look into it. i want to understand, what is work? even if it's small, what is working? what's an example of what it's looked at and something has

changed. and yeah. i mean, i do have another question, but i want you to finish. >> i think, i guess where i was going with that, this is why -- this is -- this is why we're proposing an audit, right. the audit will give us that information and i guess what i heard, i heard -- i heard in your question is, do you need an audit? don't you have ideas about what is behind this as well? and i think that's a fair question and i'm going -- maybe briefly share, like, why -- we did this for literacy. why do it again for math? and if i'm saying, we know things aren't working why do we need to do an audit? i'm basing that on the data but a sense of what is going on in our schools, so why have an audit and what ways are

we learning from what commissioner alexander shared just from our interactions with the schools and how we're getting feedback from them >> sp has been a beneficial thought process for us, in terms of their depth of knowledge that the organizational has in their ability to give us just really detailed feedback on what is working and not working in our curriculum as well as in the classrooms and they, tntp, they have the average of having walked thousands of schools ask as much expertise as we may have in sfusd and in our content teams, we don't have that kind of expertise. they have seen a range of teaching in year one and the baseline teaching that we see, they have looked at hundreds, if not thousands of curriculums to know what is high-quality and what is not. i think what's really important

and we have learned this, this is our learning from the ela, they can be really specific about what are the levers we need to address. instead of saying, here, we're kind of trying to do a lot of things, these are specific things that we see that we think you you've addressed -- that you've addressed to move towards increasing student achievement and that's what we're gaining from that. one of the things we have learned from the audit in ela was that our students to the work that we ask them to do, but much of the work that we were putting in front of them was not grade level appropriate work. that was a big finding for us and across many schools and so, we need that same, that led us to, we need to really address our standards. we need to address tier one and support our teachers in what grade instruction looks like and also helping them develop the tools

so i students can carry the cognitive load, which was another finding that we had, so we are benefiting from that type of expertise and that's why we really believe that the audit was really a big step in helping us develop the plan. >> did you want to give another question, commissioner motamedi? >> let me get commissioner lam and we'll come to you next. >> of course. >> thank you, thank you to the team for this preparation. i want to echo what commissioner alexander raised. it's just getting clarity of what isn't working. you know, what is working or not working, but my question is specifically around professional development. because i hear of the attention, the resources that we've really focused in, you know, up to this

point. and i'm sorry, i didn't ask the question before hand, given our workforce challenges and historically of high turnover, you know, of our educator in this district, and knowing that has historically has impacted students, particularly african american and latino children what are some things that for consideration of how to address those gaps, particularly whether it comes to the correlation between professional development, the retention of our workforce? and what for the anticipated then growth that we would want to see from those

investments? is that making -- >> i think the connection to -- yeah. let me speak to the professional development piece and you raise the question again retention and professional development, i'll look to my colleagues if they have anything on that. one, what we are trying to leverage is, one hand what's so amazing about san francisco, there's a lot -- there are a lot of learning opportunities and this is a very dynamic district. at the same time, there's not -- there haven't been consistent learning opportunities, like, district wise learning opportunities and what i mean by that, we don't have a district-wide mro figures nal day -- professional day. we're look to go have professional development on the standards and

instructional guide and the practices that we're talking about. and so that will be new this coming year to plan that. that's district wide. it doesn't speak as to what you're talking about, sure, some of our schools we have more teachers so we have the induction support and other support for new teachers in general. i'm not sure that there's more to add on around what specifically we do for them, that one, i don't have more information. i don't know if anybody else does. if we don't, we don't. >> okay. >> i have a follow up to that. >> why don't you go ahead, please. >> kind of on that (indiscernible) around special development ask developing in consistency -- and developing consistency, middle schools have had consistent release time for pd, and that's through for

school cohort and initiating their schools, which my children benefited from many years ago. i'm curious, as an example, you know, what have we learned from sites that are doing that around, you know, consistent pd time? have we seen any differences, successes? >> just to take the most recent example, john mueller and we have done a detailed study on it. for john murray and the factors i would say have been staff's ability. the robust (indiscernible) professional knowledge that you're referring to. the feedback for the team and there's opportunities to give their kid, you know, through this math interviews and the academic ownership that dr. priestly was talking about,

and last but not least is the support staff that they have. definitely, the consistent instructional support staff, so it is staff's stability, routines of building professional knowledge and they have structures, you know, where teachers can give feedback to other teachers and saying they having special knowledge routine and they have shared assessments which is encouraging academic ownership and consistent (indiscernible) to help them in facilitating this common understanding. last but not least, feedback for both adults and students. >> a follow up and it's okay if we don't. john mowrey has been a case study. do we have a level where we have seen consistent

drafts from the 6th through 8th grade as well? >> we don't have any analysis on -- there has been a common release at the school, so we don't have an analysis [hard to hear speaker] except anecdote a that the teachers appreciate the planning time together. >> at the school level, we do have a whole report that we give every year because they have provided us with math coaches in the past and that math coaching has had a positive impact. so i do want to make sure i mention that. >> we'll go to commissioner motamedi. >> could we take a look at the reports and take a look at those? >> are they public or they can be made public, available to the board? >> they can be made public. >> one of them being published and we presented at the national

conference, so yeah, they are definitely, especially the coaching one. >> thank you. >> we'll go to commissioner motamedi and see what other commissioners have. >> commissioner boggess, a comment, just briefly. i'm sorry. i through it might be helpful. commissioner lam, i really appreciate your question because i do feel like pro fegsz nal development is a really big lever for us in terms of making change. i'm going to let devon crugman speak to the pilot. she has over seen that directly but one things we have found in our ela pilot in the middle schools that we're doing at this moment, that when teachers have opportunity for dedicated common planning time, when they have time to be self reflective with the right tools and right coaching, we're seeing some promising preliminary results, because i don't want to over

promise that, but i do think that structure of the right tools, common planning time, coaching, and being really self reflective and research would support that. there's research out there that says there's a strong correlation between that and so, how can we replicate that at a really much larger scale? and that's what we're working towards at this time. >> commissioner motamedi. >> i'm taking in a lot of information. i'm going to put my parent hat on and seeking k through 12, coherent and a student experience, so when a student is off grade, either need reimmediate dwral attention or working ahead -- remedial attention, we don't have district wide math support so i'm going -- i mean, we do not.

there's been things here and they are, but we haven't for a very long time and so, one of the things i'm grappling with in this conversation is the delta between what we say and our as perforations and what we do and acknowledging we want to build trust with the community and going back to your opening statement, there has been oh so many work around in this district from teachers, principals, parents, students themselves, and so, what i would like to know is, how we are looking at given, we have impeded those workarounds, are there bright spots in schools where we've seen discretionary budget allocated or teachers working unpaid in many cases to do extra work to serve their

students, are there cases where we're seeing things that work, like, john mueller, thank you to the city for john mueller, so are we seeing cases that we can learn from now because people are doing them now, while we are 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.

>> alright. good afternoon commissioners. sfdph staff and members of the public and welcome to health commission meeting of may 16, 2023. please call the roll. >> yes. allow me one second to do something on here. yes, start with you commissioner bernal. >> present. >> commissioner christian. >> present. commissioner guillermo, present. commissioner chow, present. commissioner giraudo, here. commissioner green, here. >> secretary giraudo will offer the ramaytush oholone land acknowledge. >>