>> okay. >> commissioner b. >> here. >> commissioner fishing. >> here. >> a los angeles. >> commissioner. >> sanchez. >> commissioner wiseman. >> is she >> okay. hi. >> um vice president alderin and vice president here. >> thank you very much. so the information and transcription certifies and information how participate virtually are um, posted online and two commissioners operating by telling yefrns is he commissioner fishing and childcare from 6:00 p.m. to 9:00 p.m. for children three to

10 and the sits a cross on the first come, first serve and public comment on closed session agenda items on and at this time into closed session i call for any speakers for the items given a agenda aot minutes per speaker. >> we have no speakers in-person or online. >> okay. thank you. >> so at this time, we decreed at 605. thank you. >>

one life to live can be found here. we got everything that's bad. that's it. you know, all kinds of. yeah. all right. bye sweetie. i love you, too. that is. so okay. sorry start over. sfusd will. no longer. sorry about that. sfusd will provide closed captioning and american sign language asl interpreter services throughout today's board meeting. live transcription can be found here. h t t p s colon. forward. slash. forwardsh w w w dot streamtext. dot net. forward. player.

question mark. event eq dash board attendees who wish to provide public comment to the board and would like an asl interpreter can use the q&a box in the zoom app to type their list the item or items on the agenda they would like to comment on. the attendee will have an. the attendee will need to have a fuwith the interpreter, and the board. when it is the attendees opportunity to provide comment, the zoom host will promote the attendee to panelists and enable the attendee video. translation go ahead, please. thank you. sf usd is offering interpretation services in spanish and cantonese. if you need interpretation, please daling, please into the sip number. this message will be repeated in spanish el distrito escolar unificado de san frcisc servicios de interpretation en el idioma espanol si necesita interpretation por medio de google meet, por favor, marca el siguiente numero telefonico seguido de la clave de acceso.

uno tres una nueva tres ocho dos nueve 66. por favor. la clave si de cinco nueve nueve de nueva 88 seguido de la tecla numeral. gracias. cantonese interpr;heter please. thank you. josé manzano san by the way, we were taking venmo. get this one. so you are saying that what you say. but say but say. sam. sam yi. but she don't see how she look and go back and go. thank you. thank you. that concludes translation!. services. okay.

okay. i so i now we reconvene the board meeting this regular meeting at 6:35 p.m.çildcare is provided from 6 to 9 p.m. for 10. and the childcare is just across the hall in the on the first floor. this evening, public comment on all items will heard under section e. this includes public comment foróo agenda and non agenda items. a speaker card must be turned in to staff in order to speak, if you are a student, please write student at the top of the speaker card and i k@ of speaker cards have been turned in. if at this time you can).z turn in speaker cards if you intend to speak, an i will the from closed session on the matter of student rd versus sf usd. o case number 2024 060531.

the of seven ayes. gives the authority of the district to pay up in the matter of student k versus sf usd h. case number 2024 060069. the board, by a vote of seven ayes. gives the authority of the district to pay up to the stipulated amount in the matter of flint et al. versus san francisco unified school district, san francisco superior court case number cpf 20 3-517987. the board, by a to resolve the matter and the matter of usf versus san francisco unified school district at all, san francisco superior court case number cpf 22597932. the board by as. gives the authority of the district to pay up to the stipulated amount in two matters of anticipated litigationeven ives, gives direction to the general counsel and one matter of anticipated

litigation. the board, by a vote of six ayes, gives direction to the general council member. fisher recused herself in one matter of publicdismissal. release the board by a vote of seven ayes. approved a for permanent classified employee discipline dismissal. release the board by a vote of seven ayes. approved a retirement and release agreement for permanent classified employee that concludes the readout from our closed session. and now irying to find the board agenda on my screen so i can, continue hold on. just a second. okay, so. and oh, i did one t not mention is we have two

commissioners that are participatingcommissioner weissman, ward and commissioner fisher joining us by teleconference. and i also wanted to introduce one of our new student delegates, langston montgomery. welcome to your first board meeting. yeah and we will have, i'll have you introduce yourself when we get to the studentt. but we're very pleased to have you. and the second delegate will likely our next meeting when the school year has officially started. so i tolde first met, that he got a plus. plus plus for being here before this, the school year officially started, so at this time i'll move into item d. oh, and that was the other thing i wanted to mention is public comment. we typically try to, start our meetings at 8 p.m. so following item d, item items, we will go to, we will go to publiciven the number of in-person comments, i it looks have

time for virtual comment tonight. so i wanted to let folks know who are listening, who may be listening online. so at this time i would like to open item d with the land acknowledgment. we the san francisco board of education acknowledge that we are on the unceded ancestral homeland of the ramaytush ohlone, who are the original inhabitants of the san francisco peninsula. as the indigenous stewards of this land, and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this place, as well as for all peoples who reside in their traditi we recognize that we benefit from living and working on their traditional homelands. we wish to pay our respects by acknowledging the relatives of the ramaytush community and by affirming their sovereign rights as first people, at this time. moving on to d2, approval of boardinutes, can i get a motion and a second? so moved corrections,

seeing none at this time can we take a roll call? vote, please. and oh, and, student delegate, please feel free to just abstain. since you were. student delegate langston. bogus. yes commissioner. fisher yes commissioner. lamb yes commissioner. sanchez. yes commissionw9. weissmann. ward yes, commissioner. alexander. yes. and president. mahtomedi. yes. seven eyes. thank you. at this moment, at this time, i'd like to move to the superintendent. there's no changes to the order of agenda items. and so i will move. oh, i just wanted to lift up that, student delegates report isn't on the agenda. said you wanted to have it. at least i didn't see it on my copy, then it be part of the superintendent's report that the student delegate

has an opportunity to introduce anday at that time. so i'll call for. thank you so much cosioner. bogus for catching that. so. and going forward let's make a note to be sure that the student delegates report, is a stand opening items, please, so with that superintendent's report followed by student delegates introduction. thank you. good evening everyone, we are very close to the start of the 24, 25 school year. monday, august 19th will be welcoming back our students. and we're very excited to see them and our families and so i justy sent out our back to school guide. so i encourage you to check that out. is starting in a week, wait, where did the presentation go? are you okay? even though school's starting in a week, we know that there's still enrollment happening, and we are

sending out wave pool notifications. made a bit of a some changes tour enrollment process to make it more simple. as you try to enroll for the 2526 school year. and just also just as there are might still be enrolling, we at the district are still finishing our hiring for the start of the school year. we are in a much better place than we were last year but we know there's still positions we're working to fill. but then we're also working as a district to make sure that at every school we have the certified teacher invery classroom for the start of the school and to welcome our students. so know that we're working hard on that we're also starting the e that we're aligning our resources to support our vision value goals ands. and so that includes working on our new po schools for the 2526 school year, which does include closures, mergers or

co-locations. and so we'll have a portfolio planning process at the board of education workshop on tuesday august 27th. and just as a reminder, we're not talking about any school closures, mergers or co-locations at this meeting. we're just talking about the process we're going through and what the public can expect after we make our in september, and then we'll we're finalizing our plan to inform and support any a go to our website to learn more about this initiative in the on the agenda, we committed to publicly share our progress towards implementation of our new enterprise resource planning system. this is what overall is to as our payroll system. our financial or hr systems. and back shared that we have this dashboard fromstatus of the implementation. so front line is the erp with and with red rover as being our human resources component. and so you can see that we are on track on

our implementation to do a successful implementation. our progress then looks at more implementation. and you can see we're on track in one area. you'll see it's highlighted in yellow. we have meetings twice a month to review this dashboard and identify where there are those concernscorrective action we're taking to stay on target. the full report is listed under information item. but i just wanted to let the community know, we are sharing this information and for real time updates you can go toy]website where we keep this information current as we start school, you know, we know there are going to be students who get to our school and maybe some staff and as well. and so we are so proud that we have student artwork that is now through the end of oeéctober, and the students competed in the tasty roots art competition created by the student nutrition advocacy crew, kids and their artwork depicts a range of california specialty crops and highlights nutritional facts. so we're

excited that literally residents will get to enjoy our students brilliance and creativity. and then lastly, i wanted to end with just to share a little bit more about the work that itady for school and to support our students and families last year, for are board watchers, you might remember at the last meeting i shared a video celebrating our progress towards one of our goals and specifically our interim goal around literacy, where more than half of our african american and pacific islander students met standards in literacy. at the end of the school year, and we highlighted work that's happening at our schools and in our classrooms. but really, it is a team effort here in san francisco. wanted to show this video as we start the school year. so, and highlight a few other members of our team who make the start of school and the school year what it is for our students, families and staff. so if you can play the video. there are many parts

that make our school district function well, so follow us for an inside look at a few of them. it all starts with enrolling students. that's where the enrollment c here to help families understand the enrollment system because i love working with the community. i love being around people and explaining things and just being patient because everyone is coming from a different you know, walk of life. i get to do the paperwork end of it, but i also get to ct with families as well. she's been with sfusd for seven years. sometimesations and you're just overwhelmed, you just need know someone cares, you know, genuinely cares for the introduction to sfusd. so that's why we really do our best to just be kind and nice, because we are the first impression of the district. many students first impressions of their school is stepping off a school bus, andere we meet miss tina bell. i've always liked kids and i like to be with the kids. a transportation department scheduler she's an

sfusd alumni herself good to see that some of the teachers and someat they remember me. tina started driving school busses when she was 19 years old. we do care about the kids. we care about their safety. and that's you know, first and foremost that they're getting to school safe thathey're getting home safe once they're dropped off at a school. we know it's ha students to function without something good and healthy to eat. that's where student nutrition services come in. and where we find patty making meals for students. i love it, and then i want to make sure that students get a good nutrition. six years ago, she walked in her resume looking to cook and was hired on the spot. i'm really excited to come here. i love it and i never get tired every time when i step in, i'm really happy. she loves being crea and finding new ways to make students enjoy healthy eating. when i see t kids, they always come up to me like oh, this is, let's make me happy. her kitchen is in one of our

many incredible school sites and we couldn't function li students and staff work and learn in every day. that's where we find david lee, a custodial supervisor helping i love my job because i like to help people. david started as a custodian himself seven years ago. ever since i took on this role, it showed i see more importance of just taking care of the team and the custodians. i think when they have a nice space to be able to learn in, it helps improve their learning success. that's what we want for our students and it leads us back to our instructional staff. we asked some of them, what's their favorite part of their job? i love here at malcolm x it's a community right from admin to janitors to lunch staff to supports. everybody here just feels it just feels like family. and that's why i love my job. i love teaching p.e. because the kids just run here. it's social, emotional, physical. it's cognitive. there's so much that you can do

to really access and develop those parts of students whole learning experience. my favorite part about my like seeing the winds. you know, just somebody checking in regularly and just saying, hey, you know i see you. i care about you. i want you to win. like all those things like, have really, like long standing outcome. although 12 years for a student can fly by quickly, the impact the programs and people that touch their lives are forever. we are we are we are, we are. we are. we are sfusd. all right. i feel like that merits an applause. i you know, i mean

to be successful. so that's a good segue. you sknow, how we're working to set you up for success. langston. so i wanant to give you an opportunity to introduce yourself and share any report you have. as we start the schoole new school year. everyone. thank you very much for welcoming me so warmly. it's a it's a great a great experience so far, i am in six days. i'm going to be a junior at george washington high school and i've been through svusd schools since i can remember. i started at lakeshore elementary school moving on to apg in indy, and now i'm really happy to be at wabash. amazing programs across the city that i see every day. working for our students is amazing, and7n very brief report for s.f. for sac astind get more, applicants and start to look through applications and building the sac for a strong year. thisreally looking on different strategies on reaching out to

different admins and counselors at different schools tsentation from the school year. that's one of the goals that i have for this year is to make sac the most representative it's ever been. this year, because we're always missing some schools, and i want to end that this year. so me and my amazing interim president jasmine, we've been working at it really hard. so we're excited for this year. and to have a really strong sac this year. and i'm happy to be with all of you. thank you. thank you so much. and yes, we're very happy tog on to the our cde fiscal advisors report, mr. duchon or miss liaison, is there anything that you would like to report out? on behalf of your role? yes. thank you bothk, miss lozano and i are here tonight. i'll start out. we'll both be reporting. so. good eveningtamedi, superintendent

wayne commissioners. and to student board member. congratulations on on sitting there. i hope you find it an exciting and challengingd one that will help you navigate through the rest of your career, your school, career, college, and beyond. so thank you, i want to start out on a very, very positive note and talk about how we've been working and working hours and hours and hours going through contracts, hiring reports, teacher allocations and lots of tedious reports that, make people like me excited to go through. and other people probably don't like it quite as much. but i want bit about, you know all the people that have been involved. it's been a major effort of your human relations staff, resources, staff, i mean, your business staff, assistant superintendent, associate

superintendent, doctor huntoon associate superintendent amy bear swain, jackie a lot of people have been involved in this effort, some in and out depending on departments. ann marie gordon, who did your initial staffing allocations this been to figure out where your enrollment is projected to be where it's actually going to be and the number of school. so i want to talk a little about what a hiring freeze is, because both miss suzanne and i w appointed as state experts and then elevated to administrator advisers, which means we have stay and rescind authority authority that we have. by working so closely with staff which you've all heard about, doesn't mean nobody gets hired, a hiring freeze which the district agreed to means that only essential staff will be hired and we could go around.

everybody knows their job is essential, but we're talking about what does it take to open a school that when the children come when the students come, there will be a teac a principal at the helm of the school, and probably most importantly, is secretary or clerk to help run all the ins and outs of the school, because we know they're probably one of the most community facing positions. so we have, as part of that effort, approved all budgeted studet to define that very specifically meaning classroom teachers, principals, clerical staff at schools. and because there's been a long term shortage of cu staff, we have approved, i think every custodial position brought to us. the only exceptions on any of those, we've also appro all sped positions. and so the exception across the board is where they have not been budgeted. and that means they don't have what's called a position control number or a place in the budget. and

technically you can't, although probably at some point you've hired people that did not or were not in the budget and corrected it later. we're getting ahead of that curve. we also approved, and miss larson will go through the actual approvals that we made a number of other positions. i do want to say that at this juncture in time, when you're looking at staff, is looking at year end clt doing your the beginning part of your first interi ultimately building your next year budget. i want to just put forward a cautionary note that while a great deal of work beginning last december and through the budget process went through a fiscal stabili be dynamic. it will change with time, and it needs to be re-upped as we start school that are needed and essential and budgeted and money that's gone in and out, i. i used tol my board this all

the time, the budget is as good and as static as seconds. it changes every moment. hopefully not drastically, but it always changes. so youill see changing factors in your budget as you approach the next bud just just know that your staff and we will be working to support them. we'll be putting together budget analyzes for the coming year. and when you have to look at at staffing, how many positions are needed in the district, i know nobody wants to hear the word riff or layoff those. unfortunately may be necessary. obviously, if there's any way will work with staff to do so. but know that your budget is we're talking over $100 million, close to $150 million deficit next year, and an ongoing deficit in years to come. that's compounded by, in the deficit spending was in what's called yourl fund. but some of your restricted

funds are also technically doesn't happen, shouldn't happen that needs to be corrected. so now to a cheerier part. well have miss suzanne take over and talk things that we have approved. good evening. i just want to share that currently this taken, you know, quite a while going through with the hr staffdentify the positions that are out there. because as that's been brought up several times to the district and to the board is that the lack of position control, that the district has.ja+ but now, after working through this with the district and staff over the last couple of weeks, we feel like we've really been able to bring that in. and everybody is understanding more about why this is so important and that if you look at a site and you say, okay, i have two people i want to look and there's only one position vacant, you know, you have to reconcile that and find out, well, what's wrong? why do you have two people when you only need one? you know, this type of thing. but of course,

with your school being so large, there are a lot of employees involved in this. so just to update you currently, right now, even though it sounds like it's a lot, we started out with over, i want to say 900 positions that we were reviewing. and at this po that has increased up to, i want to say 1300 total that were on the list. we have 381 that are positions that are still up for review. of that, 113 are certificated and of that are, i'm sorry, not 38. wíte have 12 teaching positions and 22 special ed teacher positionsiting for. the position control numbers on. so we need to and that they are in effect, budgeted before we can go ahead and work with the district and get those approved. and then in addition to that, we have 66 civil service positions, which we are working through. and again, about half of those are waiting for position control numbers. and then we the largest

number we have, this was an, a lot of positions that were added 201 para positions of those 177 of them are we are waiting for position control numbers and funding status. so there's a reconcil special ed to determine exactly what the needs are. and as soon as we're able to do that and move forward. but there have hat have already been approved as far as paras and spe speech and language teachers. also not pathologists and also your psychologist positions, al those. so at this point, like i said there's 381 positions that are being reviewed, but the largest iost concerning for everybody was the teacher positions, which there are really 12 regular classroom teachers and 22 special ed. and thos waiting for the position control numbers and the funding. once we identify that, then we'll be moving forward and approving those, you know, as quickly as we can. elliot, did you want to

add anythingt? you're muted. i guess i won't echo anything if i'm muted. how when we talk about position has not happened before, make sure that there is actually money set aside to pay a person when they get on board and it doesn't have to come back as a budget change later on to you, asa process that's very meticulous. it will. it will become automatic, as staff gets more accustomed frankly, as you move to the new enterprise resource product to frontline. so it will become a more automatic process. it will flow with your budget in a3y much smoother way without people having to go through and say positions in the budget this position isn't so i, you know, again, this has been a very steep learning curve for people who have been here

through that. go back through your peoplesoft system the change to frontline. so fast and working hard. so again thank you. and very very cooperative to the point we can go through this all day. and the end of the day is how are we. are you ready tomorrow. so i you really very appreciative. i think the district, as well as us, owe a debt of gratitude to the staff who and fielded a lot of questions on both pam's and my part, i don't want to say we've sat there and saiokay. it's been a pretty tedious, sometimes, probably close to grilling. and they've come back with answers every time. so thank you to them. thank you to the board. and superintendent for your support and we're looking more optimistically at things right to say, i think that going through this process with everyone, it really has opened, a lot of them as far as

what they need to be looking at and just you know, before they were just kind of caught up in the process of this is the way it's been done. and now they're rely thinking about what it is that they need. and knowing that this isn't just a one time process that we're going through, this is something that is going to have to know, in the future, because this is the way you need to be// control over what you're hiring. as far as positions, making sure they're budgeted and that they're actually necessary at your district. but yeah, again thank you. they've bnderful, i believ wanted to make some remarks, yeah. thank you for the update. and just want to echo the for our cdd advisors to meet. and also just want to be clear, as i said, they have asked, they just ended by saying they've asked as mr. duchamp explained, they have stained rescind authority, which means if the board takes action, they can put it on hold. but we as district leadership have agreed it's in everyone's best interest to address come to the board. and so

and the questions that they're asking are the right questions for us to ultimately be on the path to fiscal you heard kind of a technical explanation of that pam liaison shared about needing position control numbers before moving on with the position in the past, when we were deficit spending and relying on our on our reserves like it,(-t wasn't okay from a practice standpoint. but if a position went forward that wasn't budgeted, we'd cover it in the end, we're not in that place anymore with where our funding status is from the from the, the state. and so i want you know, to underscore, though, as the lead educator of this district, i am acutely aware of what it means to say we're waiting for a paraeducator position to get a position control number, that when you're that student in the classroom or you're the teacher who's relying on that support, feels like, you know this, this can't wait. this needs to be done immediately. and so that's why it is, you know, for most weeks it's literally every day we're meeting to respond to these questions. but in the long term,

these are the questions we need to have answers to. and this is the system that we need to have in place. an so again we're working hard to make that. so it does become just a routine that's the case we're going to continue to work with our cdd advisors, before presenting positions to the board, rather than have the. all right. well, thank you very much. and i appreciate the candor and support, to the district. so i thank you both to mr. or mr. duchamp and miss liaison for your continued work our systems and practices normalized and in place. so we can move forward without further bumps in the road and a good transition. is the report out to commissioner lamp from commissioner lamb regarding our dent mahtomedi. i wanted to give the monthly regarding

the committee met on had a robust discussion on the status of a number of fiscal and operational health priorities. the committee didlth dashboard, that dashboard includes approximately 35 items that we believe need to be closely monitored. and this is coming from, long standing, feedback from fcmat as well as our fiscal advisors, along with the analysis that was done with working in our consultants, ben rosenfeld, the former city>e and county of san francisco's comptroller, and before each meeting, committee meeting staff will update the status of each of those items. then we'll discuss as a committee, as partners and why itemskh a off track or on track. ande essence is to get an understanding around wha, root causes that may be taking us off track

to fulfilling, timelines? i want to the lead staff liaison on working. so closely with ben rosenfeld as well as our council of great city school coaches. and working with this absolutely imperative that this work is done partnership. and as part of the agreements from the discussion, for next month to look forward to is president motamedi had asked, you know, how will we ensure these itemsre on or off track? and so we the staff did commit to also, filling in that dashboard arohod ne will be clarified when changes are made and ensuring that those items by the next, committee meeting will have 80 to 90% of those items already assigned to designation was a key highlight from the dashboard. and wanted to also update the public as well as my colleagues

around the discussion that you all, brought to the committee for consideration of, you know, should we go to look at revising our guardrails and some context for the public, the board is embarking on our third year of goals and guardrails. we originally did extensive community engagement to create the goals and guardrails. and since then there have been numerous public monitoring sessions.+5 more so than i think since i've been on the board of looking at snitoring, we review the goals and guardrails on an annual basis and then determine if any revisions are needed. in board flagged potential revisions to guardrails the potential need for a fiscalperational guardrail. then, as i mentioned the board charged the ad hoc committee with considering those items the guardrails or proposing improvements on how to and guardrail process. and after careful consideration and discussion that we would make

no modifications of guardrails at this time. and some of the reasons mentioned, is that it feels reactive rather than responsive to our current situation. the new dashboard will help with transparency and accountability. so a new guardrail in the process of that guardrail may be redundant we're also mindful of not saturating our community with requestsor input, especially at this time. and instead of revising the guardrails guardrails, superintendent way updates to interims ,ç all five guardrails and the committee recommends to the full monitor those guardrails with more fidelity and intention. president motamedi also extended the committee through its work for june 20th, 25, reflecting the importance of monitoring the

fiscal and operational health and the progress that's being det to share that the summary of memos for all committee meetings can be found on boarddocs and in the coming specifically for the committee so the public can easily find all committee related information. and that you can follow along on the public, on the transparency and accountability progress thaing made. our next meeting is scheduled for september 3rd, and we encourage the public to is invited and to attend that concludes the fiscal andcommittee report. thank you so much for the thorough update much appreciated, at this time we will move to public comment item e, and i will plan to have public comment till about 815. so please, if you have not already, submit your speaker cards and at this time usually go

in is to have, comments on agenda items first, then comments on items, and then we will move to virtual comment at that time. so can we group of speakers on agenda items? we do not have any speakers for agenda items right now. wellr then we'll move on to speakers in person for non agenda items please. so i will call speakers in groups of five. we'll start with students. i'll call julia starley gabriel cameron and chloe. you're all welcome to line up herewill have one minute to speak. wehere so julia. hello. my name is. michael the middle button. hello. my name is julia. and i'm

a rising freshman in the creative writing department at sota. learning about the week before school starts is incredibly frustrating and disheartening. i'm sure many of my classmates here share this sentiment. we have all put in so much effort and courage to pursue creative writing, knowing full well it's notorious for its ex able to have one teacher focusing on us at a time is not only unfair to us, as we won't be able to have the full creative writing by a single teacher. this situation also puts strain on unspoken arts teacher, as she ll be stretched thin over two departments. instead of focusing all her energy on her department. this not only affects us, but also affects it impacts the quality of education for the spoken students in her department. it's hard to think that the upcoming school year might not offer the full creative writing experience that we were hoping for the opportunity to have one dedicated teacher guide guiding us through theowns of creative writing is immensely valuable. without this focused attention, we may miss out on important feedback and personalized guidance. this lack of creative writing department could delay our ability to grow and improve. as writers, this

not only. thank you, julia, i'm so sorry to have to i. thank you. and before the next speaker, can i please see who is in attendance on this issue from soda or similar issue? okay really helpful, and then may i ask the superintendent, do we havehat could be could speak to them about this issue. you're welcome to continue with public comment. i just want to make sure since we have we're constrained as the board. this is just a one way conversation and the board can't be responsive in this time. however, if staff is present, it would be welcome, yes. we'll make sure staff follows up, doctor aguilera and mis there and can can provide an update. can they provide how do you mean provide an update. can theyx can have a conversation in the lobby or is there okay. so at this time would are they available right now to meet in the lobby for those? okay. so if there's people you're welcome to stay and continue to listen to public comment. absolutely staff is available to the lobby if

that is desired. okay and we are familiar with this issue, i believe the teacherhired. so if so, if there's no then then that's what they'll clarify when they talk. i would encourage that clarification to take place sooner rather than later. since we havee that are wanting to speak to it. okay so we do have staff that could if if there are members present or, families and students presence that would like to have that conversation now. we can put that here. we'd be happy to talk to you comment if your folks showed up. we can address that here because we have the response for you. okay. we'll talk to you after public health. thanks. all right. sounds good. thank you. okay. there you go. okay hi, i'm carly taggart and i'm a senior at soda in the creative writing department. at the end of the last school year, our art director retired and our school's admin stated that they'd start the hiring process. however, in the months since then, that hiring process has been inequitable, disorganized

and not transparent. instead of hiring a replacement teacher to lead our department, the principal at soda promoted the head of the sp the writing department director, effectively merging two distinct art forms into one. this action places around 60 students under the teaching of one teacher, and pushes two distinct art styles into the s disregarding their differences. as one of the many students affected by this ill informed decision. i am incredibly frustrated because this administrative choice willin my learning. i worry that as a senior, will have to teach creative writing instead of learning because the de by both departments will become too much. creative. writing and spoken deserve strong teachers leading our classes and having only one person teach both departments will cause the quality of our learning to go down, no matter how strong that one teacher is. this is not a position for one person to take on. we all worked hard to get into'k sota with the expectation that we would have full time teachers ready to pour into us,'t have that. we ask that you reconsider the hiring process and set us up for

success in these upcoming with full time instructors for our departments. thank you. can we please be sure to start the clock so everyone has equitable time? thank you. all right mic works okay. got it. all right, hi. my name is gabriel, and i'm a senior. i'm an upcoming senior for the creative writing department, just to highlight some the same issue, we basically only have one, director for two separate departments that, although are both based in writing, function completely different. according to their performance, the way that they implement their craft and everything, their that our school is basically attempting to merge both classes in a way that's that often comes atth considering that we have to share the same teacher, even though we have two vastly different curriculums, and it also comes at a disadvantage to all of the students who came into this classroom fully with knowledge that they would

have, full in depth learning of their specific craft. and there has been issues in the past that's come with this, and we hope to remedy this with a, refurnished, refurbished hiring process. hello, i'm chloe schoenfeld. i'mg junior in the creative writing department. last year, our department head retired after successfully for 22 years. going into this new year, we are going to have one teacher for two separate departments which is unfairh departments, each department deserves a own and one teacher cannot, cannot fully support 50 students, it is unreasonable to ask. and it is unfair for everyone involved i'm here to ask for a separate creative writing director with full benefits. thank you. hello

my name is cameron, i'm an incoming freshman at the soda creative writing program. so i just last night learned about the, situation we're in where we're putting one teacher in charge of teaching two different departments. this, in my opinion, is not the right it's merging these two very forms of art together in a way that, disregards the sort of the differences that they have. and i also learned about how, they are@v thinking of giving, the creative writing department, some of the responsibilities of teaching the class, in unfair to put high school students in charge of aching high school. it's unfair to them. okay. we're

now moving on general public comment. so i will call you in groups of five. jennifer, before just can i just clarify, have all students who wish to speak did have an opportunity? we do ask that people write their names on the card or the student on the card, but if you have not been called in for a student, please come up as the next wave. and if you're given a card, okay. if not sorry, miss burlesque. okay. thank you. so i will call jennifer. marissa, michael and leslie. and again you will all have one minute to speak. and there's your timer again. thank you. hi. my name is jennifer lynch. i'm a parent of a rising senior oops in the creative writing department at soda. has been stated, the hiring process has been quite a horror, they've known from the beginning of last year that theq3 was the person who created the department and has been running

it for 20 years. she's created a really vibrant, really rigorouscial department. and ikind of feel like maybe this is just an administrativeeople don't understand what it is that heather woodward used to do and why it's so important that someone with the time and experience and focused dedication, can really take over that department instead of as has been said, giving one person two classrooms totaling close to 60 people, thank you. hi. i'm speaking regarding the lack of ator for the creative writing department at soda. the district and school administration have failed to do their job with respect to filling this position. the creative writing students have been doing their summer work reading novels and books of poetry, attending author readings and writing of fiction.

they've even been working on lesson plans for. this is in stark contrast to the lack of planning or serious wor behavior of the district and school administration has ranged fromdeceitful, failing to make any serious effort to fill the director position. the current plan is for the same teacher to teach in two different classrooms at the same time. that doesn't actually seem like a plan. district and school administration hire a creative writing director to replace the retiring director, as was promised to the families. we will not accept the destruction of a premier high school creative writing program built over the past through the lack of care from those whose job itomote and expand the type of learning experience for our students. hi, i'm amber parent of a rising junior at soda. in 2009, my oldest child started at sfusd. ever since that day, i've been a huge proponent of the district and all that sfusd has been trying to accomplish. while there have been times when i didn't necessarily agree with decisions, this is the first

time in 15 years that i feel like i've been kicked in the stomach. from what i can tell, there's been little to no transparency about the hiring of department head. for the last two years, the soda creative writing department has a perfect fit for my child as could bechallenges since we started. we've tried to maintain our faith in the leadership and recognize how complex the issues are. unfortunately this situation feels like the latest debacle events that have been completely mishandled by the staff of district leaders. i've been an engaged parent volunteering at every school my children have attended. i have always felt like the utmost respect and support. i am deeply saddened not to feel thatá this moment. thank you. superintendent wayne commissioners student delegate montgomery, thank you, my name is michael, parent of an incoming freshman at soda, and i'm here to, register my protest at this decision to reduce this position. and basically scuttle

what is a program. this has a 20 yeazar his@!torye in san francisco, so i'm here to ask that we seriously reconsiderhave an equitable, open process to fill this role. and clarify, you know, what what the intent really is here. and then finally, i just want to appeal to actually the ethos of san francisco as a city, as a beacon for the arts and writing. you know, we know we have a long history and a hugeoster of successful writers. and i believe that any of these kids people who are appealing to the hearts and minds and in their writing. and i is not going to do that. so let's, reconsider. thank you very much. hi. my name is leslie. i'm a parent of a senior soto creative writing, i just want to reiterate, i think the situation has been already mentioned by everyone. the but as part of the int process, just just finally happened last week after summer,

there was plenty of time and energy and input from the parent and student community to try to collaborate on a new director, a new teacher for creative writing, and it was dismissed, all summer. so just the thought that was not put into this orj intentionally kept from our community. being part of the interview process, i can say that myself and the students were blindsided by the candidates that were presented by t and by the decisions and the feedback from our group was, we need two teachers. and that didn't happen. thank you. that concludes in person public comment. again, unfortunately, the board given california law of business, we can't engage in the back and forth. but i would just like to speak and say, i very much appreciate

the students and family members coming out and speaking on behalf of what you are experiencing and have experienced and letting the board know and i do want to reiterate that, my sve deeper discussion about what may be transpiring going forward the board is also outside of our meetings available or can be reached through we do read our emails, they are all linked on our website and board office at sf. ucsd.edu is also another way that we c be communicated with, and frankly, can be more as well. so with that, i'mperson, public comment and see if there is any online. i did a card on my name wasn't called. oh, okay. thankur name? nato nato. please, you start

the clock.'z hi, everybody, nato green. i'm a parent at rising junior, i'm here with the other the my the want to echo the concerns that other know, if sfusd wants to run a successful arts school, we need to have arts teachers who are paid to be teachers and not like volunteers who are chipping in their time, you know, i was like, incredibly alarmed to, to learn that that work that goes into running the creative writing program that the job that was offered was $28,000 a year with no benefits. i don't know how that's sustainable for anyone and how we would expect to get strong candidates who are going to show up for our students in the way that we need, and the process has hasn't been transparent. there's been poor communication. we've been trying to engage the school administration for months and to use a technical term that we feel like the administration pooped in the pool, i'm saying

that specifically for the benefit of the sign language interpreter. and we want transparency and actual data. and as we make decisions about about what the future of the program is, thank you. all right. well, at that, at at with that conclusion, we will now move from the, the verbal and the illustrative, explanations of what's happening at soda and see if there's any online virtual comment for eitr agenda or non agenda items please. okay. at this time we are opening public comment for our virtual participants. please raise your hand if you care to. if you'd like to give public comment on either agenda or non-agenda items, each speaker will have one minute to speak. can we please have that repeated in spanish and chi when the notches are participants? qué comentario

sobre la agenda or en la agenda? por favor. levanten su mano cada participant va a tener un minuto. solamente gracias. so i hope you can go ahead and get how you can get on. i eating my face eating your. i hope you got. thank you. so i'm currently seeing five hands raised. at a time as we did in person. so steven, shivangi vanessa mesina and charles again, that's steven, shivangi, vanessa mesina and charles. steven, go ahead please, hey everyone, this is steven, i'm actually a bay area native. i'm the fremont unified school district, class of 2018, and sf resident for the last three ish years. d get a sense of, what the

school district's stance is on the use of ai inal process, obviously there are some processes, like english writing, where isn't, maybe conducive to the learning processbut whether the school district plans to invest in ai technologies in other parts of maybe the educational experience that may benefit students. thank you. thank you. shivangi. yeah of upcoming tk student, and i'm reiterating the discrimination caused by implementing the aa tiebreaker without having tk schools assigned to all attendance areas. my child is consistently placed at the bottom of every round of application and every waitlist. although he lives in an attendance area well within the city, with a hugely diverse la of families, and sfusd is doing a last minute scrambling to scrape out bottom options to make do within

quotes, the response level of the sfusd staff cries huge incompetence. you can just look at the amount of follow ups that have made. okay, i want to call out, loud and clear that sfusd has the power to make any policy deemed necessary as long as it's safe for everyone. at this time, the policy is illegal as it is discriminatory and allows for discretionary assignments. as taxpaying individuals who i want to hold you responsible and expect you to do your and fix this district discrepancies and bring on someone who can write. thank you, thank you. vanessa. hi there. can you hear me? yes, we can hear you. thank you. good everybody. my name is vanessa. i'm the executive director for parents and public schools of san francisco. i want to welcome everybody back to school. we're going to have a fabulous school year. i love the video. we are at sf usc. i

think that is a great slogan and campaign, and i think we should build upon that and our t shirts and be prideful for our schools. i do want to disagree with commissioner lam in terms of community feedback need a bit more focus on community input related to school closures. and i'll speak to superintendent wayne in ou and solutions for, on that end, i also want to mention that i have emailed board members and have gotteng to encourage folks to email, please respond to the email, even if you may not know the answer. but mostly really excited about the school year and wishing every single a great first day. thank you. miss ina. hi, i am a teacher at rosa parks elementary school. i am also a parent of a rising fourth grader at rosa parks elementary school, and i am concerned at the fact that we

have a 1.5 rsp position. my daughter currently has an iep. she's supposed to be she did not receive her full minutes last school year. and no have no rsp teacher. we're supposed to have a 1.5. we have none, so i'm wanting i want to know how my daughter and the other sped students minutes are going to be met because this is this is a legal issue. they need to be receiving these rsp minutes. second, we don't have a 4 or 5 sped teacher. and currently one of our sped teachers is . and i want to know h going to be supporting the sped program at my school, because i have gre concerns as a teacher, but also more importantly, as a parent. than you and erin. charles go ahead please.

charles. go ahead, please. oh yes, i just wanted to thank the state advisors for leading the fiscal stewardship around positions, it is shocking to me that it wasn't practiced to have the positions paid for into the current positions at central office with the same type of scrutiny. i hope we, can scrutinize cut more from student facing positions. if we spend the same percentage as other districts on admini shortfall moving forward, thank you for that, for that for the time. and i just wanted to, you know, welcomeveryone back to the school year and hope everyone has a great year. thank you. thank you. and erin. yesa. thank you. my name is

erin. i'm with parents for francisco and i wanted to just raise up that this meeting, was in violation of the brown act because the zoom said it started at 5 p.m, and theost was in another meeting. and then in addition the information for people to call in was not correct. and that limits anyone with people with disabilities or lack of access to technology. and i just want to also bring up, i mentioned this last month at the july 16th special meeting that was in violation of the brown act, because it did not say what time the meeting wasrt. so i really would encourage you to please double check check, perhaps the president or superintendent could also check it never hurts to have more eyes on on. and thank you very

much for your time and all the efforts you're putting in. thank you. that does conclude virtual public commentk you very much, we will move into the action items item f, we have two actions or two items tonight. the first being, we'll discuss each of the board and then we'll vote on each item. can i. oh the first item is the vision values goals and guardrails update which is progress. where we are progress monitoring guardrail three which is focused on curriculum and instruction. and, you look likeady to talk, but i'm going to say a few thinu2gs, so this is the first time that we have done monitoring at our this is something that we've been doing at the second meeting of each month. so we'll talk a little bit more about the format that we use. but at this time, can i get a motion and a second to move this forward,

since it is an action item. moved second and then to introduce the item, sure. yes. as part of the introduction, i was going to explain, that we are having a progress monitoring session here at our business meeting, one of the reasons why we scheduled it now is because, for we're committed to following theity schools student focused governance framework. and inhat framework, the progress monitoring reports should be presented meeting in the following cadence for the goalsld be reviewed four times a year. and for the guardrails, at least once a year. so in order to be able to do that, you're going to see this yea some changes. we will once in a while have progress monitoring reports etings. typically, this meeting doesn't have that much business, so it felt appropriate. and sometimes to see us do present two progress monitoring reports at one special meeting. and again, we think we're

getting into a rhythm of this. and so we'll be able but it's important reports presented at the at the frequency that is noted in the framework, so we're staying true to being student was attached. we've taken information from the report and cre will if you can pull it up we'll start, the reports follow the first we present the data. now this is interesting one, this is our guardrail. so as opposed to the goal interim reports you know, the goals you have interim data based off of assessments that we think lead up to the overall goal, which is the state assessments for guardrails we've needed to identify measures that we guardrail would look like in monitor progress towards that. so we've had some discussions and commissioner lamm right interim measure is something that dynamic we're having conversations. and so like we had this conversation

around the effective decision making one as well as the strategic partnership one. and next, we're going to have it around the resource allocationis is our guardrail on curriculum and instruction. and so we identified of improving instruction with teachers through classroom observations and teachers feedback around, receiving feedback as well as their use of data. and so tonight i'll present the data share how we're moving towards achieving instructional excellence. and then we're going to talk about specifically the coaches role in in our next . yeah, and just for some additional framing for the public and for my commissioners or for my fellow commissioners, i did want to also point out that we have the guardrail, the progress. oh wait, is it attached? is the effective goal monitoring attachment there? so it isled sorry, i'm just double checking to the caller's, actual,

i'm not seeing it attached to the item. so could we have the, the link to the effective goal monitoring worksheet attached to this item, please, because as go through our process and student delegate montgomery, welcome, as we do our monitoring sessions, each, we focus on the end of each monitoring report. that is we'll have a conversation, we'll listen to a presentation, we'll have a conversation, questions and answers. and then we make a decision whether to accept or not accept the report based on three questions. does the reality there growth towards the vision? and is therent to cause growth towards the vision? so that's the to because this is an action item about whether we are accepting or not accepting, and that will be the the attachment will be, attached to this item shortly so all can

follow along. the othe i would ask my commissioners, as we're listening to the presentation, is similar to the format that was used at our june board et on buckets. so rather than just having popcorn style discussion focusing on themes. so if you as you're listening or if you already have questions prepared, after we hear the presentations we will be asking for each of you to just quickly and succinctlyál state what your, you know 1 or 2 issues are. there will be morvhe opholding limiting it to that, but we want to identify what, how how to conversation so that everybody's, inquiries are have a chance to be responded to. so to provide that framing before, before welcome all of you made the presentation. and so thank you. so much for i should have started with that. thank you so much for coming tonight, and i jufor that, since it's an unusual. we don't this is the first time. so with that superintendent, please car thank you,

and so as i shared this is the guardrail. and up on the screen are the three interim measures that we looked at to track pr guardrail and these include, the from classroom observations, which is 3.1, the focus on essential content and then as well ashers received and their use of data and so you can see that for goal 3.1, we did make progress in meeting that goal. and by june of 2024, 73% of classrooms that they were focused on essential content. and so that was good to see thatc our interim goal around, the use of data. and based on teacher reporting8d there was fewer reports of teacher using data to inform instnd then related to teacher feedback. also, we receive teachers. there was a

small decline of teachers reporting that they got meaningful feedback around together, we are on track with 3.1. we are off track with 3.2 and significantly off track with 3.3. and so what we wanted to do in this progress monitoring report, and again, reflecting on the discussions we had last year i think there were a few questions that that wanted to make sure we addressed. one is in the interpretation besides just saying we're on track or off track talking about why. so we'll share a bit more about why we think we are where we are and en what, in order to get on track, what actually is our strategy and the theory of action behind that? and so that's where we're going to spend most of the time. tonight is focused on that. and then we also know theb) board has asked and we appreciate where we have bright spots of the strategies that we're wanting to scale

district wide. so we have some guests from our schools to share about the bright spots. so that, i'm going to turn it over to doctor jeanette hernandez to share a bit mor about why we think we weren't able to meet that target and what we're doing about it. all right. good evening. thank you for having me here, again, i'm jeanette hernandez, the executive director for professional learning and coaching, and just really excited about the work, and i brought team and some people just really to highlight wanted to introduce two key people. eve arbogast and kamara carnes, who have really, really supported us in doing this work and really, i just want to say that it's amazing. and visionary that we really are lifting the level of achievement. that's what we're really focused on. and using coaching as a strategy to really support teachers and to really

build capacity, and that's system, right. and so developing and implementing new curriculum, not developing, but implementing new curriculum is really part of the strategy. and so really thinking about why we didn't meet it is, i was part of the instructional cabinet that we met once a month. and the idea was with cabinet that we were going tos and teams. the cabinet go to different schools. and the idea was, we're going to calibrate on the core rubric and really visit classrooms and office team calibrate on what quality instruction looks like. the core areas. and we looked at essential content and academic ownership. and so we did that. and we processed and we calibrated on that, which was a really important step. and then in the spring we said, well, let's talk about giving meaningful feedback. but we really had to calibrate on right. because meaning, when we talk about feedback it's really a reciprocal process. it's not telling somebody what to do. it's actually about engaging look at their practice and the way

you do that is first you have to have trust and understand the practice. and so i that takes time. and so what we did was were visiting schools we were giving feedback to the principals. and then assumption that the principals giving feedback to the teachers. and fear there. you know, and that takes time. and so we take that into consideration as we're planning forward. so that's really why. and so really the work we're doing this year is with instructional coaches. but it's a system we're working with ional coaches, particularly at the elementary school and with the principals and with the lead, you know, with the, people, the executive directors from lead. so if we can go to the next slide. all right. so really this is what we're doing. we're transforming schools through a district coaching model. and our really theory is around'shree critical processes to really

improve practice. and one is to develop strong collegial relationships that support ongoing learning among colleagues. and we know that's critical active study and implementation of the content teachers and coaches working together to study the curriculum one is that you have the curriculum. thoseut how do we learn about the pedagogy and how and that's really what the teachers and the coaches and the leaders are all going to do together. and the third one is around these practice based inquiry cycles. so we're coaches and principals are in classrooms using evidence observations and engaging in conversations with teachers. and a plan study, do, act, sort of cycle where they're actually reflecting on the evidence that they see in the classroom. and i think that's what we piloted in the spring, and we worked with 15 coaches that volunteered. we worked onvidence based practices and then having meaningful we call them meaningful conversations where actually teachers look at the evidence and they get to look at

the evidence and see where the pedagogy is, where they can support students in terms of really improving their practices. and it's really been positive lot of them talked about that. so we're going to be implementing that in the fall, is doing a seriesuyence based observations and, and meaningful conversations. all right. i'm going to just quickly talk through these. alicia, can you go to the next one. these are the support structures. so the system the role of the coach there. really coaching on 1 to 1 coaching. it's also grade level collaboration. so facilitating teachers working toget then being a part of the instructional leadership team. so that, you know, that drives the work and we had an instructional leadership retreat in june. on june 7th we had, almost 300, 300 people. we had all the teams there and really laying foundation around how to build an instructional

leadership team. and people were at different places on the continuum. so those are the key places that we really want the coaching support is on the instructional leadership team and the grade level teams and then 1 to 1 coaching support. all right. just a staffing update, because this was a new the new instructional coaches was we really wanted it to be focused on supporting the implementation of the language arts curriculum. we went through this rigorous hiring process. we had principals on the hiring, and we've hired 93% of our coaching positions are filled. we have about seven positions that are notoz filled. of those seven, four of them have assistant principaork with the assistant principals to support them. and then three of them don't. and so between eve kamari and i, we're going to partner with those schools. and support them in, helping with the coaching plan. so we just want to make sure that we have a touch with everybody. okay. so that just really want to give a staffing update around where we

are. all right. we'll go to the next one, again, those are the roles was in the progress monitoring. so you can see specifically what the roles. and then we'll just go to the next one, we really want to collect data. so we really want they're doing their work. and so we're asking coaches to, to use coaching logs that were developed with from m rpa. so we're really excited about that process. and we're going to use thato our work and also to monitor the work that we're doing. all right. so this is just ways that we're supporting our coaches a three day coaching institute which was pretty amazing in terms of really focused on coaching skills and also how to support the implementation of the language arts curriculum. so we got really at what is the first 30 days look like for your school, and how does a coach approach the first 30 days. and some of the principals came and really partnered with their folks. we're also having monthly every first friday we're meeting with coaches and we're also having plcs. so the

coache they're going to meet once a month for two hours. and we're also doing 1 to 1. so it's a really nested coaching model. about two thirds of our coaches are new. so the first time being coaches. so we really want to supportaz them so they can support their schools. all right. so here's just a quote from coaches that attended the coaching institute. just hethe most meaningful adult learning experiences of my career. and i'm so excited to begin the work of coaching. alongside this community of amazing and dedicated ucators. so even though there was a lot of new folks, the level of commitment and dedication was pretty amazing. all right, so really, we at the coaching institute, we had an marin who came principal, and she has done so much coaching work. so i asked her we asked her to facilitate the session with the coaches and so we've invited her to come and speak today. hi y'all, like jeanette said, i'm anne murra and i'm the

principal at sanchez elementary school. and previous to my role as principal ati was an instructional coach there. and so i have a very soft spot in my heart for the role of instructional coach and also now as a as a principal, you can't just be a coach who becomes a principalthen you get to have the same impact on transforming teaching and learning in classrooms as you did as a coach. your role is just different. that partnership between a coach and a principal is really, really critical in leading school change. change is not as easy as we got a new cu what happens. change requires really deep human work that requires really smart humans to do that work. and the coaching network i really, truly believe is going to provide that support to folks to do that deep level, to think beyond not just the implementation, which is very iykey, obviously, but the impact our district role and our goal is not just that we do stuff but we do stuff that matters to the kids, that matter the most in our city, and i think that it

requires a trusted adult who can really guide this work with a school community to sit in partnership withs in a different way than an administrator can to really support therocess of change. it's not easy. what we ask our teachers to do is challenging, and what we ask our coaches to do is challenging. and so i'm really, really pleased that this instructional coach in elementary schools has become a priority for us. and i'm really encouraged to see kind of the talk become, go beyond one on one coaching and really think about the role a coach cane in shaping the culture of adult learning on a school siteys said as a coach my job was to work myself out of a to help build systems and structures for reflection and ongoing continuous improvement work, and then really to lay that foundation, for meaningful feedback that can

haen not just between a coach and a and a teacher themselves. build those structures for peer feedback, change a culture to an open door culture where teachers feel comfortable developing norms that support the work that a school community wants to do, and to be holding one another accountable for that work that i think is really where some of the power of a coach and especially the partnership between, can be in our elementary schools. and i'm super excited to see this work unfold over the next year. great. thank you, and we also invited doctor diane laue the principal at, robert louis stevenson and her coach, nancy pollack, to talk for a few minutes about their, their work around coaching and their excitement. okay, great. well, thank you for allowing us to be a bright spot. that is. and it's almost 8:00. we're here tonight tells you that we're excited about this

work i was hired in 1996. the year the district hired 900 new teachers for. it was sink or swim back then, and i did not have a coach, luckily i survived. but had i received coaching in those early years, things would have been so much betterbc . i've had the privilege to hire and work with an instructional coach at our school for just three years, but i am so excited and so ecstatic that we're finally calibrating across the district model. because before when i site funded aid not have the funds to also hire a coach and so the calibration with colleagues and coaching peers was challenging. and there were few. now there's going to calibration and collaboration that will grow from talked about the coaching pd that we had last friday, there was over 150 of us in that room, and we all went around in the circle and

dreams. it was really powerful, and i could not believe thef learning that was in that room feedback, we've touched on it before. the most exciting part of a principal is being able to do instructional coaching, but unfortunately, we have other responsibilities. so last year i was abl a small group of teachers to be able to give actionable feedback, go in and observe co-plan next moves and have, very intentional conversations. but however, with pa new coach we're going to be able to build our capacity faster, school wide district wide, so it's not just on the shoulders of administrators, and case across the district since the pandemic, many oour teachers are new or new ish hired in the pandemic or since then. so coaching would be really, really strategic to have, we had a taste of what that would look like today. we had our first pd with the teachers their first day back, and wee and implications for teaching

introducing our new coachf work describing the buckets that will live in the ilt and creating hopes and dreams with our staff this year. so oñ9ur teachers are really lucky. i'm super lucky and i hope nancy feels that+o she's lucky too, to have this experience together to work with a coach, because everyone deserves a coach to receive actionable feedback and plan how to improve their practice. it someone help you to become even better. it feels even better having someone cheering you on in your next steps. so thank you so much for giving us this chance, nancy. we wanted you to hear from coach as well. hi, my nam the instructional coach at diane school. can you turn off your boobs? thank you. so, i'm here to tell you about my experience as an instructional coach. i was previously previously the earth at a middle school, and i have had personally experienced how

leading our ilt through instructional rounds and peer observations were fundamental with moving teacher practice. the feedback that teachers authentic, and it was instrumental for the teaching shifts that i saw in departments, in the different departments. souilding teacher leadership capacities as teachers led other adults in their teams. right. you can finish your comments. then we'll wrap up for the. all right. so i'm so excited to support my new schoolause with the implementation of our new ela curriculum, there is a lot of excitement and a lot of readiness for newness. i met many of our teachers today, and there was a lot of, just energy around this new direction. we spent our morning diving into data and school goals, and teachers have a lot of questions. i wanted to capture some of them. here some of them. how can we use this data to inform

instructionhow can we use data to implement effective interventions? what are some effective interventions we can use? how can we really get to know our students so we can help them reach their highest potentials? so we were so excited to hear these questions because that exactly what coaching and collaborationonal leadership teams is all about. so, teachers really want to do this work. and di and i are very excited to support them through it. thank you. thank you. and, yeah. and so hopefully you can really hear the systemic approach we're taking. coaching is not new in education and it's not new in safrancisco unified. but what is new and what we feel will make the difference in in meeting our guardrails is particularlyct wide training and expectations that we have put in then the networks that will exist to be able to talk practice and problems in practice, and then how to support teachers in improving instruction. so with that, we'll

turn it over to you for the discussion. great. so i'm, thank you so much. and i could feel the enthusiasm coming through. so that was reallyto see and thank you for your hard work. and, and to helpiators, that especially our new educators as well as folks that have been here for a while that, wefresh eyes. with that, i want to do want to open it up to my fellow commissioners. as i mentioned earlier, the attachment is now attached to the agenda item for the effective we will be having discussion, and ar]t close of discussion, we will be answering the questions of does the reality match the vision? is there growth towards the vision? and is therefficient to cause growth toward the vision? and by the vision i mean of the guardrail itself, and as a reminder, the guardrail itself reads, thesuperintendent will not allow curriculum and instruction that is not rooted in excellence, challenging and engagingnt

responsive, and differentiated to meet the academic needs of students. so, with that, i will open it up. let's go one by one. and if each commissioner can just identify, 1 or 2 areas of focus for, that they want to be sure that we facilitate discussion around. and i will be taking notes and adding that to my list of manythat i'm doing to facilitate this meeting. so vice president your assistance as well, and in fact kick us off? i can yeah, sure, so i just want to comment that i also like diane, startedaching and i also did not have a coach. so there's two of us, so my questions are, sort of related to the b idea. so i have three but they're kind of related. so what does success look like at a school, and how do we know that, at which

therefore using those criteria at which schools is this coaching and walkthroughsib plan working. and then third, what's the plan to can you say those again just so yeah. so what does success look like at a school. and how do we.ó know number one. number two, using those criteria which coaching and walkthroughs plan. that's articulated here. working and then number three what's the plan to scale it. no no no no we're gathering. we're sorry. yeah. sorry. we're gathering different we're going to try to have buckets of. so we're ask;ing everyone to like list their questions or topic areas and then we're going to arrange like like we did in i know you said that i just yeah, that's fine. okay who would like to go next? as thank you. yeah, i think my questions are or maybe just a little bit grounded in trying to get a

better understanding around the data that is supporting, interim goal 3.2 and 3.3, and just i think really getting clarity around what steps are taken to ensure that we're having a representative sample of educators and how that is kind of impacting the path forward just i think concern is listed in the questions attached about kind people who took the survey and kind of how we're ensuring it's a representative sample, given the diversity of schools staffing models students across the district. so just really interested in theoo t we are accurately kind of capturing everything that wepresenting, and i see>a commissioner fisher has her hand up. so i will go to you, thank you. and commissioner bogus of my questions as well, specifically the answer that was provided seemed to just

repeat what was in the report rather than provide new information, and also specifically, i'd love to see the data disaggregated in more ways lik by teacher grade that they teach, years of experience coaching and principal years there's a lot of ways that this data could be so much more helpful if it were disaggregated. i think my bigger issue here, though, really was so exciting to hear all these bright spots. however, i struggle with understanding how the interims actually align with the goal, because when we're talking about a goal that is about instruction that's not rooted in excellence, that's not chas not student centered and culturally responsive. that's not expect the interims to be about that actual curriculum. and we know we're just up until this year, we haven't actually had a

reading curriculum you know, and we see that there are issues with our math curriculum as well. and so for me, when we look athis core, rubric and the is, are all students working with content aligned to the appropriate standards for their subject and grade? we're glossing over the fact that we don't even have curriculum and the amazing teachers who are getting it done are essentially building it themselves. so that's where i would hee an interim. here is more about where we implementing curriculum. i think you've got you can coach to it. so i would love to see more around the curriculum implementation itself, and those are the questions i have. thank you. okay. just let me just say back to you because i think i got, commissioner bogus and commissioner alexander's, but likewise affirm commissioner bogus is interested in, the disaggregated

data and representation, including grades taught years do the interi with the goal? do we have curriculum instruction rooted in excellencti point? are all students working with is grade level and standards based? okay just one, just one. and how are the interims aligned with the actual guardrail? yeah. and i said goal. sorry not yeah. interims aligned with the actual guardrail okay. all right anyone, commissioner sanchez please. thank you, i had same questions as commissioner bogus and somewhat with commissioner fischer's, with the guardrails, e interim guardrails aligned to the actual question, around everything culturally responsive and differentiated curriculum. how that's linked to the actual interim guardrails and how we

measure that. but i've always beeainterested. oh, i wanted to say also that i started in 93 at a coach it took me a while to get the hang of things so i'm really i've interested, or at least in the last 15 instructional leadership teams and how they operate at our schools and how they're effective or not effective. and wondering how you want to link coaching support directly with the arts, as well as with the grade level collaboration teams. so the glc's, the alts and how the coaching actually intersects with those two bodies works. thank you. thank you commissioner lamb. thank you for my colleagues and their questions, i'll just add around what's their approach for retention of coaches since we'll be intensively continue to invest i i wanted to relay to, page three

of the report, specifically around the drop in favorability rating, and it was pronounced and identified at the early ed level, with a#p decline over 20 percentage points. so i'm curious around what the plans are, while, you know, there was a possible e approach then for the early editor, or educators related to, being able to have a greater connection between the winter and spring for instructional, improvement. commissioner weissman ward, is there anything you would like to emphasize or add? thank you, yes, i think the my questions relates to whether there is a plan, to look into the success that we had around interim guardrailt 3.1 and how that might be related to 3.2 and

3.3. are there takeaways? are there lessons learned from what was done in 3.1 to move us higher and to meet that, that interim? can we learn anything from there.2 and 3.3 are certainly all related are there lessons learned that we can apply to 3.2 and 3.3 to, to allow us to move that needle and not be off track or significantly track in those others. okay. and i will add thanks to you al main questions are, i think commissioner fisher, first identified. it's of curriculum rooted in excellence. excellence, and here, let me this is not as easy to take notes and, and get my questions, basically, i'm starting with thek9wx actual guardrail and whether these interims are the right starting

place. have we inventoried our ensure that it's rooted in excellence and standards based, as a starting point? and have we followed up on instructionalthat because on february 13th and april 30th, i asked for through the q amp, a document asking for understanding of how our instructional minutes, currently are aligned with other bay area school districts and other urban school districts. to understand how we're using the instructional time. and it's also come up with our tnp audits and other curriculum audits that ar curriculum is just simply not, at grade level or standards based. and so while i appreciate the coaching, again, to emphasize what commissioner fisher said earlier, the starting point to me is really the inventory of what we providing

for instructors use, in the classrooms. that's the starting point. and so i'd like to understand whether there has been an inventory done, because it certainly seems whenever we audit our when we bring in auditors, we are finding that we are, not where we ought to be. so those are my questions, and then commissioner or vicestar at doing the facilitating at in june. do you have any thoughts on how best to do this? because we have i do see a number of buckets. so i don't know if you want to run through or i'm happy to run through what i saw and then start from there. yeah, either way, i was doing the same thing. i was taking notes and then circling the buckets, should i s this this question around the data that several people brought up, you know, where did the data come from? did it, was it representative etc. there was this question around is, are these the right interims to align with the guardrail? and i think a part of

that was this questi around curriculum, there was commissioner lamb talked about the retention of coa. mr. sanders talked about the ilts and alcs, and i talked about the scaling, which maybe is related looks like, which might be related to commissioner wiseman. success was achieved. i think hers and mine were sort ofwhat does success look like? how has it achieved and how are we scaling it. so that's i don't know how many that is, but yeah, it is a lot of buckets. yeah, do we want to start, i think i would, i would, i think starting with the data might be as the, as the starting point and going back to what commissioner b so. okay. great. yeah. no. and i appreciate because i'd say for the data bucket, we'll bring up doctor khanna and moo the, what does success look like? and some of the questions about, how

we're supporting improving instruction. we can have doctor carlene aguilera fort speak, and then maybe i'll end. i'd like to share some reflections on. is this the right guardrail? i canwhich also helps us organize how we're going to respond. good evening. commissioners, with regards to the data we sent out a survey to teachers to fill out and we had over 1500 teachers fill it out both in the fall and the spring. it was 30% in the fall and 37% in the spring. so those were the response rates. can the data be disaggregated by ethnicity or years of experience? yes it can. and also by school level. commissioner boggess or commissioner fisher since this was, i think, most alig with your line of inquiry, please feel free to answer your question, do yñnou have a follow up question? yeah

i have a follow upuestion. did you want to go first commissioner fisher? i as always appreciated miss connors, doctor connors follow up would be great to hear that it can be be? and when can we get the data? we'll definitely give it to you in one of the board reports. next board report. thank you. i think my follow up question in the there was a 95% confidence interval that was lifted up. and i guess i was juondering, if that was the confidence interval for the work that we have. and did we feel that the samples we took inhe surveys were representative? and how are we defining representative kind of as a district, just to kind of have clear like, what are we taking into account and what parameters are we using to kind of set that standard thank you for the

question and for helping us to clarify that. what happens is we looked at sources to see when surveys are sent online, what is the acceptablee of return rate what is the acceptable return rate. one of the sources we used was the qualtrics data poinare within a 95% have over 1000 re or 30%, which we did have. so that's the reason we use the, the 95% range. so of every 500, if you are able to get 375 responses, that's when you're within 5%. and i think it had to be 393 to become 3%. so that was the range of the used, but commissioner boggess you bring up a good question about the representation. the representation. as i said, we

didn't we only disaggregated by school level and not by ethnicity or years of experience. it was just the response rate on an online survey is what the margin of error is about. so i guess then so do you know if it was a representative sample? and what i guess leads you to that conclusion, or is that something that you need to go back? and i guess anal information around? i believe you're getting at the, kind of the representativeness in the sense of is it representative of the demographic components of the of the teaching population within sfusd that we haven't analyzed to look at, the representativeness that we talked about in the report and the response to your inquiry is of

error in the response. as we look at the entire population of responses that that the respondents have submitted, but in response to all the questions that have been raised, we're happy to disaggregate the responses that have been submitted and by whatever demographics disaggregate. so let me let me just try. i think, tell me if i have this right what you're asking kind of in plainess is okay. we got these survey results. did we survey get enough of a response? where we can make some conclusions about the data? right. that it applies system wide. is that what you're asking or. no yea think a step back is like how are we defining a representative sampling of the district and how do we account for the variety we see acrosrent district and programing and students that are supported? and how do we, iss, take these results and then put those on the real aspects of our schoolt site, which it just seems like there's a lot of parts of our school community tha fully represented in this, which makes me wonder how these results really break out especially for our higher needs

students or our students. we've historically failed, and whether or not there is any insight to this that really helps, that it seemse now this gives us a general feeling of what's happening at the school, but becauseh inconsistency across the district and variation, it feels like these numbers and results to me aren't necessarily significant or meaningful. or tellt about what's happening in our individual schools. and i guessí i'm curious if i'm curious what reasoning or logic the district is putting in. that kind of, i guess, has a different perspective since you're lifting up these numbers kind of as the interim goals right? yeah. so i thin answer is yes. this is representative of the district. there will need to be follow up on that on then. is it representative, did we get enough responses from new teachers or from teachers in a particular schools to be able to make conclusions? and then for is, why did we choose this and where we're going? that's what i'm going toat when we when i share the response to is this the right measures f more piece of information. almost all schools

had teachers that responded. i think just if i could this, i think relates to my question around where is it working? so i guess if we don't have it disaggregated by schools, i don't understand how we know what's working and what's not or we, i guess, like from a strategic perspective, i guess i'm seeing. i mean, again this is to our last question. do we have a plan tonot understanding how this data is helping us say, okay, here's a school or a teacher or a set of teachers whereng, and therefore it's producing. you know, we're having the effect on the curriculum that we want curriculum instruction. does th mak yeah. and then how would understand how there's a strategy to scale it if we don't know w where it's not working. well the surveys are anonymous. i mean at this point in time we can make them non anonymous and then the rate might even drop even

more. no, no i'm i guess i'm asking strly i'm not. you can't go back in time. i'm asking strategically why were they anonymous. what's our thinking on that. why. what's our thinking on like what the rate is. doesense? so here is some here is the reason why they are anonymous is to protect the person who is filling out ti am saying for instance, my principal never, ever gives me feedback or something that becomes, you know, a risk. so they the rate is always much, much higher when you make it anonymous for what you are, you dá kn to which is where are the bright spots? that's what we did when we did the each and every where weid we used data and got results. we asked them for what are your assets and what are the best practices, and collected those and shared it at the admin institute. so there are other ways to collect that kind of data with the surveys. the more

anonymous you keep, it, the e. right. so even though the individual anonymous. so i understand your question. i mean i could ihink i let's keep going because i want to respond kind of to the, to the overall where i think we need to go. but is well taken is that with this, the analysis we presented and with this, you know, just looking at the system wide this is what you and commissioner bogas a how do we know that the strategy then we have in place is the right strategy. and when we haven't honed in on some nuances around the data. so and the disaggregation. so like for which stud is it working for. yeah. so yeah. so which teachers i said that it's hard not to provide an answer. so i'm going to provide an answer. so i think two things. one is one of the reasons we have miss marin here is like we know where. so we know where there have been some

bright spots around. coaching has been around with our lesson study schools and what the work that they're doing. and so that's informed when you see that slide that talks about what is expected like the structures for improving instructional excellence that's informed from the practices there, i thinkfs get to the answer to the other question, i think our learning from this one is that we actually set too broad of an interim target. and so for, you know we're going to come back in september with updated interim goals and guardrails for 2425. and for this one in particular, we're realizing we need to focus in on specifically where the strategy is being implemented district wide. so there are there's cswoaching that is happening in middle school and high school. but this is specifically targeted towards elementary school and particularly literacy instruction related to our goal around third grade literacy. so we're going to refine our, target and our interim guardrail to more closely aligned that we

know, oh, if teachers got more feedback or if teachers, use data more that is happening in the areas where where our goal, where we have our goals. and while we do appen across the system, i think we're seeing the broader we set the target, the less we actually learn from it and can hone in on is this wha that was the answer to the later question about is it the right guardrail? i think the measures are okay, but we need to hone it in on. so it's more aligned to the strategy and the goal that we're trying to impact. okay. so do you mind oh do you want to i appreciate that. so i guess the thing that guess like to see is we kind of move forward with like how many people we want to survey especially when we're who are at school the majority of the time, like it would really in my mind be great to have somewhere above 50% for the amount of folks that we're engaging, especially with the diversity we have across the district in certhat historically aren't equally represented in survey processes. so i guess i lift up us having a really higher standard as well as developing

amounts of engagement from the surveys and other things we're going to use for our guardrails and goals. the interims and the non interims. okay. so i was going to pivot to another bucket. but talso realized i was totally negligent. and i made an assumption because student delegate montgomery i know this is your first meeting. so i want to put you on the spot, but that i that ithat was kind of an assumption. so if there's if there are anything that you want to bring forward that you would like answered or have questions about, you know, we just we went around and shared, but i neglected to ask if there was something on your mind. so is there something that you would like to add? sure yeah, thank you for this, opportunity obviously, like first meeting. so like, i'm, like, learning a lot of the things as we go. but i had a lot of actually the same sort of questions when looking at, the report as, other commissioners here. and i also wanted to like sort of echo commissioner bogusz, ideas on representation because i know

how representation works. for like sac and all that stuff too. so like, we try to get, as many response trying to get, data that matches like for us student demographics in sd. but then in this case, it would be teacher demographics. to really hone in on whatrails are really trying to accomplish for our larger goals is to make sure that actually, like, addresses the issue. and we're getting like a representative, full picture of what we're seeing. and then that will give us like the best idea on how to respond. so i agree with most of what's been said here, so but yeah thank you. of course. and you are now you are part of the group. so please feel free to chime in, or if you have questions as the as the conversation keeps going as well i was going to pivot a little bit to the point of the several different commissioners touched upon around what success looks like, and also following up on

commissioner weissman ward, th delta between where 3.1 is versus 3.2 and 3.3. and commissioner lamb, your concerns that in the data around early education. so if staffr visitors would like to respond to those areas of interest. yeah. hi. good evening, commissioners, i would like to address first the question and comment about the curriculumg alone without the anchor of the newly adopted curriculum will not give us the type of information and results that we want. with that i want to highlight that above and beyond the coaching strategies that people are learning, they are learning also, the content of the newly adopteddr curriculum. they are learning all the different we need to teach from to

other set of skills in literacy. that is a must. it cannot be coaching around up in the abstract which i must admit, somehow we did it last yearvisits were based on the core we had assumptions about teaching practices and instructional practices, but we did not have what we are implementing this year and that we are expecting every single teacher at the elementary level to that's that's one piece to address the concern about what is first coaching or the instructional materials. those are they goç hand in hand. the instructional materials alone will not suffice. coaching alone will not suffice. so that that's one one connected to the what are we expecting to do? and i will let the experts on rpa to help us

with how they are disaggregate the data. but the one thing i can tell you about representation and about who are the teachers and the students that will be reflected as we visit classrooms y)kbraced, an additional set of connected to the supervision of the schools. so across the board, from curriculum and instruction to school , every member of those teams, we are talking about the implementation of the of the language arts, and the, piloting of math across the board. so that's that's aquestion about it. and if we have questions, we do. and as we you heard one structure called instructional cabinet the mandate for members of the instructional cabinet, including myself, is to learn about that curriculum that was adopted go to schools there are

these three focus. one is our black african american students, pacific islander, latino, ells and ells in general, and students with special educational needs. when we go to observe, we are going to be looking at how this particular group of students are responding and are interacting. spoke about the core rubric and we name and academic ownership that could mean anything forwé anyone. but if we look at what this particular group of students are responding in relation to that content, that's when we are going to talk about if indeed the representative group of students is reflected in the data collection that we are doing, hence the coaches will be supporting this. the teachers the teachers will be supporting the students, principals andff meetings. now i come to your question

nal leadership team and that was part of the conversation that we principals. they are meeting. they are looking at the implementation of the core curriculum that we just adopted. again, i will repeat that over and over. it's not about what i see over there is whathave invested also, quite a few ions in getting those materials. so our students will receive tnehat high quality set of instruction materials, the instructional plan. based on that. we are not doing the reading first era, which is a different approach. we are following the scope and sequence. we are following the standards. and yes, there is a plan. here is one. you will get a report on goal, one in which you will get exactly the details of how these newly adopted material is being distributed,

is being, is being taught right now. so i try to cover all these pieces as i read the themes right here, and i will ask principal maureen and doctor hernandez to talk about what success may look like, because that's more ahe actual experience. so i hope i have been able to address some of those questions that you had i really loved being able to address the coaches and principals last friday on the last day of the coaches institute, and this is one of the things we talked about specifically, and this is something i feel really passionately about. i think i've been at sanchez for my entire 20 year career in sfusd. i have a few years before that in la, but for my 20 years i've been at sanchez, and sanchez has been a part of every change, transformation school effort since i've been there. and so we have quite a bit of experience with like, what does it take to kind of lead change? really confident about my

current understanding about what really will support kind ofing and sustained change. and we are able to kind of articulate this with the teams of coaches and administrators, because it really is, like i said before,ip and what we articulated is that there are kind of five systems of change that both coach and admin touch, and that's pd professional development, which is what doctor aguilar was talking about. just what we're teaching, and do you have the tools required to do that, also grade level collaboration, which is i sit with my team and i look about how does this apply to my grade level, my classroom, my monday, there's also that's that differentiated piece. are there folks who need something else, something new something different. can be for a variety of reasons. i think often we think about new teachers, but it's also a teacher who's been teaching the same thing for a reall trouble understanding how the each and every appliesdn right now. right to me, right in my classroom and then the instructional leadership team, ensuring that it's not the driver of change is not, no offense, doctor aguilar

report but it's not coming from central office. it's not coming driver of change is us. we notice that things aren't working for want it to be better. and we're the instructional leaders on our team, and we take ownership over this change. and then, of course that relationship between admin and coach. a coaches and admin in thinking about those being those fi kind of systems of change that they both touch, is that success will look like those systems are healthy. so they're each up and running, they're healthy in those spaces. they're interconnected. so we understand how one supports the other. how does pd support glc? how does glc support coaching cycles? and we and they're supportive of an overarching goal or goals and theory of action. so not just that they're all working and they're all working in tandem, but tre working in tandem in service of a goal that has been agreed on by the school community. and then of course that agreed on goal is aligned with the district's vision values, goals and guardrails. right. like that is what we will know is happening. that's what we think

like. and we know that. and i really coach retention, because i think you guys can attest. but one of the first things i said to the coaches when i addressed them is like we did not justire you all so that we burn you out in one year. and so we led them through a process where we kind of analyze like of those five systems of change. tn the context. think about all the variables that exist in your school. whatg4's the percentage of new teachers to experienced? how what's the experience with coaching on your site? what's the experience with ilt on your site? how do people feel about it and helped teams of admin and coaches like lean in to? what are the driversf change? where you're going to be able to have the most impact this year? right now? make a plan for yourself that's manageable. make a plan for you that ensures that your reach you're really supporting this change. but make a change. that's that's reasonable considering your context and your history. and that allowed us to kind of differentiate that for both schools that have had a long history ofup and running and for new site admin, new coaches who may be looking at this work for

the first time and need to know, like what's my entry point? so i think that the answer is complicated. what doesok like? but i really do think that ultimately it's that these systems are structures are strong. and like i said that coaches are on the road. so coaching ourselves out of a job by ensuring that these systems and structures are set up and that the human beings in our system have the support they need to adjust this kind of medium sized shirt, if you will, of the curriculum to make sure that we're not just implementing but the other words in the guardrail that i think are meaningful and that i think a coach needs to touch, is it student centered? how do we know which student, what is it challenging? challenging? for whom? how do you know whether it's challenging or not? you don't see the challenge and the way it hits students without seeing that group of students and observing that teaching and learning that you don't read in the guidebook, meeting student needs, meeting all student needs. that's another thing that's observable and that you need that feedback cycle. you need that cycle of inquiry to analyze. again that's not

written in the textbook. and then engaging. engaging to whom? because it sounds great in the textbook. doesn't mith your students in an engaging way, but a coach or a peer or your grade level team can help you unpack what's engaging for this group of students in front of me, and then culturally responsive again. culturally responsive is not a checkbox in a curriculum toolkit. culturally responsive is this making sense and making meaning with the students in front of so much for that response. i'm actually i'm looking at the time and i'm kind of thinking like lightning round because a point where we are we're we're deciding whetherha to accept or not accept and i think we've, we've talked high level. i still personally hav a question that i, i'd like to understand from the superintendent, if, if i may just interject at this point, i am unclear, you know, when i

look at the questions, the, the reality matching matching the vision. so the vision of this guardrail spoke explicitly to curriculum and instruction. and i see that the instruction, the coaching i am i, so that is that is not an issue for me. but the curriculum piece the guardrailsms highlighted and the guardrails were not written just for to align with the goals. like not just third grade literacy, not just eighth grade math, not just career and college readiness. they were for all of the curriculum and instruction. and so i will start i've of questioning for a while now around, what are we doing to ensure that our curriculum is standardpropriate as the starting point? and i see it happening with third grade literacy. i know there's, eighth grade piloting and algebra adoption. i know that there's many things going on, but has

there been an inventory done of the curriculum that is currently adopted and being utilized in in our grades throughoutem? and what is the plan to take that, to take that look? so we know what the starting point is and wha. the actual newly adopted curriculum from elementary pre-k actually to eighth grade. i certainly can tell you, yes, based on the inventory that we had we did not have in place. now, we doally, this date is staff submitted, meaning principals between today and tomorrow are submitting the checklist of every single material that they have received, confirming the adopted material that is the standard based grade level base is in every single classroom. so

between today and tomorrow, we are confirming that the work that had happened during the summer delivering, unpacking all of those from pre-k to eight is happening. so you, yes, that is happening for ella. ella and, and we have a wonderful news for math in middle school, more than 75% of our middle school teachers the. and so that one alone we need to figure ou will support that 25%. that is not. but in math in is happening. and the professional development we have all the data that we can share with you about that. as well. so what what i'm asking though, is i would like to understand, i would when i look at guardrail three. and the purpose of guardrail three is to have confidence that all curriculum,

is meeting what you're describing for ela and for middle school math. i want to know that's true for science. i want to know that's true for social studies. i want to know that that's true in high school. and if it's not true, i want to understand just what the inventory is what the plan is. it all can't be d there's a huge, heavy lift. i'm not suggesting that this is what, you know needs to be done tomorrow, but when i look at the three i am not seeing. so this is actually a question for seeing an interim guardrail that addresses curriculum throughout our system, and how we intend to ensure that curriculum is standard based grade level appropriate, and you know, all basically that that meets guardrail three, yeah two things. one, i mean, i think again, this is hack to consider as we are revising our becomes an interim or if that becomes, i mean, what you're asking is, is more how are we

what are our standard operating procedures around curriculum? you asked the same question around instructional minutes. and that's an area where we know in practically all areas we need stronger standard operating procedures so we can think through that. like does it become an interim guardrail measure or how do we respondo that, question in through other means and then related, i just want to mention then since we're on that topic, i think, you know to the other aspects of the guardrail aroundon quality instruction, i mean, you hear the strategy for that, but then as well as culturallywould be good. i don't know that we spent much timeponents of the core rubric, because the core rubric does speak to those t it doesn't speak to curriculum in the sense it speaks to essential content. that's how know it's getting there. but it does speak to culturally responsive teaching, and itspeak to other areas of what high quality instruction looks like. so let me just think through, you know, again whether it's an updated interim i mean, we'll thinkr< there's a team updated interim guardrail or another way in which we

respond to that question of what is what is the inventory of curr it, what's expected? okay. well, i see commissioner fisher has her hand up. i just want to be clear,yç want to be able to take a vote by nine because ioing at this for a while so i want to make sure. but i do that people have their questions answered. again, when i'm looking at this and i look at guardrail three i'm asking, does the reality match the vision? is there z growth towards the vision, and is there a strategy and plan sufficient to causewt gro towards the vision? so that is the lens by which i'm looking at that. and i am applying that to guardrail three itself, not the interim guardrails as a whole, i mean, i'm yes, i'm apdrails, but i it needs to meet guardrail three. but with that, i know commissioner fisher is this a followtion? commissioner fisher okay, i just wanted to build on your last comment, i'm in complete agreement with everything you just said. wanted to take it a step further to make sure that

all of our curriculum with common core and state ed code, right. we have requirements that have come out of statenext generation science standards which you mentioned. we have financial literacy. initiatives that are being pushed by the superintendent of public i just want to make sure that all of this is aligned with the curriculum that we are implementing, or that we plan to lto in your inventory i'd love to see that included as well. do other are there questions that commissioners would like answered, we don't have to take the time, but i would like a follow up around the early editor, because that is something that certainly i have expressed, on the dais here as well to the superintendent around, i would like to understand around the early editor and pk3 alignment, and how that, not only fits within our goals, but overall, including the guardrails. okay.

i'd love to address that. so we did adopt a, a l called creative curriculum for the early education. and in terms of the coaching, they've been we've been working with the early editor partners, ravi klein and her team. so they were part of the coaching institute. they're part of the data collection, and they're really part of supporting the implementation of the, of the curriculumtp. did you get the. yes, i got the answer. and i'm, you know i look forward to see how that's goi to result in the outcomes of the, those interim guardrails want to do coers want to go around and just express, kind ofts before we take a vote? correct. and in regards to how you feel about

the report the three questions that i've referred to now several times. vice president, i'm happy to start, so, well, when i look at the data, it looks like we are not yet meeting the vision says it we're off trackthree. and the and seem like we're making to argument on that. if i'm missing sometng colleagues, but so for me, i was really focused on this question. is there a strategy and a plan sufficient to cause growth toward the vision? and i definitely it. i mean, i am a you know i think this the coachininitiative is really, really strong. and i just want to really, all the work and thought that's gone into it. i also think instructional walkthroughs which we haven't talked about ae strategy. and it's exciting to see that there as

well. and i think, i think my hesitancy in terms of the plan is i'm not sure i see tsc strategy. like i hear the and i heard principal moran give a really, really eloquent answer to my question of what does success look like, but it wasn't in the report. and so i wonder, i guess my question and i don't staff wants to comment on this, but, i guess my hesitancy in voting yes on this report is that is that it seems to me that there is clarity in some schools, in some places from the person helping to lead the around what success looks like. so i'm willing to grant that that. i don't see the strategy of how we're really going to know, that we've assessed where schools are at to see do they have principal marin suggested or not? right. is that you said also culture of adult learning and open door culture. so you talked about the culture of the school, i think, as you said, is measurable in certain ways. it's coething you could observe. the instructional walkthroughs could could, could say, giveôáw us some on that, and then to say, okay, what's

wo not and what's our district strategy to achieve it. i feel like every school is going to have a coach. and iss the next step i want to see is once we've had that baseline, we've got the curriculum. what's the what's the plan to actually ensure that every schoole things that principal marin articulated and that it's not just, you know, that it's obviously that it's that it's everybody saying oh those are the five things or whatever they are that we all can say. that's what success looks like. and even if we're not there, i know where i'm heading. if i'm support i'm getting from my colleagues from the central office, wherever it might need to come from. so i think that's the piece where i'm i feel like maybe is still missing, but also open to push back on thatthank you, vice president alexander. i think, similarb5, i'm i'm all in. i'm all in on t the team here that's done the intensive, and as you know, we talked about when y'all talked about the five systems of change, you knowzt we asked about what does success look like? and another question

that comes up for me is, so what are those greatest barriers to driving change? and we're really as governors of, you know, the district and many of us, you know, i'm not an educator by trade, but crectly over the years, we're really looking at a systems level because we know there have been amazing things that are happe day in our schools, but i think that's kind of what this governance team has b focusing on is like how are we shifting the systems for good, and so that's i think that's what you're hearing. i just wanted to express that. so again, very much supporting what has been laid out around the coaching, instructional coaching and really thinking about so how we're going to have this be lasting and that i hear that often when i do visits witheducators is like, oh is this going to be another initiative that is justoming from, you know at this time, and student it's almost nine. so student delegate montgomery, please,

we'd love to hear from you. yeah. i just wanted to share once again. again, thank you for all the incredible work that you guys do. and i'm incredibly thankful that fo us and especially for me, i'm super lucky that this is the first meeting i was able to sit which is the incredible work that you guys do, i also wanted to echo some ofq6thoughts that you've been hearing from other commissioners about, like the scaling and like evolution. we heard a bunch of thoughts on, like, curriculum and how like that can change and how, like, new curriculums can come into place and how things can evolve that way. and i wanted to like make sure and highlight just for the rest of the commissioners. also how thisstem can evolve as well with the rest of how the district scales up. so we ourselves back in this position where we feel like we need to set like up from, like lost ground and like where we are so i just, i echo that point, and that i am i am also dismissed at nine. so yeah, you are dismissed. yeah, yeah. thank you so mucheing you in a couple of weeks. yeah yeah. and good luck on, on

day and onward. yeah yeah. any commissioner sanchez. thank you. so the three questions are first is, does the reality match the vision, not yet. in my view, and second, is is there growth toward the vision? and there's one of the three, interim goals or for the guardrails have been met, so no. and the third is, is growth? is there a strategy to implant sufficient to vision? and i would i would say yes at

coaches, the instructional coach at our sites. and so being aware of that and knowing that that means that the coach has aot l and that many of them are brand new to this aspect of their new life as a coach i'm wary of that, but i do feel like we have strategies it could help us reach this guardrail. commissioner weissman ward had a questor. thank you. have asked this earlier but the i know that we're we're using the effective goal monitoring document, and that's sort of our, our guiding light in terms of whether or not to accept the report. but we're notwe're monitoring we're doing a on the guardrails. and so i just wanted confirmation that these same questions are in fact appropriate when we're doing a

guardrail review, assuming that they are i think i'm falling on the yes to two of the questions. the second and the third. and if that's the case, i think my i would be inclined to, to table as opposed to vote to not accept the report. but i just wanted maybe if we can just get clarification that these questions are, in fact the ones that were supposed to be answering, given that the document is effective goal monitoring, not effectivetoring, in conversations with our coach is the, who's who's you know, we've been working closely with through the last three years that we've been coached to both goals and guardrail monitoring report acceptance. and i remembered something he said it's, he said it is more of a judgment call on guardrails because you don't have the firm. did you did you meet the goal right. like for the goals, the vision master reality is really, really clear little more subjective

as well. right. and even especially on the third one it's like do we think there's a plan that's sufficient, there's subjectivity involved obviously. and i would, yes. agreed. thanks maybe that's why it feels different. maybe it's the subjectivity that feelsfferent from other monitoring meetings. yeah. and we spentime trying to parse that as we, haveworking through this. and i also want to highlight that my understanding of tabling means want them to come back with this report with with information that is missing from this report. so that is so tabling means that we want to come back and extend. we are extending discussion at a later date with information that is we want brought back, so is t specific that you would want to bring back if we were to tableé>? well, can i. oh sorry. go ahead. no, i guess i since i was i, the instruction said if there's, you know two

out of three then the right move would be to table. but let me think about that because i'm not sure that there's anything more specific in the report. well, and i and i actually that my thought on that commissioner weissman was it also is true that we don't have another dat for this guardrail this academic year, do we? because we only have the guardrails once a year. so if so, if we were to table it, we could bring it back like in the spring or something. i mean, it wouldn't have to be right away. we could just that could the board to be saying, look, we actually do want to come back to this, this academic year, because right now at least the way we've structured it each guardrail only has one monitoring session per year. so i don't think we need to bring it back like next(+eh week if we you know what i mean? i would just i would just say that we are going to be in september getting new interim guardrails as well. so if we brought it back we'd be talking about these past ones rather than rather than what has been, adopted or not adopt brought

forward by but let's shall we carry on for just monitoring session on guardrail three in the spring. we could just down vote and then do that too, if people wanted to. i mean, those are all options, right? so we as a board, we can decide if and obleader the final call on that. but we can if we want to have more monitoring sessions, we can as long as we can fit them in our schedule we can do that. aren't you glad you're here,else, commissioner or commissioner fishe she's still able to. she's she's. i'm here. i'm did you want to make any comments at this point? i think i agree with a lot of what i've heard, so you. yes. huge, huge respect for all the work that's been done around coaching. and i love the thoughtful coersation. i think where i'm stru is, is with number match the vision? and as far as tabling this and looking at more data

and reviewing this again i'm very interested in that curriculum inventoryhat's working well, understanding that it's not just curriculum, it's coaching. there's so much that goes into effective teaching in the classroom, but you do need the materialsnderstanding where we have appropriate curriculum, where we need to augment what the plan is for that, i tnk that is necessary to effectively understand whether or not we're meeting this guardrail. okay. so i would just to close this out, that is currently not an interim guardrail. the curriculum inventory, in september, the superintendent has said he's going to come back with updated review review of all of our goals and guardrails with updated interims where he deems appropriate and necessary. i think he's heard from the board, where focused and i am ready to call a

would the way we've teed it up in the past with the question being, do you accept? yeah. do you, do you does do each of us individually? we will take a vote on whether we approve this guardrail monitoring report presented to us tonight. okay. yeah and then vice president alexander. yeah. and just to emphasize also to staff, i don't know how the vote is going to turn out, obviously. but regardless, it's not even if not an indicator that the work wasn't good. right. it's an indicator of the response to the question, do we are we convinced that, you know, each of us convinced that, the the plan is enough to make progress toward the guardrail. so i don't want staff. however the, i think folks should know we are. i've heard from our colleagues people are really excited about this work and in full 100% support of the work. so that's at's not what we're voting on, to be clear. thank you. then i just want to add on

on how staff will feel. i'll speak for all of us. no, actually i was going to say this after you voted, but i'll say it now too. this is thed report that we're asking you to vote to accept or not. and what? to me, i feel like this is really a calibration and expectation setting exercise. i will say after the vote of hearing the discussion and thinking of the progress monitoring, i felt like, yeah, that okay, what we presented wasn't the da clear on that. so now this one i feel like and you're recognizing, oh there's a difference between this one compared to the math one, where you could at least answer how number three is. now can you answer it to the extent thatc meets the standard? we'll find out in the vote. but almost as just to not it, it's beside the point in that whatever the vote ends up, we have now the next level of, okay, what is the standard look like for progressr monitoring and to make sure that we're, you know, honing in on the right measures to ensure that we're making progress on our goals, our guardrails on our interim goals, and guardrails.

hang on just a second. let men administrative conversation. hold on. but i don't know that okay. yeah. and so i'll say so the main way staff we all should be feeling is this is continued learning. and we're a learning organization. and how you can so at this point, let's call vote as to whether to accept the, okay. vote to accept the report. correct. okay commissioner bogus can i ask a clarifying question before we do that? of course. because our options are to just straight out accept it or to table it or to not accept it. so are we beingof those options or just first. yes. no. and then we decide afterwo table or not. that was just our administrative question like our

littf we want we can just say should we just take a vote where you just say accept table or, don't accept and then we can just count it up somehow? yeah, yeah. should we do that? i would prefer just i prefer just two options versus the three. but i don't know if people feel that the table is, is necessary, i don't kno wants to table, we should make a separate motion for that. okay does anyone want to make so right now i have suggested. and. no, we could. so. oh actually, we did move this. we did move this. so on the floor is, a motion or a to accept the report. does anyone want to to ask to table. i'll submit that friendly amendment. so let's take a second. so let's take so we're voting on tabling. yeah we're voting to table okay. no

commissioner fisher. yes, commissioner. lamb. no. commissioner sanchez. yesmann. ward yes. commissioner. alexander. yes and president. mahtomedi. no that's it's tabled. okay, so at that time. so now that it's table, we. what? when would the board like to bring it back? can i suggest we come back at the next? like you said it's going to beoing to talk about our overall interims, and then we can come back with, a recommendation of when we'd when we'd bring it share also what you think, but i think it would be helpful to put it in the context of of all the progress monitoring we're doing. i know we are going to figure out when we're going to bring it back.

just question is the desire to bring it back before there are this separate from that process. and that doesn't matter, because they're going to bring back the same report with changes and corrections. right yeah, it'wbs the exact same report. so those who who tabled it, can you please clarify what you want? i think it'd be helpful to provide as much direction as possible as to what you would like and when you back. well, since i offered the friendly amendment, i'm happy to talk first. and as i said considering that the goal, the guardrail is actually about curric think in order to monitor it, we need to know more about the actual curriculum. like i said, so grateful to learn about the coaching and all the other wor coaching to that sounds like a where wheredp? so do you. so what

do you want them to do? because that is not an interim guardrail ght now. that is a good point. so i'm happy to explain sort of why i my i'm in looking at the directions about if you answer if the to only 1 or 2 of these questions is yes, i guess it saysn certainly we can't vote to. i mean, it's all in the terms of can. is that even if there was only one, we could still approve it? well, i was and voted to table to support your efforts to thought so. i guess i would just ask you want to bring it back? and with what? like, like president montgomery was saying? because i think if we don't have a plan for that i want to change. i want to go back and vote no, because i was i honestly was voting to support because i really i thought you all had a thought on what you when you

wanted a timeline to bring it back. you know what i mean? because we have if we look at the board calendar, we have to schedule a discuss it again, if we want to table it. right? yes. and i would like to remind you what the board calendar looks like. that's what i mean. that's why. would i would be interested in revisiting this at some this year. but if there's not a specific proposal, i'm also i was sort of on the fence, to be honest. so that was i was hoping i was hoping one of my colleagues that proposed the tabling had a had a more specific idea, but if we don't i would argue that maybe we should just go back and revoke. well, in the spirit of as things, as the as the interims are written now about the coaching then i ask for more specific information about what we're coaching to what we're not coaching to. that could be a way that we get to answering my question. we br, or i could switch my vote to no. and we wait and see what the interims are for next. for the next maybe we have the same conversation over

again. so may i make a friendly motion to reconsider the vote to table motion and second. i'll second. so motion reconsider the tabling. do we all vote on thatthis is just another. motion to reconsider your vote. you can amend it, but you get. there is no way. can we simplifyhat is the elementary procedure forme to just change my answer to our last vote? you can't. we have to do a motion to reconsider. and the prevailing party, somebody who was in the prevailing side, has to make the new motion. well, i was on the prevailing side, so i'll make the new motion. i'll okay. so this is to not table to take it off thethis is to reconsider the vote. we just took. and then we'll go to okay, okay. commissioner. bogus yes.

okay, commissioner fisher. yes commissioner. lamb. yes. mr. sanchez yes, commissioner. wiseman. ward yes. commissioner. alexander. yes, president. mahtomedi. yes. okay seven eyes to revote, i guess. right. is that what we're doing? no yes. that was a motion to board can make a different yes or no. yes. so now we're motion. okay motion. motion motion to reconsider whether to accept the monitoring report. okay second. second. okay]h commissioner. bogus. no commissioner fisher. no.

commissioner lamb. noissioner. sanchez yes. commissioner. wiseman. ward yes. commissioner. ornder. no and president. mahtomedi. no okay. that's five no's five nays. okay. correct. so it fails, but to accept. okay yes. which is a this is a wonderful moment to say thank you to miss lenhoff and miss barillas for, for, administering this meeting tonight. i could i, i'm doing it now because i might forand you just earned it big time. thank you so and our general counsel brown as well. so there you go, we're glad you're here. okay and so our second will move to item f two. our second, action item. and thank youll

to who came and spoke. and thank you so incredible work that you're doing. with our with our educators. thank you, thank you, thank you. and in our schools and happy first day of school to you all. is employee contracts for district executives. okay. sorry. thank you. yes so just to clarify, the monitoring report was notce was not tabled, but it was not accepted. right? okay tabled and untabled and then not then not i mean, not accepted. i'm sorry. not accepted. okay, and that'll all be in the minutes. hopefully. so. okay. yeah so i am, i am i just brought forward item f2 employment employment contracts for district executives, can i have a motion and a second, please? so moved. second. okay.

and with that, i know that the superintendent wanted to say a few words. thank you. so we're bringing back this item that you approved, but needs ratification at a regularly scheduled board meeting to be in compliance with government code 54953. i also just want to note that we included in the board summary both. while this i contracts where we are not moving forward with district lel, leadership positions. and, you know, as we'reng freeze, we did want to be clear. it's applying to all positions the way up to you'll see here associate superintendent positions, where, for example, last year we had an associate superintendent of schools. the person retired. we went through this process that you hear we're going through from paraeducators all the way through. is thisf an essential position and can we get by without filling it? and this is one we said, we you know while while we need support supervising our schools, we felt like we can get by without filling it. and so far,

this, the senior level positions that we've now are not moving forward on filling that we're in our budget. so actually will be budget savings that we have for the 2425 school year because these were positions that were in the budget that you approved in june. but through the hiring freeze review process, we're not moving forward with. so i that, as we do bring forward some other positions that we deemed essential and that are included in the budget. so itost. so with that being compliance with government code 54953, our general counsel anita brown, will read aloud the required notification. thank you. superintendent, the board is required to orally report summary of the recommendation for final action on the contracts of a local agency ex, we've got two subsections. the first subsection is that the board will consider approving employment agreements that will commencejuly 1st 2024, and run through june 30thwith the placement

on the salary schedule for the following employees. bonnie low, assistant superintendent. elementary schools. grade six. step four jennifer steiner, assistant superintendent, middle schools grade six. step four regina piper, assistant superinen grade six. step eight. the second part is that the board will consider approving employment agreements that will commence on july 1st 2024 and run through june 30th 2026 with the placement salary schedule for the following employees associate superintendent, educational services. grade eight step eight. okay with that, roll call vote, please. can we have discussion on this item first, pl comments from the board question. commissioner fisher. thank you, with regard to the positions that are not being question specifically about the special education budget. as mr.

ducharme and miss liaison pointed out in their report earlier, we because of position control, have a huge number of special education positions over 200 paras, not to mention sped teachers, school psychologists, speech and language pat get data through fast enough to get them hired. so are we sure that not having this position won't be a huge compliance issue for us in tion side of the house, yes, i'm going to answer it. and then if you need a follow up, doctor huntoon is here. the reason why i say yes is because doctor huntooassociate superintendent of business and doctor aguilera reviewed to talk about this. and one of the big issues we have, we've had and why our systems are so poor is because people have worked in silos. so the executive director, the special ed budget was had their own separate executive director who was not reporting to the business services department. we that

this should be in the business services department, that those functions should be in the business services department. so we will need to follow through onnk they'll be followed through much more effectively by having it integrated into business services than being separate. so that's why we feel we can not fill this position and make sure that business services takes responsibility for the special education budget. do we have the expertise in the special in the budget department to meet our mandated sample requirements? as you know, we are a single district selpa. and as the county office of education, that expertise very often comes from the county offivel of expertise to be able to do thinto trouble, not just from an lea standpoint but from a selfish standpoint as well? i may i just have a point of order, this is a action item on employment contracts and we are not properly agendized to talk about special ed strategies. so i

would, i would recommend that we move on the actual action item as agendized in the board agenda okay i will. so where is it appropriate to have these compliance questions answered. we can follow up with with you in a boe. thank you. all right. so with that, roll call vote on the on the . yes, commissioner bogas. yes commissioner fisher. no. commissioner. lamb. yes. commissioner. sanchez. yes commissioner. weissmann. ward she. she's catching a plane. yes. sorry, i wasn't able to get off mute. yes, vice president alexander. yes. and president mahtomedi. yes that's six eyes that passes. okay. moving on to the consent calendar and are there any items withdrawn or corrected by the superintendent? no motion and a second on the consent calendar, please. so

moved. second, roll call, hold on one second. okay commissioner bogas. yesv9, commissioner fisher. yes, commissioner. lamb yes commissioner. sanchez. yes commissioner. weissmann ward. vice president. alexander. yes.president. mahtomedi. yes. six eyes. i don't see her there anymore. yeah she. yeah. she is. yeah she dropped off, so now got. sorry, i don't have the agenda right we've we've come to that magical moment where i start to turn into a pumpkin, okay so now we're just at the information items. my understanding is we don't have any discussion about these, but i am just n for the public. and then are there any board member reports? with that, we adjourn at 929. thanks, all.

thank you. thanks, everyone.