t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t >> okay. >> commissioner b. >> here. >> commissioner here. >> a los angeles. >> commissioner. >> sanchez. >> commissioner wiseman. >> is she here. >> okay. hi. >> um vice president alderin and vice president here. >> thank you very much. so the information and transcription certifies and information how to participate virtually are um, posted online and two commissioners operating by telling yefrns is he commissioner fishing and wiseman

and childcare from 6:00 p.m. to 9:00 p.m. for children three to 10 and the childcare sit a cross on the first come, first serve and public comment on closed session agenda items on and at this time before the board would into closed session i call for any speakers for the items given a agenda a total of 5 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. but i know who that is. so okay. sorry about that. i'm going to 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. forward slash w w w dot streamtext. dot net. forward slashtion mark. event equal sign sf usd dash board attendees who wish to the board and would like an asl interpreter can use the q&a box in the zoom app to type their name or handle and list the item or items on the agenda they would like to comment on. the attendee will have an. the attendeeill need to have a functioning camera in order to communicate with thend the board. when it is the attendees opportunity to provide comment, the zoom attendee to panelists and enable the attendees video. translation go ahead, please. thank you. sf usd

is offering interpretation services in spanish and cantonese. if you need interpretation, please dial the following phone number. after dialing, please into the sip number. this message will be repeated in spanish and cantonese. buenos aires el distrito escolar unificado de san francisco, ofrece 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 interpreter please. thank you janet yellen of how? 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. as a reminder, childcare is provided from 6 to 9 p.m. for children's ages 3 to 10. and the childcare is just across the hall in the enrollment center here on the first floor. this evening, public comment on all items will be heard under section e. this includes public comment for

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 speaker card and i know quite a number of speaker cards have been turned in. if at this time you can turn in speakerds if you intend to speak, and now i , do the readout from the from closed session on the matter of student rd versus sf o case number 2024 060531. 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 student k versus sf usd h.r 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 vote of seven ayes 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 a vote of seven ayes. gives the authority of the district to pay up to the stipulated amount in two matters of anticipated litigation. the board, by a vote of seven 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 public employee. discipline. dismissal. release the board by a vote of seven ayes. approved a retirement and

release agreement for permanent classified employee in one matter of public employee. discipline dismissal. release the board by a vote of seven ayes. release agreement for permanent classified employee that concludes the readout from our closed s am actively trying to find the board agenda on my screen so i can, continue to communicate hold on. just a second., i did one thing i did not mention is we have two commissioners that are participating virtually. we have commissioner 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 student delegate report out. but we're very pleased to have you. and the second delegate will likely be joining us at our next meeting when the school year has officially started. so i told them behind when wee got a plus. plus plus for being here before this, the school year officially started, so at this time i'll move into 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 public comment. and given the number of in-person comments, i it looks like we will also 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 tr 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 traditional territory. as guests. we recognize that we benefit from living and working on their traditional homelands. we wish to pay our respects by acknowledging the ancestors elders, and relatives of the ramaytush community and by affirming their sovereign rights as first people, at this time. moving on to d2, approval of board minutes, can i get a motion and a second? so moved. second. any corrections, seeing none at this time can1 we take a

roll call? vote, please. and oh, and, student delegate, please feel free to just abstain. since you were not here for that meeting langston. abstain. okay, commissioner. bogus. yes commissioner. fisher yes commissioner. lamb yes commissioner. sanchez. yes commissioner. 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. and i know you said you wanted to have it. at least i didn't see it on my copy, then i will ask that it be part of the superintendent's report that the student delegate has an opportunity to introduce and say anything that you wish

to say at i'll call for. thank you so much commissioner. bogus for catching that. so. and going forward let's make a note to be sure that the student delegates report, is a standing item on the opening items, please, so with that superintendent's report followed by student delegates introduction. thank you. good evening everyone, we are start of the monday, august 19th will be welcoming back our students. and we're very excited to seem3 them and our families and so i just recently sent out our back to school guide. so i encourage you to check that out. and even though school 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. and we've a some changes

to our enrollment process to makeou try to enroll for the 2526 school year. and just also just as there are families that we at the district are still finishing our hiring for the start of the school year. we are in a much better place last year but we know there's still positions we're working to but then we're also working as a district to make sure that at every school we have the certified teacher in every classroom for the start of the school and to welcome our students. so know that we're we're also starting the year continuing with our resource alig initiative to make sure that we're aligning our resources to support our vision value goals and guardrails. and so that includes working on our new portfolio of schools for the 2526 school year, which does include closures, mergers or co-locations. and so we'll have a public update on our porss at the board of education workshop on tuesday 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 announcement in sept7rember, and then we'll also talk about how we're finalizing our plan to inform and support any affected school communities. you can to our website to learn more about this initiative in the on the agenda, we committed to publicly share ourimplementation of our new enterprise resource plann is called is commonly referred to as our payroll system. our financial or hr systems. and back in may, we shared that we have this dashboard from that shows the status of the implementation. so front line is the erp system we're implementing. 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

detailed components of the 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 concerns and what corrective actiona 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 to our website where we keep this information current as we start school, you et to our school and maybe some staff and as well. and so we are sove student artwork that is on the muni busses now through the end of october, and the students competed in the tasty roots art competition created by the student nutrition advocacy crew, kids club. the snack club and their artwork depicts a range of california

specialty crops and highlights nutritional facts. so we're excite that literally thousands of muni riders in san francisco residents will get to enjoy our students brilliance and creativity. wanted to end with just to share a little bit more about the work that it takes to get ready for school and to support our students and families last year, for those who 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 pacifi islander students met standards in literacy. at the end of the school work that's happening at our schools and in our classrooms. but really, it is a team effort here in san francisco. and so we just 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 uside look at a few of them. it all starts with enrolling students. that's where the enrollment center comes in. i'm just 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 it, but i also get to interact with families as well. she's been with sfusd for seven years. sometimes when you're in situations you just need to know someone cares, you know, genuinely cares for the introduction to sfusd. so that's why we reallyour best to just be kind and nice, because we are tirion of the district. many students first impressions of their school is a school bus, and that's where we meet miss tina bell. i like to be with the kids. a transportation department scheduler she's an sfusd alumni herself. it's good

to see that some of the teachers and some of the principals that 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 that they're getting home safe once they're dropped off at a school. we know it's hard for our 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 goodon. six years ago, she walked in to five five, five franklin withcm her resume looking to cook and was hired on the spot. i'm really excited to it and i never get tired every time when i step in, i'm really happy. she loves being creative with her, cooking and finding new ways to make students enjoy healthy eating. when i see the kids, they always come up to me like oh, this is good. this is amazing, i know, okay, good, let's make me happy.

her kitchen is in one of our many incredisites and we couldn't function literally without the buildings. ourd staff work and learn in every day. that's wl supervisor helping his team. 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 thin when they have a nice space to be able to learn in, it helps 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 my job simply because here at malcolm x it's a community right from admin to janitors to lunch staff to t10 security supports. everybody here just feels it just feels like family. and that' 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 job is 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, we are sfusd. we are sfusd. all right. i feel like that merits an applause. i you know, i mean, i, i often share how i'm the proud superintendent of sfusd and that's why i'm so proud to work in a place where

we have so many dedicated adults who work as a team to make sure our students have what they need to be successful. so that's a good segue. you see what we're you know, how we're working to set you up for success. langston. so i want to give you an opportunity to introduce yourself and share any report you have. as we start the school, the new school year. hello, 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 tough svusd schools since i can remember. i started at lakeshore elementary school moving on to now i'm really happy to be at wabash. amazing programs across the city that i see every day. working for our students is very brief report for s.f. for sac as we're starting to build and get more, applicants and start to

look through applications and building the sac for a strong year. this year, we've been really looking on different strategies on reaching out to different admins and counse+n' lors at different schools to get, more representation 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 to have you as well moving on to the our cde fiscal advisors duchon or miss liaison, is there anything that you would like to report out? on

behalf of your role? yes. thank you both, miss lozano and i are here tonight. i'll start out. we'll both be reporting. so. good evening, president motamedi, superintendent wayne commissioners. and to the newest student board member. congratulations on on sitting there. i hope you find it an exciting and challenging expeou 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 your staff have been 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 to talk a little 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 year? part of the task has been to figure out where your enrollment is projected to be where it's actually going to be and the number of teachers allocated to each school. so i want to talk a little bit about what a hiring freeze is, because both miss suzanne and i were appointed as state experts and then elevated to administrator advisers, which means we have

stay and rescind authority authority that we have not yet used and hopefully never will use. by working so closely with staff. so a hiring freeze which you've all heard about, doesn't mean nobody getsf 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, to staff a school so that when the children come when the students come, there will be a teacher in every classroom, a principal at 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 student facing positions, and i want to define that very specifically meaning classroom teachers, principals,

clerical staff at schools. and because there's been a long term shortage of custodial staff, we have approved, i think every custodial position brought to us. the only exceptions on any of those, we've also approved 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 the budget and corrected it later. we're getting ahead of that curve. we also approved, and miss larson will go through the 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 closing at doing your the beginning part of your first interim report and ultimately building your next year budget. i want to jusnary note that while

a great deal of work beginning last december and through the budget process went through a fiscal stabilization plan, that plan needs to be dynamic. it will change with time, and it needs to be re-upped as we start school. and as you look at positions needed and essential and budgeted and money that's goneht in and out, i. i used to tell my board this all the udget is as good and as static as about three seconds. it changes every moment. hopefully not drastically, but it always changes. so you will see changing factors in your budget as you approach the next budget year. so 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 to avert that, we will work with staff to do so. but know that your budget is we're talking over $100 million, close next year, and an ongoing deficit in years to compounded by, in the past, most of your deficit spending was in what's called your unrestricted general fund. but some of your restricted funds are also deficit spending, which technically doesn't happen, shouldn't happen, but it is. and that needs to be corrected. so now to a cheerier part. wellss suzanne take over and talk about those things that we have approved. good evening. i just want to share that currently this has taken, you know, quite a while going through with the hr staff and with business to identify the positions th are out there. because as you all know,

this has been an issueen brought up several times to the district and to the board is that the lack of position control, that the district has. 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 hire, but when you 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 point in time that has increased up to, i want to say 1300 total that werelist. we have 381 that are positions that are for

review. of that, 113 are certificat we have 38 that are, i'm sorry, not 38. we have 12 teaching positions and 22 special ed teacher positions that we're waiting for. the position control numbers on. so we need to see where they're budgeted and that they are in effect, budgeted before we can go ahead and work with the dis approved. and then in addition to that, we have 66 civil service positions, which we are working through. and ag are waiting for position control numbers. and then we the largest number we have, this was an, a lot of positions that were added just recently,ara positions of those 177 of them are we are waiting for position control numbers and funding status. so there's a reconciliation going on within special ed to needs are. and as soon as we're able to do that and move forward. but there have

been many positions that have already been approved as far as paras and special ed teachers speech and language teachers. also not pathologists and also your psychologist positions, all of those. so at this point, like i said there's 381 positions that are out there being reviewed, but the largest i think, and most concerning for everybody was ther positions, which there are really 12 regular classroom teachers and 22 special ed. and those are the teachers. we're 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 anything else to that? you're muted. i guess i won't echo anything if i'm muted. how when we talk about position control, understand that this has not happened before, this check on the budget to 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, as the board is a process that's very meticulous. it will. it will become automatic, as staff gets more accustomed to it and frankly, as you move to the new enterprise resourceo it will become a more automatic process. it will flow with your budget in a much smoother way without people having to go through and say this 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, through empower. and now the change to frontline. so they are learning so again thank you. and very cooperative to the point where

we can go through this all day. and the end of the daydy tomorrow. so i you really should be very appreciative. i think the district, as well as us, owe a debt of gratitude to the staff who have worked through this, and fielded a lot of questions on both pam's and my part, i don't want to say we've sat there and said, okay, okay, okay. 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 now. i just want to say, i think that going through this process with everyone, it really has 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 really thinking about what it is that they need. and knowing that this isn't just a one time

process that we're going th is something that is going to have to keep on going. you know, in the future, 4o because this is the way you need to be able to have that control 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 been wonderful, i believe the superintendent wanted to makearks, yeah. thank you for the update. and just want to echo the appreciation for staff and 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 a lot of questions. and 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 these issues before they 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 stability. so for example, 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 was, you know, it 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 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. and so again we're

working hard to make that. so it does become just a routine ongoing process. but until 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 discussion happen here. 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 in helping us get 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 most recent fiscal and operations ad hoc mahtomedi. i wanted to give the monthly update august 7th, and we had a robust discussion on the status

of a number of fiscal and operational health priorities. approve a fiscal and operational health 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 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 items are off track or on track. and really, the essence is to get an understanding around what are some of the causes, root causes that may be taking us off track to fulfill i want to thank, doctor huntoon as

being 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 committee is in collaboration and partnership. and as part of the agreements from the discussion,o look forward to is president motamedi had asked, you know, how will we ensure these items are are on or off track? and so we the staff did commit to also, filling in that dashboard around how ownership will be clarified when changes are made and ensuring that those items by the next, committee meeting will haveto 90% of those items already assigned to designation of owner. so that from the dashboard. and wanted to also update the public as well as my colleagues arou discussion that you

all had 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 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. more so than i on the board of looking at student outcomes monitoring, we review the goals and guardrails on an annual basis andhen determine if any revisions are needed. in june, the board flagged potential revisions to guardrails three and five and need for a fiscal and operational mentioned the board charged the ad hoc items either making changes to the guardrails or proposing improvements on how to monitor the goal and guardrail process. and after careful consideration

and discussion, the committee decided that we would make no modifie. 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 requests for input, especially at this time. and instead of revising the guardrail guardrails, superintendent wayne will propose to all five guardrails and the committee recommends to the full board. continues to 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 progress that's being made, i also want to share that the summary of memos for all committee meetings can be found on boarddocs and in the coming weeks, we'll create a webpage specifically for the committee so the public can related information. and that you can follow along on the the transparency and accountability progress that's being made. our next meeting is scheduled for september 3rd, and we encourage the public to is invited and to attend that concludes the fiscal and operations health ad hoc committee 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 we the order we usually go in is to have, comments on agenda items first, then comments on non-agendatems, and then we will move to virtual comment at that time. so can we please call the first group of speakers on agenda items? we do not have any speakers for agenda items right now. well 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 here. each speaker will have one minute to speak. we have our timer here so julianame is.

michael the middle button julia. and i'm a rising freshman in the creative writing department at sota. learning about the situation less than a 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 pursuee writing, knowing full well it's notorious for its extreme competitiveness, not beingble to have one teacher focusing on us at a time is not only unfair to be able to have the full experience of creative writing by a single teacher. this situation also puts strain on unspoken arts teacher, as she will be stretched thin over two departments. her energy on her department. this not only affects us, but also affects it impacts the quality of education for the spoken arts teacher and the students inartment. 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 the ups and downs of creative writing is immensely valuable. without this focused attention, we may miss out on

important feedback and dedicated attention to the 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 interrupt you. that is your time. 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 superintendent, do we have staff here? that 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 it would be mostome, yes. we'll make sure staff follows up, doctor aguilera and miss beyer are back there and can canqá provide an update. can they provide how do you mean provide an update. can they 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 comment. absolutely staff is available to also have conversation in the lobby if that is desired. okay and we are familiar with this issue, i believe the teacher has been hired. so if so, if there's no then then that's what they'll clarify when they talk. i would encourage that clarification totake place sooner rather than later. since we have people here 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 after public 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 spoken arts department to be the writing departéjment director, effectively merging two distinct art forms into one. this actionlaces around 60 students under the teaching of one teacher, a art styles into the same curriculum disregarding their differences. as one of the many students affected by this ill informed decision. i am incredibly frustrated because this administrative choice will likely lead to deficiencies in my learning. i worry that as a senior, my peers and i will have to teach creative writing instead of learning because the demands placed on the teacher by both departments will become too much. creative. writing and spoken arts at at soda both 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 sota with the expectation that we would have full time teachers ready to pour into us, and with this move we definitely won't have that. we ask that you reconsider the hiring process and set us up for success in these upcoming years 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. just checking if the mic works okay. got it. all right, hi. my name is gabriel, an 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 basited in writing, function completely different. according to their performance their craft and everything, their that our

school is basically attempting to merge both classes in a way that's that often comes at disadvantage to both considering that we have to share the same teacher, even though we have two vastly different comes at a disadvantage to all of the students who came into this classroom fully with the 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 with a, refurnished, refurbished hiring process. hello, i'm chloe schoenfeld. i'm a rising junior in the creative writing department. last year, our department head retired after running the department successfully for 22 years. going into this new year, we are going to have one teacher for two separate departments which is unfair for both departments, each department deserves a

director of their 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, 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 decision. it's merging these two very different 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 thinking of giving, the upper classmen in the creative writing department, some of the responsibilities of teaching the class, in my view, it is unfair to put high school students in charge of teaching high school. it's unfair we're now moving on to non student. 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 yojennifer. marissa amber, michael and leslie. and again you will all have one minute to speak. and th your timer again. thank you. hi. my name is jennifer lynch. i'm a parent of a rising senior in oops in the department at soda. as has been stated, the hiring process has been quite a horror, they've known from the beginning of last year that the director was leaving. she was the person who created the department and has been running it for 20 years. she's created a really vibrant, really rigorous really special department. and i kind of feel like maybe this is just an administrative hiccup and that people 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 pe two classrooms totaling close to 60 people, thank you. hi. i'm speaking regarding the lack of a new director 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 reflections and new works of fiction. they've even been working on lesson plans for their classmates. this is in stark contrast to the lack of planning or serious work done by the district. the behavior of the district and school administration has ranged from disingenuous to deceitful, 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'ike a plan. we demand that the 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 20 plus years strictly through the lack of care from those whose job it should be to promote 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 our new department head. for the last t- years, the soda creative writing department has been as close to a perfect fit

for my child as could be possible. there have been challenges 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 in a series of events that have been completely mishandled by the staff of soda and or our district leaders. i've been an engaged parent volunteering at every school my children have attended. i have always felt like the staff members deserve my utmost respect and support. i am deeply saddened not to feel that in this moment. thank you. superintendent wayne commissioners student delegate montgo, thank you, my name is michael, parent of an incoming fresh 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 year history here in san francisco, so i'm we seriously reconsider that decision and have an equitable, o 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 s a beacon for the arts and writing. you know, we know we have a long history and a huge roster of successful writers. and i believe that any of these kids could be the next people who are appealing to the hearts and minds and really making a difference in their writing. and i is not going to do that. so let's, reconsider. thank you very muchme 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 interviewing process, just just finally happened last week after it was pushed off the entire summer, there was plenty of time and energy and input from the parent

and student community to try to collaborate director, a new teacher for creative writing, and it was dismissed, all summer. so just the thought that w put into this or intentionally kept from our community. is very much felt being part of the interview process, i can say that myself and the students were blindsided bye presented by the format and by the decisions and the feedback from our group was, we need two happen. thank you. that concludes in person public comment. again, unfortunately, the board given california law of how boards conduct their 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 staff is available in the lobby to have deeper discussion about what may be transpiring going forward the board is also outside of our meetings available or can be reached through through email. and 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 can be communicated with, and frankly, can be more responsive in that forum as well. so with that, i'm going to close in person, public comment and see if there is any online. i did a card on my name wasn't called. oh, okay. thank what's your name? nato nato. please, just.

yeah please, you start the clock. hi, everybody, nato green. i'm a parent at school of the arts rising junior, i'm here with the other the my the rest of my community, want to echo the concerns that other people raised, but, you 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 knowing the amount of work that goes into 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 administ$ration 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 benefi 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, we will now move, the verbal and the illustrative, explanations happening at soda and see if there's any online virtual comment for either agenda or non agenda items please. okay. at this time we are opening public 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 chinese when the notches are participants? qué quieren hacer un 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. i will call five 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 a i graduated from the fremont unified school district, class of 2018, and i've been an sf resident for the last three ish years. i just wanted to reach out and get a sense of, what the school district's stance is on the use of ai in the educational process, obviously there are some processes, like english writing, where the use of ai isn't, maybe conducive to the learning process, but 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 hi. i'm a parent 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 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 population 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 school assignments. as taxpaying individuals who actively fund the usd, i want to hold you responsible and expect you to do your job better 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 evening 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 want to disagree with commissioner lam in terms of community feedback. i think that we need a bit more focus on community input related to school closures. and i'll speak to superintendent wayne in our next check in about ways and solutions for, on that end, i also want to mention that i have emailed board members and have gotten no response. so if we're going to encourage 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 family 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 atelementary school, and i am concerned at the fact that we have a 1.5 rsp position. my daughter curly to be receiving minutes. she did not receive her full minutes last school year. and now this coming school year we 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 spednutes are going to be met because this is this is 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 going to be teaching first through fifth grade. due to this opening. and i want to know how we're going to be supporting the sped, because i have great concerns as a teacher, but also more importantly, as a parent. thank you. thank you. and i'll call charles and erin. charles go ahead please. charles. go ahead, please. oh yes, i 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, i hope we look into the current

positions at central office with the same type of scrutiny. i hope we, can scrutinize that spending, before we cut more from student facing positions. if we spend the same percentage as other districts on administration, we could close some of that shortfall moving forward, thank you for that, for that for the time. and i just wanted to, you know, welcome everyone back to the school year and hope everyone has a great year. thank you. thank you. and . yes. thank you. my name is erin. i'm with parents for public schools of san francisco and i wanted to just raise up that this meeting, was in violation of the brown act because th said it started at 5 p.m, and the host 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 itot say what time the meeting was going to start. so i really would encourage you to please double check have another person check, perhaps the president or superintendent could also check it never hurts to have more eyes on on the publicity. and thank you very much for your time and all the efforts you're putting in. thank you. that does conclude virtual public comment. thank 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 like you're ready to talk, but i'm to say a few things, so this is the first time that we have done monitoring at our business meetings. 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. so moved second and then superintendent, would you like 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 the council of great city schools student focused in that framework, the progress monitoring reports should be presented at a board meeting in the following cadence for the goals and interim goals, they should be reviewed four times a year. and for the guardrails, at least once a year. so in ordergoing to see this year some changes. we will once in a while have progress monitoring reports at business meetings. typically, this meeting doesn't have that it felt appropriate. and sometimes you're going 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 to have these progress monitoring reports presented at the at the frequency that is noted in the framework, so we're aying true to being student outcomes focused in our governance with that being said

the report was attached. we've taken information from the report and created a presentation that will if you can pull it up we'll start and, you know, the reports follow the same format where 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 assessments that we think lead up to the overall goal, which is the state assessments for the guardrails we've needed to identify measures that we think represent what that guardrail would look like in action and how we monitor progress towards that. so we've had some discussions and commissioner lamm mentioned it, that finding the right interim measure is something that dynamic and evolving. 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 allocation

for this one. this is our guardrail on curriculum and instruction. and so we identified progress in the areas of improvinghers through classroom observations and teachers feedback around, receiving feedback as well as their use of data. and so tonight i'll present the data we'll 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 steps. yeah, and just for framing for the public and for my commissioners i did want to also point out that progress. oh wait, is it attached? is the effective goal monitoring attachment there? so it is called sorry, i'm just double checking to the caller's previous, actually, i'm not seeing it attached to thee the, the

link to the effective goal monitoring worksheet attached to this item, please, because as we go through our process and student delegate montgomery, welcome, as we do our monitoring sessions, each, we focus on three questions that we want to answer at 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 match the vision? is there growth towards the vision? and is there a strategy and plan sufficient to cause growth process that we use to because this is an action item to make a decision 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 other thing i would ask my commissioners, as we're listening to the presentation, is similar to the format that was used at our june board meeting is we're going to be focusing onopcorn style discussion focusing on themes. so if you as you're listening or if you already have questions prepared, after hear the presentations we will be asking for each of you to just quickly and succinctly state what your, you primary key 1 or 2 issues are. there will be more opportunity for discussion. we're not holding limiting it to that, but we want to identify what, how how to best facilitate the inquiries are have a chance to be responded to. so i just wanted 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 just wanted to provide the framework for that, since it's an first time we're doing that in

a business meeting. so with that superintendent, please carry on. 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 progress towards the guardrail andhese include, the from classroom observations, which is 3.1, the focus on essential content and then the feedback teachers 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 of 2024, 73% of classrooms that we visited showed that they were focused on essential content. and so that was good to see that we did not meet our interim goal around, the use of data. and

on teacher reporting there was fewer reports of teacher using data to inform instruction and then related to teacher feedback. also, we receive teachers. there was a small decline of teachers reporting that they got meaningful feedback around their instruction. so taken together, we are on track with 3.1. we are off track with 3.2 and significantlyck 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 we wanted to make sure 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 then what, in orderget on track, what actually is our

strategy and the theory and so that's where we're going to spend most of the time. tonight is focused on that. and then we also know the 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 schoolsthe bright spots. so with that, i'm going to turn it over share a bit more 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 a part of a team and just really to highlight the work. so i wanted to introduce two key people. eve 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 one strategy of a system, right. and so developing and implementing new curriculum, not developing, but of the strategy. and so really thinking about why we didn't meet it is, i was part of the instructional month. and the idea was with cabinet that we were going to go out to schools and teams. the cabinet go to different schools. and the idea was, we're going to calibrate on the core r classrooms and us as a central office team calibrate on what quality instruction looks like. and in terms of 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 what does that mean? 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 in a conversation about how to look at their practicehat is first you have to have trust and understand the practice. and so i that takes time. and so what we did was when we were visiting schools we were giving feedback to the principals. and then there's this assumption that the principals giving feedback to the teachers. and that's there's a fear there. you know and so we take that into consideration as we're planning forward. so that's really why. and we're doing this year is with instructional coaches. but it's a system we're working with instructional 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 r there's three 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 and curriculum. so really teachers and coaches working to study the curriculum one is that you have the curriculum. those are your materials. but it's really about how do we learn about the pedagogy and how do we implement those practices. 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 andipals are in classrooms using evidence based observations and engaging in conversations with teachers. and a plan of cycle where they're actually reflecting on the evidence that they see in the classroom. and ithink

that's what we piloted in the spring, and we worked with 15 coaches that volunteered. we worked on using evidence based practices and then having meaningful call them meaningful conversations where actually teachers look at the evidence and they get to look at the evidence and see where the pedagogyçú is, where they can support students in terms of really improving their practices. and it's really been positive when we were interviewing coaches, a lot of them talked about that. so we're going to be implementing that in the fall, is doing a series on evidence 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 again we talk about the system the roleh there. really the role is to support coaching on 1 to 1 coaching. it's also grade level collaboration. so facilitating teachers working together and 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 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 differe places on the continuum. so those really 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 newthches 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 not filled. of those seven, four of them have assistant principals. and so we're going to work with the

assistant principalsd 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 and responsibility that was in the progress monitoring. so you can see specifically what the roles of the coach are. and then we'll just go to the next one, we really want to collect data. so we really want to look at what the coaches, how they're doing their work. and so we're asking coaches to, to use coaching logs that were developed with from moonhawk, from rpa. so we're really excited and we're going to use that to inform 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. we just came off 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 we looked 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 the coaches and we're also having plcs. so the coaches are going to be in teams, and they're going to meet once a month for two hours. and we're also doing 1 to 1. so it's a coaching model. about two thirds of our coaches are new. so the first time being coaches. so we really want to support them so they can support their schools. all right. so a quote from one of the new coaches that attended the coaching institute. just he said it was one of the most meaningful adult learning expe i'm so excited to begin the work of coaching. alongside this community of amazing and dedicated educators. 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 and she is the 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 murray and i'm the principal at sanchez elementary school. and previous to my role as principal at sanchez, i 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 principal at your school, and then 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

curriculum like, let's see 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 key, obviously, but the impact our distri our goal is not just that we 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 with teachers in a different way than an administrator can to really support the process of change. it's not easy. what we 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 thinkt the role a coach can have on a site in shaping the culture of adult learning on a school site. i always said as a coach my job myself out of a job and by really strategically teaching teachers to think deeply about their practice to help build systems and structures for reflection and ongoing continuous improvement work, anthen really to lay that foundation, for meaningful feedback that can happen not just between a coach and a and a teacher but between teachers 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 principal and coach, can be in our elementary schools.a/ 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 steven 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. and the fact that we're here tonight tells you that we're excited about this work. okayired in 1996 as a teacher in sfusd. the year the district 900 new teachers for class size reduction. it was sink or swim back then, and i did not have a coach, luckilyju i survived. but had i received coaching in those early years, things would have been so much better. 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 with this model. because before when coach, my neighboring schools did 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 be a lot more calibration and collaboration that will grow from that, and moran just 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 to share our hopes and dreams. it was really powerful, and i could not believe the sea of learning that was in that room, talking about valuable 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 able to do that with only 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 partnership with a new coach we're going to be able to faster, school wide district wide, so it's not just on the shoulders of administrators, and probably this is the case across the district since the pandemic, many of our teachers are new or new ish hired in the pandemic or since then. so coaching would be, 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 we did a mini data dive and implications for teaching introducing our new coach and description of her scope of work describing the buckets that will live in the ilt and creating

hopes and dreams with our sta our teachers are really lucky. i'm super lucky and i hope nancy feels that she's lucky too, toperience together to work with a coach, because everyone deserves a coach to receive actionable feedback andir practice. it feels great to have 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 name is nancy. i'm the instructional coach at diane school. can you turn off your boobs?. so, i'm here to tell you abouttional coach. i was previously previously the earth at a middle scho, and i have had personally experienced how leading our ilt through instructional rounds and peer obse fundamental with moving teacher practice. the feedback that teachers receive were specific and

authenticd it was instrumental for the teaching shifts that i saw in departments, in the different departments. so this also led to building teacher leadership capacities as teachers led other adults in their you can finish your comments. then we'll wrap up for the. all right. so support my new school this year. similarly, because 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 questionsure some of them. here are some of them. how can we use this data to inform instruction and best practices? how can we 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 is exactly what coaching and collaboration instructional leadership teams is all aboutso, 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 san francisco unified. but what is new and what we feel will make the difference in in meeting our guardrails is particularly the district wide training and expectations that we have put in place for coaches and then the networks that will exist to be able to talk about their 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

definitely feel the enthusiasm coming through. so that was really lovely to see and thank you for your hard work. and, and to helping on board the educators, that especially our new educators as well as folks that have been here for a while that, we all can benefit from fresh 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 goal monitoring, we are we will be having discussion, and at the at the close of discussion, we will be answering the questions of does the reality match the vision? is there growth towards the and is there a strategy and plan sufficient to cause growth toward the vision? and by the vision i mean of the guardrail itself, and as a reminder, the guardrail itself reads, the superintendent will not allow curriculum and instruction that is not rooted in excellence, challenging and engaging student centered and culturally responsive, and differentiated

to meet the academic needs of all 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 andg that to my list of many things that i'm doing to facilitate this meeting. so vice president alexander, i call upon your assistance as well, and in fact would you like to kick us off? i can yeah, sure, so i'm just going to i just want to comment that i also like diane, started teaching in sfusd in 1996, and i also did not have a coach. so there's two of us, so my questions are, sort of related to the bright spots ideahave three but they're kind of related. so what does success look, and how do we know that, at which

therefore using those criteria at which schools is this coaching and walkthroughs plan workingwhat's the plan to scale it. can you say those again just so yeah. so what does success look like at a school. and how do we know number one. number two, using those criteria which schools is this the 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 questions. we're doing a different we're going to try to have buckets of. so we're asking everyone to like list their questions or topic areas and then we're going to arrange the discussion in categories like like we did in i know you said that i just yeah, that's fine. okay who would like to go next?

commissioner bogas 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 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 of the number of people who took the we're ensuring it's a representative sample, given the diversity of schools staffing models students across the district. so just really interested in the tool that we're measuring by. and if we are accurately kind of capturing everything that we are presenting, and i see commissioner fisher has her hand up. so i will go to you, thank you. and commissioner bogus

that was one 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 like by teacher grad they teach, years of experience coaching and principal years of experience. i think 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 we're talking about a goal that, not allowing curriculum and instruction that's not rooted in excellence, that's not challenging and engaging. it's not student ce. that's not differentiated. i would 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 at this core, rubric and the essential content, the question 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 hope to see an interim. here is more about where we are and actually implementing curriculum. i think you've got to implement curriculum before 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. so, let me just let

me just say back to you because i think i got, commissioner bogus and commissioner alexander's, b likewise affirm commissioner bogus is interestedegated data and representation, including grad of experience. secondly, how do the interims align with the goal? do we have curriculum instruction rooted in excellence as a starting point? are all students) working with content and instruction? that 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 the same questions as com with commissioner fischer's, with the guardrails, the interim

guardrails aligned to the actual question, arounding culturally responsive and differentiated curriculum. how that's linked to the actual interim guardrails and how we measure that. but i've always been really interested. oh, i wanted to say also that i started in 93 at glen park and without a coach it took me a while to get the hang of things so i'm really i've always been interested, or at least in the last 15 years or so around its instructional leadership teams and our schools and how they're effective or not effective. and i'm just 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 in this model, and i wanted to relay to, page, specifically around the drop in favorability rating, and it was pronounced and identified at the early decline over 20 percentage points. so i'm curious around what the plans are, while, you know, there a possible explanation, what is the approach then for the early editor, or educators related to, being able to have a greater connection between the winter and spring assessments. commissioner weissman ward, is there anything you would like to add? thank you, yes, i think the theme of my

questions relates to whether there is a plan, to look into the success that we hadl 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? given that 3.2 and related are there lessons learned that we can apply to 3.2 and 3.3 to, to allow us to move that needle track or significantly off track in those others. okay. and i will add thanks to you all, i my main questions are, i think commissioner fisher, first identified. it's really, around the idea of curriculum rooted in

excellence. excellence, and here, let me this is not as take notes and, and get my questions, basically, i'm starting with the actual guardrail and whether these÷" interims are the right starting place. have we inventoried our curriculum to ensure that it's rooted in excellence and standards based, as a starting point? and have we followed up on instructional minutes, i raise that because on february 13th and april 30th, i asked for through the q amp, a document i've been 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 instructionalup with our tnp audits and other curriculum audits that

are curriculum is just simply not, at grade e@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 tools what materials are we providing for instructors to 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 vice president alexander, you were such a rock star 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 what you saw 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 start listing? so. so there was 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 question around curriculum, there was commissioner lamb talked about the retention of coaches in early ed. mr. sanders talked about the ilts and alcs, and i talked about the scaling, which maybe is related to what success looks like, which might be related to commissioner wiseman. words question around how success was achieved. i think hers and mine were sort of related around like what? what was what does success look like?

how 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 helpful and as the, as the starting point and going back to what commissioner boggess first brought up, so. okay. great. yeah. no. and i appreciate this process because i'd say for the data bucket, we'll bring up doctor khanna and moonhawk him. then when we get to 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 can start that that portion, which also helps us organize how we're nd. 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 ethnicity or years of experience? yes it can. and also by school level commissioner fisher since this was, i think, most aligned with your line of inquiry, please feel free to answer your question, do you have a follow up question? yeah i have a follow up question. did you want to go first commissioner fisher? i as always appreciated miss connors, doctor connors response i think my follow up would be great to hear it can be disaggregated. will it be? and when can we get the data? we'll definitely give it to you in one of the board

reports. the next board report. thank you. i think my follow up question in the response to the questions, there was a 95% confidence interval that was lifted up. and i guess i was just wondering, if that was the confidence interval for the work that we have. and did we feel that the samples we took in the surveys were representative? and how are we defining reestaind of as a district, just to kind of have clear taking into account and what parameters are we using to kind of s 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 acceptable rate of return rate what is the acceptable return rate. so, you know, one of the sources we used was the qualtrics data points, which said that you are within a 95% range when you have over 1000

respondents 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 become 3%. so that was t range of the response rate is what was 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 n 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 analyze more 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 about the overall margin 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 thacs that we typically disaggregate. so let me let me just try. i think, tell me if i have this right what you're asking kind of in plain

language commissioner boggess is okay. we got these surveye 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 yeah. and i 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 across the different district and programing and students that are supported? and how do we, i guess, take these results and then put those of our school site, which it just seems like there's a our school community that doesn't seem to be fully represented in this, which makes me wonder how these results really break out especially for our higher needs historically failed, and whether or not there is any insight to this that really helps, that it seems like now this gives us a general feeling of what's happening at the school, but because there's so much inconsistency across the district and variation, it feels like these numbers and results to me aren't necessarilysj significant or meaningful. or tell us a lot about what's happening in our schools. and i guess 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 think the 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-g conclusions? and then for is, why did we choose this andgoing to get to that when we when i share the response to is this the right measures for our guardrail, one more piece of information. almost all schools hadrt teachers that responded. i think just if jump in here because 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 how do we, i guess, like from a

strategic perspective, i guess i'm not seeing. i mean, again this is to our last question. do we have a plan to get there? i'm not understanding how this datang us say, okay, here's a school or a teacher or a set of teachers this theory of action is actually working, and therefore it's producing. you know, we're having the effect onwe want curriculum instruction. does that make sense, yeah. and then how would we because i don't understand how there's a strategy to scale it if we don't know where it's working and where it's not working. well thesu. i mean at this point in time we can make them non anonymous and then the rate might even drop even more. no, no asking strategically 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. does it make sense? so here is some here is the reason why they are anonymous is usually to protect the person who is filling out the survey.

so if you know, if i am saying for instance, my principal never, ever gives me feedback or something that becomes, you know, a person who's identifying themselves and taking that risk. so they the rate is always much, much higher when anonymous for what you are, you know, cluing us to which is where are the bright spots? that's what we did when we did the each and every where we identified teachers that had said 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 are other ways to collect that kind of data with the surveys. the more anonymous you keep, it, the higher will be your response rate. okay, but but i guess we still have from which schools there. right. so even though the individual anonymous. so i understand your think 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 your point is well taken is that with thise analysis we presented and with this, you know, just looking at the system wide this is what you and commissioner bogas are saying. how do we know that the strategy then we have in place is the right strategy. and when we haven't honed nuances around the data. so and the disaggregation. which students. right. is it working for. yeah. so yeah. so which teachers which. well now as i said that it's hard not to providenm 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 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 think to now just to 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 gtember with updated interim goals and guardrails 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 coaching that is happening in middle school and high school. but this is specifically targeted towards elementary school and particularly literacy instruction rela our goal around third grade literacy. so we're going toe our, target and our interim 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 want it to happen 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 what we need to scale? so that was the answer to thet the

right guardrail? i think the measures are okay, but we need to hone 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 i would also i guess like to see is we kind of move forward with these processes is i think a higher standard around like how many people we want to survey especially when we're looking at staff or people 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 certain populations that historically aren't equally represented in survey processes. so i guess i would just lift up us having a really higher standard as well as developing better systems to get higher amounts of engagementand 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 then i also realized i was totally negligent. and i made an assumption because

student delegate montgomery i know this is your first meeting. so i didn't want to put you on the spot, but that i that i realized that that was kind of an assumption. so if there's if there are anything that you want to bring forward that you would like answeabout, 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 responses as possible and trying to get, data that matches like for us student demographics in

sd. but then in this case, it would be teacher demographics. so i think to really hone in on what the guardrails are really trying to accomplish forrger 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 fl fr 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 a like, and also following up on, the delta between where 3.1 is versus 3.2 and 3.3. and commissioner lamb, your concerns that you raised, in the in the data around early education. so if staff or 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 curriculum coaching alone without the anchor of the newlyd curriculum will not give us the type of information and resu ching strategies that people are learning, they are learning also, the content of the newly adopted curriculum. they are learning all the different spaces in which we need to teach from foundational literacy 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 year because our visits were based on the core rubric and we had assumptions abouteaching practices and instructional practices, but we did not have what we are implementing this year and every single teacher at the elementary level to implement. that's that's one piece to address the concern about what is first coaching or the instructional materials. those are they go hand in hand. the instructional materials alone will not suffice. coaching alone will not suffice. so that that's one piece, the other 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. as you know now, i have embracedet of responsibilities that are connected to the supervision of the schools. so across the board, from curriculum and instruction to school supervision, every member of those teams, we are talking about the implementation of the core curriculum, the implementation of the language arts, and the, piloting of math across the board. so that's that's a given. there is no question about it. and if we have questions, we respond. this is what we are set to 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. and as we 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 arep+ responding and are interacting. remember, we spoke about the core rubric and we name essential content and academic ownership thatuld mean anything for anyone. but if we look at what this particular 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. rs the teachers will be supporting the students, principals and assistant principals and staff meetings. now i come to your question about ielts, glc. the goal is

connected to this group of instructional leadership team members will meet, and that was part of the conversation that we are having with the 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 what we have adopted, which we have invested also, quite a few millions in getting those materials. so our students will receive that high quality set of instruion materials, the instructional leadership team is meeting and the teachers will have the space to 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 used, 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 about what success may look like, because that's more anchored on the 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? and i feel really confident about my current understanding about what really will support kind of ongoing and sustained change. and we are able to kind of articulate this with the teams of coaches and administrators, because it really is a partnership and what we articulated is that,g 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 talkingv. just like, do you know what we're teaching, and do you have the 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 the coaching. so that's that differentiated piece. are there folks who need something else, something new something different. and that 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 really long time and having trouble understanding how the every applies

right now. right to me, right in my classroom and then the instructional leadership teait's not the driver of change is not, no offense, doctor aguilar report but it's not coming from central from your admin. the driver of change is us. we notice that things aren't working for our students, and we 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. and so what we articulated to coaches and admin in thinking about those being those five 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. people like showing up 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 of action. so not just that they're all working and they're all working in tandem, but they're 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 success will look like. and we know that. and i really appreciated the question about coach retention, because i think youbut one of the first things i said to the coaches when i addressed them is like we did not just hire you all so that we burn you out i them through a process where we kind of analyze like of those fivvke systems of change. think about your school in the context. think about all the variables that exist in your school. what's the percentage of new teachers to experienced? how what's the experienc 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 drivers of change? where you're going to be able to have the most impact this year? plan for yourself that's manageable. make a plan for you that ensures that your reach is broad and that 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 of coaching and have some it's up 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 does success look like? but i really do think that ultimately it's that these systems are healthy, that professional learning structures are strong. and like i sa 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, ifre that we're not just implementing but the other words that are 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? howu know whether it's challenging or not? you don't see the challenge and the wayt hits students without seeing that group of students and

observing that teaching and learning that you dothe 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 mean that it's landing with your students in an engaging way a peer or your grade level team can help you unpack what's of students in front of me, and then culturally responsive e 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 me? okay, thank you so much for that response. i'm actually i'm looking at the time and i'm kind of thinking like lightning round because we need to get to a point where we're deciding whether to accept or not accepand i think we've, we've talked high levelill personally have 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 of this guardrail spoke explicitly to curriculum and instruction. and i see that the instruction, the coaching i am i am convinced, so that is that is not an issue for me. but the curriculum piece the guardrails themselves, i'm not seeing curriculum 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 been in this line of questioning for a while now around, what are we doing to ensure that our

curriculum is standard based grade appropriate 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 thejdd and being utilized in in our grades throughout our system? and what is the plan to take that, to take that look? so we know what the starting point is and what the delta is actual newly adopted curriculum from elementary pre-k actually to eighth grade. i certainly can tell you, yes, based on the inve of the materials that we did not have in place. now, we do have today actually, this date is staff

submitted, meaning principals between today and tomorrow are submitting the checklist of every single material that they have received, confirming that the adopted material that is the standard based grade level base is in every single classroom. so 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 i can certainly tell 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 in math are piloting the. and so that one alone we need to figure out how we will support that 25%. that is not. but in math in

middle schools 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 would like to understand when i look at guardrailthe purpose of guardrail three is to have confidence that allurriculum, all curriculum is meetin 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 t@pe, i want to understand just what the inventory is what the plan is. done in a day. and i know that 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 guardrail three i am not seeing. so this isi am not seeing an interim guardrail that addresses curriculum throughout our system, and how we intend to ensure that curridard 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 helpful feedback to consider as we are revising our interims. and if that becomes an interim or if that becomes, i mean, what you're asking is, is more how are we what are our standard operating proced around curriculum? you asked the same question around instructional minutes. an area where we know in practically all areas we need stronger standard procedures so we can think through that. like does it become an interim guardrail measure or how do we respond to 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 around quality instruction, i mean, you hear the strategy for that, but then as well as culturally responsive teaching, i think it would be good. i don't know thatuá we spent much time sharing. what are the actual components of the core rubric, because the core rubric does speak to those things now.

it doesn't speak to curriculum in the sense it speaks to essential content. that's how we know it's getting there. but it does speak to culturally responsive teaching, and it does speak 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 think there's a team updated interim guardrail or another way in which we respond to that question of what is what ishe inventory of curriculum, what's it, what's expected? okay. well, i see commissioner fisher has her hand up. i just want to be clear, and i want i want to be able to take a vote by nine because i think, you know, we've been going at this for a while so i want to make sure. but i do want to make sure that people have their questions answered. again, when at this and i look at guardrail three i'm asking, does the reality match the vision? is there growth towards the vision, and is there a strategy and plan sufficient to cause growth 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. the i mean as as a whole, i mean, i'm yes, i'm applying it to the interim guardrails, but i it needs to meet guardrail three. but with that, i know commissioner fisherfollow up question? commissioner fisher okay, i just wanted to build on your last comment, i'm in complete agreement with everything you just said. i wanted to take it a step further to make sure that all of our curriculum is compliant with common core and state ed code, right. we have ethnic studies requirements that have come legislator. we have next generation science standards which you mentioned. we have financial literacy. initiatives that are being pushed by the superintendent of public instruction. so i just want to aligned with the curriculum that we are implementing, or that we plan to implement. so i'd like to in your inventory i'd love to see that included as well. do

other are there questions tha like answered, we don't have to take the time, but i would like a follow something that certainly i have expressed, on the dais here as well to the superintendent around, i would like to understand more about our approaches around the early editor and pk3 alignment, and how that, not only fits within our goals, but overall, including the to address that. so we did adopt a, a language arts called creative curriculum for the early education. and in terms, they've been we've been working with the early 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 curriculum.

did you get the answer that you. yes, i got the answer. and i'm, you know i look forward to see how that's going to result in the outcomes o interim guardrails. at this point, do do we want to do commissioners want to go around of summarize their thoughts before we take a votes? correct. and in regards to how you feel about the report based upon, again 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 because as the report says it we're off track on two of the three. and the and it doesn't

seem like we're making progress, although open to argument on that. if i'm missing something colleagues, but so for me, i was stion. is there a strategy and a plan sufficient to cause growth toig elements of it. i mean, i am a you know i think this the coaching initiative is really, really strong. and i just want to really commend staff for, all the work ands gone into it. i also think instructional walkthroughs which we haven't talked about a lot, is a really really effective 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 the scaling strategy. like i hear the and i hrd 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 know if folks, if 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 thathere is clarity in some schools, in some places from the person helpingp around what success looks like. so i'm willing to grant that that clarity is there. i don't see the strategy of how we're really going to ensure that. then, you know, that we've assessed where schools are at to see do they have that culture that principal marin suggested or not? right. is said also culture of adult learning and open door culture. so you talked about the culture of the school, which i think, as you said, is measurable i but it's also something you could observe. the instructional walkthroughs could could, could say, give us some some information on that, and then to say, okay, what's working, what's not and what's our district strategy to achieve it. i feel like there's a standardized thing of like every school is going to have a coach. and i think that's a great baseline. and i guess 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 school is

doing those things that principal marin articulated and that it's not just her, you know, that it's obviously that it's that it's everybody saying oh yeah, we all agree 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 wher i'm a principal. and here's the 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 that, thank you, vice president alexander. i think, similarly i mean, i'm i'm all in. i'm all in on the coaching. i'm grateful. so grateful to the team here that's done the intensive work, and as you know, we talked about when y'all talked about the five systems of change, you know 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 certainly worked with young people directly over the years, we're really looking at a systems level because we know there have been amazing things that are happening every day in our schools, but i think that's kind of what this governance team has been focusing on is like how are we shifting the systems for good, and so that's i think that's what you're hearing. from my colleagues. and i just wanted to express that. so supporting of what has been laid out around the coaching, instructional coaching and really thinking about sore going to have this be lasting and that i hear that often when i do visits with educators is like, oh is this going to be another initiative that is just coming 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 once again. again, thank you for

all the incredible work that youncredibly thankful that for you guys to present in front of us and especially for me, i'm super lucky that this is the first meeting i was able to sit in on and see, which is the incredible work that you guys do, i also the thoughts 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 th change and how, like, new curriculums can come into place and howskk things can evolve that way. and i wanted to like make sure and highlight just for the rest of the system can evolve as well with the rest of how the district don't find ourselves back in this position where we feel like we larger goals to make up from, like lost ground and like where we are so i just, i just wanted to, like, echo that point, and that i am i am also dismissed at nine. so yeah, you are dismissed. yeah, yeah. thank you so much and look forward to seeing you in a couple of weeks yeah. and good luck on, on on the first day and onward. yeah yeah. any commissioner sanchez. thank you. so the three

questions are first is, does the re 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. and1l the third is, is there growth? is there a strategy to implant sufficientse growth toward that vision? and i would i would say yes and coaching is the linchpin here. but i do think that if we are not kind stion about sustainability with our coaches, if we're not able to because our coaches burn out, because literally we're removing a lot of folks that were working in our schools, we're not having the literacy coaches the artists, the erfs, and we're putting a lot of emphasis on the coaches, the instructional coach at our sites. and so being aware of that and knowing that that means that lot

of responsibility at each of the sites 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 in place that could help us reach this guardrail. commissioner weissman ward had a question or wanted to chime in. thank you. so maybe i should 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 not monitoring goals today. we're monitoring we're doing a monitoring report 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 that were supposed to be answering, given that the document is effective goal monitoring, not effective guardrail monitoring, in conversations with our coach a.j. crabill, who is the, who's who's you know, we've been working closely with through the last three years that yes, these are how we've b 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. so this one it is

a little more subjective as well. right. and even especially on the third one it's like do we think there'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 feels different from other monitoring meetings. yeah. and we spent a fair amount of time trying to parse that as we, have been working through this. and i also want to highlight that my understanding of tabling means that we want them to come back with this report with with information that is missing from this so tabling means that we want to come back and extend. we are extending discussion at a later date with information that is not, currently present that we want brought back, so is that is there something specific that you would want to bring back if we were to table? well, can i. oh sorry. go ahead. no, i guess i since i was basically saying

that because 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 th my thought on that commissioner weissman was it also is true that we don't have another date scheduled 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 be a way for the board to be saying, look, we actually dwant 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 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

we brought it back we'd be talking about these past ones rather than rather than has been, adopted or not adopted what has been brought forward by but let's shall we carry on for just we also could add a monitoring session on guardrail three in the spring. we could just make an up or down vote and then i mean, those are all options, right? so we as a board, we can decide if and obviously board leadership board president kind of makes 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, and who else, commissioner or commissioner fisher, are you? i'm not sure if s 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 thank you. yes. huge, huge respect for all the work that's been done around coaching. and i love the thoughtful conversation. i think where i'm

struggling is, is with number one, does the reality match the vision? and ass tabling this and looking at more data and reviewing this again i'm very interested in that curriculum inventory, what we have that'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 materials. so understanding where we have appropriate curriculum, where we need to augment what the plan think that is necessary to effectivelyether 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 interims for all of our or a

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 we have focused and i am ready to call a vote, and so i would the way we've teed it up in the past is with the question being, do you accept? yeah. do you, do you does do each of 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 not even if it's a no, it's not an indicator that the work wasn't good. 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 vote comes out, 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 not the that's not what we're voting on, to be clear. t just want to add on on how staff will feel. i'll speak f actually i was going to say this after you voted, but i'll say it now too. this is the second 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 one, in hearing the discussion and thinking of the progress monitoring, i felt like, yeah, that okay, what we presented wasn't the standard yet, so that i felt 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 that meets the standard? we'll find out in the vote. but almost asur point, it's almost it's 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 progress monitoring and to make sure that we're, you knod'w, 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 me have an administrative conversation. hold on. but i don't know that okay. yeah. and so while they're saying that i'll say so the main way staff is this is continued learning. and we're a learning organization. and how you can so at this point, let's do a roll call vote as to whether to accthe, okay. vote to accept the report. correct. okay commissionebogus 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 being offered all three of those options or just first. yes. no. and then we decide afterwards whether to table or not. that was just our administrative question like our little offline. so if we want we can just say should take a vote where you just say accept table or 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 know. i feel like if one wants to table, we should make a separate motion for that. okay. does anyone want to make so right now on the floor what i have suggested. and. move this. we did move this. so on the floor is, a$ motion or a to accept the report. does

anyone want to amend to ask to table. i'll submit that friendly amendment. so let's take asecond. so let's take so we're voting on tabling. yeah we're commissioner bogus. no commissioner fisher. yes, commissioner. lamb. no. commissioner sanchez. yes. commissioner. weissmann. ward yes. commissioner. alexander. yes and president. mahtomedi. no that's 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 be in two meetings that we're going to talk about our overall interims, and then we 4can come back with, a recommendation of when we'd when we'd bring it back. i mean, you can 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 new interims, or is this and that doesn't matter, because they're going to bring back the same report with changes and corrections. right yeah, it's 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 would want it brought back. well, since i offeredndment, i'm happy to talk first. and as i said before

considering that the goal, the guardrail is actually about curriculum, i 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 work. but what are we coaching to that sounds like a where where? so do you. so what do you want them to do? because that is not an interim guardrail right now. that is a good point. so i'm happy to explain sort of why i my vote to table because i'm in looking at the directions about if you answer if the answer to only 1 or 2 of these questions is yes, i guess it says the board may opt. so then certainly we can't vote. i

mean, it's all in the terms of can. is that saying like, even if there was only one, we could still approve it? well, i was and i voted to table to support your efforts to table because i thought so. i guess i would just ask. yeah. like, when do 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 to i mean basically, if we look at the board calendar, weto schedule a new meeting to discuss it again, if we table it. right? yes. and i would like to remind you what the board calendar looks like. that's why. so i was yeah. so i think it would i would be interested in this at some point 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 thet of as things are written now, 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 bring it back later, or i could switch my vote to no. and we wait and see what the interims are for next. for the next monitoring session. and we maybe we have the same conversation over again. who knows? so may i make a friendly motion to reconsider the vote to table motion and second. i'll second. so motion to reconsider the tabling. do we all vote on that? this is just anotherf. motion to reconsider

your vote. you canu get. there is no way. can we simplify this? what is the. what is the elementary procedure for me 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, son. i'll second it. okay. so this is to not table to take it off the table. this 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>q 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 reconsider. and now the 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 commissioner. bogus. no commissioner fisher. no. commissioner lamb. no commissioner. sanchez yes. commissioner. wiseman. ward yes.

commissioner. or vice president. alexander. 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 missz5 lenhoff and miss barillas for, for, administering this meeting tonight. i could i, i'm doing it now because i might forget later and you just earned it big time. thank you so and our general counsel brown as wehere you go, we're glad you're here. okay and so our second we will move our second, action item. and thank you all to who came and spoke. and thank you so much for the incredible work that you're doing. with our with our

educators. thank you, thank you, thank and in our schools and happy first day of school to you all. okay, so f2 is employee contracts for district executives. okay. sorry. thank you. yes so just to clarify, the monitoring report was not accepted. okay. so it was not tabled, but it was not accepted. right? okay okay, yes, it was tabled and untabled and then accepted. right. okay 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 is to approve executive contracts where we are not moving forward with district level, leadership positions. and, you know, as going through the hiring freeze, we did want to be clear. it's applying to all positions throughout the organization all 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 this 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 this is just highlighting some of the again, the senior level

positions that we've now are not moving forward ont. 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 just wanted to emphasize that, as we do bring forward some other positions that we deemed essential and that are included in the budget. so it won't be an additional cost. 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 executive hiring, we've got two subsections. the first subsection is that the board willence on july 1st 2024, and run through june 30th 2025,

with 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 superintendent, special education 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 of the attached salary schedule for the following employees. carling aguilera, ford senior associate superintendent, educational services. grade eight okay with that, roll call vote, please. can we have discussion on this item first, please? any comments from the boardiscommissioner, i have a question. commissioner fisherk you, with regard to the positions that are not being

filled, i have a question specifically about the 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 00 paras, not to mention sped teachers, school psychologists, speech and language pathologists who we can't get data through fasten get them hired. so are we sure that not having this position won't be a huge compliance issue for us in the special education 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 huntoon, our new associate 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 believe 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 on those functions, but we think 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 county office of education, that expertise very often comes from the county office. do we have the appropriate level of expertise to be able to do this and not get ourselves into 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 aboutecial ed strategies. so i would, i would recomme move on the actual action item as agendized in the board ag okay i will. so 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 itemsogas. 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 second on the consent calendar, please. so moved. second, roll call, hold on one second. okay commissioner bogas. yes, commissioner fisher. yes, commissione 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 we've got. sorry, i don't have the agenda right in front of me. we've we've come to that magical moment where 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 noting that they are there for the public.

and then are there any board member reports? with that, we adjourn at 929. thanks, all. thank you. thanks, everyone. sfgovtv san francisco government television.

dev mission's goal is aiming to train young adults youth so we can be a wealth and disparity in underserved communities like where we are today. my name issosa. i'm the founder and executive director for devmission. we're sitting inside a computer

lab where residents come and get support when they give help about how to set up an e-mail how to order prescriptions online. create a résumé. we are also now paying attention to provide tech support. we have collaborated with the san francisco mayor's office and the department of technology to implement a broad band network for the residents here soy can have free internet access. we have partnered with community technology networks to provide computer classes to the seniors and the residents. so this computer lab becomes a hub for the community to learn how to use technology but that's the parents and the adults. we have been able to identify what we call date. the acronym is science technology engineering and math. kids should be exposed no matter what type of background or ethnicity or income status. that's where we actually create magic. >> something that the kids are

really excited about is science and so the way that we execute that is through making slime. and as fun as it is it's still a chemical reaction and you start to understand that with the materials that you need to make the slime. >> they love adding their little twists to everything. it's just a place for them to experiment and that's really what we want. >> i see. >> really what the excitement behind that is that you're making something. >> logs, legos, sumo box, art, drawing, computers, mine craft and really it's just awaking opportunity. >> keeping their attention is like one of the biggest challenges that we do have because, you know, they're kids. they always want to be doing something, be helping with something. so we just let them be themselves. we have our set of rules in place that we have that we want them to follow and live up to. and we a expectations that we want them

to achieve. this is like my first year officially working with kids. and definitely i've had moments where they're not getting something. they don't really understand it and you're trying to just talk to them in a way that they can make it work teaching them in different ways how they can get the light bulb to go off and i've seen it first-hand and it me so happy when it does go off because it's like wow, i helped them understand this concept. >> i love playing games and i love having fun with my friends playing dodge ball and a lot of things that i like. it's really cool. >> they don't give you a lot of cheese to put on there, do they? you've got like a left. >> we learn programming to make them work. we do computers and

programming. bottom here, we talk to them and we press these buttons to make it go. and this is to turn it off. and this is to make it control on its own. if you press thist] twice, it can do any type of tricks. like you canike this and it moves. like this. >> like wow, they're just so it definitely is a wholehearted moment that i love experiencing. >> the realities right now, 5.3 latinos working in tech and about 6.7 african americans working in tech. and, of course, those tech

companies are funders. so i continue to work really hard with them to close that gap and work with the unified school district so juniors and seniors come to our program, so kids come to our stem hub and be exposed to all those things. it's a big challenge. >> we h providers here on site but we've all just been trying to work together and let the kids move around from each department. some kids are comfortable with their admission but if they want to jump in with city of dreams or hunter's point, we just try to collaborate to provide the best opportunity in the community. >> devmission has provided westbrook. they teach you how to code. how to build their own mini robot to providing access for the youth to adobe and sony and google and twitter. devmission has definitely brought access for

our families to resources that our residents may or may not have been able to access in the past. >> the san francisco house and corporation gave us the grant to implement this program. it hasn't been easy but we have been able to see now some of the success of some of those kids that have been able to take the opportunity and continue to grow within their education and eventually become a very successful citizen. >> so the computer lab they're doing the backpacks. i don't know if you're going to be able to do the class. you still want to try? . yeah. go for it. >> we have a young man by the name of ivan mello. he came here two and a half years ago to be part of our digital arts music lab. graduating with natural, fruity loops, rhymes. all of our music lyrics are

clean. he came as an intern running the program. that just tells we are only creating opportunities and there's a young man by the name of eduardo ramirez. he tells the barber what's that flyer? and he says it's a program that teaches you computers and art. and i still remember the day he there with a baseball cap, full of tattoos. nice clean hair cut. i want to learn how to use computers. graduated from the program and he wanted to work in i.t.. well eduardo is a dreamer. right. so trying to find him a job in the tech industry was very challenging, but that didn't stop him. through the effort of the office of economic work force and the grant91 i reached out to a few folks i know. decided to bring

him on board legal status. he ended his internship at post mates and now is at hudacity.that is the power of what technology does for young people that want to become part of the tech industry. what we've been doing, it's very innovative. helping kids k-12, transitional age youth families, parents, communities, understand and to be exposed to stemsubjects. imagine if that mission one day can be in every affordable housing community. the opportunities that we would create and that's what i'm trying to do with this i've got i've bp got with 25 jobs so for young people favorite days in san francisco thank you thank you to the companies that are

hiring. >> (clapping.) >> the city of san francisco and united way are calling an employers to have jobs for youth in 2012 president obama issued a challenge and the challenge was get disconnected young people connected to jobs and so mayor ed lee said we should lead this challenge that the city will have 25 hundred jobs that first jobs and been building. >> i'll highs we like to pledge 50 jobs so for youth this summer. >> excellent. thank you. >> a large part of the jobs it did manual resource center started off a a9n youth program and our first year 35 percent of the young people working full-time we know pressors looking for committed young people the resource fair attracts over

6 hundred people if all over the city and the greater bay area. >> we have public and private partnership the employers came from hertz rent a car and many private sector jobs sea have the city s the airport is here starbuck's is here we've been retail we have restaurants, we have offices and so the young people will get an opportunity to partner so many of the great champions for jobs. >> for the past 5 years we've hired over 3 willed youth business traces they have been promoted to supervisors. >> if you're doing a job atny pportunity for them allows them to undeourstand math if tire working at anothers

architectural understanding debris or a media to understand reading and writing differently those are opportunities that the is clear he wanted to provide we're going to be do mock interviews helping young people that the resumes a it pulls them to the career opportunities and building inspection commission make sure they're prepared for those opportunity educational and in terms of their preparation skills by the time many of them leave they'll leave with jobs and new relationships building their network of the opportunity to thrive and i think i could focus and i check around the booths to see had is available i'm hoping to get a but have employers you know employers give practice. >> i feel this will be a great way to look for jobs we can do this like you get paid.

>> when our young people walk we capture their information so we can do follows up and we have a room that has computer lab an opportunity for them to letters and talk about updating their profile and i think how you do things on the internet we help quam and they can update tare r can look in interviews and on the officers we hire about one hundred young people alone it is exciting out of that it come through with one hundred walk out with a job. >> we'll rock and roll i guess in the job interviews it went great. >> as a youth we get to go through experiences 3 builds a great foundation gymnasium a positive outlookimportantly confidence. >> we really want to do at the

en person with the possibility of what we can be and do we have them go home i want to let me connection with those folks and ultimately got on the path. >> good morning good morning caitlin i'm caitlin lopez 23 years old i moved out to california and san francisco california had i was about 8 years old and actually put in foster care at the age of 9 or 10 had a baby at the 16 years old so i've kind of had this crazy like youth experience. despite the challenges shed caitlin finished high school and take advantage of will mayor ed lee's program through my social worker and i interviewed with

entrepreneurs after i was matched walking sweet spots office i thought imitated not been in that type of office ones i got into the office with my supervisor we boptd and i got a call from got the position and i'm in. >> i have. >> we weeks and saw how she did she was only going to 8 weeks but at the end question offered position part time. >> i have those has been great working here my term weeks was pretty much like family supporting each other i feel like the mayors job program helped me to get in job without the jobs plus program i - i probably would even had a job.

>> in her case she's a mother of two now going to school happen so if she can do it differently anyone that has a willingness to try at least try to make itit. >> those programs are amazing they're so important for young adults to really go out there and make a better future for themselves and despite not having a traditional - you can go out there based on the programs that's what they're for they want to help you succeed. >> we'll be committing to 25 jobs in the tech. >> the san francisco rec and park is hiring 3 and 50 youth that summer . >> (clapping.) >> a office development allocation to r so for me is a network of the community that made the

difference no way i'll be with unit for me this was personal and professional so imp opportunities who know the next ceo or champion of the community is coming today to find their path. >> the roll in san francisco we really out >> (clapping.) >> the goal create 5 thousand jobs for youth if you want more information invite them atyouth.org government television. >> my name is kevin roger tang one live and at a 2 owe 50 that's it avenue in the

sunset so the bayview original hip hop store we have music so every purchase counts for either the the tri work chart that is acquired by 3 best friends we love k pop and why not share that and would the community here in the bay. and originally supposed to open up an eco but unfortunately, the covid hit by the we got creative with the social media and engaged andple within the being sure like pop and the instagram live or hip hope to bring that connection with the bayview k pop and we grow. and hello wtive store so the cc around us within us has the cards people like to collect and

try to collect limited edition mr. sincroy manufacturers like a state university or memorial and we have which is a venue for people to kind of make new friends and open up they're a goods and invite people to stay and oftentimes see the context we're very, very fortunate and everyone is super sweet and loveable to sum up i guess two words is a second home (background noise) and a lot of people visit. >> and connect this place even if it is really cool. >> san francisco is a city known for music and art and we at the pop store we to go show

added to the diversity of music and the way of the community. >> it is safe place it is a great way to dmrofr new things and any friends and it is saying hello 2050 carville from 1:00 p.m. to 6:00 p.m. and followup on the >> we broke ground in december of last year. wee day after sandy hook connecticut and had a moment of silence here. it's really great to see the silence that we experienced then and we've experienced over the years in this playground filled

with these voices. >> 321, okay. [ applause ] >> the park was kind of bleak. it was scary and over grown. we started to help maclaren park when we found there wasn't any money in the for this park maclaren. we spent time for funding. it was expensive to raise money for this and there were a lot of delays. a lot of it was just the mural, the sprinklers and we didn't have any grass. it was that bad. we worked on sprinkler heads and grass and we fixed everything. we hard collecting everything. we had about 400 group members. every a little bit helped and now the park is busy all

week. there is people with kids using the park and using strollers and now it's safer by utilizing it. >> maclaren being the largest second park one of the secrets. what's exciting about this activation in particular is that it's the first of many. it's also representation of our city coming together but not only on the bureaucratic side of things. but also our neighbors, neighbors helped this happen. we are thrilled that today we are seeing the fruition of all that work in this city's open space. >> when we got involved with this park there was a broken swing set and half of -- for me, one thing i really groups is that when you are competing for funding in a hole on the ground, you to

articulate what you need for your park. i alys point as this sight as a model for ot communities. >> i hope we continue to work on the other empty pits that are here. there are still a lot of areas help at maclaren park. we hope grants and money will be available to continue to improve this park to make it shine. it's a really hidden jewel. a lot of people don't know it's here. m

[music] so, can you tell us what it was like for you during your first encounter with the san francisco fire department? >> yep. it was super cool! i got to learn about the dry standing pipe correction. it is actually called sand piper just stand pipe. tomato. you know. yea. >> so what is coming up next for what is that for?

>> firefighter backsterinvited mow to a fire station to see the cool stuff firefighters use to put out fires. you have seen the had doors open like a space ship from out of my eye its is like i'm there right now! wow! whoa. watch out, man. what is that for? >> what is this? these are fire engines they might look alike they are both red. white top and red lights on top. this is angine and this is an older 2014 fire engine. if you can't tell this one is shorter and narrower than our older fire engines.

they have cool things like recessed lights. roll up doors. 360 degree cam ares and more that is important as the city is moving toward slower and safer streets adding parklets and bulb outs and bike lanes we need to decrease our footprint to keep us and the community safer on emergency scenes. >> what's back there? >> when is not guilty fire engine. great question. i want to see, sure. >> let's go back and look at the pump on the fire engine. >> this is a fire pump. it is cool all the colors and all that. this fire pump and this engine holds 500 gallons of water that is a lot. >> a lot of water. >> it is push out 1500 gallons a minute of water. we can lose our 500 gammons quickly.

why we use hoses like this to connect to a fire hydrant and that gives us unlimited amount of water to help put a fire out temperature is important we have enough fire engine in san francisco to put fires out. so we can reduce the injuries and minimize loss of life and minimize property damage. [music] >> mr. will.zb mr. will. will! >> oh. daydreaming. thanks everybody for watching! bye! [music]. hello and welcome to the

tuesday, august 20th 2024 hybrid in-person and virtual meeting of the san francisco entertainment commission. my name is ben lyman. i a