>> okay. >> commissioner b. >> here. >> commissioner fishing. >> here. >> a los angeles. >> commissioner. >> sanchez. >> commissioner wiseman. >> is she here. hi. >> um vice president alderin and vice president here. >> thank you very much. so thermation and transcription certifies and information how totually

are um, posted online andçq commissioners operating by telling yefrns is he commissioner fishing and from 6:00 p.m. to 9:00 p.m. for c three to 10 and the a cross on the first come, first serve and public comment on closed s and at this time before the board would into closed session i call for any speakers items given a agenda a total oftes per speaker. >> we have no speakers in-person or online. >> okthis time, we decreed at 605. thank you. >>

one life to live can be found here. we got everything that's bad. that's it. sweetie. i love you, too. but i know who that is. so okay. sorry about that. start over. sfusd will. no longer. sorry about that. sfusd will providesed captioning and american sign language aslreter services

throughout today's board meeting. live transcription can be found here. h t t p s colon. forward. slash. forward dot streamtext. dot net. forward. player. question mark. event equal sign sf usd dash board attendees who wish to provide public comment to the board and would like an asl interpreter can use the q&a box in the zoom app to type their name or handle andem or items on the agenda they would like to comment on. the attendee w attendee will need to have a functioning camera in ordedr interpreter, and the board. when it is the attendees opportunity to provide comment, the zoom host will promote the attendee to panelists and enable the attendees video. translation go ahead, please. thank you. sf usd is offering interpretation services in spanishe. if you need interpretation, please dial the following phone into the sip number. this message will be repeated in spanish and 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 lde acceso. uno tres una nueva tres ocho dos nueve 66. por favor. laco nueve nueve detecla numeral. gracias. cantonese interpreter please. thank yanzano sanhe 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. 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, ch is provided from 6 to 9 p.m. for children's ages 3 to the childcare is just across the hall in the enrollment center here first floor. this evening, public comment on all items will heard under section e. this includes public comment for agenda and non agenda items. a speaker card must be turned in speak, if you are a student, please write student at the top of the speaker card and i know quite a numberr cards have been turned in. if at this time you can turn in speaker cards if you intend to speak, and now i will, do the readout from the from closed

matter oftu o case number 2024 060531. the boarde of seven ayes. gives the authority of the district to pay up to the ster of student k versus sf usd case number 2024 060069. the board, by a vote of seven ayes. gives the authority of the district to pay up to the stipulated amount in the matter . versus san francisco unified school district, san francisco superior court case number cpf 3-517987. the board, by a vote matter and the matter of usf versus san francisco unified school district at all, san francisco superior court case number cpfefby a vote of sev gives the authority of the district to pay up to the stipulatedwo matters of anticipated litigation. the board, by a gives

direction to the general counsel and one anticipated litigation. the board, byon 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 agreemenor permanent classified employee in one matter dismissal. release the board by a vote of approved a retirement and release agreement for permanent classified employee that concludes the readout from our closed am actively t to find the board agenda on my screen continue to communicate hold on. just a second. okay, so. and oh, 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 new student delegates, langston montgomery. welcome to meeting. yeah and we will have, i'll have you introduce yourself when we get to the student delegate report ou b we're very pleased to have you. and the second delegate will likely be joining us at next meeting when the school year has officially started. so i toldnd first met, that he got a plus. plus plus for being here before this, the school year officially started, so at thisand 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, we59ev t lookstime for virtual comment tonight. so i

wanted to let folks know who 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 f the ramaytush ohlone, who are the original inhabitants of the peninsula. as the indigenous stewards of thisith their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this for all peoples who reside in their traditional territory. as guests. we recognize that we benefit from living and working on theiritional homelands. we wish to pay our respects by acknowledging the ancestors elders, andthe ramaytush community and by affirming their sovereign r as first people, at this time. moving on to d2, approval of board minutes, can i get motion and a second? so moved. second. any corrections, seeing

none at this we take a roll call? vote, please. and student delegate, please feel free to just abstain. since you were not here for that meeting. okay. student delegate langston. abstain. . 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 ordf er o move. oh, i just wanted to lift up that, student delegates report isn't on the agenda. and i know you you wanted to have it. at least i didn't see it on my copy, then i will ask thbe part of the superintendent's report that the student delegate has an=d say anything that you that time. so i'll call for. thank you so much

commissioner. bogus. so. and going forward let's make not the student delegates report, is a standing item on the opening items, please, so with that superintendent's repo student delegates introduction. thank you. goo everyone, we are very close to the start of the monday, august 19th willwelcoming back our students. and we're very excited to seeou them and our families and so i just our back to school guide. so i encourage you to check that out. is starting in a week, wait, where did the presentation go? are you okay? even though school's starting in a week, we know that there's still enrollment happening, and we are sending out wave pool notifications. and we've made a bit of a some changes to our enrollment process to make it more simple. as you try to en 2526 school year. and just also just as there are might

still be enrolling, we at the district are still finishing our hiring for the start of the school year. we are in a much better place than we were last year but we know there's still positi but then we're also working as a district to make sure at every school we have the certified teacher in every of the school and to welcome our students. working hard on that we're also starting the year co initiative to make sure that we're aligning oursupport our vision value goals and guardrails. and so that includes working on our new portfolio of schools for the 2526 school year, which does incl closures, mergers or co-locations. and so we'll have a publi 9éc portfolio planning process at the board of education august 27th. and just as a reminder, we're not talkingrgers or co-locations at this meeting. we're just talking about the dproces the public can expect after we make our announcement in september, and then we'll also talk about how

we're finalizing our plan to inform and support any affected school communi go to our website to learn more about this initiative in the on the agenda, we committed to public o progress towards implementation of our new this is what overall is called is commonly referredoo to as our payroll system. our financial or hr systems. and back in may, we shared that we have this dashboard from of the implementation. so front line is the erp with and with red rover as being our human resources component. and so you can see that we are on track on our implementation to do a successful implementation. our progress then looks at more detailed components of the implementation. and you can see we're on track in you'll see it's highlighted in yellow. we have meetings twice a month to review dashboard and identify where there are those concernsn we're taking to stay on target. the full report is listed u just wanted to let the community

know, we are sharing this information and for real time updates you can go to our website where keep this information current as we start school, you know, we know there are going to be students who take ther school and maybe some staff and as well. and so we proud that we have student artwork that is on the muni busses now through the end of october, and the students competed in the tasty roots art competition crew, kids club. the snack club their artwork depicts a range of california specialty crops and highlights nutritl facts. so we're excited that literally thousands of muni riders in san francisco residents will get to enjoy our students brilliance and creativity. and then lastly, i wanted to end withre about the work that it takes to get ready support our students and families last year, for those who are board watchers, you might remember at the last meeting i shared progress towards one of our goals andcwerim goal around literacy, where more than

half pacific islander students met standards in literacy. at the end of the school year, and we highlighted work that's happening at our schools and in is a team effort here in san francisco. and so we just

overwhelmed, you just need to ne cares, you know, genuinely cares for the introduction to sfusd. soeally do our best to just be kind and nice, because are the first impression of the district. many students first impressions of their school is stepping off a school bus, and that's where we meet always liked kids and i like to be with the kids; sfusd alumni herself. it's to see that some of the teachers and some of the principals that they remember me. tina started driving school 19 years old. we do care about the kids. we care about th 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 ve it, and then i want to make sure that students get a good nutrition. six years ago, she walked in to five her resume looking to cook and

was hired on the spot. i'm really excited to come here. i love it and i never get tired every time when i step in, i'm really happy. she loves being 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,, let's make me happy. her kitchen is in odible school sites and we couldn't function literally without the bu students and staff work and learn in every day david lee, a custodial 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 role, it showed i see more importance of just taking carehe custodians. i think when they have a nice space to be able to improve their learning success. that's what we want for our students and it leads us back to our instructional staff. we asked some of them, what's their favorite part of their job? i love my job simply because here at malcolm x it's

a community rightadmin to janitors to lunch staff to t10 supports. everybody here just feels it just feels i love my job. i love teaching p.e. because the kids just, emotional, physical. it's cognitive. there's so can do to really access and develop xperience. my favorite part about my job is like seeing the winds. you know, just somebodyand just saying, hey, you know i see you. i care about you. i want 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 applause. i you know, i mean often share how i'm the proud superinentend

proud to work in a place where we have so many dedicated adults who work as a team to make sure our student need to be successful. so that's a good segue. you see what we're working to set you up for success. langston. so i want to give youty to introduce yourself and share any report you have. as we start the school, the. hello, everyone. thank y 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 throughsc started at lakeshore elementary school moving on to apg in indy, and now i'm really happy to be at wabash city that i see every day. working for our students is amazing, and very brief report for s.f. for sac as we're starting to, 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 schools to get, more representation the school year. that's one of the goals that i have for this year is to make sac the most repres year, because we're always missing some schools, and i want to end that this yeair. so me and my amazing interim president jasmine it really hard. so we're excited for this year. and to have. 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 on to the our cde fiscal advisors report, mr. duchon or miss liaiso anything that you would like to report out? role? yes. thank you both, miss lozano and i are here tonight. i'll be reporting. so. good evening, president motamedipeendent wayne

commissioners. and to the newest student board member. congratulations on on sittingit an exciting and challenging will help you navigate through the rest of , college, and beyond. so thank 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 g reports, teacher allocationslots of tedious reports that, make p 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 of your human relations staff, resources 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 gordono did your initial staffing allocations this year? part of been to figure out where your enrollment is it's actually going to be and the number of school. so i want to talk a little bit about what because both miss suzanne and i were appointed as state experts and then elevated to administrator advisers, which means we have stay and rescinduthority authority that we have not yet used and hop. by working so closely with staff which you've all heard about, doesn't mean nobody gets hired, a hiring freeze which the distric essential staff will be and we could go around. everybody knows their job is essential, but we'reking 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 e the helm of the school, and probably

most clerk to help run all the ins and outs of the school, because we know they're probably one of the most ng positions. so we have, as part of that effort, approved all budgeted student facing positions, and define that very specifically meaning classroom teachers, principals, clerical staff been a long term shortage of custodial i think every custodial position brout to us. the only exceptions on any of those, we've also approvedv( sped positions. and so the exception across where they have not been budgeted. and that means they don' position control number or a place in the budget. andc some point you've hired people that did not or were not in the budget and corrected it later. we'reurve. we also approved, and miss larsonll go through the actual approvals that we made a number of other positions. i do want to say that

time, when you're looking at staff, is looking at year end closing at doing your the beginning part of your first interim ultimately building your next year budget. i forward a cautionary note that while a great deal of work beginning last december and through the budget process went through a fiscal stabilization plan, that plan be dynamic. it will change with time, and it needs to be re-upped as we start school. and as that are needed and essential and budgeted in and out, i. i used to tell my boardhi all the time, the budget is as good and as static as about three seconds. it changes every moment. hopelly no drastically, but it always changes. so youanging factors in your budget as you approach the next budget 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 the word riff or layoff those. unfortunately may be necessary. obviously, if there's any way will work with staff to do so. but know that we're talking over $100 million, close to $150 million deficit next year, and an ongoing deficit in years to come. that's compounded by, in the past, maost of deficit spending was in what's called yourt some of your restricted funds are also technically doesn't happen, shouldn't happen, but it is. and that needs to be corrected. so now to a cheerier part. well have miss suzanne take over and talkut 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 toe positions that are out

there. because as you all know, that's been brought up several times to the district and to theack 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 site and you say, okay, i have two people i want toook 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 kw, of thing. but of course, with your school being so large, there are a lot employees involved in this. so just to update you currently, right now,ounds like it's a lot, we started out with over, i want to say that we were reviewing. and at this point that has increased up to, i wan on the list. we havestill up for review. of that, 113 are certificated and of that we ha are, i'm sorry, not 38. we have 12 te positions and 22

special ed teacher positions the position control numbers on. so we need to seed that they are in effect, budgeted before we can go aheadthose approved. and then in addition to that, we have 66 civil service positions, which we are working through. and again, about half of those are waiting for position control numbers. and then we the largest number we have, this was an, a lot of positions that were added 201 para positions of 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 determine exactly what the needs are. and as soon as we're able to do that and move forward. but there have been manyready been approved as far as paras and special ed teachers speech and language teachers. also your psychologist positions, all of those. i said there's 381 positions that are out there being

reviewed, but the largest iosv; for everybody was the teacher positions, which there areregular classroom teachers and 22 special ed. and those are waiting for the position control numbers and the funding then we'll be moving forward and approving those, you know, as qu can. elliot, did you want to add anything else to that? you're muted. i guess i won't echo anything if i'm how when we talk about position has not happened before, this check on make sure that there is actually money set person when they get on board and it dot es budget change later on to you, as the board is that's very meticulous. it will. itbecome automatic, as staff gets more accustomed t frankly, as you move to the new enterprise product to frontline. so it will become a more automatic process. it will

flow with your budget in a m people having to go through and say this positions in the budget this position isn't so i, you know, again, this ha a very steep learning curve for people who have been hereugh that. go back through your peoplesoft system the change to frontline. so they are learning fast and working hard. so

superintendent for your support we're looking more optimistically at things righto say, i think that going through this process with everyone, it really h opened, a lot of them as far as what 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 wh it is that they need. and knowing that this isn't just a one time we're going through, this is something that is going to have to keep on go, in the future, because this is the way you need to be able to hav over what you're hiring. as far as positions, making sure they're bud i believe the superintendent some remarks, yeah. thank you for the

it's in everyone's best interest to address these issues come to the board. and so and the questions that they're askihefor us to ultimately be on the path to fiscal 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 wasn't okay from a practice standpoint. but if a position went forward that budgeted, we'd cover it in the end, we're not in that place anymore with is from the from the, the state. and, 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, thatre that student in the classroom or you're the teacher who's relying on that this, this can't wait. this needs to be done immediately. very day we're meeting to. 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 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 prejl#'nt positions to the board, rather than have the discuss. 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 u our systems and practices normalized and in place. so we can move forward without furtherum a good transition. is the report out to lamp from commissioner lamb regarding our most recent f? thank you, president mahtomedi. i wanted to give the monthly update regarding the committee met on august 7th, abust discussion on the status

of a number of fiscaliorities. the committee did approve a fiscalard, 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,ith the analysis that was done with working i consultants, ben rosenfeld, the former city'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 areo off track or on track. and really, the essence is to get an understanding around what are , root causes that may be taking us off to fulfilling, timelines? i want to thank, doctor 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 committe absolutely imperative that this work is donep. and as part of the agreements from the for next month to look forward to is president motamedi had asked, you know, how will we ensure these items are are onrack? and so we the staff did commit to also, filling in that dashboard around how ownership willarified when changes are made and ensuring that those items by the next, committee meeting wil 80 to 90% of those items already assigned to designation was a key highlight from the dashboard. andupdate the public a the discussion that you all had, brought to the committee for consideration of, you know, should we go to lrails and some context for the public, the board is embarking on our third year of goals and guardrails. we

originally did extensive community engagement to create the goals and guardrails.nd lg since then there have been numerous public monitoring sessions. more so than i think since i've been on the board of looking at student outcomes, we review the goals and guardrails ons and then determine if any revisions are needed. in june, the board flagged potential revisions to guardrails the potential need for a fiscal and operational guardrail. then, as i mentioned the board charged the ad hoc committee with considering those items either making changes t the guardrails or proposing improvements on how to mon guardrail process. and after careful consideration and discussion, th that we would make no modifications of guardrails at this time. and some of the reasons mentioned, is that it feels reactive rather than respon 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 redundantindful of not saturating our community with requests for if

information. and that, on the transparency and accountability progress that's be made. our next meeting is scheduled for 3rd, and we encourage the public to is invited and to attend that concludes the fiscal and operations. thank you so much for the thorough update muchr 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 q already, submit your speaker cards and at this time usually go in is to have, comments on agenda items first, then comments on non-agenda items, and then we will move to virtual comment at that time. so can we please call the firstkers 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 iç# will call speakers in groups of five. we'll start with students starley gabriel cameron and chloe. you're all welcome to line up here have one minute to speak. we so julia. hello. my name is. the middle button. hello. my name is 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 my classmates here share this sentiment. we have all put in so much effort and courage to pursue creative writing, knowing full well it's notorious for its extreme competitiveness, not able to have one teacher focusing on us at a time is us, as we won't

be able to have the full experience of situation also puts strain on unspoken arts teacher, as she will be stretched thin over two departments. instead of focusing all her energy on her department. this nalso affects it impacts the quality of education for the spoken students in her department. it's hard to think that the upcoming schoothe full creative writing experience that we were hoping for the opportunity guiding us through the ups and downs immensely valuable. without this focused attention, we may miss outrtant feedback and personalized guidance. this lack of dedicated attention could delay our ability to grow and improve. as writers, this not only. th, i'm so sorry to have to interrupt you.k you. and before the next speaker, can i please see who issue from soda or similar issue? okay i ask the superintendent, do we have staff here? that coul be could speak to them about this issueelcome to continue with public comment. i just want to make sure since we board. this is just a one way conversation and the board can't betime. however, if staff is present, it would bepé it would be most welcome, yes. we'll make sure

staff follows up, doctor aguilera and miss beyer are back pde an update. can they provide how do you mean provide an update. can they can have a conversation lobby or is there okay. so at this time would are they available riglobby for those? okay. so if there's people you're welcome to to listen to public comment. absolutely staff is available ton 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 talk. i would encourage that clarification to take place sooner rather than later. since we have people here that are wanting to speak to it. okay so we do have staff that coul 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 thl talk to you after public health. thanks. all right. sounds good. thank you. okay. there you go. okay hi, i'm carly taggart at soda in the creative writing department. at the end or 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, disorganized and not transparent. instead of hiring aeplacement teacher to lead our department, the principal at soda promoted the head of the spoken arts department to be the writing department director, effectively merging action places around 60 students under theyupushes two distinct 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 def my learning. i worry that as a senior, my will have to teach creative writing instead of learning because the demands both departments will become too much. creative. writing and spoken a deserve strong teachers leading our classes and having only 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 that we would have full time teachers ready to pour into us, and with this move that. we ask that you reconsider the and set us up for success in these upcoming yearsnts. thank you. can we please be sure clock so everyone has equitable time? thank you. all right. just chec mic works okay. got it. all right, hi. my name iso= gabriel, and i'm a senior. i'm an upcoming senior for the creative some the same issue, we basically only have one, director for two separate departmentthat, although are both based in writing, function completely different. according( to their performance, the way that they implement their craft and school is basically attempting to merge b in a way that's that often comes atering that we have to share the same teacher, even though we have two vastly

different curriculums, and it also comes at a disadvantage to all of the students who came into this classroom fully with the knowledge that they would have, full in dr specific craft. and there has been issues in the pastf that's come with this, and we hope to remedy this with a, refurnished, refurbished hiring processld. i'm a rising junior the creative writing department. last year, our department head retired after running the department successfully for 22 years. going into this new to have one teacher for two separate departments which is unfair each department deserves a director of 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 director with full benefits. thank you. hello

my name is cameron, i'm an incoming freshmantive writing program.) so i just last night learned about the, situation we're in where we'rene 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 thes that they have. and i also learned about how, they are thinking of giving, the upative writing department, some of the responsibilities of teaching the class, in unfair to put high school students in charge of teachingkay. we're

now moving on to non student. general public comment i will call you in groups of five. jennifer, before just just clarify, have all students who wish toe 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 ase come up as the next wave. and if you're given a card, okay. if not okay. thank you. so i will call jennifer. marissa amber, michael and leslie. and again you willthere's your timer again. thank you. hi. my name. i'm a parent of a rising senior in oops in the creative writing department at soda. as, the hiring process has been quite a horrorthey've known from the beginning of last year that thethe 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 fe like maybe this is just an administrative hiccup an don't understand what it is that heather woodward why it's so important that someone with the time and experience and focused dedication, can really take over that department instead of as has been said, giving one person two classrooms totaling close to . hi. i'm speaking regarding the lack of a newtive writing department at soda. the district and school their job with respect to filling this position. the creative writing students have been doing their summer work reading novels a author readings and writing reflections and new works of fiction. they've even been working on lesson plans for their classmat is in stark contrast to the lack of planning

or serious work done behavior of the district and school administration has ranged fromfailing to make any serious effort to fillent plan is for the same teacher to teach in two different classrooms at the same time. that doesn't actually seem like a plan. we demand that theym!ñqz district and school administration hire a creative writing director to replace the re as was promised to the families. we will not accept the premier high school creative writing program built over the past0 gh the lack of care from those whose job it should bepromote and expand the type of learning experience for our studentsff. 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. i didn't necessarily agree with decisions, time in 15 years that i feel like i've been kicked inere's been little to no transparency about the hiring of our new departme head. for the

last two 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 co this situation feels like the latest debacle in events that have been completely mishandled by the staff ofs. i've been an engaged parent volunteering at every school my children have attended. i have always felt like the staff members deserve mytmost respect and support. i am deeply saddened not to feel that in this moment. thank you. superintendentdelegate montgomery, thank you, my name incoming freshman at soda, and i'm here to, register my prott at this decision to reduce this position. and basically scuttle what is a program. this has a 20 year historyancisco, so i'm here to ask that we seriously reconsider that equitable, open process to fill this clarify, you know, what what the intent really is here. and then

finally, i just want to appeal to city, as a beacon for the arts and writing. know we have a long history and a huge roster of successful writers. and i believe that any of these kids ul people who are appealing to the hearts and minds and in their writing. and i is not going to do that. thank you very much. hi. my name is leslie. i'm a parent of a senior soto creative writing, i just want to reiterate, i think the situation ha mentioned by everyone. the but as part of the interviewing process, jus happened last week after it was push summer, there was plenty of time and ener from the parent and student community on a new director, a new teacher writing, and it was dismissed, all summer. so just the thought that was not put into this or our

community. is very much felt being part of the interview process, i can say that myself and the the candidates that were presented by the format and by the decisions and the feedback from our groupqc was, we need two teachers. and that didn't happen. thank you. that concludes in person public comment. again, unfortunately, the board given california law of business, we can't engage in the back and forth speak and say, i very much appreciate the students and family members coming out and speaking on behalf of whatex have experienced and letting the board know to reiterate that, my staff is available in deeper discussion about what may be going forward the board is also outside of our or can be reached through through email. and we do read our emails, they

are all linked on oursite and board office at sf. ucsd.edu is also another way that we can be communicated with, and frankly, can be morell. so with that, i'm going to , public comment and see if there ato. please, you start the clock. hi, everepybody, nato green. i'm a parent at school of the asing junior, i'm here with the other the my the rest of my community, want to echo the concerns that otherf sfusd wants to run a successful arts

school, we need to have paid to be teachers and not like volunteers who are chipping in their time, you know, i was like, incredibly alarmed to, to learn that that knowing the amou work that goes into running the creative writing program that the job that was offered was $28,000 a year with no benefits. i don't know how that's sustainable for anyone and how we woong candidates who are going to show up for our students in e way that we need, and the process has hasn't been transparent. there's been poor communication. we've been trying to engage the school administration for months and to use a technical term that we feel like the administration pooped in the pool, i'mthat specifically for the benefit of the sign language interpreter. transparency and actualout about what the future of the program is, thank you. all right. well, atha at with that conclusion, we will now move from the, the verbal and the illustrative , explanations

of what's happening at soda and see if there's any online virtual comment for either enda or non agenda items please. okay. atñ] opening public comment for our virtual participants. please raise 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 notches are participants? qué quieren hacer comentario sobre la agenda or en la agenda? por favor. levanten su mano cada participant va a you can go ahead and get how you can get on. i eating your. i hope you got currently seeing five hands raised. i will call five at a time as we did in person. so steven and charles

again, tha mesina and charles ahead please, hey everyone, this ists steven, i'm actually a bay area native. i'ma the fremont unified school district, class of 2018, and sf resident for the last three ish years. i just a sense of, what the school district'ss2 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 the school district plans to invest in ai technologies in other educational experience that may benefit students. thank you. thank you hi. i'm a parent of upcoming tk student, and i'm reiterating the discrimination c by implementing the aa tiebreaker without having tk schools.

my child is consistently placed at the bottom of every round of application and every waitlist. although he live within the city, with a hugely diverse population of families, and sfusd is doing a last minute scramblingscrape out bottom options to make do within quotes, the response level o cries huge incompetence. you can just look atunt of follow ups that have made. okay, i want to call out, loud and has the power to make any policy deemed 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 and fix this district discrepancies and bring onu, thank you. vanessa. hi there. can you hear me? yes, we can hear you. thank you. good

evening everybody. my name is vanessa. i'mcutive director for parents and public schools of san francisco. i want to we going to have a fabulous school year. i love the video. we are at sf usc. i think that is a great build upon that and our t shirts schools. i do want to disagree with commissioner lam in terms of community feedback. i think that wemore focus on community input related to school i'll speak to superintendent wayne in our next and solutions for, on that end, i also mention that i have emailed board members and have gotten no response. so if we're going to encourage folks to email, please respond to the emails, even if you may not know the answer. but mostly really excited about the school year and wishing every single day. thank youjmiss ina. hi, i am a teacher

at rosa parks elementary school. i am also a parent of a rising for at rosa parks elementary school, and i am concerned at the fact that we have a 1.5 rsp position. my daughter currently has an iep. she's supposed to beecmihe did not receive her full minutes last school year. and now this coming have no rsp teacher. we're supposed to have a 1.5. we have none, so i'm wanting i want to know how my daughter and the other sped students minutes are going to be met because this is this is a legal issue. they need to be receiving these rsp second, we don't have a 4 or 5 sped. and currently one of our sped teachers is first through fifth grade. due to this to know how we're going to program at my school, because i have great concerns as a teacher, but also more importantly, as a parent. thank you. thank youll and erin. charles

go]. charles. go ahead, please. oh yes, i just wanted to thank the statead fiscal stewardship around positions, it is shocking to me that it wasn't practiced to have the positions paid for into the current positions at central office with the same type of scrutiny. i hope that spending, before we cut more from student facing positions. if we spend the same percentage as other districts on administration, we could close shortfall moving forward, thank youat for the time. and i just wanted to, you know, welcome everyoneand hope everyone has a great year. thank you. thank youd erin. yes. thank you. myame is

erin. i'm with parents for pu francisco and i wanted to this meeting, was in violation of the brown act because the zoom said it started at 5 p.m, and the host was in another meeting. and then in addition thenformation for people to call in was not correct. and that limits with people with disabilities or lack of access to want to also bring up, i mentioned this last month at the july 16th special meeting that was in violation ofhe brown act, because it did not 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 oren it never hurts to have more eyes on on the public. and thank you very much for your time and all the efforts you. that does conclude virtual

public comment. thank you very much, we will move into the action items item f two actions or two items tonight. the first being, we'll d the board and then we'll vote on each ite the first item is the vision values goals and guardrails update 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 going to say a few things, so this ishe first time that we have done monitoring at our business meetings. this is something that we've been doing at the month. so we'll talk a little bit more abo 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, surev. yes. as part of the introduction, i was going to

explain, th progress monitoring session here at our business meetingons why we scheduled it now is because, for we' committed to following the council of great city schools student focused governance framework. and in that framework, the progr monitoring reports should be presented at a board meeting in the following cadence for the goals and interim reviewed four times a year. and for the guardrails,in order to be able to do that, you're going to see this year some changes. we will once in a while have progress monitoring reports at business meetings. typically,)ft much business, so it felt appropriate. and sometimes you're going tt two progress monitoring reports at one special meeting. and again, we think we'reg 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 staying true to being student outcom that being said the report was attached. we've taken information from the

report and created a presentation that w you can pull it up we'll start and, you know, the reports follow the same format where data. now this is interesting one, this is our guardr the goal interim reports you know, the data based off of assessments that we think 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 wenitor progress towards that. so we've had some discussions and commissioner lamm mentioned it, thatrim measure is something that dynamic and evolving. we're conversations. and so like we had this conversation around making one as well as the strategic partnershipand around the resource allocation for this o is our guardrail on curriculum and instruction. and so we identified progress in the areas of improving instruction with teachers through classroom observations and teachersedback 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 about specifically the coaches role in in our next steps. yeah, and just for some additional framing for themmissioners or for my fellow commissioners, i did want to also point out that we have the guardrail, the 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 the item. so could we have the, the link to the effective goal monitoring worksht attached to thishn 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, decision whether to accept or not accept the questions. does the reality match the vision? is there growth towards the vision? and is there a strategy and planie cause growth towards the vision? so that's thero to because this is an action item to make a decisier we are accepting or not accepting the the attachment will be, attached to this item shortly so all can follow along. the other thinga8would ask my commissioners, as we're listening to the presentation, is s format that was used at our june board meeting is we're going t on buckets. so rather than just having popcorn style discussion focusing on themes. so if you as you're listeningons prepared, after we hear the presentations weo

just quickly and succinctly state what your, you know primary key 1 or 2 issues are. there will be more opportunity for discussion.g it to that, but we want to identify what, how how to best facilitate the conversation so that everybody's, inquiries are have a chance to be responded to. so i just wanted tprovid before, before welcome all of you made the presentation. and so thank you. so much for i should have th that. thank you so much for coming tonight, and i just wanted to provide the fr that, since it's an unusual. we don't this is the first time we're doing that in so with that superintendent, please carry on. thank you, as i shared this is the guardrail. and up on the scre measures that we looked at to track progress towards the these include, the from classroom observations, which is 3.1, the focus on essential content and then as well ased and their use of data

and so you can see that for make progress in meeting that goal. and by june of 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 based on teacher reporting teacher using data to inform instruction and then related to teacher feedback]6. also, we receive teachers. there was a small decline of teachers reporting that they got meaningful feedback around their instru together, we are on track with 3.1. we are off trackicantly off track so what

we wanted to monitoring report, and again, reflecting on the discussions we had last ye i think there were a few questions that that we wanted to make sure we addressed. one is in the interpretation besides just sayingn track or off track talking about why. so we'll share a bitnk we are where we are and then wha to get on track, what actually is our action behind that? and so that's where we're going to spende. 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 wanting to scale district wide. so we have some guests from our schools to share about the bright spots. so with that, i'm going to turn it over to doctor jeanette hernandez to share a bit more think we weren't able t about it. all right. good evening. thank you for having me here, again, i'm, the executive director for professional learning and coaching, work, and i brought a part of a team

and some people just really to highlight the work. so i wanted togast and kamara carnes, who have reallyported us in doing this work and really, i just want to say that it's amazing. and visionary that we really the level of achievement. that's what we're really focused on. a strategy to really support teachers and to really build capacity, and that's one strategy of a. and so developing and implementing new curriculum, not developing, but implementing new curriculum is really part of the strategy. and why we didn't meet it is, i was of the instructional cabinet that we met once a month. and the idea>r we were going to go out to schools cabinet go to different schools. and the idea was, we're going to calibrate on the core rubric and really visit 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 we really had to calibrate on what does that mean?ig 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 tone look at their practice and the way you do that is first you have to have trust and understand the practice. and so i that takes we did was when we were visiting s giving feedback to the principals. and then there's thising feedback to the teachers. and that's there's a fear there., and that takes time. and so we take that into consideration as we're planning forward. so that's really why. and so really the work we're doing this year is withes. but it's a system we're working with instructional coaches, particularly at the elem 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 districthing model. and our really theory is around there's three critical processes to really improve practice. and one is to develop strongrt ongoing learning among colleagues. and we know implementation of the content and curriculum. so really teachers and coaches working together to study the curriculum one is that you have the curriculum. those are your materials. but it's really about do we learn about the pedagogy and how do we implement thtmose 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 c principals are in classrooms using evidence based0y observations and engaging in conversations with teachers. and a s pdy, do, act, sort of cycle where they're actually reflecting on the evidence that they see in think that's what we piloted in

the spring, and we worked with that volunteered. we worked on using evidence based practices we call them meaningful conversations where actually teachers look the evidence and they get to look at the evidence and see where the gy is, where they can support students in terms really improving their practices. and it's really been positive when we were interviewing coaches, a lot of them talked about that. so we'ree implementing that in the fall, is doing a series on evidence based observation conversations. all right. i'm going to just quickly talk through these. alicia, can you go are the support structures. so again we talk about the system the role of the coach there. really the role is &tp coaching on 1 to 1 coaching. it's also grade level collaboration. so facilitating teachers working together and then being ajj part of the instructional leadership team. so that,w,the work and we had an instructional leadership retreat inune. on june 7th we had, almost 300, 300 people. we had

all the teams there and really laying fou how to build an instructional leadership team. and people were at different places on the continuum. so those really are th really want the coaching support is on the instructional leadership team and the grade level teams and then 1 to 1 coaching support. all update, because this was a new the new instructional coaches was we really wanted it to be focused on supporting the implementation of the language arts curriculum. we this rigorous hiring process. we had principals on the hiring, and we've hired 93% of our coaching positions are 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 principals to support them. and then three of them don't. and so between eve kamari and i, we're going to partner with those schools. and support, helping with the coaching planjust 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 wasan 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 rd about that process. and we're going to use that to inform our work and al that we're doing. all right. so this is just ways that we're supporting our coaches. we just came offthree 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 like for your school, and how does ays. 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 really nested 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 supportso here's just a quote from one of the new coaches that attended the coaching institute. just he said it was one of bj meaningful adult learning experiences of my career. and i'm so excited to begin the work alongside this community of amazing and dedicated educatorsough there was a lot of new folks, the level of commitment and dedication was pretty amazing. all right, so2@ the coa came and she is the princi she coaching work. so i asked her we asked her to facilitate the session with the coaches and so we've invited her to com today. hi y'all, like jeanette said, i'm anne murray and i'm the and previous to my role

as principal at sanchez, i was anoach 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 have the same impact on transforming teaching and learning in classrooms asoach. 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 really deep human work that requires really smart humans to do that worke coaching network i really, truly believe is going to provide that support to deep level, to think beyond not just very key, obviously, but the impact our district role and our but we do stuffof that matters to the kids, that matter the most in our city, and i think that itquires a trusted adult who can really guide this community to sit

in partnership with teachers in a different way ttor can to really support the process of change. it's ask our teachers to do is challenging, and what to do is challenging. and so i'm really, really pleased that this instructional coach in elementary schools haseca priority for us. and i'm really encouraged to see kind of5!r@ the talk become, go beyond one on one about the role a coach can have on a site i of adult learning on a school site. i always said as a coach my job was to work myself out of a job and by really deeply about their practice to help build syscstems and structures for reflection and ongoing continuous improvement work, and then 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 a coach and especially the partnership between principal and coach, can be!entary schools. and i'm super excited to see . great. thank you, and we also invited doctor diane laue the prinpal coach, nancy pollack, to talk for a few minutes about their, their wd their excitementokay, great. well, thank you for allowing us to be and it's almost 8:00. and the fact thatat we're excited about this work. okay i was hired in 1996 as a teacher in sfusd. the year the district hired 900 new teachers for class size reduction6l. it was sink or swim back then, and i did not hav luckily i survived. but had i received coachi years, things would have

been so much better to hire and work with an instructional coach at our school but i am so excited and so ecstatic that we're finally calibrating across the district with this model. because before when i site funded a coach, my neighboring schoave the funds to also hire a coach and so the calibration with colleagues and coaching peers was chal. now there's going to be a lot moren that will grow from that, and moran just talked about the coaching pd that we had last friday, there was in that room, and we all went around in the circle ts. it was really powerful, and i could not believe the sea ofom, talking about valuable feedback, we've touched on it before. theipal is being able to do instructional coaching, but unfortunately,er responsibilities. so last year i was able to do that a small group of teachers to be able to give actionable feedback, go observe co-plan

next moves and have, very intentional conver, with partnership with a new coach build our capacity faster, school wide not just on the shoulders o administrators, and probably this is the05xs case across the district since the pandemic, many of our teachers arew ish hired in the pandemic or since then. really, really strategic to have, we had a taste of what that would look like today. we had teachers their first day back, and we did a mini data dive and ications for teaching introducing our new coach and description of her describing the buckets that will live in the ilt and creating our staff this year. so our teachers are really lucky and i hope nancy feels that have this experience together to work with a coach, because everyone deserves a coach to receive actionable feedback and plan how to improve their practice. it 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 s for giving us this chance, nancy. we wanted you well. hi, my name is nancy. i'm the instructional coach at diane school. can you turoff your boobs? thank you. so, i'm here to tell you about my experience as an instructional coach. i was prth at a middle school, and i have had leading our ilt through instructional roundsnd peer observations were fundamental with moving teacher receive were specific and authentic, and it was instrumental for the teaching shifts that i saw in departments, in the different. so this also ledleadership capacities as teachers led other adults in thei teams. right. you can finish your comments. then we'll wrap up for i'm so excited to support my new school this year. similarly, because 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, anda lot of, just energy around this new direction. wening diving into data and school goals, and teachers have a lot. i wanted to capture some of them. here arehis data to inform instruction and best practices? how can we use data to implement effective interventions? what are sometive interventions we can use? how can we get to know our students so we can help them reach their highest potentials? s excited to hear these questions because that is exactly áçwhat coaching and collaboration instructional leadership teams. so, teachers really want to do this i are very excited to support them through it. thank you. thank you. and, yeah. and so hopefully you can really hear the systemicproach we're taking. coaching is not new in education and it's not new in san francisco new and

what we feel will make the differen particularly the district wide trainingv1 and expectations that we have put in place for coaches ande networks that will exist to be able to talk about their problems in practice, and then how to support teachers in improving instruction.turn it over to you for the discussion. great. so i'm, thank you so much. and i could definitely through. so that was really lovely to see and hard work. and, and to helping on board the educators, that especially our new educators as well asvç folks that have been here for a while that, we all can benefit from with that, i want to do up to my fellow commissioners. as i mentioned earlier, thee agenda item for the effective goal monitoring, we are we will be having discussion, and at the at the close of answering the questions of does the reality match the vision? is there growth towards the vision? and is there a strategy and plane

growth toward the vision? and by the vision i mean of the guardrail itself, he guardrail itself reads, the superintendent will not allow curriculum and instruction that is notngaging student centered and culturally responsive, and differentiated to meet the academic needs of alls. so, with that, i will openlet's go one by one. and if each commissioner can just identify, 1 or 2 areas of focus to be sure that we facilitate discussion around. and i will be taking notes and adding 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 toi can yeah, sure, so 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 my questions are, sort of related

to the bright spots idewba. so i have three but they're kind of related. so what does success look like at a school, and how do we, at which at which schools is this coaching and walkthroughs plan working. and then third, what's the plan to scale it. can you say those again just so yeah. so oes success look like at a school. and how do we know number one. number two, using those criteria whichs 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'rery. we're gathering questions. we're doing a different we're going to try to have buckets of. so we're asking everyone to likequestions or topic areas and then we're going to arrange the discussion in categories like in i know you said that i just yeah, that's fine.

okay go next? commissioner bogas thank you. yeah, i think my questions are or maybe just a littlea better understanding around the data that is supporting, interim al 3.2 and 3.3, and just i thinkound what steps are taken to representative sample of educators and how impacting the path forward just i think concern is listed in the questions attached about kind of the number of people who took the survey and kind of how we're ensuring it's a representative sample, given the diversit of schools staffing models students across the district. so just really interested in the tool that we're we are accurately kind of capturing everything that we are presentingsee commissioner fisher has her hand up. so i will go to you bogus that was onens as well, specifically the answer

that was provided seemed to just repeat what was in the report rather tha provide new information, and also specificthe data disaggregated in more ways like by teacher grade that 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 disaggregated. i think my bigger issue here, though, really was so exciting to hear all these bright spots. however, i stle understanding how the interims actually align with t goal, because when we're talking is about, not allowing curriculum and instruction that's not rooted in excellence, that's not challenging and engaging. it' not student centered and culturally responsive. that's not differentiated. i would expect the interims to be about that actual cur we're just up until this year, 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 qu is, are all students working with content aligned to the appropriatetheir 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 imemng curriculum. i think you've got to implement curriculum before you can coach to it. so i would love tomore 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, but likewise affirm commissioner bogus is interested in, the disaggregated

data and representation, including grades taught years of ex do the interims alignith the goal? do we have curriculum instruction rooted in excellence as a starting working with content and instruction? thats grade level and standards based? okay just one, just one. and how are the interims aligned witardrail? yeah. and i said goal. sorry not yeah. interims aligned with the actual guardrail okay. all right. thank you, i had the same questions as commissioner bogus and somewhat with commissioner fischer's, with the guardrails, the interim guardrails aligned to the actual question, around everything culturally responsive and differentiated curriculum. how that's linked to the aow we measure that. but i've always been really interested. say also that i started in 93 at glen park and

without a c it took me a while to get the hang of things so i'm really i've always been nal leadership teams and how they operate at our schools and how they're effective or not effective. and i'm just won link coaching support directly well as with the grade level collaboration teams. so the gl, the alts and how the coaching actually intersects s works 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 invest in this model, and i wanted to relay to,ehó three of the report, specifically n favorability rating, and it was pronounced and identified at the early ed level, with a decline ove

curious around what the plans are was 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 for instructional, improvement. commsioner weissman ward, is there anything you would like to emphasize or add think the theme of my questions relates to whether a plan, to look into the success that around interim guardrail might be related to 3.2 and 3.3. are there takeaways? are there lessons learned from what was don higher and to meet that, that interim? can we learn anything from there? given that 3.2 and

3.3 are certainly all related are therehi lessons learned that we can apply to 3.2 and 3.3 to, to allow us to move and not be off track or significantly off track in those othe. okay. and i will add thanks to you all, i my main questions are, i think er fisher, first identified. it's really, of curriculum rooted in excellence. excellence, and here, let me easy to take notes and, and get my questions, basically, i'm starting with the4ç 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 becausen 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 districtsd5 and other urban school districts. to understand how we're time. and it's also come up with our t curriculum audits that are curriculum is j not, at grade level or standards based. and so while i appreciate the coaching, again, toize what commissioner fisher said earlier, the startingñe point to me is really the inventory of what tools providing for instructors tonu that's the starting point. and so 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 wegg to be. so those are my qd then commissioner or vice

president alexander, you were at doing the facilitating at in june. do you 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 se 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, wh data come from? did it, was it representative etc. around is, are these the right interims to guardrail part of that was this question aro curriculum, there was commissioner lamb talked about the retention of coaches in early ed. mr. sanders talked about the ilts and alcs, and i ta the scaling maybe is related to what success lookslated to commissioner wiseman. words question around how success

ss look like? how has it achieved and how are we scaling itn't know how many that is, but yeah, it buckets. yeah, do we want to start, i think i would, i, i think starting with the data might be helpful and as the, as thg back to what commissioner boggess first brought up, so. okay. great. yeah. no. and i appreciate this process b 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 the questions about, how we're supporting improving instruction. we aguilera fort speak, and then maybe i'll end. i'd like to sh this the right guardrail? i can start that that portion, which also helps us organize how we're going to respond. good evening. commissioners, with regards to the data we sent out a to teachers to fill out and we 1500 teachers fill it out both in the fall and the 30% in the fall

. so those were the response rates. can the data be disaggregated by ethnicity or also by school level. commissioner boggess or commissioner fisher since this was, i think, most aligned with l%quiry, please feel free to answer your question, do you have a follow? yeah i have a follow up question. did yo fisher? i as always appreciated miss connors, doctor connors response i think myfollow up would be great to hear that it can be disaggregated. will it and when can we get the data? to you in one of the board reports. the next board report. i think my follow up question in the response to the questions, there was aat was lifted up. and i guess i was just wondering, if that confidence interval for the work

that we have. that the samples we took in the surveys were representativ defining representative kind of as a district, just to like, what are we taking into account and what parameters are using to kind of set that standard thank you for the question and for h that. what happens is we looked to see when surveys are sent acceptable rate of return rate the acceptable return rate. so, you know,as the qualtrics data points, which said that you are wi 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 375 responses, that's when you're within 5%. and i think it had to be 393 to become 3%. so that was the range of the response rate used,

but commissioner boggess you question about the representation. thed, we didn't we only disaggregated by level and not by ethnicity or years of experience. it was just the response rate on an online survey is what the margin of error is about so i guess then representative sample? and what i guess leads you to that something that you need to go back? and i guess analyze more information ar? i believe you're+ getting at the, kind of the representativeness in the it representative of the demographic components of the of the teaching population within sfusd that we haven't analyzed to look the representativeness that we talked and the response to your inquiry is about the overall margin of error in the response. as we

look at the entire population responses that that the respondents have submitted, but in response to= all the questions that have been raised, we're happy to disaggregate the responses that have been submitted and by whatever demographics 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 okarvey results. did we survey get enough of a response? where we can make some conclusions about the data system wide. is that what you're asking or. no yeah. and i thi back is like how are we defining a representative sampling district and how do we account for the variety we see across the different district and that are supported? and how do we, i guess, take these results and then put those on the real aspects of our school site, which it just seems like there's a lot of parts of our school community that doesn't seem to be represented in this, which makes me wonder how these results really for our higher needs students or our students. we've historically failed, and whether or not there to this that really helps, that it seems like now this gives of what's

happening at the school, but because there's so much inconsiste variation, it feels like these numbers and results to me aren't necessarily significant or meaningful. or tell us a lot about what's happening in our individual schools. and i guess i'm curious if i'm curious what reasoning or putting in. that kind of, i guess, has a differenctive since you're lifting up these numbers kind of as the interim goals right? yeah. so i think the answer is1úis representative of the district. there will need to be follow up is it representativeet enough responses from new teachers or from teachers in a particular schools to be a make conclusions? and then for is, why didchoose this and where we're going? that's what i'm going to get to that whene when i share the response to is this the right measures for our guardrail, one more piece of information. almost all schools had teachers that responded. i think just if i could jump in here becausehis, i think relates to my question around where is it working? so i guess we don't have it

disaggregated by schools, i don't understa 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 last question. do we have a plan to get there? i'm not is helping us say, okay, here's a school or a teacher or a set of teachers where this theory of action i, and therefore it's p having the effect on the curriculum that we want. does that make sense, yeah. and then how would we because i don't y8 scale it if we don't know where it's working and whe it's not working. well the surveys are anonymous. i mean at this point in time we can make them non anonymous and then the rate might eve more. no, no i'm i guess i'm asking strategically i'm not. you ca i'm asking strategically why were they anonymous. what's ourat's our thinking on like what the rate is. does it make sense? sois the reason why they are anonymous is usuallyprotect the person who is filling out the survey.

so if you know, if i am saying for instance, my principal never, ever gives mesomething that becomes, you know, a person who's identifying themselves risk. so they the rate is alwaysh, much higher when you make it anonymous for , you know, cluing us to which is pots? that's what we didn we did the each and every where we identified teachers that had data and got results. we asked themhat are your assets and what are the best practices, and co/)llected those and shared it at the admin institute. so there are other ways toct that kind of data with the surveys. the more , the higher will be your response rate. okay, but but i from which schools there. right. so even though themous. so i understand your question. i mean i could i 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 t, the analysis we presented and with this, you know, justk 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 in on some nuances around the data. so and the disaggregation. so like for 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 provide an answer. so i'm going to provide an answer. so i think two things. one is one of the reasons we have miss marin here is like we know where. so we know where there have been some bright spots around. coaching has been around with our lesson study schools and what the work that they're doing. and so that's informed when 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 thatually set too broad of an interim target. andr, you

know we're going to come back in september with updated interim goals and for 2425. and for this 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 related to our goal literacy. so we're going to refine our, target and our interim guardrail to more closely aers got more feedback or if teachers, use more that is happening in the areasr 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 learn from it and can hone in on is this what we need to that was the answer to the later question about is it the right guardrail? i think the meas need to hone it in on. so it's more aligned to the 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 issike to s move forward with these processes is i think a higher standard around 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 above 50% for the amount of folks that we're engagingy we have across the district in certain populations that historically 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 engagement from the surveys and other things we're going to use for ou guardrails and goals. the interims and the non intergoing to pivot to another bucket. but then i also realized i was totally negligent. and i made an assumption because st know this is your first meeting. so i didn'tot, but that i that i realized that that was there's if there are anything that you want to bringrd that you would like answered or have questions about, you know, we just we wentut i neglected to ask if there was something on your mind. so is there somethingfsgt 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 ofzl actually the same sort of questions when looking at, the report as, other commissiand i also wanted to like sortwg ideas on representation because i for like sac and all that stuff too. so like, we try to get, as many responses as possible andmatches 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 for our larger goals is to make sure that actually, like, addresses the issue. and we're getting like a representative,eing. and then that will give us like the bestespond. so i agree with most of what's been said here, so but yeahf course. and you are nowou#x are part of the group. so please feel free to

chime in, or if you have questions as t as the conversation keeps going as well pivot a little bit to the point of the several di commissioners touched upon around what success looks like, and al commissioner weissman ward, the delta 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. 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 newly adopted curriculum will not us the type of information and results that we want. with that i want to highlight that above angies that people are learning, they are learning

also, the content of the newly adopted curricu different spaces in which we need to teach from foundational literacy to other set of skills in literacy 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 about teaching practices and instructis, but we did not have what we are implementing this year and that we are expecting the elementary level to implement. efhpiece to address the concern about what is first coaching materials. those are they go instructional materials alone willcoaching alone will not suffice. so that that's oneth one

connected to theha to do? and i will rpa to help us with how they are disaggregate the data. but the one thing i can tell you about representation and about who teachers and the students that will be reflected as we visit classrooms. as you know now, i have embraced, an additional set of responsibilities that are connected to the supervision of the schools. so across the instruction to school supervision7, every member of those teams implementation of the core curriculum, the implementatione lang , and the, piloting of math across the board. so that's that's a given. there is nt. and if we have questions, we respond. this is what do. and as we you heard one structure 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. african american students, pacific islander, latino, ells and ells in educational needs. when we go to observe, we are going to be looking at how this particular group of students are responding and are interacting. remember, we spoke about the core rubric and we name essentialic ownership that could mean anything for anyone. but if we at what this particular group of students are q resp content, that's when we are going to talk about indeed the representative group of the data collection that we are doing, hence supporting this. the teachers the teachers will be supporting the students, principals and assistant pa meetings. now i come to your question about ielts, glc. the goal is connected instructional leadership team

members will meet, the conversation that we are having with the pri they are meeting. they are looking at the implementation of theulum that we just adopted. again, i will repeat that over and over. it' about what i see over there is what we have ado also, quite a few millions in getting our students will receive that high quality set of instruction 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 stan plan. here is one. you will ge 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 ir;

ask principal maureen and doctor hernandez to talk7e look like, because that's more anchored on the actual 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 thissthing 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 for my 20 years i've been at sanchez, and sanchez has been 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 understandin really will support kind of ongoing and sustained able to kind of articulate this with the teams ofe it really is, like i said before, a partnership and what2h we articulated is that

there are kind of five systems úhange that both coach and admin touch, and that's pd professional development, which is what doctor aguilar was talking about. just like, do you knowaching, and do you have the tools required to do that, also grade level collaboration, which is i sit with my team and i look about how does this apply my classroom, my monday, there's also the coaching. so that'solks who need something else, something new something different. and that can be for a variety of reasons. i think often we think aboutbut it's also a teacher who's been teaching the same thing for a really long time and trouble understanding how the each and every applies right now. right to me, right in my and then the instructional leadership team, ensuring that it's not the driver of change not, no offense, doctor aguilar report from central office. it's not coming from your admin. theú 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.f course that relationship between admin and coach. and so what we coaches

and admin in thinking about those being those five kind ofboth touch, is that success will look like those systems are 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 sup coaching cycles? and we and they'retive of an overarching goal or goals and theory of action. so not working and they're all working in tandem, but they're working in tandem goal that has been agreed on by the school community. and then of course with the district's vision values, goals and guardrails. right. t 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 questionach retention, because i think you guys can attest. but one of the first the coaches when i addressed them is like we did not just hire you all so that we burn you out in one year. and so we led them through a process where we kind of analyze like of those five systems of change. think about your school in the context. think about all the variables

that exist in your school. what's the percentage of new teache experienced? how what's the experience with coaching on your site? what's ilt on your site? how do people feel about it and helped teams of lean in to? what are the drivers of change? wherethe most impact this year? right now? make a plan f for you that ensures that your reach is broad and that you'reis change. but make a change. that's that's reasonable considering your context and your history. and that allowed us t that for both schools that have had a long history of coaching and and for new site admin, new coaches who this work for the first time and need to know, like 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 said that coaches are on the road. so coaching ourselves out of a job by ensuring that these systems and structures are set8fv8 human beings in our system have the support they need to medium sized shirt, if you will, of the curriculum to make sure 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? how do you know whether it's challenging or not? you don't see the challenge and the way it hits students without seeing that in the guidebook, meeting student needs. that's another thing that's observable and that cycle. you need that cycle of inquiry to analyze. again ttbook. and then engaging to whom? because it sounds great in the textbook. doesn't mean that it's landings in an engaging way, but a coach or a peer or your help you unpack what's engaging for this group of students in frontthen culturally responsive again. culturally responsive is not a checkbox in a curriculum toolkit. culturally responsive is this making sense and making meaning with the students in front of me? okay, thank you so much ng at the time and i'm kind of thinking like lightning round because we need a

point where we are we're we're deciding whether to accept or not accept and i think we've, we've talked high level. i still personally have a 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, vision. so the vision of this guardrail spoke explicitly to curriculum and instructionand i see that the instruction, the coaching i am i am convinced is not an issue fo me. but the curriculum piece the guardrails themselves, i'm not seeing curriculum9+ highlighted and the guardrailsust for to align with the 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 the starting point? and i see it happening wiliteracy. i know there's, eighth grade piloting and algebra there's many things going on, but has there been an inventory done of the curriculum that is currently adopted and being utilized in in our grades throughout our sy is the plan to take that, to take that look? so we know what the starting point is and what. the actual newly adopted curriculum fr elementary pre-k actuallypú to eighth grade. i certainly can tell you, yes, based on the inventory that we had of the materials that we did not have in place. now, we do have is staff

submitted, meaning principals between submitting the checklist of every singleerial that they have received, confirming that the adopted rial that is the standard based grade level base is in every single classroom. so betweenomnd are confirming that the work that had delivering, unpacking all of those happening. so i can certainly tell for ella. ella a wonderful news for math in middle school, more than 75% of our middle school teachers the. and soth figure out how we happening. and the professional development we have a the that we can share with you about that. as well. so what what i'm asking

though, is i would like to understand, i would i look at guardrail three. and the purpose of guardrail three is all curriculum, all curriculum is meeting what you're describing for ela and for middle school math. i want to know that's true for science. i want to know that's true for social studies. i w( that's true in high school. and if it's not true, i want to understand justntory is what the plan is. it all can't be done in a day. there's a huge, heavy lift. i'm not suggesting that this is what,e tomorrow, but when i look at the guardrail three i this is actually a question for you. i am not seeing +wan interim guardrail that addresses curriculum throughout our system we intend to ensure that curriculum is standard based grade level appropriate, and you know, all basically that three, yeah two things. one, i mean, i think again, this is helpful feedback are revising our interims. and if that becomes an interim or if that becomes, i mean, what you're asking is, is more how

what are our standard operating procedures around curriculum? you asked instructional minutes. and that's an area where we know we need stronger standard operating procedures so we can does it become an interim guardrail measure or how do we respond to that, question in through other meanswant to mention then since we're on that topic, i think, ts of the guardrail around quality instruction, i, you hear the strategy for that, but then as well as culturally responsiveod. i don't know that we spent much time sharing. what core rubric, because the core rubric does speak to those things now. in the sense it speaks to essential content. that's how we know it' to culturally responsive teaching, and it does speak to o areas of what high quality instruction looks like. so let me just think thro again whether it's an updated interim i mean, we'll think there's a another way in which we of what is what is the inventory of curriculum, what's it, what's expected? okay. well, i see commissioner fisher want to be

clear, and i want it to b able to take a vote by nine because i think, you know, we've for a while so i want to make sure. but i do want to make surehat people have their questions answered. again, when i'm looking at this and i look atasking, does the reality match the vision? is there growth towards the 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 thatterim guardrails. the i mean aswhe, i mean, i'm yes, i'm applying it to the i it needs to meet guardrail three. but with that, i know commissioner f ild on your last comment, i' everything you just said. i wanted to take to make sure that all of our curriculum is compliant witco code, right. we have ethnic studiesf# requirements that have come out of state generation science standards which you mentioned. w literacy. initiatives

that are being by the superintendent of public instruction. soust want to make sure that all of this is alignedh the curriculum that we are implementing, or that we plan to implement. so i'd like n your inventory i'd love to see that included as well. do other are there questions that commissioners would like answered, we don't have to take would like a follow up around the early editor, because that is something that certainly i have expressed, on the dais here as well to the superintendent around, i would like to understand more about our approaches around the early editor and pk3 alignment, and how that, not only fits within our goals, but overall, including guardrails. okay. i'd love to address that a, a language arts called creative education. and in terms of the coaching with the early editor partners, ravi kleinm. so they were part of the coaching institute. they're part of the datacollection, and they're really part of supporting the implementation of

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 the outcomes of the, those interim guardrails. at this point, do want to do commissioners want and just express, kind of summarize their thoughts b qefore we take a vote? correct. and in regards feel about the report based upon, again the three questions that i've referred to now several times. vice president, i'm happy to well, when i look at the data, it looks like we are not yet meeting the vision because as the report says it track on two of the

three. and the and it doesn't seem like we're making progresth to argument on that. if i'm missing something colleagues, but so for me, i was really focused on this question. is there a strateg cause growth toward the vision? and i definitely see big elements of i think this the coaching initiative is ally, really strong. and i just want to really commend staff for, all the work and thought that's gone into instructional walkthroughs which we haven't talked about a lot, is a really it's exciting to see that there as well. and i think, i think my hesitancy in t i see the scaling strike i hear the and i heard principal moran give a really, really eloq answer to my question of what does success look like, but it wasn't in i wonder, i guess my question and i don't know if folks, iftaff wants to comment on this, but, i guess my hesitancy in voting yes on this report is that is that it seems to me that there is

clarity in somees from the person helping to lead the workshop 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, youat we've assessed where schools are at to see do they have that culture th principal marin suggested or not? right. is that you said also culture of door culture. so you talked about the culture of the school, which said, is measurable in certain ways. it's complex, but it's also something you could observe. the instructional walkthroughs could could, could say, give us some some information 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 thihool is going to have a coach. and i think that's a great the next step i want to see is once we've had that baseline, we've got the plan to actually ensure that every school is doing those thingsincipal marin articulated and that it's not just her, you that it's everybody saying oh yeah, we all agreehose are the five things or whatever they are that we all can say. that's what success looks like. ande not there, i know where i'm heading. if i'm a

principal. and here's the support i'm getting from my colleagues from the central office, wherever it might need to think that's the piece where i'm i feel like maybe is still missing, but also open to push back on that, thank yo vice president alexander. i think, similarly i mean, i'm i'm all in. i'm all in on the coaching. i'm the team here that's done the intensive work, and as you know y'all talked about the five systems of change, you know we asked about what and another question that comes up for me is, so what are 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 withyo years, we're really looking at a systems level because we know there have been amazing things that are happening everyhat's kind of what this governance team has been focusing on is s]ke how are we shifting the systems for good, and soiç what you're hearing. from my colleagues. and i

just wanted to express that. so again, very much supporting of what has been laid out around the coaching, instructional coaching and really thinking about so how we're going to have this hear that often when i do visits with educators 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 . i just wanted to share once again. again, thank you incredible work that you guys do. and i'm incredibly thankful that for you guys to present and especially for me, i'm super lu was able to sit in on and see, whi do, i also wanted to echo some of the thoughts that u've been hearing from other commissioners about, like the scaling and like evolution. we heard a bn, like, curriculum and how like that can change and how, like,cu. into place and how things can evolve that way. and i wanted tt just for the rest of the commissioners. also how this system can evolve as of how the district scales up. so we don't find

ours we feel like we need to set like 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 ate dismissed. yeah, yeah. thank you so much and look forward to couple of weeks. yeah on, on on the first yeah.. thank you. so the thr are first is, does the reality match the vision, i goals or for the guardrails have and the third is, is thereegy to implant sufficient to cause growth toward that vision? and i would i would say yes and coaching is the but i do think that if we are kind of to your question about sustainability with ourcoaches, if we're not able to sustain our coaching model because our coaches burn out, we're

removing a lot of folks that were our schools, we're not having the literacy coaches the artists, trfs, and we're putting a lot of emphasis on the coaches, the instructional coach ates. and so being aware of that and knowing that that means that the coach has a lot of responsibility at and that many of them are brand new to this aspect of life as a coach i'm i do feel like we have strategies in place that coullp us reach this guardrail. commissioner weissman ward had a question or wanted to. thank you. have asked this earlier but the i know that using the effective goal monitoring t, our guiding light in terms of whether or 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 i think 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 toept the report. but i just wanted maybe if we can just get clarification, in fact the ones that were supposed toeffective goal monitoring, not effective guardrail monitoring, in conversations with our coach a.j. crabill, who who's you know, we'veee working closely with through the last three years that yes, these we've been coached to both goals and guardrail monitoring report acceptance. and i remembered something he said it's, he sa 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 one it's like do we think there's a plan that's sufficient, there's subjectivity involved obviously. and i would, yes. agreed. thanks feels different. maybe it's the subjectivity that feels different from other. yeah. and we spent a fair amount of time trying we, have been working throthis to highlight that my understanding of tabling means that we want them to come back with this report with with is missing from this report. so that is so tabling means that we want to come back and extend. we areater date with information that is not, currently present that we want brought back, so is that is there somethinguld spe to bring back if we were to table? well, can i. oh sorry. go ahead. no, i guess i since i was basically sayingruction said if there's, you know tthe right move would be to table. but let me think about that usbe anything more specific in the report i actually that

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 wenly have the guardrails once a year. so if could bring it back like in the spring or something. i mean, be right away. we could just that could be a way for t look, we actually do want to come back to this, this academic year, beca now at least the way we've structured it each guardrail only has one monitoring session per i don't think we need to bring it back like next mean? i would just i would just say that we are going to getting new interim guardrails as well. so if we brought it backones rather than rather than what adopted what has beenughtoñ f let's shall we carry on for just we also could add a monitoring session on guardrail three in the spring. we could just down vote and then do that too, if people wanted to. i mean, those are all as a board, we can decide if and obviously board leadership board the final call on that. but we can if we want to have more mo as we can fit them in our

schedule we can do that. here, and who se or commissioner fisher, are you? i'm not sure if she's still able to. she's she's. i'm here. i'mhwyont to make any comments at this point? i think i agree with a lot of what i've heard, so thank you respect for all the work . and i love the thoughtful conversation. i think where i'm struggling is, is with number match the vision? and as far as tabling this and looking at more data and reviewing this again i'm curriculum inventory, what we have that'sust curriculum, it's coaching. thers so effective teaching in the classroom, but you do need the materials where we have appropriate curriculum, where we need to is for that, i think that is nec understand

whether or not we're meeti. ok out, that is currently not an interim guardrail. the curriculum inventory, in septembersuperintendent has said he's going to come back with updated interims for allf review review of all of our goals and guardrails wit updated interims where he deems rd from the board, where we have ready to call a vote, and so i would the way we've teed it up in the past ison being, do you accept? yeah.áá5:u does do each of us indiether we approve this guardrail monitoring report presentedah and then vice president alexander. yeah. and just to emphasize also to staff, i don't know how the vote is going to turn out, obviously. but regardless, it's not even if it's a no, it's not an indicator that the work wasn't good. right. it's an indicator of the

respon are we convinced that, you know, each of us plan is enough to make progress tow guardrail. so i don't want staff. however the vote comes out know we are. i've heard from our colleagues people are really about this work and in full 100% support of the work. so that's not the that's on, to be clear. thank you. then i just want to addfeel. i'll speak for all of us. no, actually i was goisa i'll say it now too. this is the second report tha and what? to me, i feel like thision setting exercise. i will say after the vote of the math 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, on that. so now this one i feel like and you're recognizing, oh there's a 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 vote. but almost as just to echo your point, it's almost it's not it, it's beside the point in that whatever the vote ends up, we have now thenext level of, okay, what is the standard look like for progress

monito and to make sure that we're, you know, honing in on the right measures to ensure making progress on our goals, our guardrails on guardrails. hang on just a second. let me have an administrative conversation. hold on. but i don't know okay. yeah. and so i'll say so the main way staff we all should be feeling is this is continued and we're a learning organization0/. and how you can let's do a rollether to accept the, okay. vote to accept the report. correct. okay commissioner bogus can i ask a clarifying question before we do that? of course. because our options are to justht out accept it or to table it or to not. so are we being offered all three ofo. and then we decide afterwards whether to table or not. that was just our

administrative question like our little offline. so want we can just say should we just take a vote where you just say acc, don't accept and then we can just count it up somehow? yeah, yeah. should we do that? i would pr two options versus the three. that the table is, is necessary, i don't know. i feelble, we should make a separate motion for that.4t okay. does anyone want to make so right now i have suggested. and. no, we could. so. oh actually, we did move this. we did the floor is, a m. does anyone want to amend/ to ask to tableatri a second. so let's take so we're voting on tabling. yeah we're voting to table okay. no commissioner fisher. yes, commissioner. yes.

commissioner. weissmann. w. commissi yes and president. mahtomedi. no that's fed. okay, so at that time. so now that it's table, we. what? when would the board like to bring it back? can i suggest we come back at the next? like you said it's going to be in two meetingstlk about our overall interims, and then we can come back with, a we'd when we'd bring it b you think, but i think it would be of of all the progress monitoring we're doing. i know we are goinge going to bring it backjust question is the desire to bring it back before there are new interims, or is separate from that process. and that doesn't matter, because they bring back the same report with changes and corrections. right yeah, it's o who tabled it, can you

please clarify what you want? i think it'd be helpful to provide as much di possible as to what you would like and when you would want it brought back. well, since i offered the friendly amendment, i'm talk first. and as i said b considering that the actually about curriculum, i think in order to monitort, wse need to know more about the actual curriculum. like i said, s about the coaching and all the other work. but what coaching to that sounds like a where where? so do you want them to do? because that is not an interim guardrail right now. that is a goodoint. so i'm happy to explain sort of why i my vote to table b

i'm in looking at the directions about if you answer if the answerly 1 or 2 of these questions is yes, i guess it says the board certainly we can't vote to in the terms of can. is that saying like, still approve it? well, i was and i voted to table to support your efforts to t thought so. i guess i would just ask. yerúwh you want to bring it back? and with what? like, like presi saying? because i think if we don't have a plan for that wan back and vote no, because i was i honestly was voting to i thought you all had a thought on what you when you back. you know what i mean? because we have to i mean basically, if we look at the board calendar, we have to schedule a it again, if we want to table it. right? yes. and i the board calendar looks like. that's what i mean. that's why. so i wasoould be interested in revisiting this at some point's not a specific proposal, i'm also i was sort of on the fence i was hoping i was hoping one of my colleagues that proposeda had a more

specific idea, but if we don't i would argue just go back and revoke. well, in the spirit of as things, as the as the interims are written then i ask for more specific coaching to what we're not coaching to. that could be a way that we get to answering my question. we bring it back i could switch my vote to no. and we wait and see what the interims for next. for the next maybe we have the same conversation over again. who knows?may i make a friendly motion to reconsider motion and second. i'll second. so motion to reconsider the tabling. do we all vote on that anotheron to reconsider your vote. you can amend it, but you get. there is no way. can we simplify this? what is(b the. the elementary procedure for me to just change my answer to

our last vote? you can'twe have to do a motion to reconsider. and the prevailing party, somebody who was in the prevailing side, has to make the new motion the prevailing side, so i'll make the new motion. i'll to not table to take it off the reconsider the vote. we just and then we'll go to okay, okay. commissioner. boguses. okay, commissioneá fisher. yes commissioner. lamb. yes. mr. sanchez yes, commissioner. wiseman. ward yes. mahtomedi. yes. okay seven eyes to revote, i guess. right. is that what we're doing? no yes. that was a motion to rec make a different yes or no. yes. so now we're motion. okay motion. motion motion to reconsider

whether tokay second. second. okay commissioner. bogus. nod% commissioner fisher lamb. noz yes yes. commissioner. or vice president. and president. mahtomedi. no okay. that's five no'sys. okay. correct. so it fails, but to accept. yes. which is a this is a wonderful moment to say thank you to miss lenhoff and miss barillas administering this meeting tonight. i could i, i'm doing it now because i might forget later you just earned it big time. thank you so and our general

counsel brown as well. so there you go okay and so our second will move to item f two. our second, acti item. and thank you all who came and spoke. and thank you so much for thecredible work that you're doing. with our with our, thank you, thank you. and in our schools and happy first day of school to you all. is employee contracts for district executives. okay. sorry. thank you. yesify, the monitoring report was not accepted. okay. so was not tabled, but it was not accepted. right? okay o tabled and untabled and then then not then not i mean, not accepted. i'm sorry. not accepted.kay, and that'll all be in the minutes. hopefully. so. okay. yeah, i am i just

brought forward item f2 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 item that you approved, but needs ratification at a regularlyr7 scheduled board meeting to be in compliance with government code 54953. i note that we included in the boardry both. while this is to approve exacts where we are not moving forward with district level, leadership positions. and, you know, as we're freeze, we did want to be clear. it's applying to all positions the way up to you'll see here associate superintendent positions, where, for example, last year we had an associate superintendent of schools. t person retired. we went through this process that you hea going through from paraeducators all the way through. is thisnd can we get by without filling it? and this is one wehile while we need support supervising our schools, we get by

without filling it. and so far, this is just, the senior level positions that we've now are not moving forward on filling that we're in our budget. so actually will be budget savings that we have for the 2425 school positions that were in the budget that you review process, we're not moving forward with. so i just wanted we do bring forward some other positions that we deemed essential and that are included in the budget. so itt being compliance with government code 54953, our general counsel anbrit aloud the required notification. thank you. superintendent, the board is required to orallyndation for final action on the contracts of a local agency executive hiring, we've got two subsections.d will consider approving employment agreements that will commence on nd run through june 30thnt on the salary schedule for the following, assistant superintendent. elementary schools. grade

jennifer steiner, assistant superintendent, middle s step four regina piper, assistant superintendent, specia grade six. step eight. the second partat the board will consider approving employment agreements that will commence on july 2024 and run through june 30th 2026 with the placement of thta salary schedule for the following employees. carling associate superintendent, educational services. grade eight step eight. okay with that, roll call vote, please. can we have discussion on this item first, please? any comments from the board question. commissioner fisher. thank you, with regard to the positions that are not being question specifically about the special education budget.mep and miss liaison pointed out in their report earlier, we because of position control, have a huge number of

special education positions over 200 paras, not to mention sped teachers, school psychologists, speech and language pathologists who through fast enough to get them hired. sothat not having this position won't be a issue for us in the special educatio of the house, yes, i'm going to answer it. and then if you need allow up, doctor huntoon is here. the reason why i say yes is because doctor huntoon, superintendent of business and doctor aguilera reviewed to talk about this. and one of the big issues we have, we've 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 believehat 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, bebe followed through much more effectively by having it integrated into busine services than being separate. so that's why we fill this position and make sure

that business servic special education budget. do we have the expertise in the special in the budget department to meet our mandated sample requirements are a single district selpa. and as the county office of education-e expertise very often comes from the county office. do w:e of expertise to be able to do this ande, not just from an lea standpoint but from a selfishoint as well? i may i just have a point of order, this is a action item on employment contracts and we are not properly agendized to talk about special ed strategies. so i would, i would recommend that we move on the actual action item as agendized in the board agenda will. so where is it appropriate to have these compliance questions answered. we can follow up with with you in a boe. thank you. all right. so with that, roll call vote on the. yes,

commissioner bogas. yeser 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

the agenda right in t we've we've come to that magical moment where i start to turn into a pumpkin, okay so now we're just at the information items.tanding is we don't have any discussion about these, but i am just noting the public. and then are there any board membereports? with thatjourn at 929. thanks, all. thank yo. thanks, everyone. [d san franciscosion.

>> you are watching san francisco rising. [music] today's special guest is mano raju. hi. i'm chris and you are watching san francisco rising the show about restarting and rebuilding and reimagcity. our guest is mano san francisco's public great you could be here. actual at this time us about yourself how you became the public defend and why it is important to provide representtation to people that can't afford council. >> i started in contra costa county g berkeley and a liven deputy for you a number of years specialrecruited me to san francisco

the former elected publicco and i began as a line department here and then asked me to be training direct and the manag felony unit the unit most serious case. after he pass away, i was appointed to be the public recently reelected. but you knowt about what you know the story of public to the office i]k like to start with my parents. they come from a farming village in india and dad was the first in family to finish high school. there were a couple peo in his village who saw him and parentses to pursue studies and move in the country when i public defenders dot most person thing is to see clients so than i can hopefully realize their full important to me and to our office and the cult usual of our offi ght to a public defendern 1963 in gideon case the right to a public defender. we take this very seriouslyoffice. my vision is that anyone in our representing

the people represent the same way theyto representd and people think if you have a public san francisco you will bet better than a private attorney. we will leave no stone unturned no motionunfiled and try to perform the highest level for clients fantastic >> often when people think public the idea of somebody defending somebody in court your office does more than courtroom representation. >> i'm an elected public dem felonieder i campaigned on that it is important we break the mold of what is public for our office on accomplish. fiercelyding is the core of what we do and that will never go, only elected public defender there is an electriff in every county. in the state but onedefender. it is important our office engage in the national state wide and local policy that will impact

community how public safety and our clients. we have local policy directors, state policy director. we are active in trying to make the law change in order to be m clients. we are believer in power. we have two 501c3's in bayview andg fillmore that are be more magic under theic defender's office. these are youth programming throughout the summ give ways to kid school sflois startengaging youth will prevent them from become clients. and put people on the path to thrive. we have a program, end of cy program. culturally competent social finding out what the individual needs. we'll fight for their best legal outcome in the case. and the position ofusifth amendment protects the conversations that our clients

ca5vn us. we can use that to really encourage a trusting rep and telling us what they need and be frank and connect that individual with the substancem abuse or mentor or housing or employment and individual needs to thrive and reach their full potential. that is ano do. 17 units across our department and you know we take collaborating across units something we try do every tail to meet our mission, vision and values >>. a part is ensuring recidivism does not reoccur >> of course the left thing we want to see is a client to a client again. we work intentionally from the moment we representing a client with our skilled staff ur team to try to figure out what is that ture to be for the client when they leave our care? >> some critics argue public defenders have a heavy load. how is your office mechanicing this and what issues are most impo why we have a heavy case load. this

is a problem across the country public not funds equal low to da officur fund suggest 61% of the da office. and police department has 14 time the our budget. and there is the er department and any time the entities are detaining our cloinlt in i way it is up to us to defend this working on locally. and alsoination wide that. we need more staff and every wing of our office. the logo is greater than one. so we that we need to be greater twhoon individual in the office and use teams effectively and strategically and skillfully and hours to make sure we reveal truth and make justi happen in courtrooms. greater than one also collaborating with otherganizations to try to support and help our client and move clients. an example of this is the

pretextual stop campaign we 110 organizations throughout the city convince the police commission to pass the general order that sto some of the stops traffic stops for impact public safety and lead to often con41ational interactions with the police and civiland. we wanted to minimize that mostly the shootings we read about and the the violence of inneraction gets in car and tragic occurrence that can collaborating we can be powerful thanhe sheer numbers in our organization. >> sure. so you know likee country san francisco struggling with fentanyl and homelessness how can our office contribute to mitigate or solve those problems? >> one thing we can do, times with community based to really try and figure out how we address the demand. you know.

treatment on demand. finding people opportunity with housing or employment opportunity. you know mitigation or justny form of counciling that helps people. ositive direction in a way more inviting oppose thearsive. now we don't have enough beds for everyone who n intensive treatment. contributing to stafo for people to get treatment they need. becaushe is there will always be someone fill the need. we work on mand which evidence based there was fee of dealing withw÷ move in a more positive direction. >> then, would you like residents of san francisco to know about you and your office? what i like the san francisco residents to know is how muchow important it is that the public defender aggressive. right now we had of cases in san francisco. there were housand passed the last day.

a right to a speedy try and have case passed the last y. to plaintiff and against the court t. is important this we have willing to do that. and got a good decision from the court of appeal and now the courts move quick and are l honoring this and the effort from policy team to 850 bryant the courthouse is to draw attention to this issue it is important we have an aggressive public defender. had someone gets convicted for something they did not do it impacts their family. clients are greater than is important we fierce low defend. the same time because whe6ñn7 gets convicted of something they did not do they are less li the j.w. they need for stability or housing and then will impability a lot of people and lead to

issues on the streets and affectic safety. also to realize we are a public we have social workers and take this social mentality or support facilitative get cloinlts to a better place. when our clients get to a better all safer >> thank you mr. appreciate the work. thank you for your interest in the development. you i wanted to say if anyone wants to know more about a lot o initiatives and unit in our department they can go to you tube w have a dairy defender series. and p at that to learn more about the different units.he dibilltating impact of have a clean slate program exsponging records every year. and people can go to our website sfpublicdefender. org and move their live in a positive direction >> thank that's it for this episode we%k back shortly forhris

manners t >> in august 2019 construction began on the new facility at 1995 evans avenue in bayview. motorcycle police and department services both sfpd groups areildings that need to be vacated. they will new $183 million facility in2021. >> elements of the cfi and company are housed at the hall of justice has been determined to be seismically unfit. it is slated for demolition. in addition to the forensic services also slated for demolition. it was time and made sense toput these elements currently spread in different parts of the new facility. >> the project is located in t area, in the area near

estes creek. formed and the streetcars were built back it was part o we had to move the building as close to thedge as possible on bedrock and solid elements piles down to make sure it will be approximately 100,000 square feet, that includes 8,000 square feet for traffic company parking garage. >> the reason we needed too new building, this is inadequate for current staffing needs and also our motor department. the officers need more room, secured parking. so the csi unit location is at the hall of justice, and the crime laboratory is building 60 sixty old hunters point shipyard. >> not co-located doesn't allow for easy exchangeon to occur. >> traffic division was started they were motor officers. they

officers who road by themselves the sidecar were called that is a common term for the motorcycle officers. we have 45 officers assigned to the motorcycles. all parking at the new facility will be in one location. the current locker room with shared with oer officers. it is not assigned to just traffic companies. there are twoirs and up. both are gym and shop weres are needs constant maintenance. >> forensic services e are firearms identification to deal with projectiles bullets or cartridge casings from shootings. dna4[king at a whole an rare of evidence from -- array of evidence from

assault to homicide. we are also in the business o doing allyzer analysis for dui cases. we areesurrecting the gun look for the presence gunshot residue. lifespan is 50rs. >> it has been raised up high enough that if the bay starts to rise that building will operate. the facility is versus sustainable. if the leadhest. the lighting is led. gives them goodghind reduces energy use way down. water throughout the project we have low water use facilities. gardens water use for that. other things we have arehe project. we have s make sure we have maximum daylight to bring it into the building. the new facility will not be open to the public.

there will there will be deconstruction motorcycle and have parts around. >> the a vestibule beforeyou are making sure the air is clean people are coming in and you are not contaminating anything in the labs. >> test firing in the building you are generateing lead and chemicals. we want to quickly that from the individuals who are working in that environment in the air is not toxic. thir to ensure any air coming out is also at stads. >> you will see that kind of at site. it has three buildings on the site. one is for?u parking main building and back behind is a smaller building for evidence vehicles. there is a crime crime into the secure facility that locks the cars down while >> they could be vehicles involved in the shooting. there might be projectiles lodged in the

casings inside the vehicle it could be aicle where a aggravated sexual there might be biological evidence finger recovered merchandise from a things. >> the greatest challenge on the meeting the scope requirements of the project given the superheated construction market we have been i am proud to say we are deliveringn where we are on budget.front plaza on the corner will be inviting to the p the public. the building sitselps it be protected. >> what we are looki updated knowledge building, with facilities to meet our unit's needs. >> working with the san franci is an honor and privilege. i am looking forward to seeing their officers move to the new facility. a new surrounding that is free from challenges

that we face with being remote, and then the ability to offer new expanded services to the city department investigations unit. i can't wait until fallwhen the building is finally ready occupied and the people can get into the facility to s the >> i don't want to be involved in process after it happens. i want to be there at3< the front end to help people with

something in my mind fr early age. our com at things even now. george floyd was huge. it opened up wounds and a discus something festering for a long time. before rodney king. you can look at all the inst calls for change. i think we are involved in change right now i moment that is going to be long lasting. it is vas the victim of a when i was in middle school. some kids at recess pe class and came to the locker room and tried to steal my watch and physically assaulted me. the officer that helped afterwards went out of his way to was. that is the kind of work, the kind o perspective i like to have in's of circumstance. that influenced me a lot. some of changed.

what is mys is that i still see some trigger memories. the barbershop and store is another one that i getting my dad's old army see movies after the first run. my and i would go there. itit is nice. if you keep walking down sacramento. the nice think takes you to japan town. that is whe my grandparents were brought up. that istional foods or movies. they were abl celebrate the culture in that community. my family also had a dry-cleaning business. very hard work. the family apartments above the business. we have a force. 19 had 1 as -- 1941 as soon as that happened the fixed. >> determined to do the job as

democracy should with real consideration for the people involved. n to take every one of japan niece americanbç#heir homes. my family went to the mountains and experienced winter and summer and springs. they tried to make their home a home. the community came together to share. they tried to infuse each home are little things. they cres. i remember my grand mother saying they they were worried. they als sense of pride. >> japanese americans. >> my grand granduncle joined the 442nd. when the opportunity came when the time that not right. they were in the campaign inere there

every step of the way. >> president t tribute. >> that was the most decorated unit history of the united states army.nd loyal to to thee in the camp at that time. they chose t to san francisco even after all of that. my fath civil servant as well and served the sta california workers' attorney and judge and appellate board. my parents influenced me to look at civil service s.i applied t┌ police and sheriff's the sheriff's department grabbed me first. it was unique. it me in that moment it was everyone. it wasn't me looking at the crowd. it was all of us being gether. i was standing there alone. everyone standing next to me. the only way to

it is not about me. it is from my father couldn't be there. he was sick. the first person i wasi him. i still somet am surprised by the fact i see my name as the sheriff. i am happy to be in the position i am in to honor thei am doing now to help the larger comment. say that we want to be espelycial marginalized communities that have been wronged. coming from my background and my family experienced what they did. that didn't happen in a vacuum. itecision made by the government. nobody raised their voice. now, i think we are in a better place as country and4% see something wrong we help the community affected. that is a important thing do.

you talk amybout change and being a leader in change and knowing whether you have successes or results. the fact of is by choosing to push for change you through inspiration for others, ta whether it is through actualnal change as a result of your voice being heard. i think you have already started path to change by choosing that path. in doing that in april of itself creates change. i continue in service for my family. something i hope to see in my a pretty good chance with five children one will go into some sort of civil service. i hope that happens to legacy am sheriff of san francisco.

[ music ] >> some of the neighborhood in d8 the castro and glen park and noe valley diamond heights and coal >> hello, i'm supervisor

mandelman the representing d8 the board of supervisors. >> i had also been interested in politics and puck life and group in san francisco and when i was in high school i had a 13wrir78h on the board of supervisors. and as i got in local affairs hi was at the some point make sense to run so i did. >>