a9 >> okay. >> r b. >> here. >> commissionerfishing. >> here. >> aer. >> sanchez. >> n. >> is she um vice president alderin and vice presidenthere. >> thank you very much. so the information and transcription certifies and information how t virtually are um, posted onlin commissioners operating by telling commissioner fishing andem and childcare from 6:00 p.m. to ren three to 10 and the sits a cross first come, first serve and public comment on on and at this time before the closed session

i call for any speakers f given a agenda a total of 5 minutes per speaker. >> we h in-person or at this time, we decreed605. thank you. >> hat's know, all kinds ofye sweetie. i love you, too. but i know who okay. sorry

about that. i'm goi. no longer. sorry about that. sfusd will provide closed captioning and american sign language aslng. live transcription can be found here. h t t p s colon. forward. slash. forward streamtext. dot net. forward slash. player. question mark. dash board attendees who wish to provide public comment to the board and would like an asl interpre box in the zoom app to type their name or handle andhe agenda they would like to comment on. the attendeeneed to have a functioning camera in order communicate with the interpreter, and the board. when it is the attendees opportunity to provi host will promote the attendee to panelists and enable the attendees. translation go ahead, p. thank you. sf is offering interpretation services in spanish interpretation,

please dial the following phone after dialing, please into the sip number. this message will be repeated in spanish and buenos aires el distrito escolar unificado de san francisco, ofr servicios de interpretation en el idioma espanol si de google meet, por favor, marca el siguiente numero telefonico tres una nueva tres nueve 66. por favor. la nueve nueve de nueva la tecla numeral. gracias. cantonese interpreter plea. josé manzano san by the way, we were taking so you are saying that what you say. but say yi. but she don't see how she look and back and go. thank you. thank you. that concludes translation s. okay.

okay. i so i now we this regular meeting at 6:35 p.m. as a remi provided from 6 to 9 p.m. for children's ages 3 toust across the hall in the enrollment center here this evening, public comment on all items will heard under section e. this includes public comment for items. a speaker card must beorder to speak, if you are a student the top of the speaker card and i know quite a numberen turned in. if at this time you can turn in speaker cards if you intend to speak, and now i will, do the readom the from closed session on the matter of usd. o case number boa the authority

of the district to pay up to the stipulated a student k versus sf usdls case number 2024 060069. the board, by a vote of seven ayes. gives the to pay up to the stipulated amount in the matter ancisco unified school district, san francisco superior court case number cpfa vote of sev to resolve the matter and the matter of usf versus san francisco unified school district at all, san francisco cpf 22597932. the board by a vote of sev the district to pay up to the stipulatedpated litigation. the board, by airection to t general counsel anticipated litigation. the board, by ayes, gives direction to the general council member. fisher recused of public employee. vote of seven ayes. approved a retirement and release agre classified employee in one

matter dismissal. release the board by a vote of. approved a retirement and release agreement for permanent classifi concludes the readout from our closedon. and now i am actively t to find the board agenda on my screen continue t hold on. just a second. okay, so. and oh, i did one thing i did mention is we have two commissioners that are participating virtually. we, ward and commissioner fisher joining us by teleconference. and i also wanted tostudent delegates, langston montgomery. welcome tor first board meeting. yeah and we will introduce yourself when we get to the student delegate report have you. and the second delegate will likely be joining us at school year has officially started. so i told got a

plus. plus plus for being here before this, the school officially started, so at this item d. oh, and that was the other thing i wanted to mentilly try to, start our meetings at 8 p.m. item d, item items, we will go to public comments, i it looks like we llomment tonight. so i wanted to let folks know who be listening online. so at this time i would item d with the land acknowledgment. we the education acknowledge that we are on the unceded ancestral homela ohlone, who are the original inhabitants of the indigenous stewards of this land, and in ada with their traditions, the ramaytush ohlone have never ceded, lost forgotten their responsibilities as the caretakers of this as for all peoples who reside in their traditional territory. as gues we benefit from living and working on theirish to pay our respects by acknowledging the ancestors elders, and ramaytush community and by affirming their sovereign rights first people, at this time.

moving on to d2, approval of board minutes, can i get motion and a second? so moved. second. any, seeing none at this t we take a roll call? vote, please. and oh, an 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. 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 thend so i will move. oh, i just wanted to lift up that, student delegates report isn't on the agenda. and i know you have it. at least i didn't see it on my copy, then i will ask that the superintendent's report that the student delegate has an say anything that youish

to say at that time. so i'll call for. thank you so much commissioner. bogus for catching that. so. and going forward let's that the student delegates report, is a standing item on the opening items, please, so with that superintendent's report followed by student delegates introduction. thank you. good evening everyone, we are start of the 24, 25 school year. monday, august 19th will students. and we're very excited to seer families and so i justide. so i encourage you to check that out. and even though school 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 sending out wave pool notifications. and we've made a bit of a some changes to our it more simple. as you try to enroll for year. and just also just as there are famili we at the district

are still finishing our hiring for the start of the school year. we are in than we were last year but we know there's still po fill. but then we're also working as a district to e have the certified teacher in every classroo of the school and to welcome our students. so know that we're also starting the year continuing with our initiative to make sure that we're aligning our resou to support our vision value goals and guardrails. and so th working on our new portfolio of for the 2526 school year, which does includes, mergers or co-locations. and so we'll have a public update on the board of education workshop on tuesday as a reminder, we're not talking abou mergers or co-locations at this meeting. we're just talking about through and what the public can expect after we make our announcement then we'll also talk about how to inform and support any affected school communities. you to learn more about this initiative in the on the agenda, we committed to publicly share our progress

towards implementation of our newurce planning system. this is what overall is called is commonly referred system. our financial or hr systems. and back in may, weve this dashboard from that show front line is the erp system we're im 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 successfulion. our progress then looks at more detailed components of the. and you can see we're on track inlighted in yellow. we have meetings twice a month to review and identify where there are those concernstay on target. the full report is listed undern item. but i just wanted to let the community know, we arering this information and for real time updates you can go to our websitn current as we start school there are going to be students who take the muni to some staff and as well. and so we are student artwork that is on the muni b now

through the end of october, and th competed in the tasty roots art competition nutrition advocacy crew, kids club. the snack club range of california specialty crops and highlights nutritional that literally thousands of muni riders to enjoy our students brilliance and creativity. wanted to end with just to sha little bit more about the work that it takes to get ready support our students and families last year, for those who, you might remember at the last meeting i shared a video towards one of our goals and, where more than half of our african american islander students met standards in literacy. at the end of the school year, and we highlighted work that's happening at our schools aut really, it is a team effort here in san francisco. and so we just video as we start the school year. so, and highlight a few other members of the start of school and the school year what s taff. so if you can play the video. there are many parts

that make our school district function well, so for an inside look at a few of them. it all starts where the enrollment center comes in. i'm just the enrollment system because i love working with the community. i people and explaining things and just being p you know, walk of life. i get the paperwork end of it, but i also get to interact with fie been with sfusd for seven years. sometimes when you're in situations and you're just overwhelmed, you just need toinely cares for the introduction to sfusd. so that' best to just be kind and nice, because we of the district. many students first impressions of their school a school bus, and that's where we meet always liked kids and i like to be with the kids she's an sfusd alumni herself. it's good some of the teachers and some of the princip started driving school busses when she wa do care about the kids. we care about their safety. and that's that they're getting to school safe that they're a

school. we know it's hard for our something good and healthy to eat. that's where student nutrition services come in. where we find patty making meals for students. make sure that students get a goods ago, she walked in to five five, five frankl to cook and was hired on the spot. i'm really it and i never get tired every in, i'm really happy. she loves being creative with her, cooking a students enjoy healthy eating. when i see the up to me like oh, this is good. this is amazing, i know, okay, let's make me happy. her kitchen is in one and we couldn't function literally without the buildings.work and learn in every dayhere we find david lee, a custodial supervisor helping his team. i job because i like to help people. david started seven years ago. ever since i took one importance of just taking care of the team hen they have a nice space to be able to lea learning success. that's what we want fords us back to our instructional sta, what's their favorite part of their

job? i love my job simply because here at malcolm x it's a community right lunch staff to t10 security supports. everybody here just feels it just feels like i love teaching p.e. because the kids just r, emotional, physical. it's cognitive. there's so much that you can do to really access and develop whole learning experience. my favorite part about my job is like seeing the winds. you know, just somebody checking in i see you. i care about you. i want you to win. likehave really, like long standing outcome by quickly, the impact the programs and people that touch their lives are forever we are, we are. we are we are, we are sfusd all right. i feel l applause. i you know, i mean how i'm the proud superintendens why i'm so proud to work in a place where we have so work as a team to make

sure our students have be successful. so that's a good segue. you see what we're you up for success. langston. so i want to give you an and share any report you have. as we start the school, the new school year. hello, everyone. thank you welcoming me so warmly. it's a it's a a great experience so far, i am going to be a junior at george washington high school and svusd schools since i at lakeshore elementary school moving on to now i'm really happy to be at wabash. amazins the city that i see every day. working for our students i amazing, and s.f. for sac as we're starting to b, applicants and start to look through sac for a strong year. this year, we've looking on different strategies on reaching out to differents and counselors at different schools to get, more representation the school year. that's one of the goals this year is to make sac the most

representative it's ever been.ls, and i want to end that this year. and my amazing interim president jasmineso we're excited for this year. and to have happy to be with all of you. thank you. and yes, we're very happy to have you as well moving on to the our cde duchon or miss liaison, is anything that you would like to report out?? yes. thank you both, miss lozano and i are here tonight. i'll out. we'll both be reporting. so. good evening, president mo wayne commissioners. and to the newestmber. congratulations on on sitting there. i hope you and challengingate through the rest of your career,school, career, college, and beyond. so thanko start out on a very, very positive note and we've been working and your staff have beens and hours going

through contract reports, teacher allocations that, make people like to go through. and other people probably do quite as much. but i want to talk a little all the people that have been involved. it's been a major human relations staff, resourcesstaff, assistant superintendent, associate superintendent, doctor huntoon associate superintendent a lot of people have been involvedffort, some in and out depending on departments. ann marie gordoning allocations this year? part of the task ha been to figure out where your enrollment is projected to be and the number of teachers allocated to eachi want to talk a little bit about what a hiring freeze is, because both miss suzanne and i were state experts and then elevated to we have stay and rescindave not yet

used and hopefully never will useo closely with staff. so a hiring about, doesn't mean nobody gets which the district agreed to mely essential staff will be hired around. everybody knows their job is essential, but we'retake to open a school, to staff a school when the students come, there will be a teacher in every school, and probably most importantly, is secreta clerk to help run all the ins and outs of the school, because we know they're probably one of the most community facing positi. so we have, as part of that effortll budgeted student facing positions, and i define that very specifically meaning classroom at schools. and becaus a long term shortage of custodial staff, we have approved, i think every custodial position brought to exceptions on any of those, we've also approved all the exception across the board is been budgeted. and that means they

don't have what's calledplace in the budget. and technically you can't, although point you've hired people that did not or were not in the budget and corrected it later. we're curve. we also approved, and miss larson will approvals that we made a number of want to say that at this junctur at staff, is looking at year end closingrt of your first interim report imately building your next year budget. iust put forward a cautionary note that while a work beginning last december and through thethrough a fiscal stabilization plan, that plan be dynamic. it will change with time be re-upped as we start school. and as you look at needed and essential and budgeted that's gone in and out, i. i used to tell my board thisthe budget is as good and as static as it changes every moment. hopefully not drastically, but it always changes. so you

as you approach the next budget year. so just just know that your staff and we will beworking to support them. we'll be putting together budget analyzes for year. and when you have to look at at positions are needed in the district, i know nobody wants t the word riff or layoff those. unfortunately if there's any way to av to do so. but know that your budget is we're talking over $100 million, close to $150 million deficit next year, and an ongoing come. that's compounded by, in the past, most of yourit spending was in what's called your unrestrte restricted funds are also deficit spending, which't happen, shouldn't happen is. and that needs to be corrected. so now to a cheerier part. well have miss suzanne take over and talk about thosehave approved. good evening. i just want to share that currently this has a while

going through with the hr staff and with business tode out there. because as you all know, thisht up several times to the district and to the board lack of position control, that the district has. but nogh this with the district and staff over the last coupleweeks, we feel like we've really been able to bring that understanding more about why this is so important and that if you loosay, okay, i have two people i want to hire, but when you one position vacant, you know, you have to reconcile that and find out, well, what's wrong? why do you have two people when you only need one? you know, this type of thing. but of course, with your school being so large, there are a lot ofyees involved in this. so just to update you currently, right now, even though í÷t, we started out with over, i want to sayg. and at this point in time that has increased up to, i want to sayst. we have 381 that are that are still up for review. ofificated and of that we have 38 that, i'm sorry, not 38. we have 12 teaching

teacher positions that we on. so we need to see where they're budgeted in effect, budgeted before we can go ahead and work with the district and get those approved. and then in addition to that, we have 66 civil service positions, which we are about half of those are waiting for position control numbers. and then we the largest number we have lot of positions that were added just recentlpositions of tho 177 of them are we are waiting for pding status. so there's a reconciliation going on within sp determine exactly what the needs are. and as to do that and move forward. but there have been many as far as paras and special ed teachers also not patho positions, all of those. so at t like i said there's 381 positions that are out there being reviewed, but the largest i think, and most co teacher positions, which there are

teachers and 22 special ed. and those are the teachers. we're control numbers and the funding. once we forward and approving those, you know, as quicklywe can. elliot, did you want to add anything else to that? you're muted. i gu echo anything if i'mlk about position control, understan before, this check on the budget t make sure that there is actually money set aside to pay a person when they get on board and it doesn't havee back as a budget change later on to you, as the board is a process meticulous. it will. it staff gets more accustomed to it and frankly, as you move to the new enterprise resource it will become a with your budget in a much smoother wod people having to go through and say this posit this position isn't so i, you know, again, this has been learning curve for people who have been hereough

your peoplesoft system, through empower. and now change to frontline. so they are learning so again thank very very cooperative to the point where we can go through this all day. and the is how are we. are you ready tomorrow. so i you really should be very appreciative. i think the district, as wel to the staff who have worked through this, and fielded a lot of questions on both pam's and my don't want to say we've sat there and said, okay, okay, okay. pretty tedious, sometimes, probably close to grilling. and they've come back with answers every time. so thanku to the board. and superintendent for your support andoptimistically at things right now. i just want that going through this process with everyone, it really has them as far as what looking at and just you know, before they were just kind of process of this is the way it's been done. and now they're really thinking about what need. and knowing that

this isn't just a one time pr is something that is going to have to keep on going. you this is the way you need to be able to have that hiring. as far as positions, making sure they're budgeted and that actually necessary at your district. but yeah, again thank you. they've been wonderfu, i believe the superintendent some remarks, yeah. thank you for the to echo the appreciation for staff and advisors to meet. and also just want to be clear, as i they just ended by saying they've asked a lot of questions. and as mr. duchamp explained, they have stained rescind authority, which means action, they can put it on hold. but we as everyone's best interest to address these issues before they and so and the questions that they're asking are the on the path to fiscal stability. so for a technical explanation of that pam liaison shared about needing position control numbersth the position in the past, when we were deficit spending and relying on our on our reserves like it was, you know, it practice standpoint. but if a position went forward that the end, we're not in that

place anymore with whe the, the state. and so i want you, underscore, though, as the lead educatorthis district, i am acutely aware of what it means to say we're waiting for position to get a position control number, that classroom or you're the teacher who's relying on that support, feels this needs to be done immediately. and so that's wh weeks it's literally every day we're meeting to res term, these are the questions we need to hav this is the system that we need to have in place. and hard to make that. so it does become just a routine ongoing process. but untiloing to continue to work with our cdd advisors, before presenting, rather than have the discussion happen here. all right. well, thank you very much. and i appreciate the candor and support, to the district. so i thank mr. or mr. duchamp and missr your continued work in helping us get practices normalized and in place. so we further bumps in the

road transition. is the report out to commissioner lamp from commissioner lamb regarding our most recent fiscal andtions ad hoc meeting? thank you, president give the monthly update regarding the committee met on august 7th, and we status of a number of fiscal and operationalrities. the committee did approve a fiscal andrational health dashboard, that dashboard includes approximately 35 items that we believe need to be closely monitored.ng from, long standing,as well as our fiscal advisors, a with the analysis that was done with working in our former city and county of san, and before each meeting, committee meeting staff will update the status of each of those items. then we'll ditee, as partners and why items are off track or on track. and really, th understanding around what are

some of th, root causes that may be taking us offant to thank, doctor huntoon as the lead staff liaison on working. so closely with ben rosenfeld as of great city school coaches. and working with this committee isutely imperative that this work is done in collaboratio the agreements from the dis look forward to will we ensure these items are are on track? and so we the staff did commitin that dashboard around how ownership changes are made and ensuring that next, committee meeting will have those items already assigned to designation of ow from the dashboard. and wanted to also update the public as wells around the discussion that you all had, brought to the committee for consideration we go to look at revising ourhe public, the

board is embarking of goals and guardrails. we originally did extensive community engagement to create the goals and guardrails. and since there have been numerous public monitoring sessions. think since i've been on the board of looking at student outcomes moni review the goals and guardrails onny revisions are needed. in june, theoard flagged potential revisions to guardrails three d need for a fiscal and operational guardrail. then, as i mentioned the board committee with considering those items either making changes to proposing improvements on how to monitor process. and after careful, the committee decided that we would make no modifications of guardrails at this time. and some of the that it feels reactive rather than responsiver current situation. the new dashboard will hel and accountability. so a new guardrail f that guardrail may be redundantsarating

our community with requests for input, especially at this time. and instead of revising guardrails, superintendent wayne will propose updates to interims to all five guardrails committee recommends to the full board. continues toails with more fidelity and intention. president motamedi also extended the committee through its work for june 20th, 25, reflecting the importance of operational health and the progress that's being made, i also want to share that the summary of memos for all commiton boarddocs and in the coming weeks, we'll create a webpage specifically for the committee so the public can related information. and that you can fo on the public, on the transparency and accountability progress that's being made. our next meeting is scheduled for s the public to is invited and to attend thate fiscal and operations health ad hoc. thank you

so much for the thorough update much app we will move to public comment, and i will plan to have about 815. so please, if you have not cards and at this time we the order wely go in is to have, comments on agenda items first, then comments on non-agenda items, and then we will move to virtual comment a so can we please call the first agenda items? we do not have agenda items right now. well then we'll move on agenda items please. so i will call speakersive. we'll start with students. i'll call juliatarley cameron and chloe. you're all welcome to line up here. each sp to speak. we have our timer .

michael the middle button. hello. my name is julia. and i'm a rising fresh writing department at sota. learning about the situation less than a school starts is incredibly frustrating and disheartening. i'mhare this sentiment. we have all put in so much effort full well it's notorious for its extreme competitiveness, not beinge teacher focusing on us at a time isair to us, as we won't be able to have the full experience of single teacher. this situation also puts strain on unspoken arts teacher, as she will be stretched instead of focusing all her energy on her department. this not only impacts the quality of education for the spoken arts teacher and the it's hard to think that the upcoming school year might not experience that we were hoping for the opportunity to have one dedi the ups and downsg8s immensely valuable. without this focused attention, we may miss out on personalized guidance. this lack of dedicated attention to the grow and improve. as writers, this not only. thank, i'm so sorry to have to interrupt you. that is your timeext speaker, can i please see who is

in attendance on soda or similar issue? okay re may i ask the superintendent, do we have staff here? that could could speak to them about this issue. you're welic comment. i just want to make sure since we have we' a one way conversation and the board can't beaff is present, it would be it would be mostl make sure staff miss beyer are back provide an update. can they provide how do you mean provide an update. can they can have a conversation in the at this time would are they available right now to meet. so if there's people you're welcome to stay and con comment. absolutely staff is available to also have conversation in lobby if that is desired. okay we are familiar with this issue, i believe the teacher has been hired. so, no then then that's what they'll . i would encourage place sooner rather than later. since we have people here that areay so we do have staff that

could if if present or, families and students presenc to have that conversation now. we can put that here. we'd be happy to talk to you after public showed up. we can address that here because we have the responseter public health. thanks. all right. sounds good. thank you. hi, i'm carly taggart and i'm a senior soda in the creative writing department. at the end of the director retid and our school's admin stated that hiring process. however, in the months since then, that hiring process has been inequitable, disorganized and not transparent. instead of hiring a our department, the principal at soda promoted the head of the spoken arts department to be director, effectively merging two distinct art formsound 60 students under the teaching of one teac art styles into the same curriculum disregarding their differences. as one of the many students affected by this ill informed frustrated because this administrative choice will likely lead to deficiencies in learning. i worry that as a senior, my peers and i creative writing instead of learning because the demands placed on the teachere too much. creative. writing and spoken arts at at sodas leading our classes and having only teach

both departments will cause the quality of our learning to go down, no matter how strong. this is not a position for on we all worked hard to get into sota with the expectation full time teachers ready to pour into us, and with this move we de. we ask that you reconsider the success in these upcoming years wi you. can we please be sure to start the equitable time? thank you. all right. just checking if the it. all right, hi. my name is senior. i'm an upcoming senior for the creative writing department, just to issue, we basically only have director for two separate departments that, although both based in writing, function completely different. according way that they implement their craft and everything, their tha school is basically attempting to merge both classes that often comes at disadv share the same teacher, even though we have two vastly comes at a disadvantage to all of the students who came

into this classroom fully with thethey would have, full in depth learning ofoñ has been issues in the past that's comepe to remedy this with a, refurnished, refurbished hiring process. a rising junior in department. last year, our department head retired after running the departmentccessfully for 22 years. going into this new year, we ar for two separate departments which is unfair for deserves a director of their cannot, cannot fully support 50 students, it is unreasonable to ask. and it is unfair for everyone involved i'm here to ask for a separate creative writing benefits. thank you. hello my name is, i'm an incoming freshman program. so i just last situation we're in where

we'rege of teaching two different departments. opinion, is not the right decision. merging these two very different in a way that, dids the sort of the differences that tso learned about how, they are upper classmen in the writing department, some of the responsibilities of my view, it is school students in charge of teaching high school. it's. we're now moving on to non student. general public comment in groups of five. jennifer, before just can i students who wish to speak did have an people write their names on the card or the student on the card, but if you have not been called in for a student, please come wave.

and if you're given a card, okay. if not sorry, miss i will call jennifer. marissa amber, michael and all have one minute your timer again. thank you. hi. my name is jennifer lynch. i'm a parent of a rising senior increative writing department at soda. as has b process has been quite a horror beginning of last year that the director was leaving. she created the department and has been running it really vibrant, really rigorous i kind of feel is just an administrative hiccup and that people understand what it is that heather woodward used to do and that someone with the time and exp focused dedication, canke over that department instead of as has been two classrooms totaling close to 60 people, thank you hi. i'm

speaking regarding the lack of a newnt at soda. the district and school administration have failed t job with respect to filling this position. the creativeummer work reading novels and bookstending author readings and writing reflections and new works. they've even been working on lesson plans for their classmates. thcontrast to the lack of planning or serious work done by the district. th district and school administration has ranged from disi effort to fill the same teacher to teach in two different classrooms at the samee a plan. we demand that the district and sc hire a creative writing director to replace the retiring director,promised to the families. we will not accept the destruction of a writing program built over the past 20 plus years strictly care from those whose job it should be to promote and expandpe olearning experience for our students parent of a rising junior . in 2009, my oldest child started at sfusd. ever since

that day, i've been a huge proponentri all that sfusd has been trying to accomplish. while there necessarily agree with decisions, this is the firsthat i feel like i've been kicked in the stomach. from what transparency about the hiring of our new department head. for the last two years, the soda creative writing department has been as close to my child as could be possible. there have been challenges sith in the leadership and recognize how complex the issues are. this situation feels like the latest debacle in a series of completely mishandled by the staff of soda and or our. i've been an engaged parent volunteering at every school my children always felt like the staff members deserve my utmost respect an am deeply saddened not to feel that in this moment. t superintendent wayne, thank you, my name is michael, parent ofnd i'm here to, register my protest at to reduce this position. and basically scuttle what is a program. this has a 20 year history here in san fran here to ask that we seriously reconsider that decision and have an process

to fill this role. and clarify, you know, what what the intent really is appeal to actually the ethos of beacon for the arts and writing. you know, we know we have a long history and a huge roster of nd i believe that any of these kids could be the nextearts and minds and really making a difference i is not going to do that. so let's, reconsider. leslie. creative writing, i just want to reiterate, i think the situation has been already everyone. the but as part of the interviewing process, just just f happened last week after it was pushed off the entire of time and energy and input from the parent and student community director, a new teacher for creative writing, and it was dismissed, all summer. so just the th put into this or intentionally kept from is very much

felt being part of the interview process, i can and the s presented by the format and by the decisions and the feedback from our group was teachers. and that didn't happenncludes in person public comment. again, unfortunately, the board given california law of how boards conduct engage in the back and forth. but i very much appreciate the student coming out and speaking on behalf of what you are experiencing and experienced and letting the board know aate that, my staff is available in the discussion about what may be35 also outside of our meet or can be reached through through email. and we do read our emails, they are all linked on our websi. ucsd.edu is also another way that we can frankly, can be more responsive

in that forum so with that, i'm going to close in see if there is any online. i did a card on my name wasn't called. oh, okay. thank what's your name? nato. please, just. yeah> the clock. hi, everybody, nato green. i'm a parent at school of the arts the other the my the rest of my community, the concerns that other people raised, but, you wants to run a successful arts school, we need to have art and not like volunteers who are chipping in their time, you know, i was like, incred learn that that knowing the amount of running the creative writing program that the job that was offered was no benefits. i don't

know how that's sustainable for anyone and how we would expect to are going to show up for our students in the way that been transparent. there's been poor communication. we've been trying months and to use a technical term that we feel like the administration pooped in the pool, i'm saying that spefit of the sign language interpreter. and w data. and as we mde the program is, thank you. all right. well, at that, at at with that conclusion, we will now from the, the verbal and the illustrative, explanations of what's happening at if there's any online virtual comment for either agendada items please. okay. at this time we our virtual participants. please raise your hand if you care to. if you'd like to give public comment on either ageaker will have one minute tocan we please have that repeated in spanish and chinese whe participants? qué quieren hacer un comentario sobre la agenda or en la su mano cada

participant va a tener un minuto. solamente get how you can get on. i eating my face eating. i hope you got. thank you. so i'm seeing five hands raised. i will call five we did in person. so steven, shivangi vanessa and charles again, that's steven, shivangi,. steven, go ahead please, hey everyone, this isly a bay area native. i'm a i graduated from district, class of 2018, and i've been an last three ish years. i just wanted to sense of, what the school district's the use of ai in the educational process, obvio there are some processes, like english writing, where the use of ain't, maybe conducive to the learning process invest in ai technologies in other parts of maybe the

educational experience that may benefit students. thank you. thank you. hi. i'm a parent student, and i'm reiterating the discrimination caused implementing the aa tiebreaker without having tk schools assigned to all atte. my child is consistently placed at the bottom application and every waitlist. although he lives in, with a hugely diverse population of families, and sfusd is doing a last minute scrambling options to make do within quotes, the response level of the sfusd staff cries huge incompetence. you can just look att have made. okay, i want to call out, loud and clear that sfusd has the power to make any policy deemed necessary as long a everyone. at this time, the policy is illegaldiscriminatory and allows for discretionary schoolgnments. as taxpaying individuals who actively fund the usd, you responsible and expect you to do your job better discrepancies and bring on someone who vanessa. hi

there. can you hea can hear you. thank you. good evening everybody. my name is vanessa. i'm and public schools of san francisco. i want to welcome everybody bac fabulous school year. i love the video usc. i think that is a great slogan and campaign, andd upon that and our t shirts and be prideful for our schools. i do want to disagree terms of community feedback. i think that we on community input related to schooluperintendent wayne in our next check in about ways solutions for, on that end, i alsoe emailed board members and have gotten no response. so if to email, please respond to the email, even if you may not know the answer. but mostly and wishing every single famil teacher

at rosa par also a parent of a rising fourth grader at rosa parks elementary school, and i am that we have a 1.5 rsp positionly has an iep. she's supposed to be receiving minutes.er full minutes last school year. and now this coming school year we're supposed to have a 1.5. we have i want to know how my daughter and the other sped students minutes are going to be met becausethis is a legal issue. they need to be receiving these rsp minutes. second, we don't have a 4 or 5 sped. and currently one of our sped teachers is going to first through fifth grade. due to this how we're going to be , because i have great concerns as amore importantly, as a parent. thank you. thank. and i'll call charles and erin. charles go ahead please

charles. go ahead, please. oh yes, i just wanted to thank the state advisors for leading positions, it is shocking to me that itd to have the positions paid for, i hope we look the current positions at central office with scrutiny. i hope we, can scrutinizeúhat spending, before we from student facing positions. if we spend other districts on administration, we could close some of that forward, thank you i just wanted to, you know, welcome everyone back to the schoole has a great year. thank you. thank you. yes. thank you. myam. i'm with parents for public schools of san to just raise up that violation of the brown act said it started at 5 p.m, and the host was in

another. and then in addition the infall in was not correct. and that limits anyone with people with disabilities or lack of access to techn bring up, i mentioned this last month at 16th special meeting that was in violation of the time the meeting was going to start. so i really you to please double check have another personrhaps the president or superintendent could also check have more eyes on on the publicity much for your time and all the efforts you're putting inic comment. thank you very much, we will movento the action items item f, we have actions or two items tonight. the first being, we'll discuss each of the board and then we'll vote on each item. can i. oh the vision values goals and guardrails update which is progres 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 ise have done monitoring at our business meetings. something that we've been doing at the second meeting of. so we'll talk a little bit more about the at this time, can i get a motion and a second to move is an action item. so moved second and then superintendent, would you like to introduce t item, sure the introduction, i was going to explain, that we are having monitoring session here at our business meeting now is because, for we're committed to following the council of great city schoolsn that framework, the progress monitoring reports should be presented at a boardng in the following cadence for the goals and interim goals, they shou four times a year. and for the guardrails, at least once ae able to do that, you're going to see this year some changes. we will have progress monitoring reports at business meetings. typically, this meeting doesn'tav it felt

appropriate. and sometimes you're going to see us do present two progress monitoring reports and again, we think we're ge and so we'll be able but it's important to have these progress monitoringfrequency that is noted in t true to being student outcomes focused in ourid the report was attached. we've taken inform) report and created a presentation that will if y we'll start and, you know, the reports follow the same format where first we present t interesting one, this is our guardrail. so asgoal interim reports you know, the goals you have assessments that we think lead up to the the state assessments for the guardra identify measures that we think represent what that guardrail would look like in action and how we monie've had some discussions and commissioner lamm mentioned it, that finding the right that dynamic and evolving. we're having we had this conversation around the effective decision

making one as well as the strategic partnership one. and next, we're to have it around the resource allocation for this one. this is curriculum and instruction. progress in the areas of instruction with teachers through classroom observations and teachers feedback as well as i'll present the data we'll towards achievinand then we're going to talk a role in in our next steps some additional framing for the publicy fellow commissioners, i did want to the guardrail, the progress. oh attached? is the effective goal monitoring attachment there? so it is called sorry, i'm just checking to the caller's previous, actually, i'm not seeing it attached to the item. so could we have the, effective goal monitoring

worksheet attached to this item, please, because as we go through our process and student delegate montgomery, welcome, as wenitoring sessions, each, we three questions that we want to answer at monitoring report. that is we'll have to a presentation, we'll have a conversation, questions and answers. andsion whether to accept or not accept the ry match the vision? is vision? and is there a strategy and plan sufficient towards the vision? so that's the process that we use is an action item to make a decisionng or not accepting, and that wil will be, attached to this item shortlyo all can follow along. the other thing i woulssioners, as we're listening to the presentation, is similar to th our june board meeting is we're going to be focusinguckets. so rather than just having popcorn style dis you as you're listening or if you already we hear the presentations we will be asking for) just quickly and succinctly

know primary key or 2 issues are. there will be more opportunity for discussion. we're not holding lim we want to identify what, how how to best facilitate the conversation so that everybody's, inquiries are have a. so i just wanted to provide that framing of you made the presentation. and so thank you. so much for i should have started with that.ch for coming tonight, and i just wanted to provide the framework for unusual. we don't this is the first time we're doing that in a business meeting so with that superintendent, please carry on. thank you, and soi shared this is the guardrail. and up on the screen at to track progress towards the guardrail and these include, thes, which is 3.1, the focus onand then as well as the feedback teachers rece data and that for goal 3.1, we di progress in meeting that

ofms that we visited showed that focused on essential content. andood to see that we did not meet around, the use on teacher reporting there was fewer data to inform instruction and then related to teacher feedback. also, we rece. there was a small decline of teachersing that they got meaningful feedback around their instruction. so taken we are on track with off track with 3.3. and so what we wanted toress monitoring report, and again, reflecting on the discussions we had last year think there were a few questions that that we we addressed. one is in the interpretation besides just sayingf track talking about why. so we'll share a bit more where we are

and then what, in ordert on track, what actually is our of action behind that? and so that's where we're going to spend most of the time. focused on that. and then we also know the we appreciate where we have bright spots of the strategies that we're to scale district wide. so we have some guests fro bright spots. so with that, i'm going to turn it overare bit more think we weren't ablend what we're doing about it. all right. good evening. thank you for having me here, again, i'm jeactor for professional learning and coaching, and just really exc work, and i brought a part of a just really to highlight the work. so i wanted to two key people. eve arbogast and kamara carnes, who have really, really supported us in doing this work and really, i just want it's amazing. and visionary that we reallyhievement. that's what we're really focused on. and using

coaching a support teachers and to really bu one strategy of a system, right. and so developing and implementing new curriculum, notting new curriculum is really part of the strategy. and so really we didn't meet it is, i was that we met once a month. and the idea was with cabinet that we were going to go out to schools and teams. the schools. and the idea was, we're going to calibrate on rubric and really visit classrooms and us as a central office team what quality instruction looks like. and in terms ofoked at essential content and academic ownership. and so we we processed and we calibrated on that, whichthen in the spring we said, well, let's talk about giving meaningf calibrate on what does that mean? right. because meaning, whe we talk about feedback it's really a reciprocal process. it's telling somebody what to do. it's actually about engaging in a conversation about how to loo and the way you do that is first you have to have trust and so i that takes time. and did was when we were visiting schools we the

principals. and then there's this assumption that the teachers. and that's there's a fear there. you know, and that takes time. and so consideration as we're planning forward. so that's really why. and so really the work we're doing this year is with insing with instructional coaches, particularly at the elementary school and with the principals and with with the, people, the execut lead. so if we can go to the next slide. all right. so really this is what we're doing. we're transforming schools through a district theory is around there's three critical processes to really improve practice. and one is to develop strong c colleagues. and we know that's cr implementation of the content and curriculum. so really together to study the curriculum one is that you have the curriculum. those are your materials. but it's really about how the pedagogy and how do we implement those practices. really what the teachers and the coaches and the leaders

third one is around these practice based inquiry cycles. so we're coachesals are in classrooms using evidence based observad~onversations with teachers. and a plan study, do, act, sort actually reflecting on the evidence that they see in the class we piloted in the spring, and we worked with on using evidence based practices and then having call them meaningful conversations where actually teachers look at the evidence and they get to look at the evidence and see where the pedagogy is, where they can support students in terms of real their practices. and it's really been positive when we were interviewing coaches, a lot of them talked about that. so we're is doing a series on evidence based observations and, and meaningful conversations. all right. i'm going to just quickly talk through these. alicia, can you go t these are the support structures. so again we talk abouttem the role of the coach there. really the role is to supporto 1 coaching. it's also grade level collaborat teachers working together and

then being a instructional leadership team. so that, you know, that we had an instructional leadership retreat in june. on june 7th we had, we had all the teams there and really laying foundation around how to build an instructional leadership team. and places on the continuum. so those really are the key placesching support is on the instructional leadership team aeams and then 1 to 1 coaching support. all right. just a staffing update, because this was a new the new instructional coaches was we really wanted it tok= the implementation of the language arts curriculum. we went throughng process. we had principals on the hiring, 93% of our coaching positions areat are not filled. of those seven,ve assistant principals. and so we're going to work wit to support them. and then three of them don't. and so between kamari and i, we're going to partner with those schools. and support them in, helping with the coaching plan sure that we have

a touch with everybody. okay. sont to give a staffing update around where we are. allain, those are the roles and responsibility that was in the progress so you can see specifically what the roles of the coach are. and go to the next one, wecollect data. so we really want to look at what the coaches, how work. and so we're asking coaches to, to were developed with from moonhawk, from rpa. so we're really and we're going to use that to inform our work and alsoo monitor the work that we're doing. all right. so t ways that we're supporting our coaches. we just came off a threte which was pretty amazing in terms of really focused coaching skills and also how to support the implementation of th got really we looked at what is thechool, and how does a coach approach 30 days. and some of the principals came and really partnered with their folks. we're also having monthly every first friday we're meeting with the coaches and we'reo the coaches are going to be in teams, and once a month for two hours. and we're also doing 1 to 1. so it's

about two thirds of our coaches are new.me really want to support them so they can support their sc a quote from one of the new coaches that atte coaching institute. just he said it was one of the mostearning experiences of my career. and i'm so excited to begin the work of coachin community of amazing and dedicated educators. new folks, the level of commitment and dedication was pretty amazing. all right, so the coaching institute, we had an marin who came and she is the principal, and she coaching work. so i asked her we asked her to facilitatehes and so we've invited her to come and speak. hi y'all, like jeanette said, i'm anne murray and i'm the principal role as principal at sanchez, i was an instructional coach there. and so i have a very soft spot in my heart for thenal coach and also now as a as a principal a coach who becomes a principal at your school, and pact on transforming teaching

and learning in classrooms as you did as a just different. that partnership between a coach and a pri in leading school change. change is not as a new curriculum like, let's see wha change requires really deep human work that requires really smart humans to do that workreally, truly believe is going to provide that support to folks to do thnk beyond not just the implementati very key, obviously, but the impact our goal is not jus that we do stuff but we do stuff kids, that matter the most in our city, and i think that it can really guide this work with a sit in partnership with teachers in a different way than ane process of change. it's not eas our teachers to do is challenging, and what we coaches to do is challenging. and so i'm aged to see kind of beyond one on one coachin role a coach can have

on a site in shaping thehool site. i always said as a cch myself out of a job and by reallys to think deeply about their practice to help build structures for reflection and ongoing continuous really to lay that foundation, for meaningful feedback that can happen not just a and a teacher but between teachers themselves.eedback, t change a culture to an open teachers feel comfortable developing norms that support school community wants to do, and to beuntable for that work that i think is really where some of the power of especially the partnership between principal and coach, can bei'm super excited to see this work unfold. great. thank you, and we also invited doctor diane laue the prinn and her coach, nancy pollack, to talk for a few their, their workou for allowing us to be

a almost 8:00. and the fact that we're here tonig about ts work. okay i was hired in 1996 as a teacher in sfusd hired 900 new teachers for class size reductionas sink or swim back then, and i did not have a coac i survived. but had i received coaching in been so much better. i've had with an instructional coach at our schoolust three years, but i am so excited and so finally calibrating across the district with this i site funded a coach, my neighboring schools funds to also hire a coach and so colleagues and coaching peers was challenging. and there. now there's going to be a lot moreibration and collaboration that will grow from that, and moran just talked about the coaching pd that welast friday, there was over 150 of us we all went around in the circle to share our hopes could not believe the sea of learning

that was in, talking about valuabletouched on it before. the a principal is being able to do instructional coaching, but unfortunately, we have o responsibilities. so last year i was able to do that with only teachers to be able to give actionable feedback, go in and and have, very intentional conversations. but however, with partnership with a new coach we're goingaster, school wide district wid not just on the shoulders ofrators, and probably this is the since the pandemic, many of our teachers are pandemic or since then. so , really strategic to have, we what that would look like today. we had our first p the teachers their first day back, and we did a mini data dive and implications for introducing our new coach and description of her scope of work describing the buckets that will live in the ilt and creating hopes an so our teachers are really lucky. i'm super lucky and i hope nancy feels thats to work

with a coach, deserves a coach to receive actionable feedback and plan how to improve their practice. it feels great to have someone help better. it feels even better having someone cheering you on in your next steps. so thank you so much chance, nancy. we wanted you to hear from coach as. hi, my name is nancy. i'm diane school. can you turn off your boobs?nk you. so, i'm here to tell you about my experience as an instructional coach. i was previously pre, and i have had personally experienced how leading our ilt through instructional roundsundamental with moving teacher practice. the feedback receive were specific and authentic, and it was instrumentalts that i saw in departments, in the different departme this also led to b capacities as teachers led other adults in their finish your comments. then we'll wrap up for the. all right. so support my new school this year. similarly, because withplementation

of our new elaulum, there is a lot of excitement and a lot of readiness for i met many of our teachers today, and there this new direction. we spent our and school goals, and teachers have a lot of questions some of them. here are some of them. howa to inform instruction and best practices? how can we use data to implement effective interventions? what are some effective interventions we can use? how can we reallydents so we can help them reach their highest potentials? so we were so excited to hear these questions because that is exactly whatoa instructional leadership teams is all abouthers really want to do thisd i are very excited to support them through it. thank you. and, yeah. and soou can really hear the systemic not new in education and it's not new in san francisco unified. but what isnd what we feel will make the difference in in the district wide training and expe') we have put in

place for coaches and then the that will exist to be able to talk about their prd then how to support teachers in improving instruction. so with that, we'llor the discussion. great. so i'm, thank you so much. and i could definitely feel the really lovely to see and thank and to helping on board the educators, that especially our new educators as well as here for a while that, we all can benefit from fr with that, i want to do want to my fellow commissioners. as i mentioned earlier, the attachment is now attached effective goal monitoring, we are we willving discussion, and at the at the close of we will be answering the questions of does the reality match the vision? is vision? and is there a strategy and plan sufficient by the vision i mean of the guardrail itself, and as a r guardrail itself reads, the superintendent will noton that is not rooted in excellence, chal student centered and culturally responsive, andiated to meet the academic needs of all students. that, i

will open it o one by one. and if each commissioner can just identify,eas of focus for, that t we facilitate discussion around. and i will be taking notes my list of many things that i'm doing to facilitat alexander, i call upon your assistance as well, and in fact would you like to kick us o can yeah, sure, so i'm just going to comment that i also like diane, started teaching in sfusd in 1996, not have a coach. so there's two of us, soestions are, sort r to the bright spots idea. so i have three but they're kind of related. so like at a school, and how do we know that therefore using those crit this coaching and walkthroughs plan working the plan to scale it. can you again just so yeah. so what does success like at a

school. and how do we know number one. using those criteria which schools is this the articulated here. working and the plan to scale it. no no no no we're gathering. we're questions. we're doing a different we'r try to have buckets of. so we're asking everyone to like list their then we're going to arrange the discussion in categories like said that i just yeah, that's fine. okay who would like to next? commissioner bogas thank you. yeah, i my questions are or maybe just a little bit grounded in trying understanding around the datais supporting, interim goal 3.2 and 3.3, and just i think really getting clarity what steps are taken to ensure that we'reve sample of educators and how that is kin forward just i think concern 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 diversity of schools staffing

models students acrossdistrict. so just really interested in the tool that we're measuring by. and if of capturing everything that we are presenting commissioner fisher has her hand up. , thank you. and commiss bogus that was one of my questions ash[, specifically the answer that repeat what was in the report rather than and also specifically, i'd love disaggregated in more ways likeeach, years of experience coaching and principal years of experience. i think there's a lot of ways that this data could be so much more helpful if it were i think my bigger issue here, though, reallyas so exciting to hear all these bright spots. however, i struggle understanding how the interims actually align with the talking about a goal that, not allowing curriculum and instruction that's not rooted in excellence, that's not challenging and engaging. it's centered and culturally

responsive. that's not differentiated. i would expect the interims to be about that actual curriculum. and we know just up until this year, we haven't actually had a reading curriculum you know, and we see that there issues with our math curriculum as well. at this core, rubric and the essential content, the question is, are all students working with content aligned to the appropriate standards? we're glossing over the fact that we don't the amazing teachers who are getting it done that's where i would hope to see an are and actually implementing curriculu. i think you've got to implement curriculum before you can i would love to see mo the curriculum implementation itself questions i have. thank. okay. so, let me just let to you because i think i got, commissioner bogus and commissio but likewise affirm commissioner bogus is interestedmv in, the disaggregated

data taught years of experience. secondly, how do the interims align with the goal? dolum instruction rooted in excellence as a starting poi content and instruction? that is grade level and standards b? okayt one. and how are the interims aligned with the actu goal. sorry not yeah. interims aligned with the actual. all right anyone, commissioner sanch. thank you, i had the same questions as with commissioner fischer's, with the guardrails, the interim guardrails aligned to the actual question, around everything culturally responsive and linked to the actual in measure that. but i've always been really interested. oh, i wanted to started in 93 at glen park and without a coach it took me a while to get hang of things so i'm really i've always been in

the last 15 years or so around itsow they operate at our schools and how effective. and i'm just wondering how you want with the arts, as grade level collaboration teams. so the glc's the coaching actually intersects with those two bodies. lamb. thank you for my colleagues and their questions, i'll just add aroundheir approach for retention of coaches since we'll be intensively continue in this model, andla to, page three of the report, specifically around the drop favorability rating, and it was pronounced and ed level, with a decline over 20 percentage around what the plans are explanation, what is the approachhen for the early editor, or educators related to, being able to have a greater connection between the winter and spring assessments

instructional, improvement. commissioner weissman ward, is ther add? thank you, yes, i think the theme of my there is a plan, into the success that we had around interim guardrail 3.1 and how that related to 3.2 and 3.3. are there learned from what was done in 3.1 to movo meet that, that? given that 3.2 and 3.3 are certainly all related are there lessons can apply to 3.2 and 3.3 to, to allow us to move that needle and not be off track or significantly off track in those others. okay. and i will add thanks to you all, i my commissioner fisher,identified. it's really, around the idea curriculum rooted in

excellenced here, let me this is not as and, and get my questionsstarting with the actual guardrail an are the right starting place.we inventoried our curriculum to in excellence and standards based, as a starting point? and have we followed up on instructional minutes, i raise that becausepril 30th, i asked for a document i've been asking for understanding of instructional minutes, currently are aligned with other bay area school districts a districts. to understand how we're using the instructional time. and it's also come up with our tnp audits and other curriculum audits that are curriculum is just simplyr standards based. and so while the coaching, again, to emphasize what commissioner fisher said earlier, the starting p really the inventory of what tools

what materials are w providing for instructors to use, in the classroo starting point. and so i'd like to understand an inventory done, because it certainly seems whenever we audit our when we that we are, not where we ought those are my questions, and then commissioner president alexander, you were such a rock star doing the facilitating at in june. do you have any thoughts on this? because we have i do see a number of buckets. you want to run through what you saw or i'm happy to runere. yeah, either way, i was doing the same thing. i was t should i start listing? so. so there was this this question around the data that several people brought up, you know, where did theata come from? did it, was it representative etc. there was this question the right interims to align with the guardrailat was this question around curriculum, there commissioner lamb talked about the retention of coaches in early ed. mr. sanders talked about the ilts and alcs, and i

talked about the scaling to what success looks like, which might be to commissioner wiseman. words question around how success was achievedort of related around like what? what was what does success look li has it achieved and how are we scaling it. so that's i don't any that is, but yeah, it is a lot of want to start, i think i would, i would the data might be helpful and as the, as the startin commissioner boggess first brought up, so. okay. great. yeah. no. and i appreciate this process because i'd say for khanna and moonhawk him. then when we get to the, what does success look like? and some ofcl we're supporting improving instruction. we can have doctor carlenea fort speak, and then maybe i'll end. i'd like to share srdrail? i can start that that portion, which also helps us organize how good evening. commissioners, with regards to the data we sent out a survey out

and we had overill it out both in the fall and the spri 30% in the fall and 37% in the. so those were the response rates. can the ethnicity or years of experience? yes it can. and also by school level. commissioner boggess ore this was, i think, most aligned with your line of answer your question, do you have a follow up question follow up question. did you want to go first fisher? i as always connors response i think my follow up would be to hear that it can be disaggregated. will it be? and when bcan the data? we'll defin you in one of the board reports. the next board report. thank you. i think my follow up question in the response to the questions, there was a 95%

confidence interva i guess i was just wondering, if that was the confidence interval for the work that we have. and did we feel took in the surveys were representative? and how are we as a district, just to kind of h taking into account and what parameters are we using to kind of set that standard thank you for the question and for helping us to clarify happens is we looked at sources to see when surveys are sent online, what is rate of return rate what is the acceptable return rate. so, you know, one of the sourcesqualtrics data points, which said that you are within a 95% range when you have over 1000 respondents did have. so that's the reason we use 95% range. so of are able to get, that's when you're within 5%. and i think it to be 393 to become 3%. so that was the range of the

response rate is what wascommissioner boggess you bring up a good representation. the re we only disaggregated by school ethnicity or years of experience. it response rate on an online survey is what the margin of error is about. so i guess then so do you know if ite? and what i guess leads you to that conclusion, or i to go back? and i guess analyze more information around? i believe you're getting at the, kind of the representativeness in the sense of is it re demographic components of the of the teaching population haven't analyzed to look at, talked about in the report your inquiry is about the overall margin of error in the response. awe look at the entire population of respondents have submitted, but

in response to all the quest have been raised, we're happy to disaggregate the responses submitted and by whatever demographics that we typically disaggregate. so let me let me just try. i think, tell me if i of in plain language commissioner boggess is okay. we got these survey results. did we survey get enough of a response? where w conclusions about the data? right. that it applies w what you're asking or. no yeah. and i think a step are we defining a representative sampling of the we account for the variety we see across the different district and programing and students and how do we, i guess, take these results and then of our school site, which it just our school community that doesn't seem to be fully represe how these results really break out especients or our students. we've historically failed, and whether or not there is any insigreally helps, that it seems like now this gives us a the school, but because there's so much inconsistency across the district variation, it feels like these numbers and results to me or tell us a lot aboutin our individual schools. and i guess i'm curious ifreasoning or

logic the district is of, i guess, has a different perspective since you're lifti right? yeah. so i think the answer is yes. district. there will need to be follow up ontative, did we get enoughrom new teachers or from teachers in a particular schools to be able toonclusions? and then for is, why did where we're going? that's what i'm going to get to that when we when i share this the right measures for our guardrail, one more piece of information responded. jump in here because this, i think relateso my question around where is it working? so i guess if disaggregated by schools, i don't understand how we know what's working and what's not or how do from a strategic perspective, i guess i'm not seeing. i mean, again this is to our have a plan to get there? i'm not understanding how this data okay, here's a school or a teacher or a set of teachers where this theory of action is actually working therefore it's producing. you know, we're h

the curriculum that we want curriculum instruction. does that make sense, yeahn. and then how would we because i don't understand how there's a strategy t scale it if we don't know where it's working and where it's not working. well. i mean at this point in ti can make them non anonymous and then the rate might even drop even i'm i guess i'm asking strategically i'm not. you can't go back in time.hy were they anonymous. what's our thinking on that. what the rate is. does it make sense? so here is somewhy they are anonymous is usually to protect the person the survey. so if you know, if i am instance, my principal never, ever gives me feedback or something that know, a person who's identifying themselves and taking that risk. so they the rate is always make it anonymous for what you are, you know, cluing us to which is where that's what we did when we did the identified teachers that had said we used data and got results. we asked them fs and what

are the best practices, and collected those and institute. so there are other ways todata with the surveys. the more anonymous you keep, i, the higher will be your response rate. okay, but but i guess we still have schools there. right. so even though the individual aquestion. i mean i could i think i i want to respond kind of to the, tohink we need to go. but your point is well taken is that presented and with this, you know, just looking at them and commissioner bogas are saying. how do we know that the str then we have in place is the right strategy. and in on some nuances around the data. so like for which students. right. is it working for. yeah. so which teachers which. well now as i said that it's h going to provide an answer. so i think two things. we have miss marin here is like so we know where there have been some bright spots around. coaching our lesson study schools and what work

that they're doing. and so that's informed when you see that slide that talk like the structures for improving instructional excellence that's informed practices there, i think to now just to get to the answerhink our learning from this one is that we actually set tooarget. and so for, you know going to come back in september with updated interim goals and guardrails 2425. and for this one in particul focus in on specifically where the strategy is beiwide. so there are there's coaching that is happening in middles is specifically targeted towards elementary school and particularly our goal around third grade litg to refine our, guardrail to more closely aligned that we know, oh feedback or if teachers, use in the areas where where our goal,e we do want it to happen across the system, i think we're ng the target, the less we actually learn from what we need to scale? sox÷ later question about is it the right guardrail? i think the measures are okay, but weit in on. so it's more

aligned to the strategy and the goal impact. okay. so do you mind oh do you want to i appss the thing that i would also i guess like to see forward with these processes is i think a higher standard around like how many people especially when we're looking at staff or people who are at scho the majority of the time, like it would really in my mind be great to have somew 50% for the amount of folks that we're engaging, especially with th district in certain populations that historically aren't equallyocesses. so i guess i would just lift up us having developing better systems to get higher amounts of engagement other things we're going to use for our guardrails and interims and the non interims. okay. so i w pivot to another bucket. but then i also realized and i made an assumption because student delegate montgomery i first meeting. so i didn't want to put you realized that that was kind of an assumption. there are anything that you want to bring forward that you would like answered or have questions about, you know, we just we went around and shared, but ask if there was something on your mind. so is there something that you would li yeah, thank you forst meeting.

so like, i'm, like, learning a we go. but i had a lot of actually the same sort at, the report as, other commissioners here. and i also wanted to like sort of echo commissioner bogusz, representation because i know how representation works for like sac and all that stuff too. to get, as many responses as possible and trying to get us student demographics ins case, it would be teacher demographics. so i think to really the guardrails are reallyor our larger goals is to make sure thatctually, like, addresses the issue. and we're getting like a representative, full picture of what we'rl give us like the best idea on how to most of what's been said here, so but yeah and you are now you are part ofe in, or if you have questions as the as theco i was going to to the point of the several differentd what success looks like, and also following u

commissioner weissman ward, the delta 3.1 is versus 3.2 and 3.3. and commissi you raised, in the in the data around education. so if staffr visitors would like to respond to those areas of interest. yeah. hi. good evening, com, i would like to addressiculum coaching alone without theum will not give us the typermation and results that we want. with that that above and beyond the coaching people are learning, they are learning also, the adopted curriculum. they are learning all t different spaces in which from foundational literacykills in literacy. that is a must. cannot be coaching around abstract which i must

because our visits were based on the core rubric andtices and instructional practices, but we did not have what we areis year and that we are expecting every single teacher at to implement. [ thncern about what is first coaching or the instructionalthose are they gorials alone will not suffice. coaching alone. so that that's one piece, the other one connected to the what are we expecting do? and i will let the experts on with how they are disaggregate the can tell you about representation and about who are theudents that will be reflected as we visit. as you know now, i have embraced set of responsibilities that areupervision of the schools. so across the board, from curriculum and to school supervision teams, we are talking

about core curriculum, the implementation of the language arts math across the board. given. there is no question about it. and we have questions, we respond. this is what we are set to you heard one structure called instructional for members of the myself, is to learn aboutt was adopted. and as we go to schoolsre are these three focus. one is our black afr students, pacific islander, latino, ells and ells in general, and students with special educat needs. when we go to observe be looking at how this particular group of responding and are interacting. remember, we name essential content and academic ownership thacould mean anything for anyone. but if we look group of students are responding in relation to, that's when we are going to talk about if group of students is reflected we are

doing, hence the coaches will be the teachers will b assistant principals and staff meetings. now i to your question about ieltsis connected to this group of team members will meet, and that was part ofation that we are having with the principals. they are the core curriculum that we j that over and over. it's not about what i see over there is what we have adopted, which we have invested few millions in getting those materials. so our students will receive that high materials, the instructional and the teachers will have the space that. we are not doing the reading first era, which we are sequence. we are following the standards. and yes, there is a plan. here is one. you will get a report get exactly the details of how these newly adopted material being used, is bei i try

to cover all these pieces themes right here, and i will n doctor hernandez to talk about what success may more anchored on the actual experience. so i hopes some of those questions that you hadreally loved being able to principals last friday on the last day of the coaches e talked about specifically, and this is something i feel reaut. i think i've been at sanchez for my career in sfusd. i have a few years before that in la, buts i've been at sanchez, and sanchez has been a part of school effort since i've we have quite a bit of experience with l kind of lead change? and i feel really confident a my current understanding about what really will support kind of ongoing and sustained change. and we are articulate this with the teams of coaches and administrators,, like i said before, a partnership and what we there are kind of five systems of change that both coach andd

professional development, which is whatst like, do you know what we're teaching, andhave the tools required to do that, also grade level collaboration, which is iwith my team and i look about how does this apply to my grade level, there's also the coaching. so that's that differentiated piece. aremething new something different. and that can be for a think often we think about new teachers, but it's also a thing for a really long time and having trouble understandin each and every applies right now. right to me, right in my classroom and thenal leadership team, ensuring that it's not the driver of change is offense, doctor aguilar report but it's not coming office. it's not coming from your admin. the driver of change isings aren't working for our students, and we want it to be better. and we're theake ownership over this change. and then, of courseonship between admin and coach. and so what we articulated to coach admin in thinking about those being those five kind of systems of change that they bothhat success will look like those systems are healthy. so t healthy. people like showing up in those spaces understand how one supports the support

glc? how does glc support and they're supportive of an overarchingr goals and theory of action. so not just that they're allki working in tandem, but they're working in tandem in service of a agreed on by the school community. and then of course that agreed on goal values, goals and guardrails. right. like that is what we will know we think success will look l that. and i really appreciated the question about coach retention, because i you guys can attest. but one of the first things i said tohem is like we did not just hire you all sout in one year. and so we led them through a process where we kind ofems of change. think about your school in the context. think about all the varia school. what's the percentage of new teachers to experienced? how coaching on your site? what's the experience with ilt on? how do people feel about it and helped teams of admin and coaches like to? what are the drivers of change? where you're going to be able to har? right now? make a plan for yourself that's managea ensures that your reach is broad and that you're really. that's that's reasonable considering your context and your history. and

that allowed us to kind of differentiate that for both a long history of coaching and have some it's up and running admin, new coaches who may be looking at t the first time and need to know, like what's my entry point? so i think ted. what does success look like? but i really do thinkt these systems are healthy, that professional learning structures coaches are on the road. so coaching ourselves out ofat these systems and structures are set up and that the system have the support they need to adjust this kind of medi you will, of the curriculum to make sure thatng but the other words that are in the guardrail th and that i think a coach needs to touch, is it student centered? how do what is it challenginghether it's challenging or not? you don't see challenge and the way it hits students without seeing that group of students and ob learning that you don't read in the guidebook, meeting student needs, meeting all thing that's observable and that you need that feedback need that cycle of inquiry to analyze. again that's not. engaging to whom? because it so mean that it's

landing with your students in a peer or your grade level team canun engaging for this group of students in front of me, and thsive again. culturally responsive is not a checkbox in a curri this making sense and making meaning with the me? okay, thank you so much actually i'm looking at the timind of thinking like lightning round because we need to get to are we're we're deciding whether accept and i think we've, we've. i still personally have a question that understand from the superintendent, if, if i may point, i, you know, when look at the questions, the, the reality matching matching the vision. so the vision of this guardrail and instruction. and i see that the coaching i am i am convinced, so not an issue for me. but the curricñ the guardrails themselves, i'm not seeing curriculum

highlighted and the guardrails were not written just align with the goals. like not just third grade literacy, not just eighth grade math, not just were for all of the curriculum and instruction. start i've been in this line of questioning for awe doing is standard based grade appropriate as the point? and i see it happening with third gradew there's, eighth grade piloting and algebra adoption. i on, but has there been an inventory done of the curriculum that is currently adopted and being uti our system? and what is the take that, to take? so we know what the starting point is and what the delta is. the curriculum from elementary pre-k actually certainly can tell you, yes, bas of the materials that we did not have

in place. now, we do have today actually, this date is staffning principals between today and tomorrow are checklist of every singleeived, confirming that the adopted material that is the stan based grade level base is in today and tomorrow, we the work that had happened during the summer those from pre-k to eight i can certainly tell you, yes, that is and, and we have wonderful news for math in middle school, more than school teachers in math are piloting. and so that one alone we need to figure out how we will support that 25%. that is n in math in middle schools is happening. a have all the data that we can sh as well. so what what i'm asking would

like to understand, i would like to understand when three. and the purpose of guardrail three is to have confidence that curriculum, all curriculumat you're describing for ela and for middle want to know that's true for science. ie for social studies. i want to know that that's true inhool. and if it's not true, i want to understand just what the invent it all can't be done in a day. and i know that lift. i'm not suggesting that this is what, you know needs to be when i look at the guardrail three i am not seeing. so actually a question for you. i am not seeing an interim guardrail that addresses our system, and how we intend to ensurerd based grade level appr all basically that that meets guardrail three, yeah mean, i think again, this is helpful feedback to consider as we interims. and if that becomes an interim or if that becomes, i mean, what you're asking is, is more how are we what are o around curriculum? you asked the same question

around instructional minutes. and that's an area where we know in practically all areas operating procedures so we can think through that. like interim guardrail measure or how do we respond to that, and then related, i we're on that topic, i think, you know to the othe the guardrail around quality instruction, i mean, you hear the strate for that, but then as well as culturally responsive teaching, i think it would be good. we spent much time sharing. what are the actual component core rubric does speak to those things now. it doesn't speak tos to essential content. that's how we know it's getting there. but it doesg, and it does speak to other areas of what high. so let me just think through, you know, again whether i mean, we'll think there's a team updated interim guardrail or ano way in which we respond to that question is what is the inventory of curriculum, what's it, what'soner fisher has her hand up. want to be clear, and i want i want to be able to think, you know, we've been going at this for a whileo want to make sure that people have their questions answered.

again, when i'm looking at this and i look at guardrail three i'm ashe reality match the vision? is there growth towards the vision, and is the sufficient to cause growth towards the vision? so that is the looking at that. and i am applying that to guardrail three itself,. the i mean as as a whole i'm applying it to the interim guardrails, but i it needs to meet guardrail three. but with that, i know commissioner fisher is this a follow up question? commissioner fisher okay, i just on your last comment, i'm in complete agreement with everything you just said. i wanted to take it a step fur all of our curriculum is compliant with common core and code, right. we have ethnic studiesnts that have come out of state legislator. we have next standards which you mentioned. we have financial initiatives that are being pushed by the superintendent of public instruction. so make sure that all of this is aligned with the curriculum that i that we plan to implement. so i'd like to in your inventory i'd l as well. do other are there questions that

commissioners would like to take the time, but i up around the early editor, because that is something that certainly the dais here as well to the superintendentrstand more about our approaches around the early editornd pk3 alignment, and how that, not only fits within our goals, but overall, including the guardrails. okay. i'd love to address that. so we language arts called creative curriculum for the early of the coaching, they've been we've beenpartners, ravi klein and her team. so they part of the data collection, and they're reallypart of supporting the implementation of the, of the curriculum. did you get the answer that you answer. and i'm, yo see how that's going to result in these interim guardrails. at this

point, do do we to do commissioners want to go around and just express, kind of summarize their thoughts before we take a vote? correct. and in regards to how you feel about the report based upon, again the three questions that several times. happy to start, so, well, when i look at the data are not yet meeting the vision because as the report says it we're off track on two of the three. and the and it doesn'tmaking progress, although open argument on that. if i'm missing something colleagues, i was really focused on this question. is there a strategy and a plan vision? and i definitely see big elements of it. i mean, iis the coaching initiative is really, really strong. and just want to really commend staff fort's gone into it. i also thinkl walkthroughs which we haven't talked about a

lot, is a really really effective strategy. and that there as well. and i think in terms of the plan is i see the scaling strategy. like i hear th moran give a really, really eloquent answer to does success look like, but it wasn't in the report. and so i wonder, i guess my question and i don't know if folks, if stan this, but, i guess my hesitancy in voting yes on this report is that ise that there is clarity in some to lead the workshop around what success looks to grant that that clarity is there. i don't see the strategying to ensure that. then, you know, that we've assessed schools are at to see do they have that culture that principal not? right. is that you said also culture of adult learning and open talked about the culture of the school, which i think, as you certain ways. it's complex, but it's also something you could observe. thecould, could say, give us some some information working, what's not and what's our district strategy to achieve it. i feel like there's a standardized thing of like every school a coach. and i think that's a

great baseline. and i guess want to see is once we've had that baseline, we've got the curriculum. what's the what's ensure that every school is doing those things thatat it's not just her, you know, that it's oh yeah, we all agree those are the five can say. that's what success looks like. and even if we're notre, i know where i'm heading. if i'm a principal. and here's the support i'm eagues from the central office, wherever it might need to come from. so i where i'm i feel like maybe is still missing, but also open, thank you, vice president alexander. i think, similarly i meanon the coaching. i'm grateful. so grateful to the team here that's done the intensive work, we talked about whensystems of change, you know we asked about what dat comes up for me is, so what are those greatest barriers to? and we're really as governorsstrict and many of us, you know, i'm not an educator by trade, but certainly worked with young people directly over the, we're really looking at a systems levelec have been amazing

things that are happening every day in our schools,what this governance team has been focusing on is like how are we good, and so that's from my colleagues. and i just wanted toress that. so again, very much supporting ofen laid out around the coaching, instructional coaching and really how we're going to have this be lasting and that when i do visits with educators is like, ohe another initiative that is just coming from, you know at it's almost nine. so we'd love to hear from you. yeah. i just wanted to share once again. again, thank you for all the guys do. and i'm incredibly thankful that for you guys to present in front of us for me, i'm super lucky that this is the fir was able to sit in on and see, which is the incredible to echo some of the thoughts that you've been hearinnd like evolution. we heard a bunch of thoughts ond how like that can change and how, like, new curriculums can come things can evolve that way. and i wanted to like make sure and

highlight commissioners. also how this system can evolve as well with the rest scales up. so we don't find ourselves back in this p need to set like larger goals to make up from, like lost so i just, i just wanted to, like, echo that point, and that i am i am also dismissed at nine. so yeah, you are dismied you so much and look forward to se weeks. yeah yeah. and good luck, on on the first day and onward. yeah any commissioner sanchez. thank you. so the three questionsre the vision, not yet. in , and second, is is there growth toward thee's one of the three, interimfor the guardrails have been met, so no. the third is, is there growth? is there a cause growth toward that vision? and i would and coaching is the linchpin here. but i do think that if we are not kind of to your question about sustainability with ourto sustain our coaching model

because our coaches burn out, because literally we're removing a lot of folks that were working in having the literacy coaches the artists, the erfs, and we're puttin the coaches, the instructional coach at our sites. and so being aware of that and knowing means that the coach has a lot of responsibility at each of the sites them are brand new to this aspect of their new i'm we have strategies in place that could help us reach this gu question or wanted to chime in. thank you. so maybe i should but the i know that we're we're monitoring document, and that's sort, our guiding light in terms of whether or not to ac monitoring goals today. we'retoring we're doing a monitoring report . and so i just wanted confirmation that these same questions are in fact appropriate when we're review, assumi

think i'm falling on the questions. the second and the third and if that's the case, i think my i would be inclinedable as opposed to vote to not accept the reportust wanted maybe if we can just get clarification that these questions are, in fact the ones that were supposed to be answering, given that, not effective guardrail monitoring, intions with our coach a.j. crabill, who is the, who's who's you know, we've been working closely with through the last three years that yes, these are how been coached to both goals and guardrail monitoring report acceptanceomething he said it's, he said it is mor because you don't have the firmt the goal right. like for the really clear. so this one it is a little more and even especially on the third one it's like think there's a plan that's sufficient, there's subjectivity involved obviously. and i would, yes. agreed. thanks maybe that's why it's the subjectivity that feels

different from other monitoring meetingsnt a fair amount of time trying to parse that as been working through this. and i also understanding of tabling means that we want them to come back with this report with with information that report. so that is so tabling to come back and extend. we are extending discussion at ahat is not, currently present that we wantught back, so is that is there something specific we were to table? well, can i. oh sorry. go ahe guess i since i was basically saying that because i, the instruction there's, you know two out of three be to table. but let me think about that because i'm not sure t the report. " my thought on that commissioner weissman was it also is that we don't have another date scheduled for this guardrail this academic year, do we? because we only have tnce a year. so if

so, if we were tg it back like in the spring or something. i mean, it wouldn't h could just that could be a way for the board to be come back to this, this academic year, because right now ateach guardrail only has one monitoring session per year. so i don't think we need to bring it back like next week if we you know what i i would just say that we are going to be in september as well. so if we brought it back we'd be talking about t what has been, adopted or not adopted what has been brought forward by but let's shall we carry on for just we also could add a monitoring session we could just make an up or do that too, if people wanted to. i mean, those are all options, right? so we can decide if and obviously board leadership board president kind of makeshnt. but we can if we want to have more monitoring sessions, we can as longit them in our schedule we can do that. aren't you glad and who else, commissioner or commissioner fisher, are you? i'm not sure if she's still able to. she's she's. i'm here. i'm did you want at this point? i think

i agree what i've heard, so thank you for all the work that's been done around c thoughtful conversation. struggling is, is with number one, does the reality match the as far as tabling this and and reviewing this again i'm very interested , what we have that's working well, understanding, it's coaching. there's so much that goe effective teaching in the classroom the materials. so understanding where curriculum, where we need to augment what the plan is for that, i think that is necessary to effectively understand whether or not we're meeting this guardrail. okay. so i would, that is currently not an interim guardrail. the, the superintendent has said going to come back with updated interims for all of our or a review of all of our goals and guardrails with deems

appropriate and necessary. i from the board, where we have vote, and so i would the up in the past is with the question being, do you accept? yeah. do you, do youh of us individually? we will take a approve this to us tonight. okay. and then vice president alexander. yeah. and just 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 the work wasn't good. right. it's an indicator of the response to the question, do we you know, each of us convinced that, the the plan is enough to make progress toward the want staff. however the vote comes out, i think fo heard from our colleagues people are really excited about this work in full 100% support of the work. so that's not the that's not what we're voting thank you. then i just want to add on on how staffll of us. no, actually i was going to say this

i'll say it now too. this is the second report that we're asking you to vote to e, i feel like this is really a calibrationfter the vote of the math one, in hearing the discussion andg, i felt like, yeah, that okay, what we presented wasn't the standard yet, so that i felt clear ohis one i feel like and you're recognizing, oh there's a difference between one, where you could at least answer how number three is. to the extent that meets the standard? we'll find 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 the next level of, okay,is the standard look like for progress monitoring that we're, you know, honing in on the right measures to ensure that we'reaking progress on our goals, our guardrails on our interim go have an administrative conversation. hold on. but i don't know thatkay. yeah. and so while they're saying that i'll say sy staff we all should be feeling is this is continuedorganizationhow

you can so at this point, let's do a roll call vote as to okay. vote to accept the clarifying question before we do that? of course. because our options are to just straighttable it or to not accept it. so are we being offered all three of those options or afterwards whether to table or not. that our administrative question like our little offline. so if we w say should we just take a vote where you just say accept table or, don't accept and then we can just yeah, yeah. should we do that? i would prefer just i prefer jus two options versus the three. but i don't know if p is necessary, i don't know. i feel like if one wants for that. okay. make so right now on the floor what no, we

could. so. oh actually, we did move this. we did move this. so on motion or a to accept . does anyone want to amend to ask to amendment. so let's take a second. so let's take so we're votingeah we're voting to table okay commissioner bogus commissioner fisher. lamb. no. commission. yes. commissioner. weissmann. ward. commissioner. alexander. yes and president. mahtomedi. no that's for four yeses. so i at that time. so now that it's table when would the boardck come back at the next? like you said it's going to be in two meetings that we're going to talk and then we can come back with, a recommendation of when

when we'd bring it back. i mean, you can you think, but i think it would be helpful to put itprogress monitoring we're doing. i know we are going to figure out when. just question is the before there are new interims, or is this separate from that process. and that doesn't matter, because they're going to report with changes and corrections. right yeah, it's the exact same report. tabled it, can youk it'd be helpful to provide as much direction as possible as like and when you would want it brought back., since i offered the friendly amendment, i'm happy to talk firc, and as i said beforeat the goal, the guardrail is about curriculum, i monitor it, we need torew mo curriculum. like i said, so grateful to learn about td all the other work. but what are we coaching to that where where. so what

do you an interim guardrail right now. that is a good point. so i'm happy to explain sort of why vote to table because i'm in looking a the directions about if you answer if the answer to only 1 orthese questions is yes, i guess it says the board may opt. so thenan't vote to. i mean, it's all can. is that saying like, even if there was only one, we coult? well, i was and i support your efforts to table because i though i would just ask. yeah. like, when do you wa it back? and with what? like, like president montgomery was s if we don't have a plan for that i want to change. i because i was i honestly was voting to support because i really had a thought on what you when you wanted a timeline to mean? because we have to i mean basically, if we look atave to schedule a new meeting to discuss want to table it. right? yes. and i would like to remind you wr looks like. that's what i mean. that's why.

so i was yeah. so i think it revisiting this at some point this year. but iflso i was sort of on the fence, to be honest. so that wasas hoping one of my colleagues that proposed the tabling had a had a m÷evpific idea, but if we don't i would argue that maybe we should just go back a revoke. well, in the spirit of as things are written nowhe as the interims are written now about the coaching ask for more specific information about what we' to what we're not coaching to. that could answering my question. we bring it back later, or i could switch myñp wait and see what the interims are f next. for the next monitoring session. and we m same conversation over again. who knows? a friendly motion to reconsider the vote to table motion and second. i'll second. so motion to we all vote on that? this is just another. you can amend it, but you get can we simplify this? what is the. w the

elementary procedure for me to just change my vote? you can't. we have to do. and the prevailing party, somebody who was inw motion. well, i was on i'll make the new motion. i'll second it. okay. so this is to not table to take it off the just took. and then we'll go to okay, yes. okay, commissioner fisher. yes commissioner yes, commissioner. wiseman. ward. commissioner. alexander. yes, presid i guess. right. is that what we're doing? no yes. that was motion to reconsider. and now the boarderent yes or no. yes. so now we're motion. okay motion to accept

the monitoring report second. second. okay commissioner. bogus. no commissioner fisher. no. commissi lamb. no yes. commissioner. wiseman. ward. commissioner. or vice president. alexander. noent. mahtomedi. no okay. that's five no's fails, but to accept. okay this is a wonderful moment to lenhoff and miss barillas f administering this meeting tonight. it now because i might forget later and big time. thank you so and our general counsel brown as well. so there you go, we're glad you'r and so our second we move to item f two. our

second, action item. and thank you all to and thank you so much for the incredible work that you're with our with our educators. thank you, thank you, thank you. and in our schools and happy first day of school to all. okay, so f2 is employee contracts for dis so just to clarify, t monitoring report was not accepted. okay. so it was tabled, but it was not accepted. right? okay okay, yes, it was tabled and untabled and then accepted. right. okay i mean, not accepted. i'm sorry. not accepted. okay, and that'll all be in minutes. hopefully. so. okay. yeahst brought forward item f2 employment employment contracts for district executives, can i have a motion and aecond, please? so moved. second. okay. and with that,perintendent wanted to say a few words. thank you. so we're bringing back this approved, but needs ratification at a regularly sch government code 54953. i also

just want to in the board summary both. while this is to approve executive contracts where we arenot moving forward with district level know, as we're going through the hiring to be clear. it's applying to all positions throughout the organization all to you'll see here associate superintendent positions, where, for exampl had an associate superintendent of schools. the through this process that you hear we're is this an essential position and c without filling it? and this is one we said, we you know while support supervising our schools, we felt like we can it. and so far, this is just highlighting some of the, the senior level positions that we've now are filling that we're in our budget. so actually will be budget sav for the 2425 school year because these were positions that were in the budget that you approved in june. but through the hiring fre moving forward with. so i just wanted to emphasize that, bring forward some other positions that we deemed essential budget. so it won't be an

additional being compliance with government anita brown, will read aloud the required notification. thank youis required to orally report summary of the contracts of a local agency executive hiring the first subsection is consider approving employment agreements that will commence on july 1stth 2025, with the placement on the salary schedule for the following employees. bonnie low, assistant superintendent. elementary schools. grade six. step four jeant superintendent, middle schools grade six. assistant superintendent, special education the second part is that the board will considereements that will commence on july 1st 2024 and run through 2026 with the placement of the attachedle for the following employees. carling aguilera, ford senior associate superintendent, educational services. grade eightih step eight. call

vote, pl this item first, please? any comments from the board, commissioner, i have a question. commission. thank you, with that are not being filled, i have a q special education budget. as mr. du and miss liaison pointed oeport earlier, we becausenumber of special education positions paras, not to mention sped psychologists, speech and language pathologists who we can't get data through fast enough to get them hired. so are we s position won't be a huge compliance issue for us in the special education side of the housed then if you need a follow up, doctor huntoon is because doctor huntoon, our new associate superintendent of business and doctor aguilera reviewed one of the big issues we have, we've had and why our is because people have worked in silos. so the executive director, the own separate executive director who

was not services department. we believe that this should bethat those functions should be in the business se so we will need to follow through on those functions, but we think they'll be effectively by having it integrated into businessg separate. so that's why we feel we can not make sure that business services takes responsibility for education budget. do we have thertise in the special in the budgett our mandated sample requirements? as you know, we selpa. and as the county office of education, that expertise rom the county office. do we have the appropriate level expertise to be able to do this and not get ourselvesandpoint but from a selfish standpoint as well? i may i just a point of order, this is 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 actualenda appropriate to have these

compliance questions answered with with you in a boe. thank you. all right. so with that, roll call vote on the on the items. yes, commissioner bogas. yes co. no. commissioner. lamb. yes. commissioner. sanchez. yes commissioner. catching a plane. yes. sorry, i wasn't. yes, vice president. and president mahtomedi. yes that's six eyes that passesn to the consent calendar there any items withdrawn or corrected by the? no motion and a second on the consent calendar, p call, hold on commissioner bogas. yes, commissioner fisheroner. sanchez. yes commissioner. weissmann ward. vice president. alexander. yes. presiden six eyes.ymore. yeah she. yeah. she is.

yeah she dropped off, so now we've have the agenda right in front of me. we've we've come to that magical moment where i start to turn into a pumpkin, okay just at the information items.t have any discussion about these, but i am just noting that they are there for and then are there any board member reports? w, we adjourn all. thank you. thanks, everyone.