education of the san francisco unified school district for november 12th, 2024, is now called to order at 5:01 p.m. roll call please. thank you. president alexander. commissioner bogas present. commissioner fisher here. commissioner kim here. commissioner lamb here. commissioner sanchez. vice president. wiseman. board president. alexander, here. thank you, thank you. all right. for the information of the

public. child care will be provided from 6 to 9 p.m. for children ages 3 to 10. the child care is just across the hall in the enrollment center here on the first floor. and before the board goes into closed session, i now call for any speakers to the closed session items listed on the agenda. there will be a total of five minutes for speakers. are there any speakers for public comment? there are none in person for our virtual participants. if you care to give public comment on any of the closed session items, please raise your hand. now. seeing no hands raised. thank you. please note that the board will take a roll call. vote on the recommended student expulsions when we return after closed session, and i just a reminder that we do provide childcare from 6 to 9 p.m. for children ages 3 to 10 across the hall in the enrollment center. and another reminder that public comment will occur under section e public comment. that's for both

agenda items and non-agenda items. and i will now announce the i'll do the announce the results of closed session. actually, first we're going to vote on student expulsion matters. and then we'll do the readout from closed session. so. let's begin with item. this is item c one. i move approval of the stipulated expulsion agreement for one high school student matter number 2024 2025. number 11 for the remainder of the current fall 2024 semester and the following spring 2025 semester through june 4th, 2025. during the enforcement expulsion period, student will attend bay view care. can i have a second, please? second. roll call pleas. mr. thank you. commissioner. bogus. yes, commissioner. fisher. yes, commissioner. kim.

yes. commissioner. lamb. yes. commissioner. sanchez. yes. vice president. wise. yes. president. alexander. yes. seven eyes. thank you. i move approval of the stipulated expulsion agreement for one middle school student. matter number 2024 2025. number 12 for the remainder of the fall 2024 semester and the spring 2025 semester during the suspended expulsion period, student will attend a comprehensive middle school. may i have a second, please? second. and let's do a roll call. vote. commissioner bogas. yes, commissioner fisher. yes, commissioner. kim. yes. commissioner. lamb. yes. commissioner. sanchez. yes. vice president. wise. yes. president. alexander. yes. thank you. i now move approval of stipulated expulsion agreement for one middle school student matter number 2024 2025. number 13 for the remainder of the current semester and the following semester through june 4th, 2025. can i have a second, please? second. roll call please. thank you. commissioner. bogus. yes,

commissioner. fisher. yes, commissioner. kim. yes, commissioner. lamb. yes, commissioner. sanchez. yes, vice president. wise. yes. president. alexander. yes. seven eyes. thank you. okay. now i will report out from closed session in the matter of student e versus sf, usd zero, case number (202) 409-0548. the board, by a vote of six ayes one commissioner. recusal. fisher gives the authority of the district to pay up to the stipulated amount in the matter of student jc versus sf, usd zero case number (202) 406-0627. the board, by a vote of six ayes one commissioner. recusal. fisher gives the authority of the district to pay up to the stipulated amount in the matter of student j m versus sf usd zero. case number (202) 209-0572. the board, by a vote of six ayes one commissioner recusal gives the authority of the district to pay up to the stipulated amount in

the matter of student a, b, versus sf, usd case number (202) 410-0320. the board, by a vote of seven ayes, gives the authority of the district to pay up to the stipulated amount in the matter of student a l versus sf usd case number (202) 409-0586. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount, and in two matters of anticipated litigation, the board, by a vote of seven eyes, gives direction to the general counsel. all right. good evening once again, everyone, and welcome doctor maria su to your first full board meeting. we're glad to have you here. i will now read our land acknowledgment. this is we're now on item d. we, the san francisco board of education, acknowledge that we are on the unceded ancestral homeland of the ramaytush ohlone, who were the original inhabitants of the san francisco peninsula as the indigenous stewards of this land. and in accordance with

their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this place, as well as for all peoples who reside in their traditional territory. as guests, we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors and elders, and we and we give our gratitude. thank you. all right. we're going to move to item two, the approval. i'm sorry, d2 the approval of board minutes for the regular meeting of october 8th and the monitoring workshop of october 22nd. can i have a motion and a second, please? so moved. second, are there any edits to the minutes? if not, we'll have a roll call. vote, please. thank you. student delegate montgomery. yes. student delegate lam. yes. thank you. commissioner. bogus. yes,

commissioner. fisher. yes, commissioner. kim. yes, commissioner. lamb. yes, commissioner. sanchez. yes. vice president. wise. yes. president. alexander. yes. thank you, thank you. all right. and now we will move to the superintendent's report. doctor sue? yes. oh. thank you. thank you everyone. good evening. thank you, president alexander. and members of this commission for being here with us today. i have. i have slides it has been a fantastic first few weeks of my leadership role as the superintendent of our school district. i've had the pleasure of meeting our wonderful families, amazing students and our dedicated staff as they shared their hopes, dreams and concerns with me as i visit them

at all of our school sites. as a school district and as a country, we are going through significant changes right now. it is more important than ever for us to uplift our sfusd students and our core values, and to keep our focus on creating supportive, inclusive and engaging learning environments for all of our students. we remain committed to protecting the rights of all of our students and families. we stand by the belief of every child deserves an education and every family deserves to be treated with respect and fairness. i encourage us to continue to foster dialog with each other, listening to different perspectives and supporting our young learners as

they grow into thoughtful, engaging citizens. i know that last week there were some terrible racist texts that were sent not only to our students, but throughout this country. and i want to say thank you to the naacp and our faith communities, and to the city for standing with our students and our school district to condemn those those texts and to respond in a very quick manner to say to our students, we will protect you to say to our students, these are not acceptable in our district. and i thank you for joining us in making sure that we continue to protect our students and our families in this way. now, moving into my the rest of my

presentation, you will see here that i was able to join several. i had several site visits throughout our city in the last two weeks that was just filled with joy, and it was so wonderful to see our students engaging with our wonderful educators, to see the joy that we always talk about in real life. and it just brought me so much hope of the possibilities of this district moving forward with the vision that we all hol, that all of our children will be able to achieve greatness if we continue to support them. next slide please. oops. one more. those are wonderful pictures. i know they only gave me one slide and i said i needed two slides because there were so many wonderful pictures last tuesday we as a citizen of san

francisco, also voted to pass the school bond, which deserves yes. thank you so much to all those who helped passed this bond, who supported our students and supported the vision that our students deserve to have wonderful buildings as well as care to then support their education. i just extend my deep gratitude to the voters of san francisco, who overwhelmingly passed this bond. this is a major victory for san francisco students and staff, and reflects the dedication and support that our communities continue to pour into our students and into the district. with the passage of this bond, we will be able to invest in much needed improvements in our schools, enhance our educational programs, and provide a better

learning environment for all of our students. san francisco voters continue to show that they believe in our schools, and they believe in our educators, and they believe in our students. so thank you. thank you so much for this wonderful opportunity to show you how wonderful and amazing sfusd can be. so stay tuned for more updates from us as we go through this process. and you can visit our website to learn more about next steps of our bond. so even though it is only fall, it's time to start thinking about enrollment for next school year. if your child is entering transitional kindergarten, kindergarten, middle school, or high school next year, they will need to apply for a new school.

this enrollment process is similar. this is similar. it's simpler this year, which means that it's important for families to submit their application before the deadline of january 31st, and that families know that schools they want. and for families to select the schools they want on their application. please visit our website at w-w-w dot sfusd.edu. backslash. apply to learn more. and i want to share something that's really near and dear to me. something that our school district holds really close to our heart, which is our inclusive schools, our all our inclusive schools events each year sfusd staff, families and students celebrate inclusive

school week during the first week of december. it's important. it's an important opportunity for schools across the district to focus on ways to deepen the sense of belonging. for our students and families, who we serve via ieps, and all students and community members who are marginalized. this year's theme is every voice matters. you can learn more about sfusd inclusive school week and activities at our website. once again, sfusd dot edu backslash i s w inclusive school week. and i want to share that during november sfusd celebrates native american heritage month and all year we are committed to uplifting the richness of culture, wellness

and knowledge of the bay area's and the nation's indigenous peoples at sfusd. s annual native american heritage celebration held earlier this month that was attended by commissioner kim, families watch traditional dancing and enjoyed food and participated in workshops. thank you. literacy is the foundation of lifelong learning. this is it. yes, and we love working with our families to support learning, to support students in learning how to read. families are invited to celebrate literacy at the sfusd winter literacy fair, hosted by the district's english learner advisory committee. explore literacy resources, participate in literacy activities and

games, and help your child fall in love with reading. all families are welcome. please join us. next slide. please. and then finally, i want to share that parent teacher conferences are coming up soon. you can talk to your schools to find out their school conferences, dates, and the conference is really a time for families to learn more about their child's progress in school. you can ask to see your student's data and how they are performing at school. at this moment in time, you can find out whether your child is meeting your school's expectations and learning goals. this is a wonderful time for teachers to learn about you and your family, and so we greatly encourage you to participate in the in your school, in your child's parent, teacher conferences. and next

slide. and i want to inform everyone that the fall recess is coming. as a reminder, schools are closed the week of november 25th. some pre-k and out-of-school time programs will open on november 25th and 26th. you can view a full list at sfusd dot edu sfusd offices will be closed on november 28th and november 29th, and i hope everyone will have a wonderful fall recess in conclusion, i, i want to take a little bit of time to share with you about what to expect in our next board meeting in december, where our district will be presenting to

the board our budget, i want to emphasize that the budget that that the district will be sharing should and will reflect our values and our commitment to student outcomes. it should and will demonstrate how we will provide an exceptional experience to our students for each and every one of them, to be productive and successful. however, i want to set the reality and expectations for everyone we will be experiencing a very tough budget year. we will have to make really tough decisions, but i promise that the decisions we make will be made with student outcomes and student success at the center of those decisions. we want to make

sure that our children are going to be served to the best of their abilities. please know that we have made no decisions on any cuts to programs or staff at this moment in time. i want to emphasize that as we build this budget, we want to do this in collaboration with our school community and so i look forward to having conversations with our our school community and leaders in the coming weeks. as we prepare this budget for presentation in december. so thank you. and that concludes my report. thank you. and maybe i'll take this moment also to mention that the board will be folding the work of the fiscal and operational health committee into the entire board in order to ensure that, as superintendent sue said, that we

are laser focused on creating a budget that is student outcomes focused and really aligned with our goals and guardrails. that's the commitment that the board has made, representing the vision and values of the community that we've set ambitious academic goals and our values based guardrails. and we're going to make sure that that budget is in work, in collaboration with the superintendent, to ensure that it is, in fact, aligned and is really designed to promote student outcomes, even even in this challenging budget environment. and so the fiscal and operational health committee has done heroic work over the last six months to create a dashboard that's going to continue its updates. and i'll let chair lam of the committee chair lam explain a little bit more about this. but but this we're going to make sure that the board that all the budgeting functions are now held by the whole board. so commissioner lam, thank you, president alexander. so the committee was founded on four main objectives of the fiscal operational health ad hoc committee. one was to

monitor the superintendent's plans and progress, making recommendations to improve the board's ability to carry out its fiscal and operational governance, make recommendations to improve how the board oversees and evaluates the superintendent's management of the district, and ensure that the full board understands the district's financial and operational status and associated risk. and it was really important that, you know, as we transition of this current board and knowing that there will be a new board that will be seated in january of 2025 under the leadership of president alexander and superintendent sue, that it was really it continues to be critical that the governance team is moving as a governance team and as one body. and so with that, there's the commitment to continue that transparency and the monitoring, but it will be done with the entire board. and furthermore,

because of the importance of the dashboard. so not only is the board, but also the public can see progress being made when we're on track, off track and understanding those root causes will be updated on a monthly basis, and that that will also be discussed at public board of ed meeting. thank you, chair lamb. and also thank you, vice president weissman ward and commissioner fisher for your service on the committee. and i just really appreciate and much gratitude for all that work that you all put in. all right. so let's move now to the student delegates report. welcome, student delegates. turn it over to you both. thanks, isabel. thank you. and good evening to everybody. we have a lot to get get to today because our last report was a bit of a, a bit of a long time ago. so we've had a lot of sac meetings, a lot of stuff going on. so first i want

to get into our cabinet elections. we had our cabinet elections at our two meetings ago, two full sac meetings ago, and our sac representatives were given the opportunity to run for a cabinet position. we have our returning sac president, president zen elected to her first full term as president, and we look forward to working with her, as well as the rest of the cabinet cabinet members for a great sac this year. in the cabinet, we have a lot of representation from a lot of different schools, and we're going to work with them really closely to help make our youth summit. that's later on on the second semester of this year, really big and a really big success in this next year. and along with that, isabel to my left was elected in october. and this is her second board meeting. and i'll pass it over to her so she can introduce herself. hi. so as langston mentioned, i am sacs elected delegate. i am a senior at the ruth asawa school of the arts,

currently concentrating in the spoken arts department. coming from a background of social justice and leadership, i have worked with nonprofits like youth speaks, sunset, media, wave and community youth center, also known as cic, as a way to better understand my community. i am also serving as my school's public relations head, where i conduct the morning announcements as well as conduct as as well as communicate with administration and staff about issues and events happening on campus and as a student delegate, my goal is to amplify student voices as well as speak from the experience of a student who has attended an underserved elementary school in hopes of leaving sfusd with a system that fosters equity and supports students. for the past two months, i have also been honored to be working alongside the sac and just understanding communities affecting our schools and on the note of understanding issues going on at our schools, i would like to give a huge thank you to maria

su for attending our 1107 sac meeting. the sac truly appreciated your insight and are eager to work alongside you this school year. so if you ever have any questions or want to present at an event or just want to come to any of our meetings, feel free to reach out to either langston or i or judson, because we're always welcome to have yo. and that goes for anybody sitting here. realistically, we want to see a lot of you at sac meetings. this year. at our last meeting, we also broke into our committees. everyone in the scc has been assigned to one of the five committees that have stayed the same since the last few years, which is health, safety and environmental curriculum. and instruction, district and city accountability, student support and social justice and equity committee chairs will also all elected at that meeting. and they're going to be working closely with the cabinet to produce some actual results this year. and i'll pass it back to isabel to talk about our

retreat that we had two days ago or yesterday, actually, actually, i think it was two days ago. oh, it was yesterday. okay. well, this weekend we had the honor to gather the whole sac at google community space. so huge thank you to google for allowing us to utilize their space in that space. we held a lot of community bonding through interactive games that allowed leaders to get to know one another and we also passed out papers discussing the sac bylaws. so rules that sac members must follow throughout their time on the student advisory council. and we also utilize this time to find goals for sac and just get to know each other on a different level, especially with this year's sac being one of the most diverse and largest councils. i'm going to pass it back to langston to elaborate on a survey. our final thing from our report, our final

item is the survey. and this survey has been my the thing i've been coming up with, with my head for the last couple of months. but this survey was my original idea that the cabinet is now sort of taking on in the sac to have a district wide student survey for high school schools to give high school students a chance to speak their mind directly to the sac, and supposed to give sac some real direction in past years, it's felt sac has been kind of just floating around doing what we think are the bigger issues, but now we actually get with this survey and opportunity to hear student voices directly and then give us a full direction on what they want. the sac to do about it and how they want it to work. so we met with the head of research, planning and assessment, miss khanna, that helped us formulate this idea of a survey. and we discussed with the sac and a full meeting about different categories and what questions we will put in that survey and that survey. we're coming along with the questions right now. we got some great themes from our sac meeting of

like question ideas and now i'm we're starting to formulate the cabinet, starting to formulate actual questions for a survey that, if on track, will be published at the beginning of next semester. thank you everybody. that is exciting work. thank you. all right. now we're going to move on to section e public comment. last call for public comment cards. if anyone wants to turn one in the order of public comment will be first. students sfusd students can come up first, second agenda items, third non-agenda items and we then also have a space for comments from united educators of san francisco who have a contractually mandated or it's in their contract to be able to have space to communicate with the board. so those are going to be the four sections of public comment tonight. we will also make every effort to include online, public comment. i think

we will have time for online public comment tonight in each section. all right. so let's begin with students first. thank you. president alexander i got two cards from students. i will call you up now if there are any other students who didn't identify themselves as students. you can come up as well. but we'll have a the tina. yes, tina sims and jasmine morris, come on up to the podium. you can press the button once, then you'll have one minute to speak each. thank you. hit the button on the base just once. you don't need to hold anything. i want to say hi. my name is tina sims. i'm a senior at phillips high school, and today i would like to speak about project 2025, specifically the part about the department of education. my purpose is to gain certainty that our education and sfusd will not be tampered with by the new leaders of america. my hope is that the members of

sfusd board of education will work with the community, the students, the parents and our schools to protect our educatio. in the past week, there has been a lot of conversation about what we can expect from project 2025. for example, removing students from the free lunch programs and stopping the programs altogether, removing the teachings of black history by removing books that include topics about the enslavement of black people and other races, and then, as a senior, graduating in june 2025, will i be allowed to fill out a fafsa application to see if i qualify for financial aid to help me pay for college? will our lgbtq plus students be protected in our schools and have a sense of belonging? okay, all of these things will happen when the new president will eliminate the department of education with all of its protection. i'd hope to. i would like to hope that in our school district, we can guarantee that these important resources, i and many others,

will not be taken away from us. i can stop or no keep, okay? i will forever want good change. not the type of change that damages our livelihood and our education, but the change that can only make us better student. sorry, just a reminder. unfortunately, we only have one minute per person, so i think i didn't. it wasn't a reminder that was my bad. i didn't say it's one minute per person, i apologize. so that was i should have said it and i didn't say it. so. and there also is a timer. so that was my bad. it was it was no, no fault of yours. thank you. we just get two minutes. yeah i mean we will be a little lenient with the students. that's fine. thank you. go ahead. hello. my name is jasmine morris. i'm also a senior at burn high school, and i'm here to address the critical issues of the impacts of 2025 and how it will impact our educational, educational and women's rights as a young adult

in high school, i am deeply concerned about project 2025 plans to reshape our national education system. these changes would erase essential topics from our curriculum, making students feel marginalized as if we don't belong. education should be a space for growth and not a place where we are denied knowledge that is crucial to understanding our history and society. project 2025 doesn't just threaten our education, it directly targets women's rights, undermining the process the progress achieved through years of struggles since the seneca falls convention in 1848, women have fought tirelessly for equal rights and opportunities. and yet, project 2025, it seeks to strip away these freedoms, especially reproductive systems. not only does it attacks women, but it attacks our lgbtq community, our latino community,

our native american community. and i think that it should keep schools safe. we just want a promise that it will keep us all safe together. thank you so much. appreciate that. thank yo. all right. last call for students. okay. moving on to agenda items. president alexander, we do have one card for agenda items. patrick wolff. wow. i'm the only person commenting on the agenda item. it's fantastic. so good evening. i'm patrick wolff. tonight you will be reviewing third grade literacy results and you will be discussing that you are off track from your goals. we like to say around here that student outcomes only change when adult behaviors change. i would like to add a corollary, which is changing adult behaviors only achieves the desired outcomes when it's grounded in good

quality data and analysis. it's been a bit of a frustration for some of us that there doesn't seem to be the practice of statistically basing the student outcome results when comparing the population of sfusd to other districts, and then determining what are realistic goals. and if you, according to a recent analysis, third grade literacy is largely determined by parental education levels, and the goals that we've set for ourselves would put us in the 99th percentile of all districts in the next three years. based on that, thank you. so thank you. thank you. all right. i'm calling now. moving on to non-agenda items. okay. great. thank you. i'm calling five speakers up at a time. please come line up again. you'll have one minute to speak. virginia marshall, anna aviles, reverend brown, reverend doctor carolyn scott, and i think it's cheryl

thornton. forgive me if i'm mispronouncing that. good evening. on behalf of the naacp, our president will join us online when we get to that point. shortly, you'll hear. all right. okay. he should have come first. should i can i just stop and let robin brown come first? go ahead. anyway, we have some items that we want to talk to you about tonight. we're very we're joined here tonight by our latinx community, mega black and ali, we're very concerned commissioners and interim president sue about the racist attacks that african american students receive. please protect our students. we're also very concerned that there is a woman at james lick middle school who who doesn't look like me. she's not african-american and she's

working as a parent liaison. she came to our meeting last month, and she proudly said that she when students are in our student, her students are in the hallway. she buys them a burrito. that is very insulting for me as a mother, a grandmother, and an educator. our students are in class because they're supposed to be in class. that's where they're supposed to be. so we thank you for your attention to this matter. thank you. thank you. all right. my name is anna aviles, and i have two children in sfusd. we are a family of a trans community. and now and knowing that josephine is our school, african american family and her previous history with homophobic comments hurts our family, i understand that we had to consolidate multiple positions, but who on earth put her on our school with her title of african american family liaison? what were you thinking? sfa isd needs to be better job

placing people where they will be successful. josephine does not belong anywhere near our students. i need to interrupt, but please do not use any staff members names while speaking during public comment. yeah, and if and if folks have a complaint about a particular employee or staff member, public comment is not the preferred way to deal with it, if possible, because it. well, you guys are not responding to our questions. i mean, we have to do it somewher, right? yeah. and the problem is legally, we're not allowed to during public comment. that's i think that's what i was trying to say is legally, just so everyone understands the board is not permitted to respond to public comment. you never do anyways. well, it's illegal for us to do so. so that's why we don't do it. so it's so there's other forums. you're welcome to continue. i'm just saying that it's not the preferred. it's not the most effective way to deal with a complaint. but i was just trying to back up what mr. steele was saying. thank you president alexander. yes i know you can keep going. okay, okay. i asked our school principal to provide me with data of how this person have achieved their goals of connecting with our black students. we can't receive the

data. how? on earth can we make decisions if data is prohibited on us? i used to do the right thing and have to take that responsibility. as the african american family liaison, she already has a positive relationship with our students and families. they respect and appreciate her. we need you to stop making decisions without us because you're impacting my children that attend that school. look at them and i brought them here for you guys to see the impact you're making on my kids. thank. thank you. next speaker. good evening. i am reverend doctor carolyn ransom scott, native of san francisco since the 40s. i'm here with many concerns, but the main one right now, along with the others, is the fact that we have an issue across america. and here in san francisco with what was stated with the text

messages, those vile messages that have gone out, not just across the nation, but in san francisco as well. how do you plan on keeping our children safe with health and wellness emotional care? how do you plan on making the parents feel safe with sending their children to schools in a time and day when there is so much just trouble, problems and destruction that happens on our school grounds? what are we doing to make sure our communities are safe? our children feel safe and cared fo? thank you. thank you. hi, my name is cheryl thornton and i'm with the san francisco branch of the naacp. i'm the youth advisor and we work on social justice

education for our youth. i just want to say that i do know the person that is filling this position at james lick middle school. i also have somebody that was that are in the youth council that attends that school, and i think it's unjust and un right. regardless, if this is not the space for the school district to have hired somebody as a black parent liaison who does not have the lived experience, there are some deep rooted issues that black people are facing in this time, this this town due to gentrification, due to poor, the worst educational outcomes. and they need somebody that they can trust, whatever needs to be done, there needs to be another position for this person because this is harmful. thank you to black children at san francisco unified school district. thank

you. thank you, reverend brown. mr. president, madam superintendent, members of the board and staff, i rise, first of all, after witnessing bigotr, division, racism and assault against black people in this town for nearly 50 years and i just want to say that we should not take lightly those texts. this is not the first time that we've had this text problem. it evolved out of the womb of the city when the issue was being discussed regarding law school

and the school district did absolutely nothing to find out who those villains were, let us show some love. can we please ask the reverend to. can you please put your mouth a little bit away from the microphone? alright, i will muffled i'm so emphatic and eloquent about it. i'm sorry. thank you, thank you. the bottom line is we are in trouble as a nation and we are in trouble as a school district. and we should not take the matter of these texts lightly. therefore, i give great applause as president of the naacp to doctor sue, who did not react, she responded immediately and reached out to the naacp and said, we must work together. we

cannot tolerate this kind of bigotry and assault on the humanity of black people. that's what it was. no one but black people who else picked cotton in this nation but black people? so we cannot sweep it under the rug as if it was no assault on black people. thank you. thank you, reverend brown. finally. thank you. we are working. that's mr. mister president, and we need your support on this to make sure that students have promise back on track those quality programs that were killed by some of the politicking from persons in high places in the school district. we must come to the point of making a difference in the lives of black people in this city, and do it with dispatch. thank you so much for listening. but i say we're in a serious situation and we got to take care of business. calling

the next set of speakers bill theo m villanueva, annie zhang, rui yi, lee, emily fung, please come up to the podium. have one minute each, please try to stick to your time. go ahead when you're ready. okay. thank. you okay? all right. hello. my name is bill thiele. i am a teacher with san francisco unified school district, and i'm here to strongly urge sfusd continue funding the aatf network to support struggling readers and writers in elementary schools throughout the city. while it is true the new literacy curriculum will work fine for the majority of learners, we are always going

to have a small group of learners who are going to be struggling in school and need specialized support. i know that because i was one of those kids i grew up with dyslexia. they tried in my school, small reading groups. they tried visual perception, they tried retention, and nothing worked. and finally they put me in special ed and i had rsp support, but it was not until fifth grade when i began seeing a reading specialist trained in structured literacy, that i began to learn to read, and i was able to exit from special ed. in seventh grade. i was able to graduate from my high school and graduate from uc berkeley for college, sfusd uses a similar structured literacy intervention program, and i strongly urge you to support that program so that kids can have joy and success in their classrooms. thank you. other speakers. come on up. go your way. say hello. i am not your

enemy. i was willing to make a sacred link to haiti or ho ho h, or some icu d.o.j. daca all the time. and see how seemingly. quiet. how happy i was to make something. like teams of mine laying low and how a couple got fauci kapoho san fran tung chung chung to my own chun gwangju hong sang some kim hong to my letter. we sang karaoke. tai ch, san francisco. we sang jinhui song to my tung tung song. yam. thank you. thank you. translation. good evening. good

evening. board of education commissioners. my name is annie. i am an outreach specialist and community community leader with the chinese for affirmative action. over the past few months, i have gained a deeper understanding of the concerns from parents and have actively listening to them. we have lost the trust in san francisco unified school district statements, recent plans around the school closures and mergers and its pause have left parents confused, and they remain worried about the future. 113 million deficit parents are calling on the district to ensure that resources are sufficient at each school to maintain a high quality education to ensure a safe and smooth transportation for students commuting to school, to pay attention to students mental health, and to provide appropriate educational support for every student and family, we hope that san francisco unified school district will engage in respectful and open dialog with parents and students, and work to rebuild the trust. thank you.

hello and welcome my colleagues. you are khong guan. you. how to maintain and covid-19 your summer. you know how to augment all the summer. you know how so you can. you know. and i see how you maintain all the whole time. somehow i come back to my phone on how to sitting, how how long. i'm yong cao cao, cao tao meng ping pong ping ping cao cao. basically, you can imagine all the j&j fong on how my. phone on how to eating far too much. how much to my gwangju on how. you

know. to my car. how how long the whole lesson. thank you. translation. good evening everyone. i'm here to talk about the deficit. i'm an outreach worker with chinese for affirmative action. and i'm a parent with three children studying in the unified school district. my name is ali. we. we as parents have been worried day and night about the closure of the san francisco unified school district. although it has now passed the current deficit problem faced by san francisco unified school district has not been solved. as parents, we are still very worried that the school district will introduce policies and plans in the future. very similar to the previous school merger and closure plan, the communication was not comprehensive and not transparent enough, and it does not provide enough opportunities for the community and parents to express their opinions and suggestions. as parents, as

parents, we do not. we do not think that the school merger and closure plan should be the first priority to solve the deficit problem. the school district has spent a lot of energy and resource on the school closure policy. the school district has not centered and focused on teachers, students and parents. as parents, we just hope that the school district can properly count and ensure that every student has a high quality learning environment and high quality teachers and the school having sufficient resources that the students can receive an equitable education. thank you. hi, this is the chinese interpreter speaking. please, if you speak from the mic, please speak away from the mic. it sounds very muffled to the online audience. thank you. okay, thanks for that advice. the interpreter. that's the spanish interpreter. also, if you can ask the speakers not to actually grab the microphone for some reason. for some reason i

think that also creates interference. interference and it makes it really hard. and muffled. thank you. okay. good evening. my name is emily fung and i am the education equity policy manager at chinese for affirmative action. before i begin, i want to stand in solidarity against the hate that our black students and families are experiencing in our district. thanks to those here to speak to this issue, and i hope the district is able to facilitate the healing process for everyone hurt by the recent racist text attacks. i'm here to also comment on the budget crisis in sfusd. we're urging the board to consider these two points. number one, sfusd should share its short and long term plans to fix its budget with the public. i know doctor su just shared her intentions to do this at next month's board meeting, so we're looking forward to that presentation and we'll hold off further comment until we have more information from the district there. but point number two, we want to protect

multilingual learners as we make tough budget decisions. the district needs to keep skilled bilingual teachers and maintain quality esl programs. caa helped establish the right to bilingual education right here in sfusd 50 years ago, with the landmark supreme court case. so please uphold your commitment to bilingual students in our district. thank you. s.f.c. just got another bond facilities approved by sf voters. that money is supposed to go to fix our schools facilities. my question to all of you, especially to maria sue, how will this money not be mismanaged? again, there are school sites right now currently that have lead in their water. my kids school is one of those sites. carver, buena vista, we are going through the modernization process right now and it is embarrassing. every time i ask the transition team, what's the next step? what's the next step? nobody knows

anything. there's no communication. we keep trying to figure out what's going on righ? there's no swing sites in the school district. you only have half of luther burbank. i don't know where you're going to move anyone to. right? which leads me to believe that you are definitely going to go close schools, which i'm really sad about. and the second thing is, can we please bring the buildings and grounds oversight commission, i mean, the oversight committee, you all had, because it is really terrible right now in school field cities. please, no more lead in our water for our students. i'm calling you next five speakers. gina scher, stephanie tiffany from harvey milk, and stephanie from harvey milk. i don't have last names. patrick wolff and brandy markman. please come up. i'm sorry. oh, i'm sorry, patrick, you already spoke. i take that back. oh, unless he has. yep. okay. go ahead. all right. hi,

i'm stephanie, i'm a parent at harvey milk civil rights academ, and i'm here to advocate that a tc be added to our school because we were on the targeted. we were targeted for closure this year. we've seen a decrease in tour enrollments. we've had questions on whether we're staying open and whether we have a tc. the district has yet to make a public announcement or apology, admitting the ra process was flawed and did reputational damage to these schools. adding a tc to milk is a tangible way to show that you are supporting our community. denying this request would be a death sentence to our small school. after years of choking our enrollment and trying to close it. and harvey milk is an inclusive school, a safe haven for lgbtq families, and our amazing staff teach our children how to be allies and activists, and we're going to need this more than ever, as civil rights

are going to be devastated in this country in the coming year. so please listen to our community and just give us a tc. and please listen to alex community as well. thank you. buttigieg. hi, my name is tiffany farrell and i'm here to request approval for tc at harvey milk elementary. after the chaos and disruption of our ai and school closures, harvey milk and sf usd have an image problem. a clear statement should be made addressing the errors in the process and metrics used for selecting the targeted schools. additionally, by giving harvey milk a tc, it shows the diverse and inclusive school remains open and has support from the district. california state law requires all four year olds to have the ability to go to public. tc historically, there have been a minimum of 3000 kindergartens each year. currently, usd only plans to offer a max 1500 seats, 1500, so half of the kindergartners will not have a chance at tc. with tc becoming

the new entry point to public school. as of, usd is creating greater discrepancies in academic achievements. if more tc seats are not offered. covid a $14 million renovation and removal of a kindergarten class slow the school's enrollment. the school has fought against this trend, but this district used enrollment to target harvey milk for closure. please provide a tc class. thank you. hi, i'm gina share the academic response to intervention facilitator or rti at uco. i provide additional reading instruction to struggling readers. a tier two intervention to prevent reading failure. sfusd has invested in me and other artists. the artist network has aligned itself with district priorities to support students with dyslexic tendencies by providing structured, systematic, early intervention. our work directly supports the district's third

grade literacy goal and helps avoid overtesting and over classifying students for special education services. many artists, including myself, have over ten years experience providing reading intervention. we are effective at getting struggling students reading. i implore you to protect funding for artists, site funds, grant funds, pto funds so that you keep the well-trained, experienced, and effective workforce you have already invested in. thank you know. that's right. hi, patrick wolff again. i know there's a lot of public comment. i'll just be brief. i just want to add my voice in solidarity and support with all the students and all the people directly and indirectly affected by those awful racist texts. such racism and hatred has no place anywhere, and certainly no place here. thank you. thank you. sorry. slice all y'all. i'm here

concerning the racist text to i have 12 grandchildren in the school district and i don't. we're not going back. i'm trying to protect my children in the school district. i also, you know, just thinking about james lick, that we need people that look like us. when i go and talk to parents and other people at school, i want to see the diversity you know, i can't just go and talk to someone that that doesn't know my culture, and i need that for my grandchildren as i go up there advocating for my grandchildren. i had issues at new tradition school. i had to take my grandchild out of that school because he was harmed at that school, and no one really came forth at new traditions. i live on grove and baker and my grandchildren went there and were harmed there. especially. my grandson had to get stitches in his head and the

principal and no one came forth because i had to go up there and make an issue out of it. but i do think that ut should be ut should take over that position at james lick. thank you. hire her. i'm sorry. could you state your name for the record? mr. oh, i went to my car. yeah, i did, but i, i hadn't called it. so next time, just wait till i call your name. okay. together. the last five six. right. it's okay, it's okay, i got you. go ahead. brittany. hello. my name is randy markman. i'm a public school parent, also a member of the organizing committee of the san francisco education allianc. we stand in solidarity with just the horror that many of us are feeling about the racist texts our black students received, and we also urge the districts to engage in self-reflection on how its policies have combined to the anti-black racism in this country. on the second, we also want to look at school closures

as a part of that. on the second, to the top, second to the first article on our our facebook page, the sfmta's facebook page, there's 20 project 2025 plan to eliminate schools has already started. it was written by some attorneys from the advancement project, a civil rights lawyering group, that we are a part of at the national coalition to stop school closures. and we want to really acknowledge and name that a lot of those schools that were closed were in the southeast part of the city, and that is not acceptable. we have a zero tolerance policy for school closures. any school closures. i called the last group, jamie lang or long. sorry, lauren kennedy. zach manuel, josephine marissa robinson, please come to the podium.

good evening. i'm a parent at harvey milk civil rights academy. i want to know, what are you doing to ensure the new bond measure will not be mismanaged. harvey milk needs a tc, and all the schools that were slated for merger closure need a public announcement to the community repairing the damaged reputation so families won't be afraid to enroll in those schools. when will you be visiting our school? abolish the vision, values, and guardrails and goals. governance. listen to the students. listen to the families and communities in the district. anyone who's not that needs to take a step back. if you're not doing it with us, you're doing it to us. restore the pac. how are you planning to protect our schools from the project 2025 playbook? hate is not a person or an action. it is a culture. listen to the james lick families. thank you. thank you. good evening. my name is

laura kennedy and i'm a parent to a kindergartner at ikwo alternative elementary school in district three. last month i shared that ikwo was a top choice for incoming kinders. this school year. did you know that ikwo was also recognized in a national blue ribbon school? every year, the national blue ribbon schools program awards exemplary schools across the us, and a recognition that can only be bestowed to a school once every five years. in the last five years, six sfusd elementary schools have received this recognition, and i think we could all agree. we'd love to see more. five weeks ago, jaqua was the only national blue ribbon school, also on a now defunct list for potential school closures, though the process to the school closures may be paused for now, damage was done. any school named on this list and through a flawed process now has its work cut out to ensure that existing and prospective families are not scared away. i would add that

this work is for all of us. so my request to doctor sue and the board is this how do we ensure a framework for budget decisions that make sense for student outcomes and success, and set high standards and supports, rather than dismantling the models? thank you. it's fine to speak very well. thank you. all right. good evening. board. my name is zach manuel. i'm a member of mega black and i'm here today to stand in solidarity with miss tay relaford and also with the black students and families at james lake middle school. and i invoked names in this public comment because names hold power. miss miss tay has consistently worked to bridge the gap in support and resources for black students and families. despite this, it seems like she often finds herself working against the current of the district to embody the values of support, inclusivity and engagement that this board seeks to represent. i'm having trouble understanding how josephine zo is best fit to be an african-american parent liaison,

a position created specifically for miss tay per mission local. i fear that the institutional distrust within the community has only been worsened by this appointment. i'm worried that the black parents of james lake are losing faith that sfusd has the best interests of their children in mind. and lastly, i'm disappointed that the work that miss tay has done to bridge the gap between school administration and the students is consistently being undervalued. my hope is that sfusd listens to community voices, respects our experiences, and appoints miss tay as a full time liaison at black students. thank you. thank you. hi, my name is josephine chow. i'm here in a little bit. thank you. i'm. i'm here in solidarity with the african american community against the hateful text that the students have received. it's very

concerning that our country, in the national level is going in the wrong direction. it brought it, brought it brought back memory of what we have experienced at the beginning of the covid, when asian americans are called, are called, you know, kung fu wuhan virus. and that's how asian hate has started. this is bringing back a very parallel experience. and i'm here fullheartedly to be a solution provider person for the african american community, as well as all the students and families in our school district. thank you, thank you, thank you so. i need a minute and a half. hi, everyone. good evening, marissa robinson. i am here. first of all, i'm a mama in this district. i got five beautiful black babies, but also i am here in the capacity of my role as the african american parent advisory council program

manager. we didn't make the lovely slide deck, but there is a false summit this saturday and we invite this whole entire community. the community online and the community that may not be listening right now to the fall summit that's being led by our san francisco parent advisory councils. so that's the african american latinx faculty. we've got our lgbtqia, our american indian migrant aid pac, all of the parents who have come together and dedicated and put their time to support families just like you all, and families out there listening, come and get some information to understand how our schools are using effective governance to improve student outcomes. also come we have our asian american pack as well. also come to learn about best practices for family and school partnerships, but understand where this district is spending their coins at and how it's impacting your students. learning experiences and their educational outcomes. this saturday, y'all, from 830 to 1, we got breakfast and we have lunch and we have child care. it's going to be a really good time. please come out.

thank you. marissa. second, i can't take any cards up. i'm sorry. i have to do one of. these. frank. laura. uno dos tres bueno bueno bueno. evening, everyone. thank you so much. and thank you. board, for respecting our contractual rights to be able to speak to you all formally. we don't often invoke that. right, because we do believe it's a space for, you know, the public to take ownership. evening. commissioners and superintendent doctor sue, my name is frank laura. i'm executive vice president of the united educators of san francisco. the following statement is an official statement regarding our concerns with sfusd budget proposal and process for the 2526 school year, we offer this statement as a sole representative of our 6000

educators in our public schools. usf is raising the alarm to the board of education. our members, the families we serve, and the general public of san francisco. misinformation keeps seeping out of the central office, and usf wants to set the record straight. the district has mone, and they should be spending today's dollars on today's needs according to their own presentation to the board, on october 8th, the district had a surplus of $130 million for the 2324 school year. in that same presentation, sfusd staff noted that they spent an additional $60 million on a, quote, stabilization agreement, bringing their total for this nebulous line item to an astronomical $106 million. this is in addition, in addition to the tens of millions of dollars spent on stabilizing in power. for context, last year, the

board of education rightfully eliminated a line item of over 900 vacant certificated positions from the budget. this amounted to 54 million. this stabilization agreement is double that amount, and none of us actually know what it stabilized as a union, we cannot sit idly by as another school is disrupted by this mismanagement of the central office. there's a lot of opportunity under the new leadership of our new superintendent, a respected leader with critical experience. but we cannot wait until next month's meeting to see an austerity budget passed when there are millions of dollars available to meet the needs of our students and families. now, our schools and communities deserve stability, and at the moment, the only body that can give directives to the district and to set us on the right course is the board of education. you can demand the removal of budget line items that prioritize contractors. you can demand a desk audit be done for every major central office department, so that the public has information as to who does

what inside a sfusd you can also request an audit of the current school site budgets to identify the patterns of the budget allocations done last year, where sites received monies based on set formulas. you can and you must demand more from the leadership of sfusd because our students are ultimately the ones impacted almost done. we cannot stress enough how the contracting out of educator positions is impacting our students. the explosions of money going to outside contractors is unacceptable and irresponsible. and i want to be very clear, the scale of these resources in this district is investing on contractors, represents on the other side, the scale of the mismanagement, poor planning and coordination between departments has meant that executive directors and directors are simply contracting out tens of millions of dollars in services as a reaction to not having a clue about what the needs of school sites are. tonight, you're going to look at contracted positions and for this agenda item and you'll see

what i'm talking about as a concrete example, we can look at our speech language pathologist positions. there are 90 unit members and 60 contractors. that means 40% of our slp services are now contracted. when we received a list of caseloads finally two months ago after demanding it since last year, caseloads were all over the place and no numbers were given for contractors. this inadequate list then becomes the actual information used to create budgets for next school year. this cannot continue. finally, i want to address the seemingly omnipotent presence of the state in the affairs of the district. ucsf is not minimizing the concerns regarding a potential state takeover that can have on our district. however, ucsf will also make one thing clear there have only been two district takeovers in the entire state of california for the past 20 years, just two one occurred in

in 2 in 2003, in oakland, where usd had to take out a $100 million loan to address the structural deficit. they are still facing the impacts of that intervention by the state. the other district is inglewood, and that happened in 2012 after having taken out a $29 million loan, which they continued to pay off as again having impact. in both cases, the trigger was taking out loans from the state of california for not having funds. sf usd has funds and it is nowhere near the state takeover. both the state superintendent and fcmat has acknowledged this, and it is concerning that the current advisement by the state is being used as an excuse for pushing austerity for our public schools. our district has spent almost $90 million to stabilize basic payroll functions. that is almost the entire school loan taken out by oakland to stabilize an entire school district. everyone should be

furious about this. our students are not being served. not because there's no money, but because the central office can't organize itself to actually effectuate staffing and programing at school sites to meet the needs of our students. in other words, the same people who are supposed to serve as a layer of protection from state takeover are the ones leading us to state takeover. it's a self-fulfilling act. the board must put a stop to this now. we will be organizing our leadership bodies in preparation for the december 13th meeting, but we truly hope that we have a partner in the board of education and that our new superintendent can set aside usd on a successful path for the 25th 26th school year by passing a budget that protects our school sites. thank you for your time and thank you for taking this statement seriously. oh ye. thank you very much. so now we'll move to online public

comment. we have and i'm sorry, i feel like i've done a poor job tonight of outlining the timeline. but we normally take an hour of public comment until 8 p.m. so we have about 12 to 15 minutes, let's say 15, to give sufficient time for online public comment. we'll start with students and then agenda items and then non-agenda items. so at this time we will take public comment for our virtual participants. please. i'm just going to note what president alexander said. we will take comments from students and then we will move on to agenda items and then non-agenda items. each person will have one minute to speak. so at this time, if you are not a student, please do not raise your hand. can we please have that repeated in spanish and chinese? buenos noches en ese moment. vamos a comenzar con los comentarios publicos en linea. les vamos a pedir a todas

las personas con los estudiantes por favor. levanten no levanten su mano este momentos para los estudiantes. solamente son para cosas de la cuestion de las canas en la agenda. cada participant va a tener un minuto. nada mas. gracias. thank you. thank you for your word. fauci hoy i eating into facebook, eating home. okay. and then we can. go. thank you lind. have a wonderful day. linda. ye.

christine. yes. thank you. thanks for taking my comment. i'm. i'm coming. i'm sorry. christine, are you a student? no, i'm not okay. at this time. we're taking comments from students, but i will come back to you, okay? thank you. no problem. okay. i'll try. linda, one more time. okay? okay. we will now move on to agenda item. christine, go ahead please. yes. thank you. and i do want to speak to the main agenda item here, which is the results for the third grade. you know, first to third grade literacy. i quite frankly, i'm stunned that i'm

only the second commenter to talk about this issue. as i read this eight page basically poorly crafted document, i was stunned at, at first of all, how poorly it was written, but how little meaningful content there was there. the one most meaningful thing is that there is a precipitous decline 11%, worse 11%, and that is due, in fact, to the fact that teachers themselves could not figure out that they were teaching below grade level. i mean, how difficult is this? this is a failure on multiple levels, from the teaching staff to the supervisors, to those who are supposed to be evaluating curriculum, evaluating teachers, and evaluating results and outcomes to not have seen that they were teaching below grade level for teaching kindergarten level stuff to first graders and second graders. of course,

they're not going to perform. i think it's appalling. they should be fired, frankly fired. thank you. that is your time. thank you. supriya. hi, this is supriya. ray, thank you for taking my call. i'm also calling in to comment on item g, which is the progress monitoring for third grade literacy and my deep concern over the results that we're seeing. i would like and hope that folks will speak to what the district is going to do in order to change course and provide the appropriate services and tutoring that kids need in order to catch up. we have been leaving kids behind for years, and this is incredibly distressing and unacceptable. i also wanted to comment on item f, which is the cboc item. just to say, a big thanks to all the volunteers who do this work and i see that there are three members who are being proposed for reappointment to a second

term, and i hope that the board will approve those appointments. i'm just i'm deeply grateful to all the folks who spend their time trying to make our district a better place, especially as volunteers. and also, just a quick shout out to the student delegates. such a great idea to survey students and what a wonderful initiative on the part of the students to be doing this. thank you. thank you. galen. hello, my name is galen spoor. i'm a parent at san francisco community school. my agenda item i'm speaking to is the superintendent's report. i would also just like to tip my hat to everyone who spoke out against the racist texts that were sent out. and, you know, since the election, children have been feeling their parents anxieties and i've been hearing about it playing out in negative ways on schoolyards across the district. okay, but back to the

matter at hand. sfc was also on the thankfully now defunct ra list. i'd like to echo the concerns raised by other families whose schools were on that damaging list. we are giving tours and doing our best, but sfc is the only k-8 without an assistant principal. we have no noone monitors, we have no ahsha, etc. our teachers are doing many jobs beyond their, you know, specified duties and we have parents and other people coming in and covering where we can and it's mayhem. and you know, the ra really did a number on our self-esteem. and we're hoping that the added tc is going to be a fantastic thing. but we haven't really heard, you know, like people come on the tour and have lots of questions. and i'm sorry to have to interrupt you. that is your time. thank you. oh. i apologize

yes, this is kelly. first, please fix the microphone. we cannot hear. second, as far as the literacy progress monitoring report, for over two years, i've been trying to say that the way in which the interim goals and progress monitoring is being presented to the boe is problematic. we have no progress monitoring data for all the vocal groups. we have no progress monitoring data for tier two or tier three. something needs to change. i am concerned i know people on the ground are doing hard work. i can't tell from the progress monitoring reports what is going on. please reconsider how you are going about these interim goals as well as the progress monitoring data moving forward. thank you so much. thank you.

sarah. hi, this is sarah meskin. i am a parent in the district and i'm also calling with regard to the agenda item g about student outcomes and the progress monitoring report. i was also, as a parent and also as a teacher, concerned, just thinking about my own kids in the district and other kids. i was concerned about how kind of off track we seem to be. i was concerned with the idea that students in spanish immersion programs and bilingual program students were significantly performing lower. and i mean, at this point, what i want to know is what the district kind of intends to do about it. and as they're rolling out their new ela program model, how they're going to communicate to the community and to concerned parents about what's what this is going to do to make sure that

all of our students are getting the education that they receive, that they deserve. thank you. thank you. assaf parent coalition. hi, this is meredith dodson with san francisco parent coalition. we envision a future where san francisco is one of the best places in the country for children and youth of all races, socioeconomic backgrounds, and abilities to grow up and get an excellent public education. i'm calling in to comment on the literacy item first. s.f. parents has been advocating around improved literacy outcomes across our district and closing the equity gap through our kids can't wait campaign. we encourage all families to get involved with our work. it's great to hear the district talking about student outcomes again, we haven't heard the board of ed talk about student outcomes for a while, so thank you for bringing it back on the agenda. we it's great to hear you talking about student outcomes again. and we took too

long of a break from it. and we just want to commend the staff who are doing an incredible job. and we see it all the way from the central office, department of ed services, down to the school communities, the principals, the coaches, the teachers who are working so hard to implement the new literacy program. so just huge appreciation to all of those staff from the school site to that senior team. thank you, thank you. okay, we have a few more minutes. we will now move on to our non-agenda items. if anyone cares to speak to those, please raise your hand. rory. hi. i was on the agenda items, but i guess i'll speak. speak to it anyway. so it kind of goes back to multiple things. talked about tonight. so you have this section h cal max grant for ste.

you've hired these people. you on the late september you paid for these a.net coaches which no one asked for and no one has time to work with for the math pilot. now, i have a kid who arrived from china who has no translation. his parents have no translation, and then the person, the family liaison who is a chinese family liaison for many years, josephine zhao, is now put as the african american liaison as lic, which makes zero sense. so i'm going to go back to what frank laura says. we have the resources we are misusing them, and there are no logistics and no sense of planning going on to use the resources that we do have effectively. so if we have a math pilot coming in, we have and also annette cannot coach math teachers. so now math teachers are not clearing their credentials. that was a bad call. we need to use union labor, labor, people that are already here that are credentialed to clear people's credentials. you need to use the chinese liaison to help with the

translations, because all these chinese, my students putting his head down every day because he can't understand what's going o, because we have nobody translating the new math pilot for algebra. i'm so sorry to have to cut you off. that is your time. i'm just saying use your resources more wisely and be more logistic about it. we have what we need. thank you. again, gentle reminder we have. each speaker will have one minute. can you try your best to stick to that one minute and wrap up your final thought at that one minute mark? can we please have that repeated in spanish and chinese when the vamos a todos los participantes por favor. su comentario dentro del minuto q les toca, por favor. no sobre pasen mas de ser minuto por respecto a los mas gracias por. yet he has one thing going on yet. why? speaker we're. gong gong gong. thank yo.

ad sarah. hi. my name is sarah kern. i am the teacher, librarian and a 20 year community member at harvey milk civil rights academy. when our school was named as one to potentially close, our community came out in full force to show that we are vibrant and thrivin, and that the idea of closing the school was shortsighted and not truly equity based. unfortunately, having been on this list has caused harm in terms of attracting new families to our school, and the district needs to recognize and repair the harm done not just to ours, but to all schools impacted by the potential closure list and make an effort to promote and support small schools with individualized programs. one way to do this change the enrollment system to prevent certain schools from being used as placeholders for other schools, which end up taking away spots from families who truly want

them. and another way is to give harvey milk a tk program for next year, as a way to rebuild and undo some of the harm inflicted over years of a destructive and nontransparent enrollment system. thank you. thank you, president alexander. that does put us at time. thank you very much. and thank you to everyone who shared their comments during public comment. we really do appreciate it. i also remind everybody that it's you may email the board if you want to give us more comments at any time. that's always a great way to reach us. and again, also feel free to reach out to staff with operational issues that aren't necessarily board issues. please remember that you can go to your child's school or go to the appropriate district office as well. all right, we will now we will now move on to item f one. the citizens bond oversight

committee. appointment of members. superintendent sue, do you know, do we have someone who's going to speak to this or are we just going to discuss it as a board? i don't think i don't believe that there's the staff here from the bond department. so let's discuss it as a board. great, wonderful. so, board colleagues, are there any questions or comments on this item. oh, sorry. yes. may i have a motion in a second. thank you. so moved. second. thank yo. comments. questions? commissioner fisher, i just would like to thank the members for their service. you know, it's the pay grade is zero. the work is intense. and it's especially with this new bond just having passed and the amount of money that goes into our facilities and the

importance of making sure that we have safe facilities to support learning. so thank you all for thank you all for your work and holding us accountable and helping, helping us be more transparent as we need to be. if there are no other comments, i think we'll all echo commissioner fisher's gratitude for your service and we will go ahead and vote. great. thank you. on f1, the resolution to reappoint members of the cboc committee, student delegate montgomery. yes. student delegate lam. yes. thank you. commissioner. bogus. no. commissioner. fisher. yes. commissioner. kim. yes. commissioner. lamb. yes. commissioner. sanchez. yes. vice president. wise. yes. president. alexander. yes. six eyes and passes. thank you. now we will move on to item g one, the progress monitoring report on third grade literacy. so for

this item we will follow the procedure we used last time which is we'll have a brief staff presentation. and then board members will each have an opportunity to ask questions. and we'll just go in a round robin and ask all of our questions and then have staff kind of compile them and respond and discuss after that. so if board members, if you want to begin jotting down your questions and remember to try to ask questions that follow the question guidelines, strategic questions, smart questions to really help push staff thinking so that we can have a productive discussion. all right, doctor sue, i'll turn it over to you all. i need you to leave because

we don't. i. and it's going to be my pleasure to introduce doctor carlene aguilera. ford, our deputy superintendent of instruction, who will help take us through this presentation. thank you. good evening. commissioners, superintendent and members of the community. carlene aguilera ford, deputy superintendent of school operations and instruction. right now, we will have the report and goal one. and what? even though there are some highlights, we acknowledge that there is a lot of work to be done. and as you remember, this is the first year of implementation of our newly adopted curriculum. and also this is the first year of implementation of direct coaching that addresses the

implementation of the curriculum. so those two pieces together, combined with the professional development that is aligned and is consistent across the schools, are taking place and this is actually the first year in which all the departments align with academics and instruction, are not just collaborating, but working. and designing together. even though it's not perfect yet, we are striving to get the results that we are hoping for our students as we continue this work. without further ado, i would like to introduce the team that is going to join us and i will start with our guest. special guest. today we have the team from dolores huerta elementary school. they will share with us some of the highlights of the work that they are doing in implementation. and this is the first time, if you think about it, that we have a dual language school presenting the other side of the spectrum in terms of implementation of curriculum, we have doctor moonhawk kim from our rpa and miss devin krugman from curriculum and instruction,

and all the assistant superintendents that support the schools. without further ado, miss doctor kim, miss krugman and doctor jeanette hernandez as well here. thank you. in the interest of time, good evening everyone. in the interest of time, we'll go ahead and skip the agenda. but that that is the what we'll go through. so starting with the quick review of the data, what the chart shows is our performance historically and the latest. so this latest aspect results that just got released publicly. we the district wide at third grade level, the proficiency rate students that were deemed to be proficient in standard 49%. unfortunately, we did not meet the goal that we target that we had set of 55% leading the team to adjust the goal moving forward slightly so that the ultimate goal still is 70% by 2027. but for this coming

school, the current school year, the target has been adjusted downward slightly to 55%. next slide please. this chart shows the latest results coming out of staar assessment. the assessment window just closed last week and we worked very closely with very quickly to summarize the results. and it summarizes the results for the interim goals and main goal. one, we show very promising and exciting positive results for interim goal, 1.1 for african american pacific islander kindergarten students. so compared to last fall's result this year, we show almost a nine percentage point increase in achievement. and for the other two interim goal, 1.2 is about the same as last year. interim goal 1.3, with the english language learner students, we see a decline, but overall grade three we also see just a slight decline since last year. building on that, here are

some positive bright spots that we would like to highlight. so top five schools with the highest percentage change going from second grade to third grade. so what this shows is second grade students who were not proficient in spring of this past school year. but in the current assessment window that just closed in the fall. so the students are now in third grade, the percentage of those students that have become proficient since last spring. so these are the five top five schools and webster leading at 33%. and it's great. and this was actually not coordinated. puerta was coming in at second with 23%, which is great, especially because many of those students actually were testing in spanish that were not proficient. but now testing in english and have become proficient, which is a great achievement. next slide please. just a quick summary of the successes and challenges. as you can see in the results, kindergartners and first graders are doing great. however, historically it's been always challenging to build on their

successes continuing into the later years. in elementary school. so that's something that we're working on, and we have identified, we have long identified and are continuing to work on building the transference of some basic skill, foundational skills for students that are in biliteracy and immersion programs so that we can build on their strengths and help them become more proficient and meeting standards as they enter into higher grades. in elementary school. and i'll turn it over to miss kaufman. thank you so before handing it over to the where to team, we wanted to take a minute just to start with the theory of action, which guides all of the strategic actions taken by the various departments and divisions. you're going to hear from this evening. so i think this is most powerfully read when starting from the right and going to the left and knowing that in order to change our student outcomes, we want to change our adult actions and strategies. and so whether that be teacher practice or school actions or centralized professional learning and data

collection, all of the things we're going to highlight are within this theory of action. and in service of those student outcomes. so we are incredibly excited to be sharing and turning it over to the huerta team, who's going to share their experience with instructional leadership as a school site, in relationship to curriculum implementation. so without further ado, i'm going to turn it over to them and we can go to the next slide. thank you. good evening everyone. i'm edward garnica, principal at dolores huerta. i'm joined here by georgina cruz martinez. our kindergarten teacher, and ana maria olivar, our instructional coach. thank you for having us. okay. at huerta, our biggest asset is our community. as a community, we have been tasked with rolling out a new curriculum during a time in which our district is going through a lot of change. while

change is inevitable, the strength of the community is demonstrated and our ability to collectively develop steps to move forward. as a school, we recognize that the task of making sense of a new curriculum within the framework of an emergent program is challenging. while we figure out proper implementation, we understand that it is a process, and we have prioritized listening to the needs of staff and community members. by doing so, we remain reflective and build on the expertise of every educator to improve learning conditions. every day. one area of focus while adopting the literacy curriculum is the success of our english learners and newcomers. it's a blessing to have so many newcomer families entering our school system and recognizing the diverse needs of those families and working to meet them through our community schools work. we're also developing our instructional practices in order to highlight the value of all students within their educational journey. through the immersion model, we've also seen the need to gather data in multiple languages in order to meet our

students where they are, and better prepare them for a future with equitable opportunities. with the support of a district initiative. we have a new instructional coach this year, miss ana maria olivares. she's been a huge support to our educators at dolores huerta, allowing capacity to grow while safeguarding the joy that is present within our community. that being said, i'd like to pass the mic to miss ana maria olivares. good evening everybod. so just like edward said, it's because of our community, amongst our staff members that we've really been able to open a pathway in order to ensure that there's some implementation across all grade levels. it's new. their learning curve is steep, but there's so much respect for our staff. that ranges from first year teachers that were once student teachers actually, to 20 plus year veterans. we have a handful of teachers still at our school site. every teacher has opened their doors to myself, to edward, to each other. because of the grade level support, we're able to help each other. you know that community is caring over there. but now that

i have the instructional coach network, i can also like problem solve with grade levels, problem solve. back with the network, get some advice, find support either in the facilitators or in our own coaches. and that's been really powerful and helpful. we don't always have the answers. there's still many answers that we need to find and problem solve around, but that's been a really big step. and being able to create a support network in terms of our school as a spanish dual language immersion school, one thing that we've always struggled with is just having a comparable curriculum, and we've been able to align for the first time this year. after several years of just kind of playing around with different types, workshop benchmark. and while there were favorites amongst both those curriculums, the alignment that we have right now through k through five is speaking to a lot of potential, but also the potential for like language transference, which is something we haven't been able to root ourselves in. and it's growing. we're currently in that period where we're just learning the script. it's like going from an apple product to like, you know, like we're trying to really understand the new language, but also leverage our

teaching experience as a collective in order to evolve this new form of it's houghton-mifflin. it's what i started with back in the day, and we're leveraging and bringing forth that experience because we're really looking to evolve our teaching practices, but using what we know. with that said, i think the phonics, the foundational piece in this curriculum, is something that's been missing. it's new to many teachers, not new to veteran teachers, but it's back and we're looking to really highlight that. and that's been one of the things that teachers are talking about, that they're really grateful that this is part of the reading instruction that we have. not to say it's perfect. it's really challenging. we have lots of questions and not everything kind of jives yet and fits into the puzzle pieces. and we're learning the script. but i'll let miss cruz kind of talk about her classroom lens. that's my lens as a coach, and i'll pass this over to miss cruz now. hello. so as a classroom teacher, i was the only teacher out of my sight that piloted the

curriculum before adopting it this school year. so i was able to kind of preview the curriculum before implementing it into my kindergarten classroom. like miss santa maria said, it is not. it's taking us time to adjust to the curriculum. it is not like the perfect curriculum for all the students, but there was a piece missing before, which was the phonics and the grammar and is working very well in the classroom now. so i think that with time the curriculum can work. it's just not right now as a first year implementation. thank you. i would also just like to add one last piece to that. and thank you for sharing. i think it's also important to focus on the process. you know, being in ucation for a while, a lot of change happens from time to time, and it's important

to really just focus in on the community and the process and reflecting and finding ways to process that change in a way that works for the community. and i think that's what really stands out at dolores huerta. there are challenges that we see daily, but we intentionally create a platform so that we can discuss these challenges and brainstorm together, especially within the framework of a dual language school setting. and i think that's the real highlight within our school, and that's what's allowing us to implement this new curriculum in a way that feels successful to our students. thank you. thank you so much. i wanted to just also name and highlight that one of the reasons we were so excited for the huerta team to join us this evening is that they are truly an exemplar of instructional leadership and educator collaboration, and have truly taken a student centered approach not just to curriculum implementation, but to thinking

about the needs of students and differentiating and responding to instruction. and we're gracious enough to welcome many of us to a learning walk earlier this year where we saw that exemplary instruction and the care and attention given to the students in practice. so i just want to say thank you so much for joining us and for sharing your perspective this evening. did you want to ask? i didn't well, maybe this is a process check. would you like us to keep going to the other slides, or did you want to pause for the huerta team? oh, sorry. well, we have about two minutes left for presenting. do you want to finish up and then. sure do. folks want me to finish it up? okay, we're going to run through the rest pretty quickly then. all right. so slide number ten. and folks can ask questions that are more detailed. so that's totally great. great. so some of the things that were highlighted by the huerta team that we're

going to speak to are professional learning structures. the first piece we wanted to touch on briefly was administrator professional learning and support. doctor lowe, i don't know if you want to speak to this slide. yes, i'll speak to this slide. i'm just working with the system superintendents and executive directors, and this is really a joint collaboration with curriculum and instruction. so we just want to highlight a few components of our site administrator supports. one being the kickoff of the august institute to deepen the focus of language and literacy. and doctor sue and also doctor aguilar was able to join us at the pk eight citywide. that really focuses on this alignment to support the curriculum initiative. monthly supports as well include supporting with site visits at schools and then also the collaboration of monthly cohort meetings, as well as the side by side of the coaches who now have a lot of expertise on the curriculum and can really partner with the site administrators. okay. good

afternoon. good evening. i should say i'm jeanette hernandez, the executive director for professional learning and coaching, and i'm excited to highlight the role of coaches in really supporting the teachers with the implementation of the language and literacy curriculum. coaches play a key role, as you heard from ana, in partnering with teachers through fostering collaborative cultures to actively study the curriculum, lesson planning, observing, classroom, engaging, coaching conversations that result in high quality teaching and learning, and so on. this i won't go through it, but there's four different ways that we support coaches in the work. so is there a much i mean, i think we can also go into questions, unless there's other stuff that you want to highlight before we jump in, because you'll have a chance to respond to questions too, and can go deeper into various things. is there anything else you want to, especially highlight before we wrap up? yeah, i can speak briefly just to say we have some

data points in there around teacher professional learning and support, particularly summer engagement. and then i think the one other thing that we just wanted to highlight was both the central office collaboration and professional learning with instructional cabinet, as well as engaging in robust data collection around implementation and associated strategic actions for instructional alignment and collaboration. whether it be aligned pd or ilt work, which you can see with some of the tracking data included. so we are taking a very data driven approach to support a multi-phased implementation, not just of the curriculum itself, but instructional changes associated with the curriculum. great. thank you so much. so let's move to board member questions. and again, the way this will work is each board member will ask questions. but you all should take notes or however you best process those things. and then you'll get to decide what you want to respond to. and since there's a large team, i don't know who can coordinate who responds to what,

but. so we'll ask all of our questions and then you can kind of decide how you how you want to put those in buckets and respond as, as helpful. but again, the point here is really to have a discussion around kind of the strategy, the progress toward the goal. you know, places we're making progress, places we aren't, and the strategy moving forward. so and just again, a reminder to board members to please try to keep your questions in line with our effective questions, which are, you know, strategic rather than technical or tactical as much as possible, focused, you know, based on data that we've seen in the report, results focused and focused on current practice as much as possible. all right. is anyone ready to start? okay. let's start down at that end with our student delegates. and then we'll maybe we'll just go down the line. first of all, i just wanted to give a huge thank you for this presentation. i learned a lot about what practices are going to be

implemented in the years that i won't be here, so i really appreciated your insight, but as an sfusd teacher mentioned early on in this meeting, while this curriculum will benefit many students, there will still be a small portion of students in which this curriculum will not work with and oftentimes that small percentage of students is often buried when it comes to their needs. and i say this because i was a part of that, too. it wasn't until my eighth grade year when i started reading at grade level. so with this in mind, will this curriculum be moldable when it comes to serving different learning styles? and if yes, how so? great question. thanks. yeah, it's almost been like a theme of my questions recently is like, how does this look moving forward? so like i 100% echo isabel's question and sort of like how this moves forward and how it fits into the mold of sd moving forward. i have a few

questions. i think the primary question i have is just in relation to how effective is the overall strategy around this goal. i mean, the interim goals related to it. i also have questions about how the selection was made for the new interim goals for the 2025 school year. and i think essentially like, how were these numbers selected and what is the rationale or reason behind them? and i would love to just get a little bit more explanation around the improvement in kindergarten for african-american pacific islander students. it just seems like that's a really huge jump, and also a shifting number of the total number of students who are actually measured in the population. so really just trying to get an understanding of those numbers and how predictive this success is, i'm kind of seeing the lack of success previously and kind of how we're projecting that forward. and i think those are some of the initial questions i have. so, kim. sure, i will.

thank you so much for the presentation. it's really helpful. and exciting to see some work being done around bringing together professional learning systems and marrying that with curriculum implementation. we've talked a little bit about silos at central office, and so i'm curious to hear from your perspective how the relationship between lead and ed services and schools team have come together to support the implementation of this curriculum or not, like what are just kind of the bright spots? what are the challenges as kind of we focus on kind of breaking down silos as it comes to supporting our school sites. another question i have is around the reflection and evaluation of the quality of our professional learning that we do have right now at central office. it sounds like great work is going into building learning experiences for our adults. i'm curious what kind of data we have that shows the

effectiveness of those professional learning experiences that we're using to either improve the professional learning experiences or or double down on them. and then last, we're about to go into budget conversations. so i'm just curious, the resources that have both gone into this already that are enabling some of the structures that are happening, what additional resources you're wanting to have, what conversations have gone into that? i know that some of. well, yeah. so i'll leave it at that. so thank you. echoing the thanks and gratitude for being here this evening and for sharing a lot of information, my question actually is specific to you, miss olivares, and i'm wondering, have you are you all learning, and if so, what are you learning from the instructional network that can help us understand specifically where there may be

implementation gaps? i think this goes back to we talk about silos and lots of different contexts, but i would love if there's like this wealth of information. you're not only learning from from the teachers, but also from these networks. how is that being and is it is there a mechanism for that to be shared beyond huerta, for example? thank you. i also echo the gratitude of my colleagues, and i have a couple questions. one, for the huerta folks. i'm curious to hear more about the success on slide five of your second grade student. since becoming proficient in third grade and to what extent do you think that was related to the curriculum implementation, or were there other factors did it have to do with, you know, just basically what is your assessment of what caused that increase? the second question is also on that related to slide

five, i noticed that two of the five schools on that list are muir and sanchez, which are part of the elementary math pilot. and i'm curious that are also doing lesson study. i'm curious if there's any connection there or if that's just a coincidence or if just again, just asking what if that's a pattern and then my third question is maybe related to isabelle's two around what are you learning about students for whom the curriculum doesn't seem to be working and what can be done to improve tha? i risk getting dinged about my question for not following the rules, but hopefully it does fall within the parameters. first of all, thank you and i love seeing our school sites here. so thank you, dolores huerta for joining us tonight. i know it's worthwhile for all of us to hear you for just our staff. just can you break down? just give us an analysis of why

you think we're not meeting our overall goal of progress for third grade literacy. it is clearly dipping. we're at roughly where we were in 2017. if you could just give an analysis of why you think that is the case. and then secondly, i just i've mentioned this before, but i think it is worthwhile when we have these kinds of reports to really measure us against other districts in the state as a whole. so just having kind of side by side comparisons of how, you know, los angeles is doing, san diego is doing my school district, brisbane, you'll find that we're pretty much on par with a lot of other districts, and we're ahead of the state. so i just i think for context, it's really helpful for us to see how we are doing compared to the state as a whole and to other districts that are like our districts and to make, you know, some correlations with that data, i think it's really important. thank you to the team

for your work and presentation. thank you to the dolores huerta school leaders for being here. it's really wonderful to hear directly what's happening at the sites. alaska dolores huerta team around the dual immersion. i'm also a dual immersion parent. my children are alumni of that of dual immersion. and be curious. we've been talking as a board for years around, you know, what can we learn from our programs and school communities to then scale? so i'd be curious around the gains that you all have made, particularly around the second grade students, of not being proficient in the spring and then now proficiency. so just i know you talked about the professional learning, but anything else that you would want to share that you're at the student level experience as well as perhaps any engagements around parent engagement and the

whole family and the supporting the whole child in out of schoo, perhaps some other we'd love to learn more about those approaches related to shifting to the to the team around, you know, what do we know about some of the root causes of what we're seeing in student progress? wanted to understand, you know, why do we have the gaps that we do already asked by colleagues here. and i do want to follow up specifically around our focal populations and students who may not be named in our interim goals, if we know also either be english learners, children in in special education in ieps. so i just wanted to give an opportunity for the staff to share that as well. i will echo my thanks. great to see all of

you who are here regularly. thanks for being here as new faces. we appreciate you. some of the questions my colleagues have already asked, but so i'll start with a different one. that's an overview. more of the vgs vision values, goals and guardrails. so the board develops the goals and then the superintendent develops the interim. so for you doctor sue my question is moving forward, will reporting under your leadership look different. will the interims look different. should we expect more of more of this? love the bright spots. so thank you for being here. so just would love a little bit from you about if we should expect that this is what we'll be reporting on moving forward or if you plan on adjusting the interims at all to the slides specifically. same thing. slide for the remarkable growth of 9%.

do we attribute that all. and as others have asked, we attribute that all to the new curriculum. are there other things involved there? slide five. it's great to see those schools highlighted. what's the average across the district? do we have a table of all. and again what do we attribute that to. is it new curriculum. are there certain factors that certain schools have we been able to tease out the difference and slide six the multilingual support, the challenges section, i would love to expand on that. the need to support multilingual students and the skill transference. i heard that i don't know if someone could expand on that a little bit more. i'd love to dig into that and the slide seven the theory of action includes that we will establish data reporting and accountability structures at all systems levels. yet, as we've said, for multiple reports we heard in public comment tonight, the data

isn't necessarily disaggregated in a way that the community has access to everything, and transparently. i'd love to see, you know, as as fellow commissioners have alluded to, like across all focal pops, focal populations. and i know that rpa has done a huge amount of work in tableau, and we've got a lot of great information there. so that's a great bright spot. and particularly tier two and tier three, i think for example, we didn't we haven't talked at all about that in this report. and that's where some of our lowest numbers are like do we have any data around aspire aspire working seriously. aspire working. we're spending a lot of money on it and it's supposed to be. or is it working that i would like to see that specifically included here, like tier two, tier three. what are we doing for data collection there to actually monitor that? because if no data collection at tier two and tier three is a

huge gaping hole, and especially when it's related to iep goals, leaves us open to a lot of potential issues down the road. so. questions specifically for the team for our instructional coach, miss ana maria oliver. thank you for being here. you mentioned some bumps in how everything is aligned and if this is a new curriculum. and for you, miss georgina martinez cruz, you had mentioned, you know, it's year one. so my questions to you are what do you need from us as a board and the leadership team to make sure that this continues or improves? what how would we how could we make it easier to implement this successfully? what else do you need from us in order to get to the goal that we haven't reached yet? and i think that's my questions. great. you all now

have a buffet, a banquet of questions from which to choose, so don't feel like you have to answer all of them. but it really is an opportunity to consider the ones that are are going to provoke your thinking or help inform the board and the public as to your strategic thinking around this. so yeah, do you want to take a minute to process and plan your response or decide? we'll give you a minute. so we'll yeah. great. so doctor sue, while staff is planning and strategizing over there. thank you, commissioner fisher, for the question regarding the interim goals at this moment in time, we want to stay committed to the interim goals. as you can imagine, when we say to our students, have grit and perseverance that is the same thing we would like for ourselves. we need to have grit

and perseverance so that we can stay committed to the goals that we've made and committed to. i will say we are going to dig deeper and try to understand what what's the gap, how much, how much more effort, what is it that we need to do to get to those metrics and milestones that we've we've committed to ourselves? but at this moment in time, we are staying committed to the interim goals. thank you for the question. i was going to start by saying, i think we're going to start with the where to team to be able to answer questions directed to them, and then we can follow up with district staff. okay. thank you for the questions. i filled my page very quickly and then i had to start typing on my computer, and i still don't think i captured all of it, but i'm going to try my best again. don't feel like you have to answer every single question. it

really is meant to be, you know, a discussion. so don't don't feel pressured to that just whatever you feel like would be most helpful for the board. and the public. i mean, this sort of we've given you a window into our thinking and what we're asking about share some of yours based based on those reactions, but don't feel like you have to answer every single, every single thing. and we can follow up if there's something, if there's a burning question that a board member feels like wasn't answered, we'll follow up. so great. sounds good. okay, so first of all, thank you for your question. it's a really good question. and also it addresses some of the challenges that we've had, especially around the budget and being able to staff the way we would like to versus staffing the way we need to. one thing that i will say, and i came in with, this is my second year as principal at weta and coming into huerta last year, i would sometimes have discussions with a principal friend of mine

that would that worked at a school nearby and we started a conversation with the work that interventionists do. and then what is it that we do with our populations that need more attention more? one on one or small group, right. potentially, from what i heard earlier tonight, where small groups potentially are not being impactful in the moment at least. right. and i've always come with a mindset that the teacher is the expert of the student, and they are the first interventionist. and when we have an intervention network, it's amazing. and it's very helpful. but i still stick to the fact that the teachers are the experts of the students. they're with them all day. theye looking at data all day. in fact, the interventionist is most impactful when they have a really good relationship with the teacher so that they can

communicate the needs of the student. so that being said, i've really been navigating the ship toward how do i help support all the teachers at huerta while setting them up with the skills of an interventionist? simultaneously? how do i mimic that work within small group instruction? speaking to the progress that i just heard about tonight in terms of making progress with students also turning our school into one that is extremely data focused and it's really comfortable with it, doesn't shy away from it. and we started that work last year. i was lucky to come to the school with some background knowledge of star renaissance and how to navigate that data, and so i was able to support our staff on how to navigate that data and more importantly, what does it mean

and what do you do with that data. so it informs instruction, not just when windows open three times a year, but on a weekly basis, so that we can make the pivot that we need to meet the needs of our students in the moment. and the biggest one being an immersion school, just to add something else to that, do it in two languages, not just one. that's where i'm at right now. so i'll speak to the question that was posed. are we learning through the implementation and what might i think, commissioner lisa, you posed that and so one thing this year is this is my first year as instructional coach, which my 19th year in the district. so i've been around for a while. i've been through a couple of implementations, had worked with some amazing coaches, but the coach network was much smaller, and so one thing i've entered into is to this world of coache, and there's about 80 of us. and so we meet once a month in

person, and then we meet once a month online with a smaller cohort of teachers. and so that's been consistent. right. and when i think about the coaching network i think about long term vision. i think one thing we tend to do within our district is we kind of work in survival mode, attend to our most urgent problems, which is normal. but i think setting a long term vision to have a network that is perhaps envisioned as part of our future as atrict, think with what it provides, the structures, it's incredibly organized. the team that thought out the network has really looked at all the multiple ways we can support each other as part of our network. we're working across the district to provide, like these monthly district aligned pds. that means every school is doing the same pd or at least holding the same content to

teach other teachers right? and so that that has been a really interesting point to really understand that all schools are using it to meet the specific needs of their, of their population. in terms of the gaps, i think it's just learning how to work with adults, but that's also offered within our coaching network, right? we talk about adult learning styles, and we talk about how to work and listen and really learn from each other. now, the one piece that i get to do as well, which was not planned, but i've been co-teaching with teachers as soon as we started the school year, i knew that i can't come in and talk about supporting a new curriculum. if i myself have never taught it. and so i, because of the community that i we mentioned earlier, i've been able to step into classrooms and teach and have it look really messy and be vulnerable in that sense. and so that's something that's part of our community. but i know that many through the

coach network, i've learned that many other schools are also doing the same thing because we're a spanish language school. sometimes english demonstration videos are not available for us, and so we're able to video record ourselves. that's the next step is provide like some of our own personal resources. other schools are providing their own videos as well, as well as the ones that are provided through our coaching network. so i think that covers sort of i hope that addresses the question that you were posing, just like, what are the supports? it's really well organized. part of the team is also a team that i worked with through tlf, which is the teacher leader fellowship program. and so kind of those ideals are also you can see some of that organizational structure as well coming through, which is really thoughtful and just really like human based. think that's it. i think i hope that covers. is there any follow up to that or does that kind of give you a good picture of how the network is? i think just long term, i think this would be something really powerful for schools to continue to know that

it can be counted on. right. and i know each coach comes in with a different personality, but long term wise, i hope it's something that i've had the opportunity at every school site that i've worked at. i've worked with a coach for the last decade or so, so i'll leave it at that. thank you. i'm going to i was going to give a minute in case there's anybody else from the central team that had questions they wanted to respond to. otherwise i'm happy to start too. i just i just have one thing, and i just wanted to kind of bring in assistant superintendent jen steiner into the room as well. one of the things that jen steiner always says is let's examine the root. so i don't really come with answers, but i think i come with a wondering in terms of what else can we do to take a look at the why and dig deeper and keep on asking those questions. we were just at some schools in the bayview last week, and the principal brought that up as

well. so we're doing all of these great things in the classroom. we saw it, and it's not reflecting in our data. and so i just want to encourage our our team to keep on pressing into getting that deeper into the why. i also want to highlight, i just talked with each and every representatives as well, and kind of celebrating some of the growth in that aspect. so i think there are some celebrations in terms of that. looking at data and being very specific about like we know these students and we're saying their name and we're designing instruction according to what they need as well. can i just make a quick comment? i think that's that point you were just making around data is really important. and i think that's kind of the focus behind the student outcomes focused governance. and part of the spirit behind our questions, especially when we're asking about the success stories, is really wanting to know what really is working, because as an experienced educator myself, i know there's all these things that we, you know, think are working. but again, if we if we

don't have the data, then maybe they're not working. right. so it's like, how do how are we really looking at the evidence and then honing in on those practices. and so i think that's where and that's what's exciting about the about seeing the successes as well. so we're just this is that's exactly the conversation that i just i just want to highlight that because that's exactly the conversation that that we're happy to be having. and we're happy that you all are having. one more thing to add to that, we were just talking with rpa as well, and rita, whose team has really highlighted about 20 schools, have made some progress. we haven't yet had time to really take a look at that, but i'd be curious to see like what is going on in those schools as well. and i just wanted to go ahead and build off of that. in some of the questions related to data collection for tier one, as well as tier two and tier three. so the first piece i wanted to just highlight, and i know there was a question as well about the partnership across ed services and the schools division, and i want to speak to the strength of that partnership in data

collection and progress monitoring. there's a couple pieces called out in the presentation, as well as in the board report. and so one is really engaging in shared learning walks for classroom observation and norming around the core rubric and looking at instructional practice. i think one of the things that's really important, specifically at a central level, is that we all have a shared understanding of what high quality teaching and learning is, and we have shared expectations and shared responses. i think it's really frustrating from a school's perspective. if they're getting different directions or different sets of information. and so one key piece of that is just around alignment, alignment and coherence. another place that you'll see is just a high level of follow through on implementation. so the idea as was spoken to around aligned pd and school sites implementing as well as things like having ilt structures and coaching logs in place in addition, we're currently engaging in a comprehensive district survey around curriculum implementatio, specifically focusing on

mindset. i think a lot of times when we talk about quality of implementation, we do focus on instructional practice and curriculum. but i think often as we hear from with school sites, there's this often untangible component around educator mindset and not just belief in students, but also orientation towards the material and educator collaboration structures. so we do have pretty robust data collection that we're excited to continue to share, to pinpoint those successes and how we can scale and build on them, as well as identify additional areas of need. building on that, we have focused the reporting on tier one in particular, as guardrail three specifically names tier one. however, we do have really robust data collection around tier two and tier three. and so i wanted to name specifically some of those as they've been previously asked for. i'm not sure if my colleagues in special education are here. okay. so i'm going to not stray too far into aspiring tier three. but specifically related to tier two is i know we heard in public

comment and named earlier is that historically, the district has used the tiff network for the delivery of tier two instruction and those are out of classroom educators who pull small groups of students for tiered intervention. that network has significantly decreased in size over time, as the huerta team spoke to. we also support tier two in classroom, specifically with small class or small group instruction done by the classroom teacher and so i would say two things just from a resource perspective is one, in addition to the tier one curriculum, which is into reading the tiffs and the tier two materials that are used are cips, which is a structured literacy program. and in addition, we do engage in robust progress monitoring around a couple of components, which is not just student academic progress but also dosage. so if students are making progress, are they receiving this appropriate amount, dosage, frequency, etc. we know whether or not that progress requires further intervention or not. and

so i just wanted to name that explicitly as one of the structures. we've done a great deal of work to try to align the tiff network around, not just the use of cips, but dosage and appropriate frequency. so i wanted to name that. i didn't i did just want to mention one last thing in connection to what i'm hearing, just kind of looking at it. big picture. i also just need to recognize and i want to communicate the fact that we can have perfect data analysis, but students aren't ready to learn unless they're feeling safe, unless they're feeling in community with the school. and i feel like that's a big piece as well. that i feel very fortunate to be at huerta, because i can feel the community in every classroom that i go into. but i think just as important is that we need to

replicate what we're trying to create for our students, with the adults on site, as well. that includes teachers, rsp, special education paraprofessionals, and we need to honor them in the same way that we're honoring our student, because we are the examples of what they can become. we are the examples of. their biggest advocates and sometimes. some of their biggest advocates in their lives. and so if we want to work toward bettering the education of our students, we also need to be focusing on the adults that are at our schools. and that is definitely something that we prioritize at huerta. hi everyone. we're such a big team. we didn't all sit up here, but we were just i was just thinking about what? i heard a couple of

things, i think from commissioner kim about siloing and de siloing specifically. and then someone else asked about scale. now. now i'm not looking at my notes. i can't remember who it was. jenny. always, always good to talk about scale. and so i just wanted to lift up a couple of other things that i know we're all doing. one is that devin mentioned these instructional cabinet visits. and so we get this opportunity to come together to learn about the curriculum. but then what it looks like, right, is that we go to the sites. so last week i got the opportunity to go to paul revere. and i got to go with a member from state and federal. i got to go to a member from the superintendent's office. i got to go with my colleague emma, who's the executive director, and my team. and then the team from paul revere joined us, and we got to walk around and say, what's really happening with implementation? show us what's happening and what's good about this and what's hard about this. and it's not all easy, right? and where they discover that things are easier. oh well, what we found was easy was if we released the teachers for an

hour and a half or two hours at a time, they can really dig into the parts around foundational skills. that's hard. that's starting to help us. well, that's all well and good if it stays just at paul revere. but what if it doesn't stay just at paul revere? what if we can bring that back to instructional cabinet to lift that back up so that across schools, we're learning that? what if we can bring it to the principal network so that they can say, all right, what are they learning about implementation. so then those same instructional walks we're doing at cabinet, we're now doing also with school leaders. and so they can get to go to each other's schools, either in snippets of videos or in physically going to say what is implementation? what's hard about implementation and what's going well, and how do we lift that up? because what we know is that while tier one is not going to solve everyone, if everyone is doing the same tier one, we can then better align ourselves around tier two and tier three. and so that is one bright spot that i wanted to lift up, that we're trying to figure out how to scale. thanks for inviting m.

and everyone was kind of i believe we will follow up on any remaining questions. and i think that's that's it for us. hey, why don't i open it for one last round from board members for follow ups? i see let's start on that end again. go ahead. delegate. so first and foremost, i just wanted to thank you for the response you gave me. it definitely gave me some more clarity. however, since teachers are supposedly the expert of students, which i personally disagree with because students know themselves best and their needs, and no one will ever understand how a student's brain works than themselves. like yes, a teacher could point out patterns, but they can never understand the student's disconnection in interpreting curriculum. so with this in mind, how will teachers support the students falling under grade level? and will this be done through one on one assistance with students? smaller classes, more teacher assistance please elaborate and possibly how would

this all work when it comes to fitting the school budget? okay, are we doing another round or can i answer that question? you can go ahead and answer it. sorry, sorry. let's. yeah. yeah because we've got to go soon anyway. so yes let's go ahead and just answer these and maybe we'll just keep it to the most urgent follow ups. sure thing. thank you for the question. i did not mean to communicate that teachers know students better than students know themselves. 100%. if anything, our work is in trying to understand the student better so that we can fit our instruction to meet their needs. and sometimes we're not successful. and that's kind of the job. figuring out how we can improve our practice for them. we are in a challenging spot at huerta right now without

interventionists. and so that's why i've been doing this work to try to. make that connection better between the disconnect of the experience, the student is having and the accessibility of the lesson that the teacher is trying to communicate. and you do that through so many things, including diversifying the way that you're teaching the lesson, finding a way to connect with the student, making the student feel safe. so many different tools that you can use and they don't work all the time to make it more complicated. and i think the number one thing that really matters when we're in situations where the budget really isn't in line to help provide an interventionist, for example, is having staff that cares, because if you have a staff member that cares, you're going to keep

trying. they're going to keep trying because they care about the students that are in front of them. that's not a definite answer, and i apologize, but i think i felt that way since i started teaching, and i think that's like the number one factor that i look for with staff members is how to nurture that care and allow them capacity so that they can come into the classroom with all that care, so that they can keep trying and not give up on our students. thank you. i don't know, is there a sort of systemic response to that question? because i think it's a really important question aroun, especially if our budget means we can't have interventionists or tutoring. i don't know, like at all of our schools, what is our systemic response to our student delegates question? i'm curious. so i can give at least a partial answer to that. so i

want to start a little bit by talking about what was referenced in terms of small group instruction and so in the instructional schedules that we put forth for students in grades k through designated time for small group instruction where students are in small groups and rotate often through different stations. and when we think about tier two, so supplemental or additional intervention that's offered for students in need of additional support, generally there's what we would call either in classroom or out of classroom tier two. often that in classroom means that the teacher, the classroom teacher is seeing that small group of students in need of additional intervention in tier two. more often, they might be using slightly different materials, working on could be a different set of foundational skills or reading comprehension skills, and they're monitoring progress over time. ideally, if tier two works really well, that progress monitoring means students

demonstrate growth. they might catch up to grade level and then we sort of reorganize those small groups a different structure would be out of classroom. tier two intervention. so it could be that that interventionist comes during that small group time and pulls a small group of students again to use different instructional materials in a or work on different skills to deliver that instruction and again monitor their progress over time. ideally, that progress monitoring would lead to one of two things, which is either students increasing and growing and meeting proficiency and moving back to tier one. during that time. or it might mean they need additional support, in which case they would go into tier three. so that's sort of the two structures within svusd in classroom is generally provided by the classroom teacher. out of classroom would generally be provided by what we call the artif. i'm blanking right now on what the full art response to intervention, academic response to intervention facilitator. thank you. just right out of

there. and so that's a separate staff member who might be providing that intervention to multiple classrooms within the building. and so i think one of the things that we have seen shift is that we have seen a decrease in the number of artifacts which would mean an increase on the that tier two intervention happening in classroom with the classroom teacher. so this might be a thing. i mean, that was i'm just thinking in terms of our budget conversations, it would be really helpful to talk this through when we get to our budget and think about how we're thinking about this as a district. so if we've chosen to decrease the number of artifacts or interventionists because of budget constraints, then you know, what is our what is our plan here? or are we saying, you know, and why did we make that choice, right? or what? it would just be really good for the board to know, like kind of what is our collective thinking as we, especially as we move into next budget year? that to me,

that's a great example of not to say that we have to do one thing or another, but it would just be good to know, you know, why are we reducing those? what else are we investing in? et cetera. et cetera. and i think there is more of a shift now to go to really put the focus on small group instruction being very intentional within those groups, figuring out the movement of those groups, groups with the data. and if anything, i would say if not an investment in money, at least an investment in time. and professional development would be within those small group instruction like the actual practice of small group instruction, not only at your table, but the entire classroom. that's also not at your table in the moment. that'd be i think that's a natural shift. and that's something that we've been working on. can i follow up on student delegate limbs? i think one of the issues that you raised and thank you for your line of questioning, i really appreciate it. we talk a lot about being anti-racist. we don't talk a lot about being anti ableist or being ableist.

and a big part of as a special education advocate, no one invites an advocate into the iep meetings or the teams that are running well, where everyone's getting along, where the goals are being met. so i just want to name that i'm cynical, overly cynical often, but a big part of what is often missing is the presumption of competence. we've got to presume competence in all of our students. and so i appreciate you talking about the culture shift and how making sure that everything, everyone is supportive, every student can learn. and we've got to make sure that we're presuming that all of our students can and should be at grade level. and when they're not, to the point of digging deeper, so many of our students end up feeling blamed and shamed rather than the recognition of, i mean, in elementary school, you would have never thought, oh, this curriculum isn't working for me. oh, it must be a curriculum issue, right? so many of our students are left with that

shame and blame. and i think that is one of the biggest issues that i would like to see us address throughout this process, too. thank you. i just realized it's after nine. so student delegates, whenever you need to go, feel free. but i don't know if you have any follow ups either of you. you're good. okay. thank you. commissioner land, just one final question that i think for superintendent sue, that and future performance to the team is, you know, the realities is as an overall goal. number one, we are off track and we have tremendous gains that have to be made. and so i think just for consideration as we go into this budget season and cycle and our budget realities to president alexander's comment, you know, so how are we going to address the need for acceleration while having constraints and being

able to speak to that not only to the board, but to our school communities, to our families and our students. so i think that is kind of like the crux of what we're going to have to tackle moving forward. thank you, commissioner land, for that question. i think actually to what the principal said, it's trying to support our teachers to feel supported. and i think that our teachers are the best way for us to get to the result that we're trying to achieve. so as we think about a budget that we need to deliver that is balanced, it has to be done through the lens of student outcomes and if we are true

about trying to deliver on student outcomes, that really means we're supporting our teachers to be able to do those things. i think the one thing that i also feel very firmly about is that principals and leaders at sfusd know what what students need and how to support them the best. it doesn't mean that we know students, but we do feel that there's been experience of working with a lot of young people. and so therefore, i want to go to leaders to talk to you about what it is that you need at your school site to really succeed and to work with us as we try to figure out how to create a balanced budget. but i think through that, through deep

engagement, through deep understanding, and perhaps through a compassionate, compassionate way of getting to a balanced budget, we will be able to do both. we will be able to deliver a balanced budget. but but we will be able to move towards our goal of student achievement. thank you. all right. commissioner bogus. and then commissioner kent, thank you so much. i guess if i could get follow up on who's going to follow up with the questions i had, if they're going to be submitted afterwards and by when will i get them? and i guess i guess i'm just to just highlight a concern i have with the monitoring meeting and the process we have set up. i do appreciate the school sites coming out and sharing their experience, but i do feel it takes away from our ability to analyze the data and the strategy involved. i feel like we heard a lot of tactics and a lot of things that we're doing, but not a lot about how all those things are connected to our overall strategy and

approach. i don't feel like we've done enough to dive into the numbers about why we're off track, and i feel like this is consistent with the monitoring we've had since we've started them. we really have not been able to critically analyze what we're doing as a district and really hold the superintendents. superintendents. we've had accountable for it. and so as much as i appreciate hearing from school sites and learning and feel that should be a part of our board time, we aren't getting to the heart of what we should be getting to. we aren't being responsive. like when i look through this report, it doesn't really tell me anything. i don't learn a lot from it. i don't understand how we as a district are addressing the things that went wrong and what caused what happened to go wrong, and how prevalent is it across our entire district. like, i don't have any idea of the scale of the successes or the problems, and just none of that is in here. and, i mean, this isn't an issue of this moment. this is an issue of the monitoring reports from the beginning, when we didn't have data, they were bad. when we got data, they still were bad. and we still haven't addressed that. and so i don't know how we go about doing that. i definitely

have raised my concerns and what i want to see, and i would hope we can maybe figure out a way to have this be more intentional about holding ourselves in the district accountable to producing versus us just hearing about things that we're doing successfully in pockets, but things that aren't necessarily consistent across the district. so i think it leaves an unrealistic perspective of where we're at. and even when we have successes, we don't even know why we're having those successes. a lot of times it just seems like the numbers have just changed magically, and then they'll go back to being failure later because we don't have ownership or understanding. and so i don't really see any of that in this report. so hopefully in future reports, that's something that we can address and fix, or hopefully that's something that i'll be able to see in response to the questions that i have. and that will be made public, because for as good as this was, i don't necessarily feel like i learned anything more about what we're doing to reach this goal or how we are addressing the shortcomings that we have consistently had with this goal. since we've selected it, or the interims related to it. thank you. and if i could also just

get the answer as far as when i'll get my response to the question. yes, definitely. good evening commissioners. i will go in this order. one is all the results that we've shown you do pass the 90% participation rate. so you know, all the results that you have seen displayed do have the 90% participation rate. they are still preliminary because the schools just finished their their testing last week. so, you know, we are still in the process of doing the new star results in terms of comparison to other districts. we did give you a chart, but we'll be happy to give it once more. comparing san francisco to the state and to other urban districts and telling you which how we do as compared to others in both literacy as well as mat. so that's with regards to that. third, thank you for constantly, always reminding us about the disaggregation of data and how we need to see it for various

groups, and not just overall. we will make sure that all reports that we give you do have the link so that you can see the disaggregated data, right. as i said, this is preliminary. so we didn't have it for this report. thank you. any other questions i'll be happy to answer. just if there's a time frame for the responses to the questions that weren't answered and if someone collected them, or if we need to resubmit them in some way to staff to get responses. i think i would say, okay, but i think if you want a written response, it's best to follow up in writing with the information request to alicia, just to make sure, just so that because i also don't want staff to feel like you have to produce responses to all of the questions. but if board members, if you want a written response, just please write your question. send it to alicia. like a normal, like we do our normal information requests and we'll get a follow up. can i ask a

just a procedural. so part of what we do here to be able to report back and self-evaluate is we have a time usage report that we develop. and part of the progress monitoring is to actually scribe these questions. and could we just submit that. yeah. what i don't want is staff to feel like they have to spend time doing producing written answers to questions that have already been answered. that's why i'm saying if board members feel like they want a written answer, i just think they should. we should follow up to say my question wasn't answered. i'd really like a written response. right. that's i think that's just on us. so that we're not wasting staff time. that's, you know, if it's already been addressed, they don't need to produce a written answer. does that make sense or not? well, i just think for transparency, you know, and i mean, yeah, it just takes time of their job, which they should be doing, you know, focusing on their work. that's

all agreed. and part of our job is to be accountable to the public 100%. again, just like the that's why also we have our written questions that we can respond, that we can submit in advance of the board meeting. right. so the just just to remind colleagues like the agenda is, is published early so that folks can submit written questions. we then have this process where we can have a discussion and then and the written questions we submit in advance. we get written responses to and then i was just saying, if folks feel like questions haven't been answered, we also have the normal question response process. but again, we want to we're trying to also be more disciplined and follow our board rules that we don't want staff spending more than 15 minutes of additional time creating written responses for board members of things that didn't already exist right at the point of their the goal of

this is really to be in an accountability type relationship, but it's not to be making them create lots of written documents that didn't previouslyxist. d in fact, this whole process really is should be a reflection of the strategic thinking work that you all are already doing. and this is sort of an opportunity for you to share it and for us to have this, this public discours. i personally agree with commissioner bogus. i think there's a lot of improvements we can make collectively, but it starts with the board, right? it's like we are the ones who set the tone. we are the ones who set the goals. and so i think part of what we're trying to do here is to shift the tone and process of these monitoring sessions as the new board is seated in january, i think you all, we all have that turns out will be will be figuring out the details of how that of how that looks and how it looks moving forward. so i'm going to go to commissioner kim. i know you had a question or comment. one thing. so i'm going to build off a few comments made around goals

and data with kind of better understanding the report itself. and so i'll actually go back to one of my original questions around how we're understanding the effectiveness of the quality of our professional learning that's being delivered to our staff. one thing i appreciated from the principal here, in talking about teachers and the sustainability of our teachers, is recognizing that the implementation of our curriculum is less is not just about fidelity of the implementation of the curriculum itself, but also a hope that there would be some sort of new learning of knowledge or skill by by our educators and our administrators. and i'm curious how we know that that's actually happening through the professional learning that we're giving. what i see are like outcomes of students and the processes and the strategies that are being put in place. but there's a gap here of the data between what we're seeing in outcomes of kids with the

results of the strategies that we're we're implementing. and i'm curious to know if we have that information around the quality of the strategies that are being put into place so that we better understand if the strategies that we're doing are actually effectively, meaningfully moving and changing adult behavior skills, knowledge so that we can ultimately see outcomes for kids. does that make sense? it does. thank you for that question. i'm going to touch on sort of two different pieces. and if it's possible to pull a slide up from the appendix, we were hoping to get to pull a slide up from the appendix. so if we can go to slide number 26, that would be really helpful. but before jumping into 26, i'll start just to give sort of an overarching perspective, is that we both evaluate the outcomes of professional learning, both on what i would call an event by event basis and as well as an overarching experience of implementation. so i want to hold those as two separate items

in terms of evaluating the effectiveness of professional learning on an event by event basis, every single professional learning event, whether it's for teachers, coaches, administrators, central office always includes an opportunity for feedback. and i want to highlight specifically in that feedback, not just in terms of like experiential. and i think i might have said this exact thing in a previous board meeting, but not just experiential. i think i learned something, i had a great time, but really, what is the tangible skill i am walking away with? what is the likelihood i will implement it? how will i implement it, and so on. an event by event basis, that is, i think, the focus. and then when we follow up with classroom observations and learning walks, do we see what has been named as tangible takeaways in practice. so that's one key piece of measuring professional development. the other piece is what we're engaging in right now with cperl, the center for public research and leadership at columbia university, which is their curriculum implementation change framework survey. that is

a lot of terms altogether. but the ccf survey from cperl is a nationally normed survey on curriculum implementation. so many acronyms, so many acronyms, but it's a nationally normed survey that they've been field testing for many years. we're excited to be the first major district wide implementation. they've been field testing in new york city and other large districts for quite a while. but the really important piece around this is it's addresses, not just the impact of professional learning, but also educator mindset, which i think is often an under addressed area. and you can see within this overview, the csf dimensions include educator feelings about professional learning and curriculum implementation, positive, neutral or negative as well as the focal areas impacting those feelings. so for example, for an individual who might feel like the task is overwhelming of like lesson or unit internalization,

that's going to negatively impact and that mindset structure will then impact their extent of use and the quality of use. so what the purpose is, is really to triangulate between professional learning and mindset, how educators are feeling about the support that they're getting with implementation and their instructional practice, and to identify areas of need where we can shift our professional learning structures. the other thing i want to highlight at this is not just the ways in which this data is presented at the district level for us to shift centralized structures, but also at the school site level and so when we look at things like the instructional coach network, a coach can sit with the data for their school specifically and name, oh, these are the three things my teachers are really overwhelmed about the amount of time they have for lesson planning, or they're feeling really overwhelmed about the materials themselves and how to set them up. so we're really excited to be participating in this. our administration window is about to close. thus far, we've had response rates on par

with other district wide surveys like our qta survey and so we will be able in further reports to disaggregate that data and share with you some trends that we see across the district. thank you for highlighting that. i love the center. so this is awesome to see my assumption. i think the assumption here around the framework is that the professional learning is tied pretty closely to the implementation of our curricula, which i think based on the report is accurate and is that the full extent of all the professional learning that's being taken, that's being done with schools? not entirely. so i think if we can go back up in the presentation a bit more and shift back over into the professional learning section. i want to talk about two, two sort of different perspectives, and i'll talk about it from teacher and then i'll pass it to doctor hernandez to talk about it from the coaching perspective. and so again, i might put this into major buckets, which i think

this is potentially what you're asking. but you can tell me if i've misjudged. but i would put these in the buckets of curriculum dependent professional learning. and curriculum agnostic professional learning. and so for curriculum dependent, these might be things like what we would call lesson or unit internalization, which is understanding the design, how you run your foundational skills block, how you set up your small group instruction, your curriculum agnostic pieces might be more along the lines of the way that we think about text complexity or text dependent questions within the classroom. what are high leverage, text dependent question strategies? how might you employ those? so two pieces that i want to name is one. we did spend the last year focused on curriculum agnostic professional learning of the common core, instructional shifts in anticipation of the adoption. and so we've done this sort of slow fade into curriculum dependent professional learning, though not entirely. and so there have been, i would say, still some curriculum agnostic components that might be around things like academic discourse,

where those strategies that we're highlighting, yes, are embedded within the curriculum, but also live outside of as well. so we've held that within the content teams, in aligned pd and in other professional learning structures, we've held both of those. but i'll pass it to doctor hernandez. for coaches, can you put it on. there's an appendix and i think it's slide 29. and what we do is after for the coaching network, we have teachers complete surveys. so we analyze all the surveys. for example the all the as the coach said is we meet once a month. and so we have what we call these professional learning leads. today we analyze the data we got from the coach network. and we looked at what are the growth where what are all the challenges and what are our action steps. and so we're really looking like, for exampl, there is a lot of talk about like we have new coaches, we have a lot of new coaches. so

probably about half of our coaches are new and we have experienced coaches. and so we have to make sure that the professional development we're doing is not just geared toward the new coaches, but we're really differentiating to have the experienced coaches. so those are the that's the kind of feedback we get so that we alter it. and they actually the coaches then think about how to do that with their staff. so what we're really doing is what we call this nested coaching model is the way we're supporting our coaches is the way we want them to be coaching at their school site. and so this this is just an example of some of the innovative coaching practices that are happening. and we got this from the feedback from the from the coaches. thank you. i just i'll bring this back to then our board role. then looking ahead around around our our conversations around budget similar to i think the strategy around artists and what are we doing with our staffing model such that we can fund it adequately? i think understanding better the strategies we're implementing and the quality to which we're implementing helped to inform,

then our decisions around where we invest our budget and resources. so this is really helpful. thank you very much. and just thinking about this as we go into next month's budget conversations. just one additional point. i want to make, which is we have also completed the playbooks. and the playbooks really have a lot of implementation metrics, both at the central office level as well as the school level and so with the next monitoring report, again, we will definitely try to also bring some of the playbook metrics so that you can look at those and see completion. there. okay. i also just want to add one more thing that a lot of the coaches that instructional coaches that we hired were artists in the past. so they have been they have deep experience in intervention and now they're actually doing tier one coaching with teachers. all right. are there any last minute

or last final questions or comments before we move on for just real briefly, i think, you know, another overlay to this is the retention of our educators. and i would love to be able to incorporate that more like we had in years past to understand if we're going all in on strategies, how do we ensure then those the human talent stays within sfusd? and that, i think, is going to be really important because otherwise, you know, we know the statistics within our district and that investment in human talent then leaves or our students, they leave our school communities. so that's something i think is also important to overlay for the board to understand. you know, those supports for our educators so that they stay in their profession. yeah. and i think we as a board understand that we're

going to have to make some really hard budget decisions. so if our if our strategy is invest deeply in teachers classroom teachers, right. and make sure that they can do tier two interventions, for example, i'm just not saying that's what it is. i'm saying as an example that you've given tonight. then then what is our strategy to ensure that we don't train those people this year and then have them see them all, half of them quit, and then we have to start all over again. next year. right? so those are the kinds of questions, i think. and for us, i think the question will be what is the how do we see that in the budget? where does it show up? what are what are? when you bring us the budget balancing plan and you say, we have to cut these things, but we're not cutting this because this is our investment in this strategy. those are the kinds of questions, i think, that the board is going to be asking in terms of budget alignment. all right. great. with that. we want to thank you again. really, really appreciate it. all the work and the effort. and we will move on to item h a point of order. don't we have to vote to

accept this report or no. sorry. we're still so i mentioned this in the i think i mentioned this in the email yesterday. we're still not voting today. we will reevaluate moving into 2025 or you slash we will reevaluate moving to 2025. you know when and how you want to approach the monitoring reports right now. we decided to do this one the same way we did last time without a without a vote. oh okay. then i have a few other comments i'd like to make here. so i'm sorry i missed your email yesterday. i'm a couple days. no worries, no worries. so we have two questions that we have to answer when we can. i borrow my sheet back when we actually do vote on the monitoring reports? does the reality match the vision? well, three is there growth towards the vision and is there a strategy and plan sufficient to cause growth towards the vision? so to commissioner bogusz point

earlier, and knowing that there are the playbooks, i would actually love to see, that'll be my follow up question that i'll send is to see a copy of the playbook, because the reports as written, i don't think what we've been seeing in the past. superintendent sue, i don't think that they have given us the data, the strategy that we would need. we haven't said yes on those questions yet. we haven't accepted. and this is a lot of what we've seen in the past. and i don't say that to negate the amazing work that's being done. but i think also having more of this, would we want to be we want to take we don't want to take up too much of staff's valuable time. i respect that if it's outlined more clearly in the monitoring reports, then we won't and we won't have so many follow up questions, and we can all be more aligned and transparent to the public. so just moving forward, i'd love to see more data, more strategy, more umph in the reports. maybe the

playbooks. so thank you. all right. thank you okay. so let's move to the consent calendar item h. are there any items withdrawn or corrected by the. oh sorry. first of all can i have a motion and a second on the consent calendar. so moved second. great. and now are there any items withdrawn or corrected by the superintendent? there are no items withdrawn or corrected from the calendar. thank you. so we'll do a roll call. vote please. thank you. commissioner. bogus. yes, commissioner. fisher. yes, commissioner. kim. yes, commissioner. lamb. yes, commissioner. sanchez. yes. vice president. weisbord. yes, president. alexander. yes. seven eyes. okay. thank you. now we will move to item i information items. and these are just information items just to alert the public that there are the quarterly and annual reports on the williams complaints. any board member comments on those?

no. seeing none. great. we'll move then to item j board members reports. are there any board member reports from delegate from membership organizations? any other or any other reports or appointments? yes, commissioner. i just have a brief update on this annual fall conference that we participated on the council of great city schools. i want to recognize our staff this season. they presented six workshops. thank you to rita and her team, along with doctor ford. i think that's exactly, you know, this type of highlight of our work that's happening in the district, the alignment between our vision, values, goals and guardrails and how as a district are we shifting our approach overall in our student outcomes focus. and so i just wanted to give a big thanks to staff who had such a

large presentation at the annual conference. and just also want to recognize that, you know, currently, siofok sits on the executive committee of the council, and i think that is a real recognition of our district and our work around our student outcomes, governance, work and being able, particularly now under shifts that are happening at the national level, how imperative it is going to be to have the large urban school districts having a voice in in dc as well as there's been discussion around some of the largest urban school districts in california, and the potential of us also coming together as a cohort. thank you very much, commissioner lehman. thank you for your leadership in terms of connecting with council of great city schools and frankly, bringing us the student outcomes focused governance. so thank you. all right. any other

reports seeing none. we are moving to adjournment. this meeting is adjourned at 9:33 p.m.

>> fire commission regular meeting, november 13, 9:00 am to 12 p.m. the time the current time is now 9:02. this meeting will be