education of the san francisco unified school 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 t hall in the enrollment center here on the firstre the board goes into closed session, i now call for any speakers to the closed sessi"íon items listd 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, pleago hands raised. thank you. please no 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 reminderls that public comment will occur under section eat's h 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 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 agement 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 followi 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, commissier. sanchez. yes, vice president. wise. yes. president. alexander. yes. seven eyes. thank you. okay. now i will report o from closedsistudent e versus sf, usd zero, number (202) 409-0548. the board, by a te of sixyes 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 cases number (202) 406-062. the board, by a vote of six ayes one commissioner. recusal. fisher giv the authority of the district to pay up to the stipulated amount in the matter of student j m versus sf usd zero. case (202) 209-0572. the ofe commissioner recusal gives the authority of the district to pay up to the stipulated amount in the matter 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.l right. good evening once again, everyone, and welcome doctor maria su board meeting. we're gladhave yd our landwledgment. this is we're now on item d. we, the san acknowledge that we are on the unceded ancestral homeland of the ramaytush ohlone, who were the original inhabitants of the san francisco peninsula as accoh theitr the ramaytush 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 ancestors ad elders, and we and we give our+k 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 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.hank 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 of my leadership role as t 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

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 andsu 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 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 my the resy 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 j that we always talk about in life. and it just brought me so much hope of the possibilities of this district moving forward with the, that all of our children will be able to achieve greatness if we slide please. oops. one more. those are wonderful pictures. i know they oy 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 support that our communities continueinto the district. with the passage of this bond, we will in much needd improvements in our schools, enhance our educational programs, and provide a bter 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 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 forr applicn 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 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 to5n focus on wayso deepen the sense of belonging. for our students and families, who weia iep, 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

th nation's indigenous peoples at sfusd. s annual native american heritage celebration held earlier this by commissioner kim, families watch traditional dancing and enjoyed food and participated in workshops. thank you.iteracy is the foundation of lifelong learning. this is it. yes, and we love working with our families to support learning, tw 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. all

families are welcome. please join us. next slide. please. and then finally, 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 i■,n time, you can find t 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 parr 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 canfull 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>istrict 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, pro. 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 decions, but i omise that the decisions we make will be made with student outcomes and student succ center of we want to make sure that our children served tf

their abilities. please know that we have made no decisions on any cuts to programs or staff at 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 with our our school community coming weee 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 laser 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 goals and r 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 budtis ae whole board. so commissioner lam, thank you, president alexander. so the four main objs 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 superint■óendent'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 januaryiw of u alexander and superintendent sue, that it was really it continues to be critical that the governance team is moving as aovernance 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 causesy 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 ourit of af a long time ago. so we've had a lot of sac meetings, a lot of stuff going on. to get into our cabinet electiono, two full sac meeting,

and our sac representatives were given the opportunity to run for returning sac president,ave our 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,ot 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 her so she cae herself. hi. so as langston mentioned, i am sacs elected delegate. i am a senr 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, so 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■a 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 c 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 andice and equity committee chairs will also all elected a■-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 two days ago. oh, it was yesterday. okay. well, this weekend we had the honor toatle sac at google community space. so huge thank you to google for allowi us to utilize their space in that space. we held a lot of community bonding through in 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. 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'sac being one of the most diverse and largest councils. i'm going to pass it back to langston to elaborate. 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'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 as helped us formulate this idea of a survey. and we discussed with the sac and a full meeting about different categories and what questions w 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 liken7 question ideas and now im we're starting to rmulate 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 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. tnk 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. the tia 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, 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 ourky 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 thats 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. threaten our education, undermining the process the progress achieved through years of struggles since the seneca 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.reciate that. tha. 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 chanviors change.e 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 determiningf 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 f at a te 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 when we get t 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 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 youan. 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 herr 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 members names while speaking complaintlic comment. yeah, and 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 somewhere, right? yeah.bú and the problem s legally to during public comment. that's i think that's what i was tryinglo everyone understands the board is not 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 mt effective way to deal with a complaint.3[ but i was jt trying to back up what mr saying. thank you president alexander. yes i know. i asked our school principal to prids person black students. we can't receive the data. how? on earth can we make

decisions if data is prohibited sibility. as the african ■■americanaison, she already has a positive relationship with our studts and appreciate her. we need you to stop makin you're impacting my children that attend that school. look atand i brought them here for you guys to see t impact yore making on my ki■jds. thank. thank you. next speak. good eveng. am reverend doctor carolyn ransom scott, native of san francisco h many concerns, but the main one right now, along with the others, is the fact th w acrossd hererancisco with what was stated with t■heext messages, those vile messages that have gout■bw. how dog our n

safe with health andellness emotional carehow do you plan on making the parents feel safe with sending their children to schools in aand day when there is so much just trouble tt happens on our schooll% grounds? what are we doing to make sure our communities are safe? our children feel for? thank you. thank. hi, my name is cheryl thornton and i'm with the san naacp. i'm the your and we work on social justiceyoe

person■ñ that is filling this position at james lick middleomt hool, and i think it's unjust and un right. regardless, if this is not the district to havd somebody as a bl par@cent liaison who lived experiencethere are some deep rooted issues that black pe are facing in this duentrifie pe are facing in this duentrifie wors they need somebody that they can trust, whatever needs todp be done, therneeds to be another position for this person bause this is black children at san francisco unified school district. thank you. thank you, reverend brown.■

, madam superintendent, members of the board and i rise, first of all, after witnessing bigotr, division, racism and assault against black people in this town for 50 years and i juanwe shoul not take lightly texts. this is■ that we've had this text problem. it evolved out of the womb of the city whe regarding law school and the schoolng to find out

who those villains were, let us show some love. c we pleasereveu please little bit away from the microphone? alright, i will muffled i'm sm . the bottom line is we are in trouble as a nation and we ■pe in trouble as a should not te . therefore, i give great as president of the naacp to doctor sue, who d ntely and reached out to the naacp and said, we must work together. we cannot tolerate on the

humanity of black people.at it k people wholse pickedotton in this nation but black■ people? o we cannot sweep it under the rug as if it was no assault on black pele., reverend brown. finally.nk you. we are working. that's mr. mister president, and we need your support on this to make sure that s■dtudents have promie 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 lives of black people in this city, and do it with dispatch.g thank you so much for listening. but i say we're in a serious situation and we got to take care of businessspeakers bl

theo m villanueva, annie zhang, rui yi, lee, emily fu■yne minute each, please try to sticn okay? all right. hello. myle. ir with disict, and i'm here to strongly urg ctinue funding the aatf network to support struggling readers and writers in elementary schools throughout t 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 nee that

was one of those kids i grew up wh dyslexia. they tried in my school, small reading groups. they tried visual worked. and finally they>/ put min special/j■ ed and i hadsupportl fifth grade when i began seeing a reading specialist trained in stto exit from speci ed. in seventh grade. i was able to graduate from my high school and graduate from uc similarrvention program, and i strong urge you to support that program so kids can thank you. othercess in their speakers. come on up. go your wayy. say hello. i am not your enemy. i was willing to make a sacred link to icu d.j and see .

quiet. h happy i was to make something. like got fauci■ kapoho san fran tung chug chung to my own chun gwangju hong sange kim hong to my letter. we sang karaoke. tai ch, san francisco. sang jinhui song to my tung tung song. yam. thank you. thank . good eng evening. board of education

commissioners. my name is annie. i am an outreach specialist and community community leader with the chinese fort few months, i have gained a deeper understanding have actively the trust in san fnciscove lost unified school district statemen, recent plans around ms and its pause have left parents confused, and they remain worried about the future. 113 million deficit parents are ensure that resources are sufficient at each school to maintain a high quality education to ensure a safe and smth studen commuting to school, to and to■p provide appropriate educational support for every student and family, wd school district will engage in respectful and open dialog with pares and students, and work to you. hello and wee colleagues.

you are khong guan. you. how■/ r summer. you know how to'k■v sumo you can. you know. and i see how you maintain all the[$ whole ti. somehow■? i come back to my phoe on how to sitting, how how long. i'm yong cao cao, cao tao meng ping pong ping ping imagine all the j&j fong on how my. phone on how too much. h much to my gwangju on how. you

know■ñ. to my car. how how long. translatio good evening talk abt the deficit. i'm an outreach worker with ese action. and i'ma parent with teeldren studying in the unified school district. my name is ali. we. we ■s parents have been worrieday the san francisco unified school district. although it has now passed the current deficit problem faced by san francisco unified school districtas not been solved. as parenl very wore school district will introduce policies and plans in the future. very similar to the previous school merger and closuresi and not transparent enough, and it does not provide enough opportunities for the to express their opinios. as paren parents, we doot. we do not!c

think that the school merger and close plan should be the first priority to solve the deficit problem. the school district s spent a lot of energy and resource on the school closure district has ed and focused on teachers, students and parents. ar just hope that the school district can properly count and ensure that every student has a high quality learning environment and high having sufficient can educaon. . 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 onli audience. thank you. okay, thanks for intpreter. thae spanish interpreter. alsoakers o actually grab the microphonfo ri think that also■ creates interference. interference and

it makes it . okay■ name isj ay poli manager at chinese for affirmative action. before i begin, i want to stand i the hat our blies are experiencing in our district. thanks to those here to speak to this issue, and i hope the district is able to for everyone hurt by the recent racist text attacks. i'm here to also comment on the budget points. number one, sfusd should sharits short and long term plans to fix its budget with th, so we're looking forward to that presentation and we'll hold off furthecomment until we have more information from the district there. but■7 point numr two, we want to make tough budget decisions. the

district needs to keep skilled bilingual teachers and maintain quality esl programs. caa helped establish the right t bilingu i0 years ago, with the ndsupreme co 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 t all of you to maria w will this money not be mismanaged? again, therere school sites right now currently that hleé?zf in their water. myids school is carver, buena ve are g modernization it time i ask the transition team e next step? nobody knows anything. there's no communication. we keepr7 tryingo

figure out what's going on righe scho district. you only have half of luther burbank. i don't knowre me to believe that you are definitely going to close ho which i'mout. and thecane eae buildings and grounds oversight commission, i mean, the oversight committee, y 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, a stephanie from harvey milk. i don have last names. patrick wolff and brandy markman. please come up. i'm sorry., i'm sorry, patrick,y spt back■9 has. yep. okay.d histephanie, i'm a paret

harvey milk civil rights academ, and i'm here to advocate that al ■ówe were targeted we've seen ae in tour enrollments. we've had questions on we're announcement or yet to apology, admitting the ra press was flawed and did reputational damage to thesenc schools. adding a tc tangible wu are supporting our community. denying this reqst 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 we're gogre than ever, as cs in the coming yeato our in

communityvç and just give us a . andlease listen to alex community as well.. buttigieg tiffany farrell and i'm here to request approval for tc■#. after the chaos 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 schooad, by giving harvey milk a tc, itde school remains open and hassuaws allr year olds toe go to public historically, there have been a minimum of 3000 kindergartens each year. currently, on max 15e kindergartners will not have a chance at tc to puic

school. as of, usd is creating greater discrepancies in academic achievements. if more tc seats are not offered. covid a $1 million renovation and removal of a kindergarten clas slow the school's enrollment. thschool has fought against this trend, but this district used enrollment to target haey milk for closures. please provie a tc class. thank you. hi, i'm rti at uco. i provide additional reading instruction to struggling reade. a tier two inrv failure. sfusd has i me and other>ú artists. the artt network has aligned itself with district priorities to support students with dyslexic tendencies intervention. our work directly supports the distrt's third grade literacy goal avoid overtesting and over

assiinudents for special education services. many artists, including myself, have over ten years experie we are effective at getting implore you to protect funding for arst, site funds, grant funds, pto funds so that you keep the well-trained, expericed, and effective workforce you have already invested in. thankou know. at's righto$ again. i know there's a lot of public comment. i'll just b brief. i just want to add my and support with all the people dire aand he here. thank you thank you. sorry. slice all y'all. i'm here

concerning t 12 grdchildn in tht we're not going my children in e school distric i thinking abouts lick, that we need people that look like and oth people ati wae go and talk to someone that that doesn't know my cultu, and i need that for my grandchildren as i go up there advocating for my grandchildren. i had issues■d to take my grandchild outat schs harmed at that schoo and no one really came forth at new traditions. i live on grove and baker and my grandchildren went get stitches in his head and the principal and no one came forth

because i had to go up there an5 make an issue out of it. but i do think that ut should be thatn at. i'sorry. could you state your name record? mr. oh, i went to myut i, i hadn'tpi call your name. okay. together. the last five six. right. it's okay, it's oka i name is randy markman. i'm a public f the organizing committee of the . we stand solorror that many of e feeling about the racist texts our black students received, and we a to engage in self-reflection on how combined to the anti-black racism in this country we also want to look at school closure as a pz5■.art of that. on the se second to

fi fabobook page, there's 20 project 2025 planva to elimate schools has already started. it was written the advancement law, that we are a part of at the national closurest to really acknowledge and name that a lot of those schools that were closed were inity, and that is not acceptable. we have a zero tolerance policy fch. i called the last group, jamie langr long. sorry, lauren, josee marissa robinson, please ce to the podium.r==e

good evening. i'm arvey milk cis academy. i want to)■ doing to ew bond measure will not be mismanaged. harvey milk needs a tc, and all the schools that were slated for merger closureao the community repairing the damaged reputation so families won't be afraid to enroll in those schools. when will you be visiting our school? alish the vision, values, and guardrails and goals■v. governance. listeno the students. listen t families and communities in the district. anyoneho's not that needs to take a step back. if you're not doingq= it with us you're doing it the pac. how are you planning to on or an action. it isroject 20o a culture. listen to the james lick families. thank you. thank you good evening. my name

laura kennedy and i'm a parent to a kindergartner at ikwo district three. last month i top choice for incoming nders. this school year. did you know that ikwo was also recnized in a national blue ribbon school? every year, the national blue ribbon schoolséc program awards exemplary schools across the us, d ly be bestowed to a school once every five years. in the last five years, s sfusd elementary schools have received ts recognition, and i think we could all agree. we'd love to see more. five weeks ago, jua was the only national blue rion school, also on a now defunctres, though the process to the school closures may be paused for now, damage was done. any school named on this list an through a flawed to ensure that existing andt out prospective away. i would add tt this work is for all of us. so my request to doctor sue and the

board is this how do we ensure a dentework for budget decisions outc a and set high standards and s dismantline models? thank you. it's fine to spea very well. thank you. all right. good evening. board. my name is zach manuel. i'm a member of megalack and i'm here today to stand in solidarity with miss tay re also with the black sten invoked names in this public comment because names hold po tay has consistently worked to bridge the gap in support and resourc for black students and seems lie often finds herself workinge cue suppor inclusivity and engagement that this boardto ree understanding hose best fit to n african-american p, a position created specifically for miss tay per mission local.■

i fear that the institutionalg distrust within the community has only been worsened by this appointment. i'm worried that the black parents ofe losing the best interests of their children inme work that miss tay has done to bridge the gap between school administra $tion consistently bg 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. josephine chow. i'm here in a little bit.n 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 theht we haveperienced at the bf the covid, when asian americans are called, are, you know, kungwuhan virus. and that's started. this is bringing back a very parallel solution provider person african american community, as well asmilies in■ç our school d. thank you, thank you, thank you. hi, everyone. good evening, marissa robinson. i am here i'ms district. i got fe beautiful black babies, but also■■■ñ i ame ■v■!in the capacity of m rolerym manager. weck, but there is

a false summit this saturday and we invite this whole entire community. t community online and the community that may not be listening right now to the fall summit■g that's being led y 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 some informo understand how our governance to pr outcomes. also come we■÷ have our asian americn pack as well. also come to learn about bestderstand where this dt is spending their coinshow it'sr y, y'all, from 8ng experiences to 1, we got breakfast and we have lunch and we have child care. it's a really good time. please comeutarissa.i can't take any cards up. i'm

sorry. i have do one of. these.r0 f. .. evening, everyone. thank you so mu. and thank yo, for respecting our contractual rightso to you e that. right, because a space fou know, the public to take ownership. evening. commissioners and superintendent doctor sue, my name is fra laura. i'm executive vice present of the united educators of san following statement is an with u prosal and process the 2526 school year, we offer this statements r 6000 educators in our public[j schoo. usf is rd serve, and the

general public of san francisco. wants to set the recordt and they should be spendingmone, today's dollars's needs according to their ownd, on october 8th, the district had a surplus of $130 million for the 2324 school year. in that same presentation, sfus that they spent an $60 million on a, quote, stabilization■ agreement, bringing their total for this nebulous line item to an astronommillion. this is in addition, in addition to the te of millions of dollars spent on stabilizing in power. for conte, last yeahe line itemr

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 itized ast sit idly by as another school disrupted by this mismanagement of the central office. there's a lot of opportunity under the new leadership oriticalxperienc but we cannot wait until next month's meeting to see an austerity budget passed when there are millions of dollars availa of our students andour schools ands deserve stability, and at th that can give directives tth to set n tht course is the board of education. you can demand the removaof items that prioritize contractors.■ yu can demand a desk audit be done for everyrtment, so that the puc has information as to who does what inside a sfusd you can als

ent school site budgets to identify the tterns of the b, cane sites received monies the leadership of sfusd becau&b our■ó■ students are ultimately■e ones impacted almost done. we cannot stress enough how the contracting out of educator potions is. the explosions of@÷ money ing to outside contractors is unacceptable and irresponsible to be very clear, the scale of these resources in tdi is investing on contrtors, represents on the other side, the scale of the mination 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. tonight, you're going tctthis ad what i'm talking about as a

concrete example, we canpatholot ans contracted. when we received a list of caselds finally two months ago after demanding it since last year, caseloads weree and no numbers n for contractors. this inadequate list then becomes the actualioni want to address them presence oe in the affairs of the district. ucsf is not minimizing the concerns regarding a potentialkn our district. however make one e have only been two district takeovers in the entirecalifo ft

usd had to take out a $100 million loan to address the structural deficit. they are sthjill facing the impacts of tt tervention by the state■. the other district is inglewood, and that happened in 2012 after having■ taken out a $29 million loan, which they continu t pay off as again having impact. in both cases, the trigger was taking ste of california for not having funds. sf usd hase state the ste superintendent and fcmat acknowledged this, and it is the current advise as an excuse for pushing austerity for our public schools. our district has spent almost $90■? almost the entire school■&r9 lon taken out by oakland to stabilize an entire school district. everyone should be furious about this. our students

are not being served. t because there's no money, but becauseen ouateffing and programing at school sites to meet the needs of our students. in other words, the same people who are supposed layer of protection from takeover are the ones leading us to sta t. it's a self-fulfilling act. the board must put a stop to this now. wem will be organizing o leadership bodies in preparation for the we truly hope that in uw superintendent can set aside usd on a successful path for the 25th 26th school ye b budget thr school sites. thank you f y time and thank you f oh yes.ankw we'll move to online public comment. we have and i'm sorry, i fe like i've done a poor job

tonight of outlininghebut we noe an hour of public commentgi untl 8 p.m. sout 12 to 15 minutes, let's say 15, to give sufficient time r online public commentiz students and then agenda items.t this time we will take bll participants. please. i'm just going to notehat president alander said. we will te comments from students and then we will■" move on to agenda ites and thenon-anda items. each■ñ person will ha minute to speak. so at this time, if you are not a student, please do not raise your hand. can we please have that chinesehv? buenos nocn ese moment. vamos a comenzar con los comentario 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 eatg into facebook, eating homeok then we can. go. thank you lind. ulay. yes■.

christine. yes. thank you. thanks for taking my comment. i'm. i'm cominre 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,y will now move on to agenda item■ christine, go ahead please. yes. thank u. and i do want to speak to the main agenda item here, which is the results for the third grade. you know, first to t. i quite frankly, only the second commenter to talk about this issue. as i read

this eight page basically poorly crafted document, i■n was stunnd at, at first of all, how4 poorly it was written, but how little meaningful content there was there. the one most meaningful thing is thatnv■& there is a precipitous decle that is due, , to the fact that teachers themselves could not figurt teaw grade level. difficult is this? this i multim the are suppos curriculum, evaluating teachers, and evaluatingseen that they were teaching below grade level for teaching kindergarten level stuff to first graders and secondraders. of course, they're not going to perform. i think it's appalling. fired, fr.

thank you. that>n is your time. thank you. supriya. hi, this isr ta my call. i'm also calling in to comment on item g, whic is the progress monitoring for third grade literacy and my deep concern overhe results that we're seeing. i would like and hope tt fowhat to do in orderchange course and prove services and tutoring that kids need in orderlr to cah up. we have been leaving kids behind for■n years, and this is incredibly also wanted to comment on item f, which is the cboc say, a bige volunteers who do this work and i see that there are three mbers who reappointment to a sd term, and i hopes; that the boad

will approve those appointments. i'm just i'm deeply grateful to all the folks volunteers. and also, just a quick shout out to the student delegates idea to survey students and what a wonderful initiative on the part of the students to be doing this. thk you. thank you. galen[x, my name arent at san francisco community school. my agenda item i'm speaking to■6 is the sind also just like to tip y 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 abt 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 defuncta list. i'd like to echo the concerns raised by other■= families whose schools were onee giving tours, t sfc is the only k-8 without an ata■ monor ahsha, etc. our teachs arebú doing many jobs beyond their, you know, specified parents ande coming in and covering where we can andmc is mayhem. and you■d know, the ra really did a number on our■h self-esteem. and we're hoping that the added tc is ing to be a fantastic t■hing. 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■y. i apologe yes, this is kelly. first,

please fix the microphone. we cannot hear. second, as far as thiteracy progress mon■itoring report, for over two years, i've been trying to s the way in which the interimi pr being presented to the boe is problematic. we have no progress monitoring data f progress monitoring dataor er two o tier three. thing needs tonc know people one ground are doing hard work. i can't tell from the progressñ- g on. please!p reconsider how you are going about these interim go as well as the progress monitori thankch. thank you.

. hi, this is sarah meskin. i a in the district and i'm also calling with regard to the agenda item g about student outcomes and the progress0x monitoring report. i also, as a parent and also as a teacher, concerned, just thinking about my own kids in ki ow kind we seemo be. i was concerned with the idea that students in spanish immersion programs and bilgual program students were significantly performing lower. and i mean, at this point, what i want to know is what the district kin■bd of intends to do about it. and as they're rolling out their new ela progrod going to communicate to the community and to concerned parentsbout what's what this is going to do to make sure that all of our studentsre gting

the education that they receive, thank you assafar. hithis isa dodson with san francisco parent coalition. we envision a future where san francisco is the best plas in the country for children and youth of all af public education. i'm calling in to comment on the literacy item rshas been district and through our kids ct lies to get involved with our wk's hear the district talking about student outcomes again, we haven't heard thomes for a while, so thank you for brinng it back on the agenda. we it's great to hear you talking about student outcomes again.nd we took tooñ]e

just want to commend the staff who are doing an cr all the waym the central off d of ed services, down to the school communities, the principa the coachesthe teachers who are working so hard to implement the new literacy 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.í. hi. i was on the agenda items, but i guess i'll speak. speak to it it kind of goesngs. talked about tonight. so you have this section h cal max grant for■m. you've hired these people. you on the

for which no one asked for and no oneo work■h pilot. now, i have a kid who n. his parents have no has no translation, person, the family liaison who is a chinese family zhao, is now put as■h the african americn liaison as lic, which makes zero sense. so i'm going to have the resources we are misusing them, a there are no logistics and no sense of planning going on to use the resources that we if we have a math pilot coming in, we have ah math teachers. so nowxn math teachers aot cle was a bad call. we need ale's credentials. you need toinese ln translations, because all these chinese, my studen■ eveaydersta,

because we have nobody translating the new matpilot for algebra. i'm so sorry to have to cut y 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. n to that one minute wrapp one minute mark? can we please have that repeated vamos a todos los participantes por favor. su comentario de q lr favor. no sobre pasen mas de ser minuto por. ]'yet he has one thingoing on yetwhy? speaker we're■s. gongu9 gong gong. than.

ad sarah. hi. my name i sarah kern. i am■u the teacher, librarian and a 20 year communme at harvey milk civil rightsca one to potentially close, our community came out in full force to show that we are vibrant and thrivin, and that the school was shortsighted and not truly equity based. unfortunately, having been onisn terms of attracting new families to our school, and t district needs to recognize and repair thearm done not just to ours, but to all schools impacted byrd support small schools with individualized programse way to enrollment system to prevent certain schools from being used as milk a tk program fories who tt

next year, as a way to rebuild yrs of añ destructive and nontransparent enrollment system. thank you. thank you, president alexander. that does put us at time. thank you you to everyone who shared their comments during public comment. we really do appreciate it. i also remind e the board if you want to give us more commen at any time. that's always a great way to reach us. and■< again, ao feel free to reach outrational t 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 we will now moveg> item f onoversight committee. in■

you know, do we have sako thr are we just goingcuss it as a board? i d'trom the bond departmentet's discuss it as aderful. so, board colleagues, are there any on this item■f. oh, sorry. yes. mai have a motion in a secon thank you. comments. questions? commissioner fishe, i just would like to thank t members for their service.9a you know, it's grade is zero. the work is intensemy with this newe our facilitiesa and thees into imçiportance of making sure that we have safe facilities to

supportl for thank you all your work and holding us accountable and helping, helping us be more transparent as we need to be. if there are no otr comments, i think we'll all echo commissioner fisher's gritude for your service and we will go ahead and vote. great. thank you.f1, the resolution to reappoint members of the cboc committee, student delegate montgomery. yes. student delegateam. yes. thank you. commissioner. bogus. no. commissioner. fisher. yes. commissioner. kim. yes commissioner. lamb. yes. commissier. sanchez. yes. vice pres yes. president. alexander. yes. six eyes and passes. you. to iteg e, the progress monitoring reportn. sor this item we willh+5 follow the

procedure we used last time which is we'll have arief staff presenta■

we don't. i. and it's going to be my pleasureuce doctor carlene aguilera. ford, our deputy superintendent of in■hstruction, who will hp take us through this presentation. thank you. good eveningf the co. carlene aguilera ford, deputy superintendent of school operations and itruction. right now, we will have the report and goal there are some hilights, we acknowledge thatwoe done. and as you remember, this implementationd curriculum. ando this is the first year of implementation of=8 dthing thate implemention of the curriculum. so togeth, combined with the

professial development that is aligned and is con are taking pe and this is actually the first year in which all the departmentalign with academics and instruction, are not just collaborating, but workian designing together. even though it's not perfect yet■■r, we are striving to get the results that we are hoping for our students . . special join us and i willv! guest. today fromol■ú will share with us some of ng in implementation. and this is the first time, if you think about it, that we have a dual language school presenting thother side of thetation of curriculum, we have doctor moonhawk kim from our rpa and miss devin krugman from criculum and instruction, and all the assistant superintendents that support the

schools. without further ado, miss doctor kim doctor jeanette. interest of■; time, good evening ever. in the interest of time, we'll go ahead and ski the agenda. but that that is the what we'll go through. so starting with the qu■z■k■ review of the data, what the chart shows is our performance historically and the latest. so this latt results that just got released at third grade students that were deemed to be pricient in standard 49%. unfortunatel we did not meet the goal that we target that we had set of 55% to adjust the goal movings forward slight smate goal stilly 2027. but for this coming year, the target has been adjusted

downward slightly to 55%. next the latestesults coming out staar assessment. the assessment window just closed last week and we worked very closely with very quickly to■r summarize the results. and it summarizes intes and main goal.w veryij■q promising and excit■2ing positie results for interim goal,so coms result this year, we sho■wa nine in achievement. and for the other two interim goal,■) 1.2 is about the interim goal 1.3, with the english language learner students, we see a dline, but overall grade three we also see year. building on that, here are

some positive bright spots that we would like to higight. so top five schools with the highest pom second grade to thid grade. so what this s is second gradeicient in spring ofs past school year. but in the just theassessment window that students are now the percentage of those students that have become proficient since last spring. so these are the five top five schools and as 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, whicha is a great achievement. next slide please. just a quick summary of the sud challenges. as you can see in the results, kindergartners and first graders are been always later years. in elementaryt

identified, we have long identified and are continuing to work on building the transferencef some basic skill, for students that are in biliteracy and immersion can proficient and meeting standards as they enter into higher grades in elementary school. and i'll turn it over to miss kaufman. thank you soefore handing it over tth take a minue just to start with the guides ae strategic actions taken by the various departmes. you're goingk this is mofully read when starting from the right and going to the left and knowing that in order to change our student outcomes we want todultd strategies. and so whether or hl ti$ó centralized professional learning and dat collection, all ofght are

with this theory of action. and in service of those student outcomes. so we are incredibly excited to be sharing and turning it over■÷ty to the huera team, who's going to share their experience with instructional leadership as a school site, in tionship to curriculum implementation. soitto them ando the next slide. thank you. good evening everyone. i'm edward huerta. i'm joined here byres georgina cruz martinez. our kindergarten teacher, and ana maria oliv having okay huerta, our biggest asset!mn is our community. as ad with rolling out a new curriculum during a te in which our district is going through a lot of change. while change is inevitable, the strength of the communy move forward■f. as a school, we

recognize that t task of making sense ofew curricum emergent proams challenging. while we figure out proper implementation, we understand that it is a process, and we have prioritized listening to the n community members. by doing the expertise of every educator to improve learning conditions. . ocus while 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 die needs of those families and working to meet them through our communitys tot 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 a e

with equitabpportunities. th theup we ve 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 withinnity. that bei said, i the mic to mi■s because of our members tt we've really been able to open a pathway in order to ensure that there's some impleat levels. its new. theirearning curve is steep, respect r our staff. that ranges from first year teachers that were once student teachers actually,ear veterans. we have a handful of teachers still at our school site. every teacher has opened their doorsa to myself, to edward, to level help communi s caring over there. but now that i have the instruction coach network, i can also like problem

solve with grade levels,■u netw, get some advice, find support either in the facilitators or in there's still many tfind and prm solv and being able to create a support network in terms of ourdual language immer, one thing that we've always struggled with is just having a comparable curriculum, and we've been able to align for thes yeal years oúf just kind of playing ith different types, workshop benchmark. and while there were favorites amongst both those curriculums, the alignment that we have right now throughgh five is speaking to lot■4 the potentiale language transference, which is something we haven't been able to roost ourselves in. and it's growing. we're currently in that periodhere we're just learning the script. it's like going from an apple product to like, you know, like we're trying really underleverage our teaching experience as a

collective in order to evolve this new form of it'son-mifflinl started with back in the dayagid bringing forth that experience because we're really looking to evolve ouring. with in thisd, i think the phonics, curriculum, is something that's been missing. it's new to many teache, not new to veteranacingn one ofers 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. miss cruz t her classroom lens. that's m as a coach, and i'll pass this over to miss cruz now. hello. so as a 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 use curriculum. it is not like the perfect students, but missing before, which was the phonics and the classroom now. so i think that with time the curriculum can work. it's justot fi. thank you i would also just u for sharing.e last piece to i think it's also important to focus on the process. you know, being in education for a while, a lot ofrs changhappens from time t time, and it's important to really just focus and the prd

reflecting and finding ways to process that change in a the co. 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 discuss these challenges and brainstorm toghe e a dual language school setting. and i think that's the reig that's what's allowing us to implement th new2 curriculum in a way that feels successful to our studentsank you. much. i wantedo name and highlight that one excited for huto join us this evening is thathey are truly an exemplar of instructional leadership and edlaboration, and have truly taken student centered proach 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 a l?r this year where we saw that ex care and attention given to the students in practice. so i just want to say thank you so much for in for sharing yo did you want to ask? i didn't well, maybe this is a process check.going to the other slidesr did you want to pause for the huerta team? oh, sorry. well, we have about two minutes left for presenting. do you want to wanme?up and then. sure do. okay run through the rest pretty quickly then. all right. so slide number ten. and folks can ask questio dailes totally great. great. so some of the thingshe huea team that we'e going to speak to are professional learning stctures. the first piece we

wanted to touch on briefly was administrator learning and support. doctor loi 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,nd this is really■k a joint collabor3úion with curriculum and instruction we just want to highlight a few components of our site administrator supports. of the t institute to■u deepen the cus of language and literacy. and doctor sue and alsoto the pk eight citywide. that really focuses on t curriculum initiative. monthly supports as well 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 nowave a lot of expertise on the curriculum and can reallyte administrators. okay. good

afternoon. goo evening. i should say jeanette hernandez, the executive director for professional learning andnd i'm excited to highlight the role of coaches in really supporting the ac■b implementatio and literacy curriculum. coaches play you hen partnering with■( teachers throh fostering collaborative cultures to actively study the curriculum, lesson planning, observingngaging, coaching conrsations that result ining, and so on.. this i won't go through it, but. 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 yoa chance questions too, and can go deeper into various things. is there anything else you want to, esciallywrap up? yeah, i can spk briefly just sedata points in td teacher professional learning

and support, particularly summer engagement. and then i thihe one other thing that we just wanted to highlight was both the central office collaboration instructional cabinet, as well as engaging in robust data asso■ for instructional alignnt it be aligned pd or ilt work, which you can see with some of the tracki are taking a very data driven approach to support a multi-phased iself, but instructional changes associated with the curriculum. great. thank yer qutions. and again, the way this will work is each board member wilstions. but you all should take nos or however you best process those things. and then you'll get to decide what you want t respond to. and since there's a largehon coordinate who responds to what, but. so we'll ask all

of decide how you how you want to put those in buckets and respond as, as helpful. but again, the point here is reallyd ward the know, ples, places we aren't, forward. so ad just again, a reminder to board members to please try to keep your questions in linwith our effective questions, which are, you know, strategic rather thans possible, focused, you know, based on data thawe've seein the report focusedch as possible. all righs anyone readyst down at that end wi■/th our sdent delegates. and then we'll maybe we' j thejust k 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 meinbenefit many students, there will still be a small portion of students work with that small percentage of students is often buried when it comes to their needs. and i say this because i was a part of wasn't h this in mind, will this curriculum be moldable when it comes to serving differe and ifw so? grt question. thanks. yeah, it's almost been li a theme of my questions recently is like, howoes this look moving forward? so like i 100% echo isabel's question and sort of like how is movesold of sd moving forward. i have a f questions. i■< think the primary

questi i hav relation to how effective is the overall strategy around this goal. i mean, the interim goals related to it.o have for the new interim goals fo i think essentially like, how were the'e numbers selected and what is the rationale or reason behind them? and i would love to just get a little bound the african-american pacific islander students. it just seems like that's a really hugeump, 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 predicve, i'm kind of seeing the lack of success prevus projecting that forward. and i think those are some of the initial quens. so, .

th[ank you so much for the presentation. it's reay excitine some work being done around bringing together professional learning systems and marrying"í that with cuiculum implementation. we've talked a lecentral office, and so m curious to hear from your perspective how the relationship between lead and ed services and schools team have come together to support thentation of this curculum or not, like what are just kind of the bright spots? what are the challenges as kind of we focus on kind■g of breaking down silos as it comes. another question i evaluation of the quality of our professionalearninger 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 using to

either improve therofessional learning experiences or o them. and then last, we're about to go into budget conrsations. so i'm juatalready that are enabling some of the structuresening, what additional resources you're wanting to have, what i know th, yeah. so i'll leave it at that. so thankou. echoing the thanks and gratitude for being here is evening and for sharing a lot information, my question actually is specific to you, miss oliva i'm wondering, have you are you all learning, and iso, what a the instructional network thatnd where there may be thisoes back to w■■e talk about

silos and lots of different lovf er this wealth of information. y+:'rng from from , but also from these. how is that being and is it is there a mechanism shared beyond huerta, for example? thank you. i also echo, and i. one, for the huerta curious to hear more t the success on slide five of your secondde student. since becomingroe and to what that wae curriculum implementation, or haveo do with, you know, justit basically what is your assessment increase also on that related t 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 curis lesson study. i'ms if there's any connect■6ion thee or if that's jusa■a■ c asking what if that's a pattern and then my third question isabelled what are you learning about students for whom the criculum doesn't seem to can be done to ? i risk getting dinged not folloe rules, but hopefully it does fall within the parameters. first of all, you a i love seeing our school sites re t joining us tonight. i know it' worthwhile for all of us to hear y for just our staff. break down? just give us an analysis we're r

third grade literacy dipping$gtt roughly where we were in 2017. if you could just ve an analysis of why you think that is the case. and then secondly, i just i've mentioned this be, worthwhile when we ha of rey measure us against other as a whole. so side of how, you know, los an■2geles is doin, san diego is doing my school district, brisbane, you'll find that we're pretty chy) lot of o, and we're ahead of the state. so i just i think for context, it's really see how we are doing■&ompared 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 importan tnk team

work and presentation. thank you school leaders for b wonderful r directly whas■7■ . alaska dolora team aund the dual immersion. i'm also a dual immersion parent. my childreni of that of dual immersion. and be curious. we've been talkingoo 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 want at the studenleell any engagements around parent engagement and the

the whole chd , perhaps some other wd love to learn more about those approaches related to shifting to, what do we the root causes ? nt to derstand, you know,■& why do we have the gaps that we do already asked by do want to p populations and■ students o may not be named in our interim goals, if we knowf3 also eithere english learners, children in in special education in ieps. so i ju give an opportunity for. thanks. great o

you who are here regulay. 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 more of e vgs vision values, goalsnd guardrlsso then the superintendent develops the interim. so my question is moving forward, will reporting under your leadership looknt. will the interims look different. should we expect more of more of this? lo the bright spots. so thank you love a little bit from you about if we shouldt thl be reporting on moving forward orf you plann adjusting the interims at all to the slides specifically. same thing. slide for the remarkable growth o9%. do we attribute that all%m. ands

others that all to the new curriculum. are there other things involved there? slide five. it's great to see os. 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 w been able to tease out the difference and slide six the multilingual support, the challenges section, i woul love to expand on that. the need to nce. i heard that i don't know if someone could eand on that aoveg into that and the slide seven the theory of action includes that we will eata reporting and accountability structures at all systems levels. yet, as we've said, for multiple reports we heard in public comment, thdata isn't necessarily disaggregatede

transparently. i'd love to see, you know, asers have alluded to, focal populations that rpa has done a huge amount of work in tableau, and we've gn 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 talk at all about that in this report. and that's where some of our lowest numbers are like do we have data arnd aspire aspire working seriously. aspire working.e're snding a lot of money on it and it's supposed to be. or is it working tha i would like to see that specifically included here, like tier two, tier three. what are we doing for dat there to actually monitor that? because if no at tier two andree is a huge ging hole, and especially when it's related to iep goals,

leaves us open to a lot of. quer the teamor our instructional coach oliver. thank you r being here. you mentioned some bumps in how everything is alignednd if this is a new curriculum. and foyou, miss georgina1 martinez cr, 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 tea?áá?m 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. grea

questions fromchoose, so don't feel like you have to answer all of them. but it really is an opportunity to consid 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 yea toe or decide? wee'll yeah. great. o doctor sue, while staff is planning and strategizing over there. thank you, commissioner regarding the inrim goals at this■ moment in time, we to them goals. as you can imagine, when we say to our students, have gr and perseverance that is the same thing we would likeor ourselves. we need to have gri t

we've made and committed to. i will s dig deeper and try to understand what what's theap, how much, how to do to g 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. thankon. o start by saying, i think with tr questions directed to them, and then we can follow up with district staff. the questions. y page very quickly and then i had to start typing on my computer, and i still don't think5 i captured all of it, but i'm going to try my bestf aga■qin. don't feel like you have to answer every single question. i,

a discussion. so don't don't feel pressured to that just atever you feel like would be most helul for the board. and the publ. i mean, this sort of we've given you a window into our thinking and what we're asking about share some of yo o, but don't feel like you have to answer every single, every single thing. and we can follow up if there's something burningt a board member feels like wasn't answered, we'll follow■w up. so great. sounds good. okay, so first of all, thank you for your question good question. and also it addresses some of thellenge■zs that wee around the budget and being able to staff the waywo 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 last i would sometimes have dius a prie that would that worked at a school nea■5rby and we started a

coer with the work that interventionists do. and tn what is it that we do with more attention more? one on one or, from what i groups potentia moment at least. right. and i've always come w■k■dith a mindset that the teacher expert of the student, and they are the first interventionist. and when have an intervention network, it's amazing. and it's very■ still stick to th fact that the teacher are th the students. they're with them all day. ey're looking day. in fact, the interventionist is most impactful when they have a really good relationship with the teacher so that ty communicate the needs of t. so ,

i've really■n been navigating tp support a the teachers at up with the skills o mimic that won small group instruction? speaking to the progress that i just heard about tonight■c in terms of making progress with studts also turning ou school into one thatemely data focused and it's really comfortable with it, doesn't awd that work last year. i was comee background knowledge of star renaissae and how t navigat that data, and so i was able to support our staff on how to navigate that data and re, whatt and what do you do with thatnst,

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 thete being ision school, just to add something else to that, do it in two languages, just one. that'sóg■ where i'm at rigt now. we implementation and what might i thinlisa, 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 19th year in the district. so i've been through a couple of implementations, had worked with some amazing coaches, but the coach network was much smaller,d into is to this world of coache, and there's about 80 of us. and so we meet o person, and then we meet once a month online with a

ho been consistent. right. and when i think aut the coaching network i thinkbout long term vision. i think one thing we tend to do within our district is we kind of word to r most urgent problems, which is setting a network that is perps envisioned as part of our future as a district, i think■ with wht ■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 pport eachk. we're working across the district to provide, like these monthly d school is doing theat least holdg the same content to teach other teachers right? and so that that haseally

interesting point to really understand that all schools are using it to meet the specific needs of their, of their population (. in terms of gaps, i think it's just learning how to work with adults, but that's also offered within our coaching network, right? wtalk about adult learning styles, and we talk about how to work and listen and really learn from each other. now, the one piece was not planned, but i've been co-teaching with teachers as thl year, i knew that i can't abouta new curriculum. if i myself hav, becae : community that i we mention earlier, i've been able to step into classrooms and teach and have it look really p. 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 english demonstration videos are not available fs, weo 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'svj really well organized. part of the team is also a team that i worked with through tlf, which is the program. and so kind of those ideals are also you can see some of that orgizational structure as well coming through, which is really thougful and just really like human based■ú. think ■wthat's it. i think i hope that covers. is there any follow up f give you a good picture of how the nwo 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 eh coach comes in with

a different personality, but long term wise, i hope it's something that i've had the opportunity at every soo worked with a coach for the last decade or so, so'lleave it at that.. ws going to give a minute case there's anybody else from the central team that had questions ey 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'seally come with answers, but i think i come with a wonderg in terms of what else can we do to take a look at the why and■ dig deeper and keep onsking those questi were just at some schools in the bayview last week, d the principal brought that up as wef these great things in the

not reflecting in our data. and so i just want to encourage our our team to keep on that into the why. i also want to highlight,ust talked with each and every rse well, and kig of the growth in that aspect. so i think there are some celebrations in terms of that. looking at datandng these students and we're saying to whatme and we're designing 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 focube the student outcomes focused governance. d 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■wi know there's all these things that we, you know, thinkre working. but again, if we if we don't have the data, then maybeo

it's like, how do how are wevide and then honing in on those practices. and so i think that's where an that's wh's exciting about the about seeing the successes as well. so we're just th ii■ just i just want to highlight that because that's exactly the conversation that that we're happy to be having. and we're hap that you g to a just talking with rpad rita, whose team has really■t highlighted ab. we haven't yet had time to really take a look at that, but i'd be cus ■% ithose schools asd to go ahead and build off of that. in some of the questions related to data collection for tier one,ie. so the first piece i wanted to just highlight, and i know there was a question as well partnership ac and the schools division, and i want to speak to the strength of that partnership in data collection and progress nitoring. there's a couple the

board report. and so one is really engaging in shared learning walks for classroom observation and norming around the core rubric instructional practice. i think one of the things at'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 havepectatid responses. i think it's really frustrating from a school's perspective. if they're or different sets of information. and so one key piece of that is just around alignment, alignment and coherence. anotherlace that you'll see■f is just a high level of follow throughtation. s was spoken to around aligned imn place in addition, we're currently engaging in a comprehensive dmentation, specifically focusing on mindset. i think a lot of timesf

implementation, we do focus on instructional practice and curriculum. but i think often as we hear from with schoole's thie component around educator mindset and not just belief in students, but also orientatn educator collaboration structures. so we do collectiont and how we can scaleinue to and build as identify additional areas of need. building on thater one in particularas■q■#■# guardl one. however, we do have robustata collection around tier two and tier three. and so i wanted to name specifically some of those as they've been previously askedolleagues in spl education are here. okay. so i'm going to not stray too far into asring tier three. but two is i k we heard in public comment and named earlier is h distric 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 decreased in siz time, a support tier two in classroom, specificalñg?mly wh small class or sm classroom teacher and■= so i wod 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, whichd 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■m f students are making progress, are they receiving this appropriate amount, dosage, frequenc 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. e great deal of work to try to agn the tiff network around, not just the use i wanted to name that. i didn't i did just want to mention one last thing in connection, just i also just need to recognize and i want to communicate the fact that we can perfect data analysise2, but studen aren't ready to learnhnless they're feeling safe, unless they're feeling■j in community with thea big piece as well. that i feel very fortunate to be at huerta, because i can■vvery■but i thinks important is that we replice create for our students, wit we.

thatludes teachers, rsp■(, special education paraprofessionaln÷, and to honor them in theame way thatudents, advocates and sometimes. some of their biggest advocates in theik towa bettering the education of oureedusing on the adults tht are at our schools definitely something that we prioritize at huerta. hi everyone. we're such didn't allg about what? i heard a couple of siloing and de siloing else asked abt

scale.t looking at my notes. i can't remember whs, alysca just wanted to lift up a couple of other things that is that devin mentioned these instructional cabinet visits. and so we get this opportunity to about the curriculum. but then at it looks like, right, is that we go to the sites. so last week i got the opportunity to go to paul re go with a meer from state and federal.ll got to go the superintendent's office. i got to go with my ■colleague emma, who's the exe■cutive director, and 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 wt's hard about this a? 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 ato

the parts around foundational skills. that's hard. that's starting to help us. well, that's all wellif it stays just at paul revere. but%r at if a if we can bring instructional cabinet to lift that back up so thats, we're learning that? what if w the prl network so that they can say, all right, what are they learning about implementation. so then're doingt cabinet, we're now doing also with school leaders. and so theyub can get o go eith in snippets of videos or in physicallyoi what's ha about implementation and what's going well, and how do we lift that up? because what we know is that while tier onis not going to solve everyone, if everyone is doing the same tier one, we can then better ali ourselves around tier two and t and so that is one bright spot that i wanted to lift up, that we're trying to figure out how to scalethanks for inviting me. and everyone w■as kd eve we wily

remaining questions. and i ■qthk 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 aor just wanr the response you gave m i definitely gave me some morecl s are supposedly the expert of students, which personally disagree with because students know themselves best and their and no one will ever understand how a student's brain works than but they can never understand the student's disconnen eting curriculum. so with this in mind, how will falling under gre level? and will this be done through one on one assistance with students? smaller classes, more teacher assistance please elaborate and possibly howould this all work when it comes to fitting the school budget okay,

can i answer that question? you can go ahead and answer it. sorry, sorry. let's. yeah. yeahd and just answer these and maybe we'll just keep it to the most urgentolu for the question. i did not mean to communicate that teachers know students better than stunts know themselves. 100%. anything, our work is in trying to understand the student better so that we can fit our instruction■.k, to meet their needs. successful. and th# of the job. figuring out how we can improve our practice for a g spot at interventionists. and so that's why i've been doing this work to

try to. make that connection■v betterexperience, the student is having and theccessibili of thas trng to things, including diversifying the way that you're teaching the lesson, findg a way to coect with the student, making the student feel safe. so many different tools that you can use and they don't work9+ all the time to mae it more complicated. and i thiny matters when we're in situations where the budget really isn't in line to helpxample, is vingd> staff that cares, becausg if you have a staember that cares, you're going to keep tht e students that are in front

of them. that's at definite answer, and i i think i felt that way since i started teaching, and i think oe ctth staff members is how that care and allow them capacity so that they can come into theom with all that care, so that they can give up r students. thank you. don't know, is there a sort of systemic response to that question? because i think it's a really■]■ï important question a, especially if r budget means we can't have interventionists or tutoring. i don't k our schos our systemic rent delegates quem curious. so i can give at least a partial answer to that. so i want to start a little■l bit by

tain about what wa referenced in terms of sma so ie instructional schedules that we put forth for students in gr■ú■s k through designated time for small group instruction where■.yathrough did when we think about tier two, so supplemental or additional intervention that's offered for students in need of additional tier two. often that inre wouldn cloom means■u that the teacher, theeeing that s gad■é e often, they mightusslightly dif, 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 wo■6rks really wel, thatrotorins demonstrate growththey mht catch up to grade level and then

we sort of reorganize those alnt structure would ut of classroom. tier two intervtion. so it could be that during that small group time and pulls a small group of students again to use different instructional materials in a or again monitor their progress over time. ideally, that progress monitoring would lead tone of two things, which is either students increasing and growing andeeting 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 b by what we call the artif. i'm blanking right now on what theintervention, academic e to interventionu. just right ouf there. and so that's a separate

aff member intervention to ltiple ando i think one of the things that we have shift ithat we have seen a decrease in the mber of artifacts which would mean an increasen 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 helpf this through when we get to our budget and think about how we're thinking about this if we'veeass or interventionists because of budget cstraints, then you know, what is our what i%z we su know, and why did we make that choice, right? or what? it wou board to know, like kind of what is our collective thinking as we, especlly as we move into next budget year? that to me, that's a great example n do oneg or another, but it would just be

good to know, you know, why are weuc investing in? et cetera. et cetera. and i think there is more of a shift now to goo really put the focus on small group instruction being very in■utentional withinhofiguring e 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@i like the actual practice of small group instruction, not only enre 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 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 biga special

education advocate, no one invites an advocate■j into the p meetings or the teams that are running wel are being met. so i just want to nameham cynical, oy often, but f what isen missing is the presumption of presume competenl of our students. and so i appreciate you talking about the culture shift and how making sure that everything, everyone is supportiveev learn. and we've got to make sure that we're presuming that all of our students cannd should be at grade level. and when they're not, to the point of digging deeper, so many s blamed and shamed ratherean, in have never thought, oh, this curriculumitt? 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 addss throughout this process, too. thank u. just realized it's after nine. sostuu need to go, feel free. but i don't know if you have any follow upsither good. o commissioner, just one final question that i think■w fr superintendent sue, that and fu■wre performance to the team is, ádyou know, the realities is as an overall goal.umber one, we are off track and we have en have to be made. and so i think just for is 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 speak to that not only

to the board, but to our school communities, to f that is kind of like the crux of have te moving. thank you, commissioner land, for that what p support our teachersto■i 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 a■wchieve.o as we think about a budget that we need to deliver that is balanced, it■ has to be done let outcomes and if we are true

about trying to deliver on studt outcomes, that really means we're supporting our teachers to be able to do those things. i thinehing that i also feel very firmly about is thaprincipals and leaders at sfusd know whathat 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

through a compassionate, as a balanced budget, we will be able to do both. we will be able to deler 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 yo if i could getollow up on who's going to follow up had, if they're going to be submitted afterwards and by when will i get the a have with the monitoring meeti andhe 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 taccs and a lot of things that we're doing, but not a lot all those things are connected to our overall strategy and approach. i don't feel like the numbers about why we're off

track, and i feel like this is consistent with■ the monitor sid them.ly have not been le to criticallyrict and really hold the superintendents. superinten accountable for it. and so as mu as i appreciate hearing from school sites and learningat of our board time, we aren't getting to the%d heart of what e should be getting to. we aren't being responsive. like when i lo through this report, it doesn't real tell me anything. i don't learn a lot from it. i don't understand how we as a district are addressing the thingsha and what caused what happened to go wrong, and how prevantire distr. 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 moment. this is an issue of the monitoring reports from the beginning, whewe didn't have data, they were bad. and we still haven't addressed that. and so i don't kn 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 ■tdistrict accountable to producing versus us just hearing successfully in ckets, but things that aren't necessarily consistent across the district. so i thi]:nk it leaves an unrealistic perspective of where we're at. and even when we have successes, we don't even know why we're havin 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 ownepy see any of that in this report. so hopefully in future reports, th's something that we can l beess and fix, or hopefully able to see in response to the questi have. and that will be made public, because tht necessarily feel like i learned anything more aboutha or how we are addressing the shortcomings that we have consistently had with this go se interims related to it. thank you. and if i could also just get as when i'll get my response to the

question. yes, definitely. good evening coissioner i will go in this orr the results that we've shown youe. so you know,ll the results that dplayed do have the■m 90% participation ra. they a■b■úre still preliminary because the schools just finished their their testing still in the process of doing the new star results in terms of comparison to districts. we did give you a chart, but we'll be happy to give it once more. comparingtate and to othen districts and telling you which how we do as compared to others. so that's with regards to that. third,y, always reminding us about the disaggregation of data and h vas groups, and not jt overall. we

will make sure that all reports that we give you do have the link so that you can■f see the disaggregated data, right. as i said, this is preliminary. so we didn't have it for this report. . any other questions answer. jf there's a time frame for the sp the questions that weren't answered and if someone collected them, or if we need to staff get responses. i think i would say, okay, but i think if you want a writn up in writing with the information request to sure, just so thatso don't wantl like you have to produce responses to all of the questions. but if board members, if you want a written your quesn a normal, like we do our normalina 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 weop. 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 s feel like they want w ollow 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.hat we're not wasng. that's, you know addrrx-sed, they don't need to produce a writteno- answer. does that make i just think forou 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 public 100%. again, just■ like the that's why also we havour written questions that we can sn advance of the board meeting. right. so the just just to remind colleagues like the agenda is■c■> that folks canrp submit written questions. we then have this process where we can have a discussion and then and the written questions we get written responses to and then i was jus, we also have the normal questioe 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 oin already existf is an accountability type

relationship, but it's notm cref written documents that didn't previously exist. and 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 opportuni for you to share it and for us to have this, this public discours. i pe think there's a lot of improvements we whomake collectively, but it set the tone. we are the ones who set the goals. and so i think parwe're trying to do here is to shift the tone and process of these monitinatet will b will be figurou that of t looks and how it looks moving forward. song to go to commissioner kim. i know you had a question or comment. one thing. so i'■( going to build of a few comments made around goals and data with(an better

understanding the report itself. and so i'll actually go b■

i'm curious to know if we have that information around the quality of the are being put into place so that we better understand if the strategies that we're doin■ are actually effectively, meaningfully movinand changing adult behavior skills, knowledge so that we can ultimately see■■y outcomes for kids. does) that make sense? it■yz does. thank yu forquestion. i'm going to touch on sort of two different pieces. anda if it's possible to pull a slide up from the appendix, we were hoping to get toull a slide up from the appendix. sof we can go to jumping into 26, i'llto give sog perspective, is we both professional learning i would cy event basis a as well as an overarching expernce of implementation. so i want to hold those as two separate ims in terms of evaluating the effectiveness of professional

learning on an event by event whether it's forle professional teachers, coaches, administrators, central office always includes an opportunity o highlight specifically in that feedback, not just in terms of like experient think i might have sai this exact thing in a previous board meeting, b not just experiential. i think i learned me reall wha walking awy with? what is the likelihood i i imen an event ve basis, that is, i think, the focus. and then when we follow uearning 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 universi, which is their cuiculum implementation ch of terms altogether survey fa

nationally nord curriculum implementation. so many acronyms, so many acronyms, testing for many years. we're excited to be the first major district wideion. they've been field testing in new york city and other large distri really important piece around this is it's addresses, not just the impact of professional learning, but also educator mindset, which 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 oras well as the focal areas impacting those feelings. so for example, for an individual who might feel like the task is overwhelming of or y impact and that■ minet structur will then impact their

extent of use and the quality of use■kso what the ppose is, is really to triangulate between professional learning and mindsetqé, how educators are feeling about the support■[■ tht th'r implementation and their instructional pract>bqice, we can shift our professional learning structures. the other thing i want to highlight at this is not just the ws data it 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 can s with the data for theirchool specifichree things myy' teaches are really overwhelmed about the amount ofing, or they're feeling really overwhelmed about the materials themselves and h y excited to be participating in this. our administration■f abou, we've had response rates on pars

able in further reportsisaggred share with you some trends that we thank you for highlightinghat. i love the center. so this is awesome to see my assumption. i think the assumption here aroun the framework is■ that the professional learning which i think based on the report is accurate and is that the full extent of all the professional learning thne with schoolsrely. soink if we cn the presentation a bit more inte professional learning section. i want to■j talk about two,alk abr and then i'll pass it to doctor hernandez to talk about it from the coaching perspecti. and so again, ts 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■w curriculum agnostic professional learning.or curriculum dependenheke what we would calln or is understanding the design, h block, how you set up your small group instruction, your curriculum agnostic pieces mighx be more along the lines of the way that we think■ ar text depet questions withiná+ the leveraget 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 profg of the anticipaon of the adoption. and so we've done this sort of slow fadependentfessional learn, though not■g there have been, i would say, still some curriculum agnostic components that might academic , where those strategies highlighe

embedded within the curriculum, but also live outside of as well. so we've held that within the pd and in other professional to doctor hernandez. forvef thet coaches, can you put it on. there's an appendix and i think it's sli 29. and what we do is after for the coaching network, we have teachers complete surveys. so we analyze all the eyor example the all the as the coach said is we meet once a mthh. and so we have what we call these professional learning leads. today we analyze the data we got fm the coach network. and we looked at what a and what are our action steps. and sons■ we'e really looking like, for exampl, there is a■ lot of talk about like we have new coaches, weve o probably about half of our coaches are newnd we have

experienced coaches. and so weoe professional devmeot just geared the new coaches, but we're ly experienced coaches. so those are the that's the get sou 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 ishe way we're supporting our coaches is■a■a te way we want them to be coachingg practices that ar| 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 arnd around our our conversations around budget similar to i think the strategy around artists and what are we doing witou fund it adequately? i■o think understanding better the strategies we're implew=menting and the quality to which we're implementing helpeto inform, then our decisions around where we invest our budget and

resources. so th■ois is really helpful. thank you very much. and just thinking about this as we go into next month's budget conversationsal p. to■x ke■p■ have also completed the playbooks. and the playbooks really implementation metrics, both at the central office level as well as the school level ano with the next monitoringort, again, we will definitely try to also bring som that you lo thz5 add one more thing that a lot of the coaches that instructional coaches that we hired were so ti deep experience in tervention and now they're actually doing tier one coaching with teachers there or last final questions or

comments before we move on for just real briefly, i thinkyou know, another the retenti of our educators. and i able more like we had in years past to understand strategiest, how do weuman talet stays within sfusd? and that, i think, is going be reacause otu know, we know the statistics thin our district and that investment in human talent then leaves or our students, th leave our school communities. so that's something i■ thinku unde, those supports for our educators so that they stay in their profession. yeah. and i think we as a■y board understand that wee going to have to make some

really hard budget decisions. so if our if our strategy ist deeply in teachers classroom teachers, right. and make that they can do tier two for example, i'm just not saying that's what it is. i'm saying as an example that you've■ñ■. 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 it, and then wen. next year. right? so those are the kinds of questions, i think. and for what is the how do we see that are what are? whene does it you bring us the bud you s, we have to cut these things, but ent in thisose are the think, te boarda is going to be asking in terms of budget alignment. all ghhat. wntou again. really, really appreciate it. all the work and the effort. and we will move on totem h a point of order. don't we have to vote to accept this report or no. sorry.

we're stilli this in the i think i mentioned this in the emailv= yeste. we're still not voting today. we will reevaluate movg 2025 or you slash we to 2025. you knowhe monitoring reports right now. we decided to dohis one did last ta without a vote i have a few other comments i'd like to make he. so i'm sorry i missed a couple days. no worr, no worries. so we ve two questions that we have to answer when we can. i borrow my sheet back when we actually do vote on theports? does the realityion? well, three is there growth strategy and plan sufficient t ? so to commissioner bogusznt earlier, and kwi that there

are the playbooks, i would actually love to see, that'll be my follow up question that see e playbook, because the reports as written what we've been seeing in the past. superintendent sue, i don't think that t 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 t of what we've seen in the past. and i don't say that to negate bein■hg done. but i thinko having more of this, would we want to be we want to to take ui respect that if it's outlined reports, then we won't and weg won't have so many folw up questions, and we can all be more aligned and transparent to the public. so just moving see e data, more strategy,ore umph in the repor. maybe the playbooks. so thy4ank you'g cona

item h. are there any items withawn or corrected by the. have a motion andec■tre ■g or correcd from ther. thank you. so cl. voe plea

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