or or january 28th 2025 is now called to order at 5:01 p.m. roll call please. thank you mr. alexander here. commissioner fischer here. commissioner gupta? yeah. commissioner ray your commissioner wife award here. vice president healey president kim here. got it. thank you. president kim. thank you.

that's the view steve will provide child care for regular board meetings and monitoring meetings on the first floor the enrollment center at 555 franklin street from 630 to 9 p.m. or the close of the meeting whichever comes first. child care for families will be attending the regular monitoring board meeting space is limited and will be provided on a first come first serve basis for children ages 3 to 10. please contact the board office with any questions at this time the board before the board goes into closed session i call for any speakers to the closed session items listed in the agenda. there will be a total of five minutes for speakers. >> are there any speakers for public comment there are none in person. please raise your hand if you're a virtual participant and care to speak to any the closed session item seeing no hands raised um seeing as there's no hands uh uh uh oh please no the board will take a roll call vote on the recommended student expulsion so we reconvene to open session

and our . thank you. i now reconvene the special workshop meeting at 6:36 p.m. and move to item c one vote on student expulsion matters i move for the approval of the stipulated expulsion agreement for one middle school student matter number 2024-2025- 16 for the remainder of spring 2025 and fall 2025 semesters. can i have a second second second roll call mr. steel thank you, commissioner alexander yes, commissioner fisher yes. commissioner gupta yes. commissioner ray yes. commissioner wiseman ward yes. vice president huling yes. president kim yes. thank you and move for the approval of the stipulated expulsion agreement for one

middle school student matter number 2024-2025-17 for the remainder of the current spring 2025 semester through june june 4th, 2025. can i have a second second roll call mr. steel to mr. alexander yes. mr. fisher. yes, mr. gupta. yes. commissioner ray yes. commissioner wiseman ward. yes. vice president huling yes. >> president kim yes. i think i moved for the approval of the stipulated expulsion agreement for one middle school student matter number 2024-2025-18 for the remainder of the current spring 2025 semester through june 4th 2025. can i have a second? yes. okay. i'm sorry. roll call, mr. steel. thank you. mr. alexander. yes, mr. fisher? yes. commissioner gupta? yes. commissioner ray. yes. mr. wiseman ward. yes. vice president huling yes. president kim yes. thank you.

i move for the approval of the stipulated expulsion agreement for one middle school student matter number (202) 420-2519 for one calendar year for the date of approval of the expulsion. can i have a second second real committee still to mr. alexander? yes, mr. fisher. yes, mr. gupta. yes. mr. ray. yes. mr. weisbrod. yes. vice president huling yes. president kim yes. uh for item to report from closed session in the matter of you steve or student ocd case number 202411068 for the board by a vote of six eyes one commissioner recusal fisher due to a conflict gives the authority of the district to pay up to the stipulated amount in the matter of student casey versus s if you ask okay case number (202) 412-0605 the board by a vote of seven eyes gives the authority of the district to pay up to the stipulated amount in one matter of

anticipated litigation, the board by a vote of seven eyes gives direction to the general council on the matter of 1tk student matter number 202420252 the board by a vote of seven a's approves the kindergarten waiver waiver and on one matter of public employee discipline, dismissal and release the board by a vote of six eyes and one commissioner recusal rea due to a conflict gives the authority of the district to pay up to the stipulated amount. um i will move us to public comment but before we do that one happy lunar new year. happy holidays it's here book by anybody's hour and korean at least the board of education follows the student outcomes focused governance model based on community input. the board has adopted our vision values goals and guardrails and in order to increase the portion of board meeting time to be spent on student outcomes, every other regular meeting is a monitoring workshop. this model also calls on the board to empower the superintendent to take ownership of the strategies used to reach these goals within the guardrails set by

the board as we implement this new governance framework, the board will continue to adopt new systems, routines and policies that improve student outcomes. we encourage the public to follow this work on our website as opposed to such governance as we commit to finding new and improved ways to more meaningfully engage with staff, students and families. before we go into today's meeting i want to take a moment to acknowledge the uncertainty of our students staff families and extended community and what they're experiencing especially as it relates to fear of potential ice activities. i want to be clear that the board stands united with our families students and staff regardless of their immigration status. i've communicated to dr. sue the board's full support in ensuring she and staff are able to respond swiftly, transparently and accurately and have reaffirmed our sanctuary policies. additionally, against the backdrop of national rhetoric and policies that seek to target our lgbtq neighbors, let

us recommit to a more inclusive ,welcoming and joyful space to celebrate our differences and support one another to the families, students and staff and extended community of our great city. i did not expect to get emotional but i know that you are welcome here. our schools will continue to serve each and every student who walks in them. thank you to our family, staff and community partners who choose to show up each day for our young people. and thank you to our young people for demonstrating what it means to love our neighbors unconditionally. with that i want to provide a space for dr. sue to say a few words. >> thank you, president kim. good evening everyone. i also want to just reiterate that san francisco public schools is and will always be a safe place for our students, families and educators and staff. we will always be the place of

refuge for our students and staff that has not changed and it will not change. we have worked with our city partners to make sure that there are going to be open lines of communication so that we can then work closer with each other to not only confirm reports of incidences that happens near our schools or with our students or on school sites. i just want to reiterate that i fully acknowledge the tension, the fear and and the stress that is happening in our schools with our staff right now. and i also acknowledge that information has to be accurate and that facts should not lead to fear. and i apologize that perhaps

last week we reacted too quickly in hearing what our brave student reported to one of our teachers to one of our principals. i will reiterate that what that student experience was real the fear that that student felt was real and what that student shared with him with their principal was real. i know that it takes a lot of courage for our students to speak up. it will take a lot of courage for our families to speak up. it will take a lot of courage for all of us to work together to support our families. i will just say that in the in the interest and desire to share accurate information i ask for forgiveness but also for patients as we try to

determine and confirm incidences in the situation that happened last week. the student did see law enforcement stopped the bus. the student did see law enforcement come on the bus. the student did witness law enforcement talking to another young person on the bus. and the student did witness law enforcement escorting another young person off the bus. however, it was because it was a wellness check. it was our law enforcement folks doing the thing that they needed to do. unfortunately, another young person boarded a bus that they shouldn't have boarded and the parent was looking for that young person. now in the height of stress and fear and uncertainty. what that student observed was something that caused great fear for them. so i keep going back to should

i have gone back? should i have reported what the student reported to us and shared with us with our staff and teaching and school community? and i feel like it was important for us to make sure that we shared what we know. but i now understand and recognize that i needed to confirm so that we did not continue to perpetuate fear and uncertainty in the community. so moving forward what we have said and will be communicating throughout our district but definitely at central office is that all reports of incidences have to come to central office first. so school leaders please communicate directly with your with your supervisors and from there we will then work within our joint information command center to determine and to

verify incidences and when necessary we bring in our legal office to confirm and and work directly with immigration officials after we've confirmed this, the incident report. we will then report back to our site leaders for further information. we want to make sure that the communication stream is aligned and the communication is expedient. we want to make sure that information is going to reach our families in an appropriate way. but once again, facts not fear . so i commit to you to learn from this experience and to make sure that moving forward we will work very closely with our city partners to confirm to verify and then to report facts back out to our families and our school community. thank you.

>> thank you, dr. sue. moving to item d public comment to align with student outcomes focus governance public comment will last for one hour or until 8 p.m. whichever is earlier. we aim to respect staff, family and community time by beginning board business no later than 8 p.m.. our hope is to conduct business in an efficient, effective and accessible manner during reasonable hours. each participant may speak for up to one minute. staff will think to participant at one minute mark at one minute and five seconds. i've asked mr. steel and mr. us to turn off the mic and transition to the next speaker. i asked members of the public to please respect that one minute limit so they can hear from as many speakers as possible. i encourage speakers who are speaking on the same topic to collaborate and combine their comments so that the board can hear all viewpoints during this limited time. please also note that the board accepts written public comments via email at board office as if you see edu. we will first hear from students in person on agenda

items then general public in person on agenda items followed by students in person on non agenda items and then the general public on non agenda items. regardless of whether in-person public comment is complete we will save 15 minutes for remote public comment taking comments in the same order as in person. if any time remains we will then return to in-person public comment. as a reminder board rules and california law do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. with that i will turn to mr. steel. >> thank you president kim. president kim engine will have one minute per speaker. i'm going to call five names at a time so please come on line up and then what's the time is up. move on to the next speaker. first i have sarah saldana. we do have a student. thank you. naomi castillo. >> naomi will go and then i'll call the next group.

>> hello? board and superintendent. my name is naomi castillo and i'm a seventh grader at presidio middle school. i'm here today to talk about the importance of school counselors. my counselor ms.. rosman plays an important role to my success as a student. for example, whenever i need to talk or need a break she's always there during the day when i need to get something off my chest or solve a conflict. she listens and understands. i strongly feel there's a trust when talking to her. many of us students feel the same way. middle schools challenging. so it's important to have counsel to it's important to have stuff for students to connect with counselors to many more such as making schedules, helping out with school events, supervising field trips as well as making school feel like a safe place. >> counselors should be a part of the base staffing in any school. make sure to think about the students before making this decision. >> thank you. thank you.

>> okay, i'll call the next group. so we call their names. they can go ahead. sarah saldana, christina cassell kelso burton. they got the barbecue. caroline cetera, etc.. excuse me. i'm sorry. sonny wong and a cluster. >> i'm sarah saldana, principal at jean parker and member of united administrators. none of the decisions you have to make are easy and school principals are eager to engage in these hard choices with you bringing the perspective and experience of those closest to our kids and families. my comments target two areas first elementary schools with many students with ieps must have assistant principals. if you want to retain administrators, ensure legal compliance and have strong instructional leadership. second, we want to use our cde

and city grants in the ways california and san francisco expect us to to quote address the uniqueness needs assets and aspirations of the school community. we want to be part of sustainability planning and ensuring off ramps for our grant funded positions as the funding ends in the next few years. we want to talk about these topics include us ask us to partner with us. we are always better together but you. oh god. thank you. my name's christian acosta. i'm the principal at lafayette elementary school. i'm here to talk about the staffing model and not having an app to help support our students and staff at lafayette . we have over 70 ieps at my

school. i can't attend all of these on my own. we are deaf and hard of hearing magnet school with three c classes p k to five we need an assistant principal to support those students. we have as of next year 502 students because we're getting a new tech class without without an app. our students will not receive the support they need. please visit my school. i invite all of you to come to lafayette and see what what we do in real time. please include principals at the table when making these decisions. this is where they start their journey. >> please do not set them up to fail. thank you. >> caroline so toda us f central office rep. happy lunar new year president kim.

dr. su honorable honorable commissioners we hear you. we hear you talk about guardrails for transparency and resource allocation. we ask when is that going to happen? our members have not yet experienced transparency about the staffing model and are still waiting to be included in those decisions. we want to remind you that central office departments have sustained multiple years of reductions in staffing and funding. also please remember that stopping reductions in our departments do directly affect the services we provide to teachers and students. we are problem solving leaders who like students deserve to be seen, heard and valued. we know what's best for our programs. school staff, students and their caregivers. be the courageous leaders you expect us to be include sight in central leaders and authentic decision making giving about the staffing model we can help. what do you have to lose? are they our dedicated service to the district? these loyal employees. >> thank you. thank you everyone.

okay. hello everyone. my name is sunny wang and i'm the assistant principal at lower elementary school. assistant principals are crucial to the work that happens at sites to support our communities, our students, families and staff. i was a principal in of usd and i chose to go back to being an assistant principal because the work of being a site administrator is not sustainable when you are leading a school alone. as a site administrator we center our work around our students. ula is a large is one of the larger elementary schools with about 530 students. over 60 of our students have ieps and five offers. we also have a significant number of students who need more support beyond what a classroom teacher can provide. we are also a school with a language on pathway and so the supports that are required for our cantonese by literacy

classes are. >> thank you. thank you. >> hello. i'm anna rafter, president of united administrators of san francisco an independence high school principal. i'm here to talk about the staffing model being presented . this episode is supposed site leaders engagement in that process. neither usf nor the high school leaders have had the chance to give any meaningful feedback about the staffing model. so i'll give some now. this staffing model doesn't work for my school. where are the mental health providers for my students with severe anxiety and depression? where's the social worker for my system's involved youth. where is the assistant principal who holds so much of our tiered intervention and assessment work? where is the nurse who coordinates our 504 plans? where are the counselors who work tirelessly to orient and support kids coming into our school year round? where's my cte program? if there's a plan for this, we'd like to know about it.

and again we'd like to be a part of the process. as gabriele one says we need to be. thank you. call the next speakers. gina? sure. i'm sorry if i can't read it. gina stella. kim. john collins. dr. de tres rogers. have you matthews. >> good luck. gina chair reading specialist at jacquot. last year grant funded positions were frozen. now district we're hearing district leadership is planning to block pto funds from being used for positions. grant and pto funded positions did not cause the deficit. refusing to use those funds for positions will not fix the deficit. these two choices in combination with the impending budget cuts will eliminate most reading specialist positions at elementary schools. reading specialists provide vital early intervention services to students struggling to read including students at

risk for dyslexia. we teach children to read. classroom teachers are already doing everything they can to support struggling students. they won't be able to fill this gap. preventing schools from using these plans for positions will harm our neediest students. please allow grant and pto funds to be used for positions including for reading specialists so student delegates board members marie sue john collins principal mckinley elementary school. i started in san francisco as an assistant principal at tenderloin and john muir elementary school. i would say at each of the schools that i work that i learned a tremendous amount about being a school administrator. as i moved up became the principal mckinley i would say my biggest sup was the instructional coach that was at the school.

i was super nervous, scared every day when i came to work but her support my first year really helped me grow in the position that i have in now. she unfortunately her position has been cut this past year. it was rougher than it was the first year because there less support. this past year we lost our staff. those teachers are now tier one and tier two teachers. if we are cutting more we are not able to keep students safe. that the contract says someone certificated needs to be in the cafeteria and outside to recess at all times. we have not met that mandate this year and we will not be the next year if the cuts continue to happen in 31 city. >> hello my name is stella kim and i'm the principal at ruth of south soto. i'm here to share one fact with you. just this past month with 16 school days we had three students hospitalized for mental health reasons. of the three we five of 5152 we

were able to respond because we had a team. please keep that in mind. good evening. i am dr. de tres rogers, principal at galileo academy of science and technology and member of united administrators of san francisco. >> i was part of six years ago i was an assistant principal at dr. charles drew elementary school a title one school. i was an assistant principal at wallenberg for two years and currently the principal at galileo. so i understand the gamut of resources that are needed in all of san francisco unified school district schools. i'm here to discuss the staffing model. galileo is a comprehensive high school full of a diverse

community including newcomers dreamers, students in general education, special education programs, honors and ap classes. each adult provides mental health support services. i ask that you sincerely consider every position as a vital component of our campus. >> thank you. good evening. i'm abby matthews, assistant principal at lowell high school and my 15 years as an educator i've learned that trust is the foundation of a thriving school community. like strong roots for a tree reason decisions particularly the consideration in terminating assistant principals without proper consultation have severely does manage damage this trust akin to severing the tree's roots. this has created a climate of fear and uncertainty hindering our ability to support student success. the school board has the power

to rectify this by prioritizing open dialog, active listening and genuine collaboration with all schools site leaders. we can begin to mend these broken roots. we must create a space where every voice is heard and valued to cultivate a truly inclusive and collaborative environment by rebuilding trust and fostering strong relationships between the school board and the school site leaders, we can create a more supportive and nurturing environment for our students to learn and grow. ultimately the well-being of our students depends on a healthy and thriving school community. >> thank you. >> i'm calling the next group amber. i'm sorry i can't read the last name moseby. >> all right, katherine aronson, amy barrow, val farrow, kathleen taylor, everyone. thank you. i push the button.

it's already good to go. okay. good evening, everyone. my name is amber moseby and i'm an assistant principal at root that's our school of the arts. since i have one minute to speak i will be direct. i cannot believe that any of you have led a school side based on the staffing model presented in the slides titled staffing model update or base level that does not include aps counselors or social workers is not a school site that can function. there is no way you've had boots on the ground doing the real work. if you are moving forward with blanket pink slips and drastic staff reductions at every school site regardless of program or focal population, do you have any idea how many lawsuits this district is opening itself up to if there are no admin available for ieps at my site between three administrate orders we are attending up to three ieps per week per admin. transcript reviews college applications support behavior support academic counseling, wellness and seo.

how are these not core needs at a school site you would think that after my name was forced to resign this district would have learned the importance of including thank you holders but i guess the election is over now. good evening. i'm dr. katherine aronson. i'm the principal at bell bell high school. i was an assistant principal at bell ball for five years and this is now my fourth year as principal so i very much understand what it entails to be a school leader. just two points to make following our guardrail 2.1. attendance is key. it's key to our funding if we reduce our support staff such as counselors and or wraparound services we cannot help the students who are most suffering from lack of attendance. our goal three that's around college and career readiness if the classes that are going to be reduced are going to be things like our cte pathway programs, our ap courses,

anything that is more than the absolute a3g requirement such as taking four years of math, taking three years of science to actually be competitive with the rest of the schools in in the city if we're really going for college and career readiness we need to think about these cuts not being in these areas. >> thank you. >> hello, my name is amiah barrow, principal at john o'connell high school at o'connell, almost 30% of our students have ieps. 75% qualify for free and reduced lunch and 37% are english learners. we're in a crisis of 55% of students chronically absent. a student centered community school should give all students access to the support they need to thrive at o'connell we pride ourselves with the wraparound support we provide students and families cuts to assistant principal social workers, counselors and nurses none of whom are included in the proposed core base staffing model will have a direct negative impact on our students and most specifically our

students from our most oppressed communities without access to support the supports to get students to a baseline of safety. i have deep concerns how we can support students to meet college and career readiness concerns how can we claim to be student centered when making decisions that will negatively impact our student populations? thank you. >> hello. good evening. my name is valerie four and i'm currently the principal at mission high school. >> we're an anti-racist school at mission high school. what does that mean? that means that all of our students deserve to meet their eighth grade requirements for graduation. they have the opportunity to learn help in college and career. our 2024 class allocations this year for kevin potential models that are not enough for teachers we need teachers in our schools. please understand that if we don't have enough teachers for students to meet their entry requirements and let alone any other programs or services it's not equitable.

>> how can we continue to be an anti-racist school under these circumstances? this will cause a severe ripple effect with the projections that we are hearing and will harm our most vulnerable students that are already under attack right now. please. we need teachers. we need staff. we need everyone that we have. please understand that our students need to feel safe and they need the adults to make them feel safe. >> thank you. >> hi, i'm kellan taylor. i'm the assistant principal at mission high school. i like to say that i've been working for a quarter of a century now at sf usd with many of the people in this room. i'm also a mother of three isaf usd kids and as a long term educator the system of making school budgets and schedules and staffing has always been to listen to those closest that do the work. article 23 of the union contract with u e has teachers and parents working with the admin the fsc and elac have

parents and students working also with admin to make these decisions. i believe when looking at the systems of the district turn to those closest to do the work. admin teams can work with the district on staffing and budget not to make things leaner but not bare. we don't want it empty. as a parent i want postsecondary success options for my sons and enrichment programs for them but i believe it should happen for all the children of s.f. usd. let us be the open door for all children and serve usd all of our children. >> thank you. >> >> call the next group. excuse me. katie pringle. eric correll. i think. i'm sorry. can we do a lot of schmidt? mira quadros and actually reyes . sorry for mispronouncing.

hi, my name is katie pringle. i'm the principal of adb wells high school a small alternative continuing high school. i'm speaking tonight because of the lack of transport and c in the budgeting process specifically the lack of collaboration with site administrators in the process. this lack of collaboration has led to the notion that assistant principals may be dispensable. i'm here to say that that is wrong. assistant principals play a vital role in how we operate our high schools keeping our most marginalized students at the center and our communities safe. in our current climate where central office supports are being cut, assistant principals are more important than ever. put simply, i could not do my job without an assistant principal. >> i also want to highlight the

need to maintain the current allocations of social workers and counselors at all high schools so that we are able to adequately meet the needs of our students. >> thank you. >> good evening american. assistant principal i'd was high school. we know that every. there is no one size fits all approach to education. every school community is different and changes from year to year. students have a wide range of needs that impact their education and each year we allocate our resources carefully to meet the particular needs we're seeing. those of us who work most closely with students and their families are best equipped to allocate limited resources. there is a broad concern that decisions are being made without input and without a clear understanding of the particular needs of our students and the schools that serve them. it is essential that the base formula for alternative schools remain. that the vital work of teachers administrators and staff are honored in all schools. that school communities remain empowered to make the critical decisions of allocating limited

resources in the best interests of students and schools. as if usd cannot afford another public debacle. i fear that charging ahead with ill informed decisions that indiscriminately hobble our schools will drive away our talented workforce and ultimately students and families from our city schools. >> thank you. hello. i'm laura schmidt, the assistant principal at downtown high school. an alternative continuation school which serves students who are significantly behind in credits. all of our students are considered focal students in some way. when students with the most needs are transferred to a school that school must have the necessary resources to serve them. if your staffing proposal is to cut our only assistant principal position and to reduce our counselors, clerks and teachers, our students will be severely impacted. alternative schools serve students that are experiencing high rates of complex trauma and have many academic and social emotional needs. if these services are removed, students may not meet their goal of graduating from high school and school safety

and sense of belonging will suffer. we are asking you to keep the current funding model for alternative schools and to allow all schools to use the discretionary or grant funds to fund above the base allocation. >> school leaders in partnership with our sources intimately know our school communities and while we understand cuts are necessary, we would like the opportunity to make budgetary decisions that have the least as reverse effects on our students. >> thank you. >> good evening everyone. my name is myra quadros. i am the current principal of new traditions. i'm the vice president of usf and i also represent cohort three. i addressed this this board last week and asked cite and central office as that site and central office leaders be partners with us and with the executive cabinet in making decisions to budget cuts are done with us and not to us. while there was minimal

engagement with site leaders, kate, it is my understanding that these leaders did not have access to a staffing model or draft budgets. therefore we hope our perspective sentiments and requests are shared and included. it is still our ask that we are invited as p k 12 site leaders and central office members to individualize conversations to discuss our budgets and staffing. lastly i want to share i started my admin career as an assistant principal. the experience gave me training and time to work with remarkable principals to learn that and share the enormity of this site leadership job without this critical role we will not have the systems to cultivate the next generation of instructional leaders and principals be stretched impossibly thin. >> thank you. >> good evening. superintend and and commissioners. my name is ashley ornelas and i'm the community schools coordinator at us up international, a school serving an entirely newcomer population . we're very grateful to have received the student success fund grant this year as our students have several

identified needs the highest being access to mental health services, food insecurity and housing insecurity. we were unable to start services as planned due to delay in contract approvals and rejected purchase requests. we were ineligible to apply for rapid response funds until mid december. we know our students have needs these funds can meet. we also know it takes months for contracts to be approved or amended and that it can take months until we can actually receive and expense these funds. while the fiscal year ends on june 30th, our students needs don't have an end date. we are set on new student success funds rollover to the following year so that students and families continue to feel supported by the school staff they trust. it's incredibly frustrating to think that there are millions of dollars sitting in our budget unable to be used by schools and that our students may never get to see. i highly encourage you to work more effectively with dci up to better serve our students rather than create hurdles that prevent staff from doing our work. >> thank you. >> i'm calling the next group

sarah kern. joanna lynn, jamie lang. ian dysart. giller or i believe i'm sorry. i'm joseph eckstrom. so good evening. my name is sarah kern. i'm a teacher librarian at harvey milk civil rights academy. i'm concerned about the proposed staffing model and the formula used to determine allocations for elementary librarians. one hour per week per class may work for strictly teaching and prepping for classes but a library program is so much more. libraries offer ongoing literacy support through book clubs daily access to thoughtfully curated books steam and makerspace opportunities collaboration with classroom teachers and support staff collection development events, technology access and instruction. librarians don't just see classes we are supporters of literacy, social justice warriors, tech teachers

and support collection managers, site leaders, community builders, trusted adults, relationship builders, relief teachers, collaborators and defenders of censorship in this day and age of media illiteracy and misinformation when people's identities are being erased. librarians and the programs they provide are essential. there is money available for this purpose please use it as intended. thank you high commissioners. i'm a parent at harvey civil rights academy. please ensure the staffing model prioritize the student facing positions beyond the classroom. our social workers and student advisors who get students to school and support them in real time every day school sites know their communities best, give them the autonomy to staff based on their needs as of tuesday is not on track to meet its third grade literacy goals . libraries play a critical role in supporting these goals. we need full time librarians running robust library programs and we have pe funds for them. use pif money to fully staff our school libraries. lastly, we need all available

funds to reduce harm from staffing cuts. please do not refuse pto funds in an effort to stabilize your finances. doing so will destabilize our schools. >> thank you. good evening. my name is ellen. i'm a resource teacher at downtown high school and a proud usaf member. i don't want to repeat what all of the people in this room have said more eloquently than i could about the draconian impacts the proposed staffing model will have on our students . but i do want to talk about courage you all open the public comment by talking about making our schools safe places and sanctuaries for our students and i wonder what kind of sanctuary you think you are letting our students walk into without assistant principals, without social workers, without counselors, without librarians ? >> in the fall when you threatened school closures it became politically toxic

and you found the money find the money to keep our schools safe. >> hello jamie lang she her i'm appearing at harvey milk. it's obvious that we don't need to convince you of the importance of having support on staff at our schools. yet here we are. i'm tired of having to come here. i'm tired of fighting for literal pennies for our kids and one of the most wealthy cities in the world. they some of you try to close our schools and now you want to take away our vital support staff and drive public schools into the ground. i still have yet to see or believe any cuts are happening at the central office despite being told it's happening time after time. instead of cutting our staff can you try getting more money? our parent faculty club can help support with some of the funding the staffing at our school but we aren't allowed. we just elected a billionaire mayor and he's installed

billionaire friends at city hall. can we ask any of them to scrape some crumbs for our children's education? >> how are these hard decisions on the table, robert over there thinking about millions in tax breaks for their buddies i refuse to play that game. no cuts to find staffing. it's a hard no they can go through w uh hi joe ekstrom assistant principal at thurgood marshall academic high school. we started this meeting talking about safety and making sure our students are safe at school and the the folks that have but the lord the folks that help create that safety are social workers, are our counselors, our system principals. these are the people that are going to the iep meetings. these are the people that are supporting our students after drills are happening after the scare of ice is at our doors, they're going to our wellness centers, they're talking to our

counselors and when we're talking about putting those folks who are essential to supporting our students, we're talking about cutting support for most of my students, our vocal students 60% of my students are newcomers. 40% of my students come from the other 40% come from the neighborhoods and the bayview hunters point and about 35% of that 40% have our rfps. they need that support. thank you. >> thank you. >> okay. i'm going to call the final group for agenda items. sabrina bellara rosie nicholas chen, kathy meyer leslie who? good evening. sabrina bella rsp teacher here from downtown i i'm here to

tell you this staffing model will have deleterious consequences on our students well-being. dhs is compromised of 30% l l students 30% spend 15% of our students are on the safe list and approximately 80% are considered economically disadvantaged. when we say chop from the top we mean cut from the bloated departments that do not directly serve our students and families. this model would exacerbate the fragility of our students well-being and the function of our school sites. how dare as a few as diaz audaciously tout to be student centered and social justice oriented with the way this district mismanaged funds? mismanaging funds is a social justice issue and superintendent moniz message before winter break you said that as if usd has a steadfast commitment to ensure our schools are safe and supportive environment for all students, caregivers and employees prove it. it definitely won't be if cuts are made to our apps, our counselors, our clerks, janitorial staff, teachers or any other person that sets into

the school building to directly serve. >> i think that your family's thinking. good evening superintendent sue and members of the board of education and my name's kathy mulkey meyer today i am here as a advocate and as a former secretary. the quality teacher education act oversight committee. today you're talking about student outcomes. i attended the meeting on february 13th, 2024 when we focused on student outcomes in math the african american achievement and leadership institute was prominently mentioned as expansion. that was the expansion of the black star rising program was a recommendation to support math in eighth grade math. i know we're going to be looking at that today.

as far as i know, ali still has not been part of the baseline budget of san francisco unified school district. >> it only exists in grants. thank you. good evening, board members. my name is nicholas chen and i'm the principal at san francisco international high school. i'm here to speak on the staffing model and to respectfully request more base allocations for assistant principals, counselors and social workers or to allow school sites to use discretionary or grant funds for these positions. >> san francisco international high school is 100% newcomers emerging multilingual and recent immigrants. our students come to us with amazing life experiences a wealth of knowledge and absolutely no cumulative files that work false to us. our school model is based on high leverage practices from schools across the country like ours that serve recent immigrants. and in a time when our students face eviction and deportation, we have built out a staffing model with counselors, with social workers, with our community schools coordinator who's here tonight in order to

build the relationships that we need to have these conversations with our students. please trust and support us to make these decisions at the state level to structurally do what is best for our students. >> we good evening going here for choice and in look my name is leslie who i'm the secretary of united educators of san francisco. >> the student success funds has been a bright light in the last few years in the midst of educators not getting paid the debacle of the school closure process and the structural deficit amongst unfortunately many other things this money was supposed to give up to $60 million annually so almost exclusively going straight to school sites to support innovation and to build up companies schools and it's been the only type of legislation like this in the entire country. >> san francisco should be proud to have this type of resources supervisor ronen and melgar, our own superintendent dr. sue one of

our commissioners matt alexander you yourself led the struggle to write campaign and ultimately have this legislation pass with overwhelming over 78% of voters voting in favor. >> however, right now the promise of this hope has not been fulfilled. >> over $14 million has been allocated to 42 schools. >> yay. but it's also exciting right? >> but as of november 2024 less than 900,000 dollars has been spent on a repeat that for $14 million in readiness and implementation of grants has been awarded to over 42 schools less than 900,000 dollars has been spent. >> i'm not done. >> remember a few short months ago during the halt of the school closures when the mayor announced that there would be $8.4 million available from schools, success was well very exciting. it's been reallocated to rapid response funds.

that means there's over $20 million on the table just from student success funds this year . >> exciting, right? well except that all these funds only $900,000 which has been spent these funds have to be spent by the end of the school year. and for those of you who don't know that haven't been part of school site planning the process of how schools can spend this money especially in january is excruciatingly challenging to spend that money in january. so challenging in fact that the guidance to school sites has been to contract out these dollars. this is confused at best hugely problematic at worst contracting out is not sustainable and does not lend itself to stabilizing or supporting our schools nor is it actually cost efficient. >> you'll hear next how s.f. usd is reviewing all contracts for good reason san francisco is a proud union town

contracting out undermines the very fabric of the s.f. u.s. workforce schools need to be able to use these funds now over $20 million in student success fund dollars. they expire on june 30th. we need these funds more than ever especially now we have attacks on our students and families coming from every which way whether they're getting evicted from shelters or to being afraid to walk out of their own homes to funds being cut from their schools. we demand that they are given a longer timeline and as schools are able to roll over these funds until next year and while s&p, usd and d.c. why i figure this out we demand that school size be given clear easier to understand guidance that supports them in efficient and effective ways. the solution is simple right now we're getting in our own way and the fact that we have to be here to talk about this is embarrassing and silly. we cannot wait for the schools our students deserve any

longer. we have already been waiting too long. >> thank you. back in to back in cleveland personal agenda item. >> oh thank you. just to acknowledge leslie was speaking on behalf of usf and we have an agreement to allow her to have extended time so i want to thank ms. who for her statement. yes know there are questions at this time we'll move to yeah at this time we will move to online comment 50 minutes is students then agenda nine agenda. good evening. at this time we have about 15 minutes set aside for virtual public comment. please raise your hand if you

care to speak. i'd like to kindly remind everyone that each speaker will have one minute to share their comment at one minute and approximately five seconds the speaker will automatically be muted so please do your best to keep your comment to one minute to allow time for everyone to speak. we appreciate your for your cooperation. first we will hear from students then those speaking on agenda items and finally those addressing non agenda items. can we please have that repeated in spanish and chinese ? >> why not just list primos as well as business commentary public for moment? well one of the limit upon my workers is between them know look at the and at the moment one of the comments that they lack and equal answers to them and then to get thank you i think i hope you got a good on her i'm going to have your institute senior al hawkes on

how do you move on finding us she can hire from georgetown in how team conga head home you can go on go on hike and you how you can getting more whangamata i'm erica hi galloping ortega from john fabio you can see how i at this time i invite students to raise your hand if you are a student please raise your hand. i am seeing several hands raised so just want to confirm that each of those hands is a student color ending in zero three for color ending and zero three for okay i'm seeing no students hands raised. i'm moving on to agenda items if you care to speak to any of the agenda items please raise

your hand. vanessa go ahead please. >> thank you. good evening everybody. my name is vanessa. i'm the executive director for parents public schools of san francisco and our mission is to promote the fundamental value of public education. tonight i want to talk about ensuring that we are not going back and 24 i was employed by smu sd as one of its first social workers and i remember a very small team of social workers going from site to site to serve others. our team grew to over 100 social workers. it is very disheartening for parents to hear that our students are not going to have the support they need especially in an environment that is so aggressively blatant acting against them. so what i am going to ask superintendent to do again is to make sure that you are with

administrators to support schools in an intentional way that may mean that we need to cut more back office on operation side in order to do so. >> thank john. >> go ahead please. good evening. my name is john d'antonio and i'm the assistant principal at this valley middle school. the bare bones staffing model that's being shared does not consider what our least rich students need and does not consider when our hybrid essential schools need aps, social workers and counselors are critical to the functioning of our schools and the essential work of these support staff allows us to focus on other critical functions of a school like teaching

and learning. we need a staffing model that centers our leads to reach kids and allocates our resources equitably. our high potential schools need our support staff to actually reach our potential. thank you. thank you, charles. yes. first happy lunar new year. i would like to comment on the fiscal stabilization plan update as an organization the lack of position control is embarrassing. the fact that this is still in the future is absurd and pathetic and if we need to cut 400 million, why aren't they talking about cutting one third of the staff in the whole district? people john i did that. oh oh yeah apparently high

school and them weren't even able as far as the staffing model you weren't admitting the mental health needs of students in the class sizes be it fully enrolled high schools 5261 small schools have 10 to 12. boy that sounds like equity as usual. glad you didn't close those small schools because you're going to demand the same resources and sit there and protest until they're given oh gosh. >> and finally that is your time. thank you, jennifer. hi. first i'd like to comment that the proposal of one hour per class per week of libraries and arts is almost certainly illegal under 28. and if you go forward on this you will be sued. i would like to talk about public engagement a public fund to be without $100 million a

year. the district has historically spent a great deal of this money on back office provisions for unrepresented management. this apparently continues to be a feature of the current budget. it is time to make sure that if money goes to students or enrichment it means arts, libraries, music frankly it shouldn't cover social workers and that's what we got to do. that's what we have to do. thank you. thank you, meredith. >> thank you. this is meredith dodson, executive director of as a parent coalition or a broad network of families engaging parents across the district from over 100 schools we advocate for excellent and equitable schools on literacy and math. i know we weren't able to make much time for student outcomes discussion this past fall because of the botched closure

process a process and a lot of adult drama but we want to commend the district for the progress it's making with the literacy program adoption what would be a massive undertaking for even a stable district. it's incredible what the district has been able to do this year in our elementary schools and middle schools and and also for the k through eight math that is happening on the school staffing model. we want to reiterate what the school administrators have been saying tonight. it's disappointing unacceptable that they weren't engaged in the planning process and everyone including families are in the dark about the budget situation and what it means for our schools. this fall. we need more transparency, more honesty, clarity from the district. >> thank you, amanda. >> good evening. my name is amanda two i'm the principal at jordan school for equity. i'm here to speak on the importance of maintaining

assistant principals, social workers and counselors. tonight i offer you two things to think about. one for those who are meticulous with details, i strongly encourage you at the bare minimum to sit and calculate the actual number of minutes it takes to be a site administrator if you are unsure of what that looks like, i urge you to bring up the table which has been repeatedly asked for it so you know exactly what removing ap positions will do. secondly, for those who have not worked at school site and need perspective over removing an ap and while the staff would do i invite you to consider this metaphor imagine taking an international full international flight with no copilot limited quite attendance, tattered seats, shared seat belts and peanuts as your only meal well knowing that half of the passengers are allergic to peanuts and you have no epipens on board would you take that flight? i would add please be clear removing ap positions and while the staff is just the same invite us to the table rather than making uninformed uninformed decisions about a staff model that negatively impacts our students and our

school communities. >> thank you amanda that if i think you can hear me yes hi my name is basi. i teach kindergarten at harvey milk most of what i want to say has already been said. i just think it's so important for dr. sue and the board to really sit down and discuss these matters with the administrators of every single school telling them what we're allocating. so it's one thing to say you're including feedback and input from the staff and the community and the students but then to actually have the staff and the community and the students and the families speaking up and saying you have not included us is pretty alarming.

and you know, i had some things typed up to say and at this point i don't really know what else to say other than you have to include us in that our schools also should have more say and autonomy in how the funds are spent. we don't have an allocation for a student advisor. >> our schools do not work. that is your hypothetical. thank you. thank you, sara. >> hi, my name is sarah maskin and parent. >> i'm also a public school teacher in a neighboring district. i'm just coming on today to echo a lot of the sentiments that previous commenters are making regarding the new school staffing model. i think it's egregious that the administrators were never consulted. >> furthermore, the public and supposed families and parents are like once again sort of left with questions. it just feels like more chaos

when people are really desperate for stability. i want to know where the values are that as few history claims to stand by and where the commitment is to our educators and our kids and families. and i'm hoping you guys can do better. thanks. thank you. hover. >> hi. my name harper kelly. i'm cac chair. i would like to say again about the progress monitoring reports. please include disaggregated data for all focal groups including students with opinions regarding the staffing model and to put it bluntly you cannot realistically improve student outcomes attendance, social emotional well-being, college career readiness without support staff. thank you. that's it. thank you.

>> moving on to public comment on non agenda items at this time if you care to speak to any items that are not on the agenda please raise your hand. can we have that repeated in spanish and chinese please? i'm just for we we we did in person already are not able to oh we haven't done that. okay. correct. yeah. why don't we move to in-person on agenda items then we'll come back to you. okay. sorry. so we are going to move to in-person non agenda and then we will come back for a virtual participants for non agenda items can we please have that repeated in spanish and chinese ? i'm sorry you were cutting a so we are the spanish interpreter. yes we're moving to in-person non agenda public comment and then we will come back to a virtual public comment for non

agenda items. >> thank you. and there's a moment when the comments are closed. comment that is of on party agenda for public academic meeting and finalement gratis like i hope you guys. beating of tennessee two other like thank you thank you all right for cards for non agenda items amos brown christy sampson laura kennedy and stephanie fleckenstein. go ahead please line up at the podium will have one minute each someone's name was in front of mine but should i go? okay. >> okay, cool. hi, i'm christy sampson, pto president at jack.

whoa. thank you guys just for letting me have this time i want to highlight the ongoing communication issues with the school closures. while yellow is not closing, families touring our schools still believe they we were because they haven't been told otherwise. luckily preschool teachers t k teachers have redirected them and corrected them. this kind of misinformation hurts enrollment at a time when as of usd says it wants to bring in more students at the same time as f usd. block three families from leaving parochial schools and charter schools to attend. so even though we had the space instead they were directed to schools they did not want to attend. so they ultimately stayed in the private school sector despite operating with barebones staffing the last two years jack while remains a top choice school our enrollment is nearly full and our test scores are rising. families want to be at our school. if sfp sd truly wants to increase enrollment it needs to remove unnecessary boundaries and barriers and clearly communicate which schools are open and thriving. >> thank you.

>> hello i'm laura. i am a kindergarten parent at jacquot this friday, january 31st marks 100 years of school . i haven't heard it talked about tonight so i do want to just give a heartfelt thanks to everybody who's in this. it's also my hundredth day as a well as a post parent. so at our best i have seen strong community engagement between schools and the parent community and teachers. i have seen teachers and staff continuing to inspire a love of learning in their students. despite instability and incredible uncertainty. i've seen swift action and organization from the board, from sfi usd, from parent is responding to things that weren't always transparent and could have been. and in the case of my kindergarten student i've seen him running not walking to school but at our worst i've seen a lot of divide. we've heard a lot about school sites being excluded from decisions when the underground

information and context and nuance is so vital to these decisions it's lost in spreadsheets. so i would love to see the unified put things off usd and come together around. >> i think it's okay. hi stephanie falken stein also a parent echo elementary i see an el cap cohort to representative so i know a lot about budgets right? with so much of budgets tied to enrollment i encourage the district to rethink some aspects of enrollment capping which are driving families to leave as of usd at a time we cannot afford to lose any families. i understand that enrollment capping and practice as budgeting and staffing needs to be based on actual and not aspiration tional student numbers. what i don't understand is that once the school year starts and core staffing is that students entering or within the district cannot transfer to a school which has space. instead they can be redirected to schools they do not want to attend.

as you have heard mike christie mention, there were several students who tried to attend yet quote this school year in the third grade and were turned away and told to attend other schools that they did not want to attend. when families are redirected to schools they don't want they speak with their feet by going to charter parochial or leaving the city altogether. we need to keep students and of usd we can't afford to take away. reverend brown reverend brown i don't think he's speaking tonight. okay. thank you. that concludes in-person public comment. moving to virtual public comment on non agenda items if you care to speak to any items that are not on the agenda, please raise your hand. again, each speaker will have one minute to speak. can we please have that repeated in spanish and chinese and then the momentum almost looking and circrnas comment that is going to land because i oppose it so let on on on

greatest don't wait until they're sitting and you go i wanted you want it so you can go off today we're going yellow guys i didn't with logic. thank you color ending in zero three for good evening this is john trevena as ever salem and so my career in immigrant rights and civil rights i want to commend and support the superintendent statement on ice. it is bold and courageous. we cannot let their paralyze our community by having your legal team communicate with immigration officials to ascertain or confirm what they're doing or not doing. you are truly championing our students and unselfishly bearing the brunt of their worries during the cold war. president and military at a red line red phone to contact

kremlin to prevent damaging retaliation because of a mistake you and your legal office are putting yourselves on the front line to truly defend our students and our san francisco values. thank you. thank you. but vanessa hi. good evening. this is vanessa again, dr. morales. >> so i think some of you know me as dr. morrow. i'm the ag for a parents of public schools of san francisco and we've been serving san francisco for 25 years. i want to commend dr. sue for her adamant stance on what is going on with the trump administration and the mass deportation of our amazing families. dr. sue i think you are showing a sign of courage and i think all the superintendents that i know are really applauding that right now. so i'm really excited to work with you and just delve deeper

into how we could best coordinate services for our young people. thank you. thank you, randi. hi. my name is brandy markman. i'm an as of usda public school parent a couple of weeks ago i was in washington d.c. from with parents and educators from cities around the us who have fought school closures. and one thing that came up continuously is how thedent outcomes focused governance model is designed to result in school closures. it is basically taking away a lot of oversight committees and because of that we've seen so much financial mismanagement. this is there is a pattern here and i really urge that i strongly urge the board and superintendent to return to

where we had monthly meetings about building new grounds h.r . payroll so we can sort a lot of the things out in the district because the crisis that the district is in is very similar to a lot of things that other schools have gone through that have adopted this model and many more many schools are starting to reject it so please bring back the oversight committees. it is so important to steward our public parks here. thank you brandi. that is your time. that does conclude virtual public comment for students agenda items on agenda items. >> thank you. um moving on to item e workshop on student outcomes um to align with student outcomes focus governance the superintendent and her team are tasked providing a draft of each agenda 12 days in advance one that once that draft is made public on our website board members have made a commitment to submit clarifying and tactical questions and staff have made a commitment to respond to those questions in advance of each board meeting.

this q&a doc is linked into the into each agenda board agenda on board docs uh in this one an item each one we invite the public to review those questions and answers alongside our discussion today. additionally, to create more space for focus and student outcomes we will be moving most items to our consent calendar and identifying only our highest priority agenda items to discuss. board members are reminded not to restate questions answered by staff in advance but instead to bring forth strategic questions that allow us to better understand our progress towards goals and the underlying strategies so that we can be better informed in our decision making and partner with the superintendent as we hold her accountable. with that said, i will pass the mike on to our superintendent to introduce item e one progress monitoring report. goal one third grade literacy

. >> good evening commissioners gathering for deputy superintendent of the school operations and educational services. tonight you will be receiving a report in gold, wine and gold to establish by the board of education and the superintendent we have with us the executive director of content team areas, ms. david cookman. we have representation as a team at now we are presenting with the entire team that make sure that this work happens that aside from the content level which is that the curriculum and instruction through the school site which is the assistant superintendent through the coaching component and resource planning

and accountability that will present you with data. yes, a caveat the data that we have for literacy is based on the september presentation that was that you already were exposed to. we as of today have not gotten the results of data for a start testing too. so this is data that has been presented already is not new data in all of you and the public have these data so i just want to clarify that there is no new data in literacy based on internal assessment and with our 42 i will introduce dr. moon hakki who came who will walk us through the data. thank you. dr. kim before you begin just for facilitation purposes, can i ask about how long you'll need for the presentation portion before we turn to questions?

the lord butter's fine. yeah. just what was that i'm hearing ten minutes. about ten minutes. okay. just mr. steele, can we put on ten minutes on the clock just so we can have a piece for us? thank you. also, if you could please introduce yourself to that would be great. good evening, commissioner. superintendent to district colleagues and members of the public. my name is moon hock kim. i'm the manager of research and evaluation at rpa and have the honor of starting this progress monitoring presentation on goal one on behalf of this entire team. next slide this is perfect. i will briefly review the interim goals where they stand respect with respect to student outcomes and then pass it on to my co-presenters to discuss various strands of work and progress as shown on the agenda. next slide please. this chart summarizes sfp as these actual performance in

solid black line and the targets and dotted blue line for aspect ila assessment among third graders which is goal one aspect is the summative state assessment administered once a year in the spring. for those of you who are not yet aware the x axis on this chart shows the years and you'll note that in 2020 and 2021 aspect was not administered during the pandemic and the y axis shows the proficiency rate or the percentage of students in this group who met or exceeded the grade level standard. as you can see the overall pattern of performance over the last several years has been generally flat with a slight dip downward in 2020 for originally the target for the school year denoted as 2025 on this chart was set to be 60%. however due to the actual performance that fell short of last year's target in 2024 we have modified the targets

trajectory as shown in the chart but the ultimate goal of 70% proficiency in 2027 remains the same. next slide please. >> this chart summarizes a different assessment. we received some questions about this on your inquiry so last week the assessment is called star assessment which sfd uses as the formative or interim assessment at multiple points during the year each pair of bars the light and the dark is for an interim goal or the overall goal. the light bars capture the results from four of the previous school year 20 2324 and the dark bars are from for the current school year 20 2425 as you can see from the first pair of bars, the african-american pacific islander kindergartners have done very well and the overall first graders and overall third graders slide slight slightly trend trailing last year's performance. but we do note that third grade

students performance is notably lower. uh one quick thing to note here on the chart i think this is another question that we received in the in the board inquiry is that the dark line going across the top which indicates the end of year aspect target for goal one which you saw on the previous slide this might be a little bit confusing because we're now mixing two different assessments on one chart. so just to let you know the while the bar is up for the start assessment but that the line is for the back. we are able to do this because the star assessment results are highly correlated with and that's very predictive of student's performance on aspects that throughout the year we use our results as a potential predictor for what how well students might do on the ice pack at the end of the year. next slide please. so the successes i have already pointed out the african-american and pacific

islander kindergarten students have done very well. the first grade students have also done very well which is not quite represented on the chart but we have a higher proportion of students that took the assessment this year compared to last year. so higher participation rate and the absolute count of number of students that have that have deemed to be that have met or exceeded the grade level standard is also actually higher than last year and just that with a larger denominator of more students having tested we have a slightly lower proficiency rate. >> some of the challenges as you note on the chart we definitely need to bolster our support of english students especially focusing on language transfer so transferring their language and literacy skills from spanish over to english as they enter third grade here and the overall goal the 70% proficiency on aspect ela and two three years out from now continues to be ambitious for the district. and with that i'll pass it on

two minutes. >> krugman good evening. my name is devin krugman. i am the executive director of content teams within curriculum and instruction. so prior to getting into the strategic actions that we're going to highlight tonight as we normally do, we wanted to start with our theory of action that organizes those strategic actions. the theory of action i think is actually best read from the right to the left as we want to make sure that we're shifting the behavior and practices of adults in service of our student outcome goals. and so as we highlight strategic changes with curriculum, with instructional practice, with coaching and with site supervision, they are in service of changing adult behaviors for that student impact. next slide please. so as previously mentioned as we await the mid-year star assessment which occurs in february, we have engaged in curriculum and instruction in robust data collection in order to benchmark our progress of implementation while waiting for student outcome data in the mid-year. the first of that is engaging

in learning walks. two sets of learning walks have been concurrently occurring within the district. one is conducted by our central instructional cabinet which includes district leadership and the second is an external set of learning walks conducted by a.p.. the purpose of that is twofold one is to progress monitor both internally and externally our implementation and the second is to provide additional information on how we have met our goals of improving instructional practice since the initial 2022 audit that was conducted. >> so as you can see in terms of general trends, the first is that we do have of the sample in 84% of classrooms observed using materials and 95% showing strong evidence of culture of learning particularly with culture of learning. this has been a consistent strength for the district over time. >> next slide in terms of the learning walk data when it comes to language and literacy, it's organized in two separate sections associated with essential content or student

access to grade level curriculum and instruction. the first is for reading foundational skills and the second is for reading comprehension. you can see the data from the spring 2022 audit alongside the first sample in from november 2024. obviously the in size for 2024 is fairly small. we have organized these samplings to occur at representative school sites across the year. the next set is occurring in february so we will continue to have updated data as was true in the audit our primary area of need with regard to foundational skills is around students connecting their acquisition of foundational skills to making meeting from reading. what we do see is significant increases in the foundational skills instruction occurring and so that's the second row you see around explicit daily systematic foundational skills instruction which was one of the targets with the adoption. next slide please. the second set is for reading comprehension where you do see pretty much a match there from

2022 and two terms of the first of students spending the majority of the lesson listening to reading, writing and speaking about text. however we did have significant increases in text dependent questions and tasks and student responsibility for doing the thinking and we want to make sure as we're collecting the data we're again given the small and sized tracking it as we get additional observations and february and then matching this alongside the internal benchmarking that we do with instructional cabinet. next slide please. in addition we did conduct a curriculum implementation survey. this survey comes from the center for public research and leadership at columbia university. it's meant to be a benchmark survey so we administered it once right before winter break. again at the end of the school year and this is meant to address and gather information on educator mindset associated with curriculum implementation. and so while there are many

different parts to this survey, one of the areas that we wanted to focus on were those what they define as feely and focus areas. so the components of implementation that are most on the minds of our k-5 educators and the survey defines three different groups of educators who feel negative neutral or positive about the overall curriculum and implementation and within each of those groups the focus areas that are primarily driving their concern. so these are the things that they are most concerned about or most worried about those specific items have been named explicitly so we called out the five items that had the highest rating for educators across negative, neutral and positive districtwide. and as you can see most of these have to do with organization or adaptation of curriculum. and so one of the things that we want to highlight is that this data for us guides the ways in which we focus

professional learning content, instructional coaching and site supervision. >> so just as a concrete example, when we see a high focus of i regularly make adaptations to the curriculum to allow me to cover the material in the time i have allotted if we take that as a net neutral stance and approach it from an inquiry mindset our questions are have we ensured there's sufficient instructional time? is there support with transitions needed? but it's meant to guide coaching and supervision questions. we definitely need more than ten minutes. >> apologies for that. um, but we wanted to bring a survey of that data collection which again drives some of the strategic actions you will hear about next. >> good evening. my name is miguel de los. i'm the director of humanities, a multilingual. one of the things that we continue is a structural coherence providing guidance to up to the school sites and to the coaches in terms of implementation. but we want to continue focusing the progress on monitoring of multilingual

learners, especially k-3. and one of the ways that we would try to do this is looking at the different data that we have the like resource, the star resource and any formative assessments that teachers are doing in the in the classroom to get a better picture or what are the needs of the students if they are language development of their content? one of the things we want to continue now we have a curriculum in two languages in is very standard based and is high quality and we want to look into those materials to to emphasize the transfer to english especially for spanish bilingual programs in. and the other part is like we want to accelerate the language program redesign for spanish language programs which is to have more instruction and more exposure of english since kindergarten. next next.

>> this past saturday we have a language and literacy institute and i and miss miss carmen said we have over 33 workshops different workshops where teachers were selected three three for the day and you see they're pretty much about what we want to focus in supporting multilingual learners differentiation for diverse learners in small small groups and it shifts in reading instruction and additional instructional planning support . you can look at the different workshops there. we got positive reviews from the teachers saying that these will help with implementation of the curriculum. it will be our next the coaching should be an excellent

thank you. good evening. i'm ginette hernandez and the executive director for professional learning and coaching and have the honor to talk about the instructional coaches that is been key in terms of supporting the implementation of the new language arts curriculum. the key to success is we've established a system for the teacher implementation and collaboration and so it's really been about coaches sitting side by side with teachers planning lesson observing lessons co teaching lessons and helping continue to plan in this cycle and we know that adult practice is changing due to the instructional coaches creating opportunities for teachers to reflect on the prolific practice in collaboration with other teachers and then taking action in their class and using observations and coaching this we did the coaching log last week we they submitted coaching log and 70% of the teachers said that they are engaging in

observation and feedback cycles. they're also key and facilitating grade level meetings where teachers plan and there are key parties in the instructional leadership team so really guiding schoolwide and you see that when we go to do we're doing instructional walkthroughs and the instructional coach really guides the instructional practices at the school so we're really excited about what we've seen so far with the coaches. thank you. good evening. my name is bonnie lowe. i'm the assistant superintendent of elementary schools and we were wanting to one we are joined with our assistant superintendents and executive directors as we support school leaders. one thing that we're doing to support site administrators is to really emphasize the importance of supporting multilingual learners. so some of our key strategies include collaborative conversations as this is across

pk8pk5 works on think pare share for writing and including writing k eight also has conversation cues. so there are three main structures. there are a number of structures but we wanted to talk about the p.k. eight citywide structure. >> this is an important structure that brings all of our p k s site administrators so that they can increase coherence in terms of content and supporting curriculum implementation and also supporting student outcomes. and so there are elements of it including the core rubric continuous improvement star assessments, iot connections and we also that's our time and we're going into multi supports and side by side learning coaching as well. >> thank you mr. steel if you can put just like a 30 minute timer for us and if we need to extend we will colleagues i'm my suggestion here is if we can go down similar to a model that we've done in the past we can go down and just state our

questions. staff if you and i can both work to try to group those questions and then we'll have you all go through an answering the ones that you feel are most appropriate. and then commissioners, if there's other questions that are have been unanswered from you all, then we can come back and do individual questions afterwards. that's okay. cool. awesome. >> um, why don't we start with our student delegates and then we'll go down this way? okay. thank you. um, really thankful to have you guys here and i really respect your time and bring this all together for us. um, i'm really thankful for that. um, we had you had gone over how the literacy rates have had changed dipped a little bit down in the most recent year. but then you also addressed how there was more participation than in previous years. and my question was around if you were expecting that higher

rate of participation in this last um cycle and then if this is going to be like a one time increase in participation are expecting that to then increase for further years going forward and then how that affects the goals that we have in literacy rates going forward. i want to echo that appreciation but i also want to state that i appreciate the efforts when it comes to meeting the needs of students whose first languages aren't english. that's very important especially when it comes to literacy. but one question i will continuously have is our teachers trained on accommodating different learning styles and how is that going to affect literacy? thank you. sorry, are we just we're just giving one question at this point, right? >> uh, i do want to just name the several questions that you do have but if you can limit

them just first time sake. great. thank you. i have a excuse me a question around something that was said in the presentations which is that evidence of a strong culture of learning has been considered a strength of the district and that that's a consistent strength which was something interesting to hear. i'm wondering that given that our results at least indicate that we do have a strong culture of learning, what do you attribute our difficulty in in getting strong outcomes to and in particular for instance why why do you think that our results at third grade went down quite substantially based on the looking at the star assessment fall 2023 to 24 comparison? thank you. um, i wanted to express my appreciation to all the

detailed answers to the questions and also this really detailed presentation. um, so thank you. and then my question is really around i'd i'd love to hear a little bit more around your analysis of the why behind the data. um, so for example my colleague commissioner ray just mentioned the drop in third grade ell students scores between um 2023 and 2024 or the increase in kindergarten african-american pacific islander kindergarten students. um because or the third data point i'll mention is that was in the question responses one of my colleagues asked about bright spots and there were some pretty dramatic differences in some of our schools. i'd like to hear more about what's your analysis of of what's going on on the ground

and how these strategies are playing out and what's what's contributing to these differences in the data because i just think that's where there's a learning nugget, right? some things where we can really learn about what's happening on the ground in terms of we see the theory of action. but the data then shows us kind of what's playing out in reality. so i'd love to hear some analysis of the differences in the data and what and what you think is causing again the successes or the struggles but more the successes even. apologies i feel like i have several questions and i really appreciated staff's time in answering board members questions in advance. um, i wanted to kind of push a little bit further on some of those where it seems like the answers were quite high level as opposed to really where the implementation is. um you know i think the top

line data is that we essentially have not seen despite many you know efforts of staff and of the board in focusing on student outcomes. we are at a place where our goal one performance is lower than it was in 2017. you know, eight years ago we have not seen increase and that's one reason why i'm concerned about being off track versus significantly off track. it's not the case that we're not increasing at a fast enough rate. it's that we are not improving at all. and i recognize the herculean efforts that the district is making to revise our curricula and our resource is to turn that large ship around and that it's slow. but i you know, want to make sure that what we're doing is grounded in what we are seeing working on on the ground. um, to that end it seems like we're really you know, our

english language learners are dramatically behind our other cohorts when we're looking at our interim goal 1.3. and i wonder i appreciate that we're revisiting the bi literacy pathways to account for that. i think it's really a wonderful strength of the district to have that culturally competent education um and i also am wondering if we're setting ourselves up for failure by having english assessments for the very first time in third grade when we're assessing reading in english for those students until the moment where the rubber hits the road and we actually want to see results and whether we're providing enough english phonics in our eld for english language learners. because not all word decoding transfers from one language to

another. and if we're if that is perhaps contributing and i also i just want to push further on what we're seeing and how we're changing our bi literacy pathways to better serve our english language learners and all of our students who are in those pathways as well who are maybe receiving a different learning education or reading education in the early years. um and also just thinking about what we're doing to supplement our reading time. you know i saw the ameera pilot but it looks like it has hardly had any adoption at 3% of eligible students by unique students having utilized it at all. and it doesn't seem like there's data reflected in this report that shows that any students used it in a volume that would by the company's own claims show any results. and so i would love to just ask

the staff to present data to us in a way where we can evaluate it meaningfully. if we're saying that what matters is whether students have had opportunities to use it for a certain amount of time on a repeat basis, then we need to know whether students are actually using it for that amount of time on a repeat basis. because the subset of data provided to us does not demonstrate that. um, so those are those are my questions as well as what are we doing to really increase the academic benefits of our afterschool programs. i understand that it is the high level answer to the question that at least our you know, certain of our partners after school are providing academic support. but my observation is that that is even for that subset of providers not the norm for the average child in that program.

and that is a lot of time that they are in those programs every day. and so what are we doing to reach students where they are? and what are we doing to ask our other after care providers or before care providers to provide opportunities for our students to practice and strengthen their skills? um my question is more so over the next three years we're expecting to close the gap towards our goals of over 20%. my question is with the current strategies that have been named today in the report, do you anticipate those strategies being sufficient to close that large of a gap? and if not, what else needs to be done differently or changed or dropped or what have you to try to accelerate our progress over the next three years if

that's going to be the goal that we try to reach right. um, i don't know of many districts who've been able to close that large of a gap in that short amount of time so um, i'm curious about that. >> mm hmm. thank you. um, i have three questions. the first one is related to building off of student delegate montgomery question. do you all have a theory on why the first grade participation rates increased? what was done that i think one of the questions was do we expect it to continue but why do you have a theory of why was there something done differently? my second question relates to slides eight and nine. i realize that the subset is relatively small but there were increases in this observation data. and given uh given what we heard that the numbers are

reflect the september data that we that we were given, do we expect given that the right hand column is november 2024 data that perhaps next time we see this there are in fact going to be increases? is there a correlation there that we can reasonably expect or perhaps not? and then my third question um is something that i think a couple of my fellow commissioners asked i know commissioner rey asked about the decrease in proficiency rates for third grade english language learners and i know that there was this question was submitted ahead of time and the answer was we don't know. i want to say first of all i really i appreciate any if the answer is we don't know. i want to just say i think we're so used to like feeling like we need to come up with an answer and i appreciate just the transparency. if we don't know, we don't know. i think that's where we have to start. >> but do you be and i understand that the information that you got suggested that when we get the next round of

interim data we might be able to do another analysis. i guess i'm wondering why is that we think more one more set of data will allow us to know the why as opposed to just maybe seeing more trends. because i think the question is the why why is this number going down? thank you. great. i'd just like to echo i really appreciate all the time you took in answering our questions ahead of time. 21 pages is a lot and i know that we did read it and we appreciate it. i mean when i looked at kind of the broader picture, i think, you know, what we're trying to do is just make meaning and if i look at that theory of action that you put you know and we'll revisit how we do this so that it doesn't take you as much time and how do we kind of get at that making meaning of what's happening? i will say, you know, when i look at the theory of action, you know, i'm left wondering and we look at the positive results with the interim goal

1.1 kindergarten api and then look at you know perhaps the the the not so hot results of 1.3 grade three english learners you know i'm wondering i'm trying to make sense of pages seven through 16 where we go through a lot of the inputs and activities that are being conducted and i'm trying to link that back to 1.1 and 1.3 in terms of did you see more of that then in terms of those activities? and that's why we see the results we see in 1.1 and you see less of those activities being carried out in fidelity and that's what we see in 1.3 or those more anecdotal and highlights. you know we're sort of hey, here's here's what we're doing and you know commissioner weissman words point i really appreciate transparency and sort of like you know, frankly at this point we're just thrown stock. you know, if it is we're throwing stuff against the wall and we're seeing what sticks or if it's this is where we actually see something that is, you know, statistically

meaningful in or statistically valid in what we see. so if you could offer more more there in terms of you know, what are we seeing if we do see those being carried out with 1.1 and not so much a 1.3 or how do we make sense of that in terms of of those inputs and activities positively or negatively affecting those interim goals? >> it's fun to go last because you have already asked all the tough questions. so no, i actually thank you all for the questions that have come before. thank you all for the work. one of the bright spot spots i want to point out slide eight for the public the the data point of 84% of materials, 84% of the classrooms are using the material in the first year of adoption.

that's pretty darn remarkable, right? i mean just that goes to all the work that's been done and the ongoing coaching and so i mean as i've used in the past has a history of, you know, sending teachers to one week of training before and then you know, you do your instructional walk later and you see the material still unwrapped up on the shelf or hidden in it. so the fact that we're spending all this money and the materials are actually getting used thank you so much for all the work that's going into making that happen and the recognition that our coaches are so key to implementation, you know? thank you. that's so so critical. i think a lot of the whys that the commissioner alexander raised i, i echo all of that. i had i had separately not in the question asking document but for disaggregated data and to go to the whys i think

dissecting this data in many more ways i'd like to see results by school site by grade level by focal pop not just the focal pops in our in our goals but all of our focal populations. can we correlate mra usage and implementation by school site to outcomes i mean like these are the level of details that i'd like to see us dissect the data. um i could give you 20 more examples but i think you get the point so i won't. um and also i'd love to tie that into our vacancy rates you know what schools do we have vacancy cs what schools do we have vacancies of our lit coaches where do we have assistant principals and where do we not? to our public comment earlier can we layer these data points on top of each other and really start to tease out the what's working and what's not? i think that would be hugely insightful for all of us. >> um, so i think another

question you so the the since we're not doing the next round of star testing until february for next year's calendar perhaps we want to make sure that we monitor the school after we have that data available. president kim um maybe reviewing to the point of bringing our educational leaders into the work we're doing making sure that our calendar is set up in a way that we actually have the information we need to do this level of analysis i think would be hugely impactful for everyone. um and yeah i um so many i, i would love to you know to have a data dashboard or something so that we could do this level of monitoring not just here in this space but everyone had access to it. so i do want to thank arpa for all the work you've done with tableau and to make data publicly available on our website. thank you for that and i look

forward to more of it and i'll stop there. that was a lot. would you like some time to just coordinate with each other on our response? >> yeah and just to me provide some context i think for some of the questions that you're hearing and some of the themes that you're hearing um as a board we participated in a student outcomes focused governance training this weekend and i think we're really focused on using these monitoring sessions to figure out what is working for kids and what is not working for kids. and so i think what we're doing is we're really trying to dig into where is the causation, where is the correlation as we come into a tough budget decision, what can we protect that is getting results? and so i think sometimes so what i think we're pushing on that to dig into the data to see what is working that we need to protect from a resource perspective and not so much

what do the adults in what are the adults doing and what how do the adults feel about things but what is connecting with kids to get results? and that's i think ultimately the purpose of these monitoring workshops and it may behoove us to work more with staff through appropriate channels to help better understand the purposes of these monitoring workshops so that they can be responsive to answering those ultimate questions. thank you. do y'all need some time to coordinate on question responses? which is totally fine because i think i'll take this moment to reflect as a board. it's actually really helpful to put a timer on for ourselves because what i realize just to put a mirror up for our own questions is that we spent 20 minutes asking questions at a time when we could be hearing from staff on some of the responses and so i will take

this i take the liberty of of using this time to say i think we should work on thinking through how we can structure our questions such that we can allow for a deeper conversation to take place and more time for staff to then respond. and so it's just an interesting observation of of the amount of questions that we've given. yeah, i totally agree. president kim and i also my other request would be that i don't think we need lengthy staff presentations. um, you know this is brilliant but we can all read it and sort of have the staff like read it all and present it all is actually not a great use of board time in my opinion. i and have colleagues think but i also think that's another piece where we can shorten and then actually i think the engagement is is a more yeah can i make one point here yeah the materials that we provide ahead of time are only provided to the public in english. so for many of our community members who do not speak english or who do not read their access point is here

listening to interpretation or listening along with us so i actually take issue with that if we want to get this material out in multiple languages ahead of time or like i said have a data dashboard or somewhere else where folks can engage, great. but we have committed to public accountability and transparency and until we provide another mechanism than this i struggle with seeing how we're going to meet that mandate. yeah. thank you for bringing that up, commissioner. for sure. um, why don't we we start the time at ten minutes and we'll have an opportunity for staff to respond to the questions just by trend and then we'll come back around if there are individual questions that need to be followed up by individual commissioners, i feel like we need some background music like jeopardy or something.

okay. uh, thank you commissioners for your very thoughtful questions many of which we yes already grapple with. but thank you for bringing them to the surface and giving us a chance to discuss some of them and these related to some of the data and analysis questions. i think they fall into two large buckets as i think about them right now one having to do with student outcomes and the other one having to do more about the implementation and uh the program data. so let me just talk about each of those two buckets and turn so first to the student outcomes data and i believe that as a commissioner feeling that that i raises the question about and if it's over time um mostly flat performance across over the years and this is not it and so for us the only challenge right and this is a same phenomena that we witness across most many large urban

school districts around the country coming out of the pandemic something to just kind of contextualize where the uh the student outcomes stand right now the third grade performance that was uh that is summarized on the charts um as of last year 2020 for those students were in p in kindergarten uh during the heart of the pandemic, right so we're kind of seeing the the long term consequence for that i think is was one of the things that we might be witnessing um and yes i think it's an ongoing challenge for us to think about how we might help them kind of recover and catch up and be able to uh make up for that time. but that that's certainly part of the the whole story that we're seeing here. um, for the participation rate that that many of you raised um question every time that we assess uh administering assessment, the goal for each site is to hit at least 90% participation rate and of course you know, we can think about multiple reasons why it's

not never perfect might even though the administration is flexible and timing can be changed students out sick um and what have you right so it is something that we always strive for and we try to provide as much support to site leaders and sites to to be able to reach that that mark um but something else to keep in mind is that this is just the second year of the fully implementation of this assessment. last year was the first year so there is definitely uh a big component of change management and helping all schools sites switch over to this new very different interim assessment system that um that we have now . so um, i would predict and i would hope that uh the participation rate would continue to go up as we continue into the the future administrations even though it will never quite reach hundred percent. >> last question about student outcomes why would more data

help? uh, why are we waiting for the the next administration of the the assessment? so a lot of the charts that you have seen compare cohorts right ? so it's the third graders from this year compared to third graders last year, kindergartners of this year compared to kindergartens last year when we couldn't make those comparisons were struggling with two aspects, right? there might be something very inherently different about those two cohorts of students or there might be something that the district and the staff are doing different having done differently for those two cohorts, right? so we'll always aiming to kind of be able to separate that apart and we'll of course we're interested in the second component so that we can have a better sense of what are we doing right, what's working that we're doing. um, so what more data more administration helps is that we can start to compare the growth rates across cohorts, right? so will the students of this year's cohort grow more from fall to winter than last year caught that from fall to

winter, right? so that's what we're waiting for to have a sense of okay. so for the kindergartner um african-american pacific islander students that have shown very strong performance our best guess right now is that there is something about the cohort at least based on the kindergarten readiness indicator data that they take at the very beginning of when they enter kindergarten show that this cohort just entered the year into the school district very strong. but once we see the next administration of the star assessment and be able to see the rate at which they grow then we can start to have some greater confidence about okay, schools and teachers are doing something right in order to facilitate that growth rate. um i think i'm taking a little too much time. >> um, so let me just very briefly about implementation rpa coming out of the research background i would love to have more data. i would love to be able to study the connection between implementation and student outcomes and that implementation in fact causes growth and changes in student outcome implementations.

data is very hard and well first we need to implement stuff uh things like a mirror. it's been a challenge to for school sites and teachers and classrooms to find the time to meaningfully implement the program that we have and when it's not implemented fully then we don't have the implementation and data that we can look at systematically to match with student outcomes. we'd love to do that and we now have a strong district team that is working on increasing the uptake of all these platforms that we have invested in so that we'll get better bang for the buck. uh moving forward. before we go on to the next topic, are there any quick clarifying questions on what dr. kim dr. kim would mr. moon hawk that is it. okay. okay. sorry. dr. kim okay. >> is there any quick clarifying question on on the response just now if if we don't have control over uh,

kindergarten readiness measurement for our interim goal 1.1 i wondering why that is one of our goals if if it's just a difference in the incoming readiness of the cohort, why is that what we are choosing to measure or are we looking to how we've prepared students for literacy over the course of the year of kindergarten at the end of kindergarten because it seems like the responses to our questions and what we're hearing right now is that different kindergarten classes differ. we don't have a correlation between whether that is because of something we are doing in t k or pre k or other early education programs and so if it's something we have control over i'm wondering why this is the focus of what we're measuring all the interim goals are actually end of year targets right so the data that you're that we're presenting and that you're seeing right now is just the first of three administrations of data and of

course our goal is to promote that growth throughout the year. so by the end of the year we'll see positive results. thank you. >> ms. devin thank you for data. yes, sorry i should have asked if there are any other. sorry, miss devin mr. moon hawk your back on the spot. sorry. um, i just we hear this a lot when we we compare ourselves to a lot of the other large urban districts surrounding us, you know, like, oh, we have the best results of the large or large urban districts and all these these results are happening across all the large urban districts and i would just like to challenge us to do better. i mean that's the whole reason why we have these goals and and i understand some of our dynamics are the same as the other large urban districts and the whole reason we're doing this is to make sure that we come out a whole lot better than the large urban districts.

so i'm glad we're making successes but just because it's a little better than everyone else who has poor scores, they just want to challenge us to think that that's good enough. >> so thank you. i wanted to add to that as well and working with school sites, each of the school supervisors works specifically with the school site and taking a look at their data so they visit schools at least on a monthly basis. they also have cohort time we have k eight city y time as well and so since our last presentation that we had on goal one we realized this importance to really focus on multilingual learners and also to think about what specific strategies are supporting students to move forward. and so i just wanted to lift that up in terms of the processes that we have the collaboration that we have with rpa for data, the collaboration that we have with curriculum implementation as well and we're also asking sites to

think about their bright spots in areas of challenges. so every school has thought of that and have a plan in terms of what they're doing. some of the shifts that we are seeing in terms of implementation have to deal with whole group moving into smaller group. so we believe that the smaller group would support an increase of academic conversation discussion, collaborative critical thinking in order to increase some of the outputs rate of producing language and so we are challenged as well ourselves to think about think peer share what we see in classrooms is a lot of academic an oral language now what have we also supported our students to to to come up with writing and so these shifts are really directly related to our core rubric and so our focus has been a lot on the culture of learning, developing the student engagement pieces. um it's also the essential

content this year because of the curriculum implementation and we have to really emphasize the academic ownership which also says that it provides meaningful oral and written evidence to support thinking. so these are some of the shifts and the moves that we're working with in terms of some of the school sites. thank you for that clarification. yeah. and i do just want to add that bonnie said that that we are just in time and so we notice that in differentiation that the teachers want support on how to do small group instruction and next friday is our coach network and all her coaches are coming together in the focus of the professional development is how do the coaches support teachers to implement small group instruction and that's what the coaching will be about. so i think collectively for all of our schools we know we need to do better. we need to do better for our students and so it's really a

call to action that every single meeting that we have with our site administrators we're really, really lifting up this data and i want to make sure i don't i don't mean to imply that i think anyone is not thinking about trying to do better. i don't i just want to make sure that collectively our mindset isn't we can pat ourselves on the back for low scores. i do want to appreciate the work in the bright spots and all that but definitely not negative anyway, thank you commissioner. i know there might be other questions just for the sake of time can you move to the next topic and then we can continue to layer on questions unless there's a burning burning question for clarifying duke it out i wanted to actually just really highlight what assistant superintendent lowe just said because i actually think you're doing what we're asking and i don't know if this sorry but i don't know if this captures what i was just saying. i think assistant superintendent was doing what right there what we're asking for in this monitoring report

and i write about that because i do want to point out that like when when when my colleague was present who was saying we want you to look at specifics, you said we notice that the eo student's performance was low. so we went to our schools and we said okay, what are we going to do about this? and you named specific strategies that schools are attempting what i would love to see for example in our next monitoring report is this school acts did this and their scores went up, school y did this and their service didn't go up. >> so we're doing more of this thing that school x right so that's the level i think that when we talk about student outcomes that's what we're trying to do. we want to hear how that practices are tied to data based on the analysis and so i just does that yeah that really resonates. >> i think we can definitely add more of that into our presentation and our board reports for the next ones because we have all of that information like the bright spots and then the areas of growth and i mean i can just name one which is one that had in amazing increase and for multilingual learners was starting and so unpacking that

conversation had to deal with well they backwards math they look at the assessments and what do we need in terms of the concrete things that students need to be able to do. it's an interactive test digital that students need to take so they also found that they just needed in terms of some of the practice someone to sit as in terms of practice sit next to you and encourage okay what do we do? what do we do first? and i attended the language and literacy institute this past saturday and i experienced some of the assessments as well. and when you're sitting there as a student you need someone just to say press start and so you can you can start and you can go if you don't like something small like that it's but what i really appreciated was that site leader principal martin took a look at what was the issue, what's the root of the issue and then coming up with some solutions to support the staff.

yeah, i mean a 100% plus one to that comment commissioner alexander i mean one of the things that i wonder what are the questions i have and perhaps this is something that's for for follow up but when we look at the idea of whether it's a cohort or a particular practice that is creating these results and needing more data to back that up, you know, i wonder when you disaggregate that do you see sort of a major shift in one site that's creating an outlier of data or do you see sort of overall the entire cohort whether that be when we're looking at african-american pacific islander and the case of 1.1 or whether we're looking at english language learners and 1.3 that's creating that result and and and what might we see from that disaggregated data at that site level? i think at the site level some

things that we're seeing has to do with the language pathways. i just wanted to invite miguel to share about some of those anticipated changes we're hearing from principals as well. how might we increase access to english language and practice so that we can support our students to become more demonstrate knowledge in terms of the learning outcomes? i think that's one of the questions that commissioner i'm sorry holding yeah, healing. >> oh yes, that's a good try. >> okay thanks. i'm a second language learner so um so we have seen in spanish leaders who progress in spanish to the allied programs that is students are not performing as well as you know as english students or even in cantonese programs. principals have been really aware of this and in some

schools we already started a change to 5050 models where they teach math and english with a little preview in spanish of what the topic is going to be and they do you know lesson study a sanchez elementary school at chavez they are doing that i went the other day and it was great to see the teachers doing that. so there is the other question about that. you addressed the phonics. you know like now that we have curricula learning both languages and they are parallel and they follow the same models is math is going to be much easier for us to determine the scope and sequence in english for those students since kindergarten and because we've been waiting, you know, probably to second grade because in the past we call a sequential bilinguals now we're calling simultaneous bilinguals because they can our two languages many people were afraid they will get confused but they don't everybody gets confused when they are learning right?

so yeah so one of the major changes is this several i have met with principals and staff already about this this proposed change in everybody's yep tell is when i start so yeah when will we power with that thank you and i do want to clarify that my question was do we have any reason to believe that the addition of additional like english phonics instruction earlier would make our english literacy rates lower for interim goal 1.3 because they are so low right now? my question is is there a reason that we wouldn't try it because we believe it would have an adverse effect because it seems that there's a belief uh, disgust around by literacy that there's transference between one language and the other. but i've observed children not

making that transference for you know, like tio and shun sound like that does not exist in both languages and just aiding with that kind of phonetic learning that that's i wouldn't want to do anything that would hurt but that's why i asked do we have any reason to believe it would hurt? >> no, it wouldn't hurt like we need to try something because whatever we've been doing is not working so we need to try something different. as you say, there is many sounds in different languages that don't transferring to english. and then there is the other point about is this a language issue? i think somebody has that or is a content issue and many times in literacy it is it is both. you know there are so many questions that when you read at the start assessment on this back has to do with language even you know they present themselves like what is another word for this synonyms you know

in many different ways and the grading is the hardest thing from for multilingual learners and i'm talking for mis perience. it took me a while, you know and i'm not totally fine. i still use grammarly you know, just to be sure. but yeah we want to do something new and see in monitor the progress for that and i think someone mentioned about why we wait to third grade for for for english and then we can start doing some assessments since the beginning not necessarily the start but we can find other other assessments in kindergarten we can move on to the next topic here too. >> oh so sorry. go for it. this question should be pretty short but one thing that was mentioned and i do personally agree with is the fact that we need to implement small group instruction. however, since we want to implement small group instruction, would this require more educators?

and with that in mind, how is this going to be possible with our budget cuts? so i have seen increases because when i listening to this i'm thinking not only do we need to support with tier one instruction if we are talking about acceleration that also begs in terms of how do we support more intensively right? so going into tier twos right now where we have some of our artists are we heard from our reading specialist ways to support in small groups so tier one yes teachers we are supporting how to to to support teachers to do and implement small groups in terms of the feedback readers will read better when they get that direct feedback with adults. so i think what we heard i think from public comment like if there is also a way that logistically we can support

sites to fund some of these sorts of like artists or needs to support smaller groups that would be a great support. so some schools have some grants, some parent teacher club funds and so if there is a way to do that as well as as long as that is you know, something that is sustainable and viable with with operations . just a quick follow up question. are there any schools that don't have that support when it comes to like receiving grants for like small group instruction? we do have schools that do not have grants for small school instruction and so on the flipside we have site administrators who work active lee in order to get these grants to support literacy and so we also if there is a way to support them we would love to have that knowing that

we also have to staff our classroom teachers, our core teachers and that is a high priority as well. i think you can i just one last follow up. i know we need to move on but i really think this conversation and to vice president who ling's conversation earlier this is at the crux of it we have the tail wagging the dog so often especially when it comes to budget. we heard as you mentioned miso and maslow in public comment. you know so many administrators who want to be part of the budget allocation process and be involved in developing budgets. what so this question is more for you, dr. su when the three things that we should be aligning everything to our third grade reading levels, eighth grade math and college and career readiness what are we doing in this very difficult budget cycle to make sure that

the maximum resources are put towards these things? valuing our guard rails which include community input, serving the whole child all of these you know that i think is what the community what i've heard today the community asking it's my responsibility to reflect the values of the community. so that's i think the piece that's missing and i'm hoping you can help us maybe and we've got additional sessions coming up later. well, will some of this be covered in how we are able to align our budget to meet our three goals? uh, yes. in the in the in the in our third agenda item i can talk more about about how we're aligning our budget particularly with the staffing model or the plans for that. >> thank you. i see huge tension right now honestly and actually cognitive dissonance like we're hearing

from you know i was at sheridan last week and there and they in other schools like malcolm x are being told they're going to get a kindergarten first grade split next year and i'm not when we already have teachers who are telling us that they can't implement our curriculum and a mirror you know there just aren't enough minutes in the day for this. how on earth is one teacher going to implement a kindergarten in a first grade curriculum? right. i just like there's so many if we really are aligning our budget with our student outcomes that doesn't i just don't know how that works. so these are the kind of decisions where i think we really do need community at the forefront. i think the the other thing i was just to build off of a couple commissioners who commented on this there's this question around like we have many, many schools with multiple practices all happening at once and how do we

isolate maybe if you will, the things that we know are working that we can see and point to and say this practice is happening at this school and replicate that right like and and really think through the power of what it means to be a a unified district where we have the opportunity for schools to actually learn from each other which i think the purpose of the language and literacy institute was in some ways kind of a shared space for that learning. but i think you know commissioner alexander brought this up and a few others i think thinking through what those practices are that we know are demonstrably moving outcomes for kids and thinking through then how do we learn from that that we as the board but how do other educators see that and experience that? i think it's just there is an opportunity here. i think that we we don't want to miss in when thinking through those practices and bringing it to scale and by scaling frankly i think i mean like the 30 schools like it

seems much more i mean there's a possibility there, right? so i think also naturally by having starting off with data we kind of started to drift into other topics. so if it's okay with the commissioners i would love to because i know it's about time for us to think and excuse our student delegates as well use this moment to transition us to our next monitoring report if that's the right thing is no one's mad. oh yes, vice president howling. i think also just some of our questions are around are around that budget like where are we spending that budget? we purchased 12,000 licenses for ameera and 100 students used it is that a good use of our resources? we you know we already pay for aftercare but we're not executing to use those minutes. we want collaboration between

teachers on the same grade level but what are we doing to ensure that we actually have teachers staffed in the same grade level who have different levels of experience? and so i think that is where some of these questions are is what can we do better with the resources we are already expending to get better student outcomes for sorry before we move on i just wanted to make sure because i think we allowed dr. kim to speak and then we sort of started asking a lot more questions and you all nicely organized your answers to respond to the 20 minutes of questions we had. so i feel bad if we just move on to the second thing without providing ample space if there's anything else we may have missed in this conversation that still had to be answered and you all took the time to think figure out yeah that's totally fair.

okay. are you sure last time i think a lot of were integrated into the responses. yeah. so i figured too. okay. thank you. at this time i think the super super delegates super student delegate for their time today and have a good rest of the evening president kim do we do student delegates? do you have any other comments or questions you want us to ask in the upcoming sessions? is there for math or for budget before you leave? okay, i think i think thank you. thank you. um and let's take the time to then transition to go to progress monitoring report um on math this is oh so sorry item e to progress monitoring report go to eighth grade math

standards. that's exactly oh wow. that was a swift and and wonderful transition. um, okay, so, uh, having gone through that first one just i will also name just some next steps that i heard that i think are just important for us as a as a body and moving forward what i heard was a there is a desire around revisiting our governance calendar to adjust our monitoring reports so that we can have additional data when that's available. so it's a conversation i think several of us have had already about a desire for that in addition to partnering with staff and the superintendent on adjusting our reports to have

better examples and more concrete ways of articulating our progress to date. and one thing that this conversation is bring up for me is clear expectations and agreements on timing of our questions and how to form that conversation so that it is a conversation with staff. so just noting that with that um it is ten minutes so we start with ten minutes get but i'll i'll leave it to you all to start with your presentation. >> thank you. okay good evening again commissioners and superintend two so having gone through one uh the structure of at least the data part is very similar so i think i can fairly quickly go through some of the parallel charts and the data. um so same structure i will briefly review the interim goals data um and then go on and pass it on to my colleagues to talk about various strands

of work in progress. next slide please. so precisely corresponding to the the chart yourself a goal one uh this chart that is on the screen now to summarize is as few as these actual versus the the target set for aspect math assessment among eighth graders. right so this is for goal two but unlike for yala where the historical results were largely flat in math, we see a clear decline in students performance over time. um, the i hate to repeat this but yes it is also a pattern that that that's shown in other school districts around the country as well. so i suppose these are not the only school uh school district that is witnessing this pattern similar to yellow. the original target for this year 2025 was higher uh, but given last year's performance which fell ten percentage points below the target, we have decided to modify the

target trajectory to be 45, 55 and 65. um over the next three years and of course the excuse me the the ultimate outcome of 65% proficiency in 2027 remains the same. next slide please. >> same pairs of charts again, uh, comparing last year's core to this year's cohort uh, something that's different from yellow■j is that as you can clearly see uh, even though to varying degrees uh every single one of the student groups represented four interim goals and the goal here uh have had a higher performance for this administration than than last year so that is definitely a uh a highlight celebration that we need to point out. um, next slide please. >> so the successes as i just pointed out, um, every student group has had higher uh performance and the eighth grade students definitely are on track to meet the 2025

target. so the target that we have set for end of year this year on the back of 45% uh there just slightly shy of that on on the star assessment for the first administration but on the challenge that kind of the flip side of that is that the typical pattern that we observed last year is that most student group's performance actually declined from fall to winter. um, so it would be important to maintain and grow students learning um over this time period and and certainly going into the spring uh for them to perform well on the s back and similar to the la uh goal that the overall goal of 65% proficiency rate on the of math in 2027 continues to be ambitious. um just a quick note on that. i do believe there is goal in there's a point in having a ambitious goal uh and yes many folks um in this room and in the community have raised a point of it being almost you know um seemingly very very ambitious. uh, but from the inside

and then having been part of this team and in the broader central office i've seen kind of what get what they can energize uh and point the work towards um so we're still continue to work hard and striving for this goal and i will pass it on to ms. krugman thank you so much. um, so as you're going to hear from some of the changes that have happened in curriculum and instruction and coaching this year, we do want to highlight you know again our theory of action and the shift particularly in the materials that are being provided. um if we can go to the next slide, the first piece we did want to give an update on is our k-8 math curriculum update. one thing i just want to name explicitly is we will have a full data report on all of the piloting as attached to our recommendation for adoption in march. and so again given the timing we did want to give a teaser knowing that we're going to get a full data report on that pilot in. but just to highlight from the

last time we reported and we have over 150 elementary educators in the math curriculum pilot we have over 80 in the middle school four elements of their piloting one unit of two separate programs for middle school. they're doing a full year pilot. and again just to be specific as related to some of the questions that full year pilot is inclusive of ms. six math seven math eight and algebra one. um, and so some of the trends that were identified are also thankfully responsive to some of the identified areas of need within the audit and so specifically highlighted in the elementary piece. um we do see a strong affirmative from teachers around both programs and in particular the level of teacher usability in terms of having sufficient lesson plans with guidance. in particular we saw a lot of call outs around accessibility and guidance for supporting students with ieps and multilingual learners. we see a lot of those same

trends mirrored in the student and teacher feedback at the middle school level. um and just to give a full picture of the kinds of data that we collect when we do piloting we have classroom observations, we have student surveys and focus groups and we have educators surveys and focus groups across the length of the pilot. so again we wanted to give a quick snapshot of that as we prepare for a full data report to the board for march we can go to the next one. and again just to give a snapshot for the middle school teachers in particular as related to goal number two, they are engaged in a full year pilot of math curriculum. that pilot is inclusive of a number of professional learning structures but one of the ones that we offer are a series of release days and so we just wanted to just give a snapshot again not just of the degree to which educators are one participating in the release days which i don't want to underscore is like a herculean effort on the part of the school sites. it requires some coverage and a

number of other things. so that actually is a very high attendance rate. >> the next piece is the specificity with which they are walking away with tools, resources and practices to apply to their practice. and that has been a particular strength that we've seen show up in the feedback. so we wanted to highlight some of those specific practices. obviously some of these are curriculum components the show what you know or the synthesize and summarize. but again we really look for not just a positive experience with professional learning but educators that are actually walking away with instructional practices to support grade level curriculum and instruction and to go ahead and pass it on and okay. so unfortunately the coaching for the math isn't as robust as is for elementary school when we want when we had we're able to provide math coaches we couldn't hire them because we needed to fill math classrooms . so our priority was to get math club math teachers in the

classrooms. so we are working with the achievement network. we didn't get to start till october. it's voluntary so we offered it and we focused on five middle schools that jen reached out to the principals and at first it was for teachers that are piloting decimals to support them in the pilot. we now as of january have expanded it to any teachers because not everybody's piloting it. so we know we got a slow start but we're really going to ramp up here in january and teachers identified and they're going to engage in similar goal settings side by side planning data analysis, observation and feedback and really supporting them and implementing the materials. so we're looking forward to much stronger implementation of coaching in the spring. and next slide again good evening commissioners and dr. xu, thanks for being here.

my name is jennifer steiner. >> i'm the assistant superintendent for middle schools and k-8 schools. and i'm excited to talk to you about what we're doing with the administrators. right. what we know is that leadership is critical in any kind of implementation and in any kind of shift in pedagogical practices. the leaders in the school set the culture and the tone for the school and help all of the teachers really be focused on what the drivers are for change. you mentioned a lot of that in your last set of questions around how do we look at data to really understand the leader is the pivotal person here right that the leader needs to understand the root causes behind this? so we are fortunate i'm a dunbar who's the executive director in our cohort and i get together with the principals and the assistant principals monthly and we really focus on a few things. one, we really focus on what kinds of leadership dilemmas are they looking at? how can we ensure that they're examining those leadership dilemmas with their partners that are doing similar work, looking at data, identifying bright spots, looking at root causes? two we've had a real focus on math instruction this year not

not surprisingly. so we've watched videos write videos of math instruction both inside of us of u.s. and outside of us of us using the core rubric that we use in san francisco to say where are we noticing areas of strength and where are we noticing areas of opportunity and can we calibrate across ourselves to see what high quality instruction looks like and what kind of feedback would you give to the teachers in these videos? because if the instructional leaders can't see this in an evaluation and give quality feedback we can't improve instruction. and then finally we've instituted similar to some of the other cohorts critical friends so principals get an opportunity as well as assistant principals to go and visit each other's schools and visit each other's classrooms using the core rubric specifically focused both on math and english language arts which i won't talk about since we're focused on math here and really looking at curriculum implementation and looking at essential content culture of learning and academic ownership and we really have found that this is changing the conversation and that's it.

>> thanks. okay. thank you so much. well okay. and i think i felt like i just didn't move. >> no one would have noticed. >> thank you very much. let's follow a similar practice of starting maybe over on this side with commissioner fisher with some questions if staff can help track and kind of just take note of questions that might apply to you. we'll start topically in the conversation and circle back with any individual commissioners for questions and answered. >> and so i'll have commissioner fisher begin who i just want to thank you all. you know our senior department is significantly smaller this year than it was last year

and implementing a new curriculum and piloting another is an ridiculously heavy lift. and you're doing it with grace and compassion and with everything else going on. so i just want to recognize the the huge amount of work you're doing and thank you for it so so thank you. thank you. thank you. thank you. i think i have very similar questions comments to the last time you know again would love to see as we look forward to seeing more about the pilot data and and doing a much deeper dive in in march i believe you said and so that will be where i'll save a lot of my tactical and strategic tactical and technical questions for that. but i think a lot of my real questions are about, you know, finding those bright spots and lessons learned and we have invested a lot of resources into lessons study over the

past couple of years for math as well. so i'm wondering how the new pilot is integrating with that and you know, if we have any if we have any feedback about you know, life cycles there and yeah, just most of all lessons learned and and how this informs our practices for the coming years and what recommended resources you have for us how do we to the ongoing conversation how do we align resources through the work you're doing the bright spots we're seeing that see that we should put additional resources into places that will actually improve outcomes and i'm going to channel former commissioner bogus um and just our third grade data on african-american students just is terrifying and breaks my heart.

and so i'd love to hear specifically their what strategies we are implementing to make sure that we interrupt that cycle. um as the parent of african-american kids in this district, i i've seen and when you when you layer intersectionality on top of this i couple of years ago our students with disabilities who were taking the aspect scores are black students taking aspects scores had math proficiency rates less than 5% so that's where i'd love to see some of our disaggregated data and also hear clear strategies about what we're going to do to close these outcome gaps for our students. umt' tou act to follow so similar similar to the last set of questions. >> so first of all thank you and again i appreciate the all the all the data that came back .

um again i'm trying to make meaning of this in terms of connecting the activities and the inputs into the scores that we see. so again is this sort of you know when we think about the curriculum pilot update the pilot teacher feedback is that directly correlated at least to where we saw improvements and you know, recognizing that you know, i asked the question about bright spots and dark spots but perhaps, you know, taking feedback from from what you said in this in this last session, um, you know rather than perhaps a bright spots and dark spots where's the largest delta so when you look at say cohorts from last year versus cohorts to this year when i look at the data all aggregated together it looks you know there's there's a there's a modest improvement across all of those across the aggregate. but i'm curious if we were to disaggregate that at the site level did you see large deltas either you know, negative or positive?

and again, were those correlated to the inputs are resource says such as those that are laid out in the curriculum pilot update the feedback achievement network coaching and how do we connect that data to the results next? thank you. i had just a question on that a question about the eighth grade results being higher where all of the other participatory groups were lower and again this is it might be dr. can would give me a a similar response as before is this cohort do we think this is curriculum is it related to the fact that kids now know that there may be options in eighth grade for algebra and there's a different type of motivation? maybe not. i mean i'm just wondering if you have any theories about why that particular group did show gains where the others did not

. >> that's me. i'm so uh and this is actually was a different commissioner that asked this question around meeting meeting the targets, knowing the exceptional growth that we need to make over the next three years. i know in that response there was a there was conversation around tier two three offerings for students. i think my questions are are still around. are there things in tier one that we need to ensure that we we thoughtfully implement fully um in addition to the conversation on tier two three so there's a question around just our kind of strategic use of time and energy in moving initiatives forward and what that looks like to to increase our overall student outcome goals in the short amount of time that we have.

and then uh the other kind of strategic question maybe this is for uh, dr. geller for or superintendent sue um, i think i made this comment or question last time around the number of central office staff available to support a full scale implementation of a test pilot rather for curriculum multiple curricula to go through the selection process and then go through the adoption process. my concern is that as we continue to decrease the number of folks at central office what it means to effectively structure our curriculum and instruction team such that we can effectively implement curricula well and so i this is a question more about how like you know, how do we do that as a system to actually invest in our curriculum in curriculum and instruction capacity as a district to implement effectively versus strategic abandonment of other initiatives and that balancing

act is challenging but it's one of the questions i have knowing how slim our math department is across our district as is which is just one person to be clear so my hope is that we think thoughtfully through how we use the capacity that one individual but we're also finding ourselves, you know, contracting out to a net for example for our coaching services and how do we move to a model where we can actually leverage our staff internally to be able to do that work not because necessarily there's anything about that but because we have to build internal capacity to coach math teachers . >> and so what does that look like? um, so i think i'm really looking forward to getting the pilot results and seeing what happens as our new curricula is

rolled out. um and i'm glad to hear that the pilot populations are representative of our overall population so that that data will have more meaning for us. a lot of my questions were around making meaning of the data that's presented because you know as we're trying to teach our students numeracy we also need to try and practice it to the extent that we can in evaluating you know, the information that's presented to us. i just wanted to kind of raise some questions about the why isn't model. it seems like it's been very time intensive, very difficult to implement and there are a lot of barriers to access to actually like literally accessing the program for the students of the age that are targeted to it. uh that's one reason i asked

about the number of eligible students was to try and get an idea of who's actually using math and it looks like we've only got 2% of eligible students who tried it and none of them seems the tried it enough to have any kind of effect on their performance and so obviously it's very, very new and i'd love to hear more about what has been learned so far and whether the lessons are that this is maybe has too many barriers to students being able to use it independently as a tool and to get the widespread adoption that we need for it to happen um and impact or whether there is a plan to actually have widespread adoption and how we can look forward to learning more about that. thanks again too.

well i guess i already said thank you tyler not to miss this time but thank you too again to the rest of you and thank you to all of you for your work on this. and i guess my question is similar to the one that president kim asked in reference to the last go around the ambitious ness of the goal and um you know this question of really what would it take like what's our analysis of why we are where we are in the sort of flip side of that is what would it really take to meet our goal? um and then a sort of second follow up question to that is is around the um the john muir math experience where to to my colleague um mr. fisher is question around black students and as you pointed out the black student achievement rate is really really low and yet we have a school in our district

that has one of the highest rates of black student mathematics achievement in the state ten year elementary school where the proficiency rate is 50%, right? so for the whole district third graders we're looking at 15%. john muir at least for the entire school is 50% which is significantly higher than our entire district. it's also significant for the entire state of california proficiency rate. so i, i guess i and i don't want to ask i want to ask this question i mean i sort of asked it in the in the in the written questions and i want to just re-ask it and i don't i also don't ask it in a way that seems passive aggressive but i'm authentically right curious and almost like baffled about why john muir doesn't keep showing up over and over again like it didn't appear anywhere in this report and i just don't understand it. i don't understand when we have an example of the best achievement for black students in mathematics that we could

ever imagine in s of you sd and outshining the state of california that we're not i don't see you know and even in the response the written response to this question i don't see that we're a strategy for using harvesting those learnings and expanding them to the rest of both of us. so i feel like i'm giving an opinion here and i want to say again i'm just authentically i really am authentically curious as to what are we thinking about that and if there's something that's stopping us from from building on that, i want to know what it is. um, if there's a resource we need if there's a reason not to replicate it, maybe it's not replicable if the answer is you know what, john muir is actually a unicorn and there's just no way that we can replicate it. but i think there's something there that's connected to this question of how do we get how to if we're going to try to achieve an ambitious a bit ambitious goal. we actually have an example of it. we have an example of and john muir went from having a personally rate of like 10 or

11% and over i think it was five six years it took a while but it got to 50%. so that's and again not to don't feel please don't take that in a in a defensive way it's an authentic question around what is what does that mean thank you all. just a quick follow up actually on what commissioner alexander was saying. it's a happy reminder to me from when i visited john muir that it's the only place i've ever gone that students came up to me and actually just decided to tell me i'm a mathematician . >> so there was there's something a little special there which i appreciated in terms of questions. i have a few. first i wanted to follow up on the question that i submitted about executive summaries. i saw that that was just listed as pending and there wasn't a response as to whether or not an executive summary could be provided to us for for our own sort of kind of ease of understanding and for the

public of these types of reports going forward. my second question also it relates to why isn't another programs that we're using dreambox i noticed was mentioned in these responses as well and similar to what was raised about a mirror and that commissioner huling raised about why isn't we seem to have had really low uptake and it's uh it doesn't seem to be following the high dosage tutoring model that my understanding is that that has been most effective for actually improving student outcomes. so i'm curious as to why we're choosing you know, a program of this nature and which programs are actually likeliest to bring us results for the you know, the dollars that we're investing. and my third question relates to a request for information that this board or members of this board put out or made last

year on april 30th of 2020 for they were asking for information related to the math um outcomes and progress monitoring about instructional minutes about benchmarking with other districts and about advisory minutes for example. and as far as i can tell that's an open item on the record that has has even though it's been i guess almost a year has not been responded to and that seems very like i would hope that we can build on the questions that folks have posed before and we can we can move from those. so i'm hoping somebody can tell me if there was a response that i just don't know where it is or if not when we can get a response to those questions that were asked before so we can all work collaboratively and build together. thank you. do you all want some time to coordinate with each other? yeah, go for it. i would say a joke, mr. steele. would it be possible?

thank you. it's i'll do it. uh, commissioner, uh, pretend as you and i were just talking about the executive summary so staff you don't need to respond. oh, they're not listening. um, so she's going to work with staff on and i think the board leadership generally will want to work with staff too on just rethinking the monitoring reports broadly. um but to your point about the executive summary um that she's going to work with staff on thinking through what that might look like and that actually might be the thing that that gets presented to the board during this progress monitoring meetings so that we can actually just talk about the executive summary and then

move into discussion. so so it thank you for the push um she'll follow up with that and and we'll see how that comes up for the next board monitoring meeting and i appreciated you asking that question. i also as the questions about can we define acronyms the first time that they're used i think to commissioner fisher's point earlier about access when we're using a lot of highly technical language and acronyms ,it's not accessible to the public and it's really hard to meaningfully follow the conversation. um, so i think having a summary would also be helpful to that end. uh, just before staff present just from a facilitation and question asking standpoint, um i actually thought it was helpful to have them start and then just kind of blend into a conversation. so um commissioners i just encourage you to just come off mute and just start you know, asking your clarifying questions and and actually like try to turn this into a

discussion like let's just see how that goes and uh and that way i don't i can do less facilitating a more just have a conversation with with the team and we'll see how that goes. press well i would just encourage us to keep it strategic questions and clarifying follow ups and president clinton can don't stop facilitating. what's your question there? my question is where's our big conference table? oh, for the monitoring that one that was like a very collegial way of doing it. i thought in staff when you're ready you can go ahead.

i'm sorry staff. i don't i don't know if while you all recording heard will have you start with the responses and then we'll just actually open it up for an open dialog with the commissioners so folks will just be coming off and we can just start with that and then hopefully will bleed into the other topics in the same way we did with uh earlier conversation. i don't know if that's going to ruin everything that you just planned but okay great. okay. uh, thank you again for the great questions commissioners i have the privilege of previewing hopefully a promising result that has not actually we have not mentioned to our colleagues and we hope it's the big reveal and we hope to do actually more of a uh a robust and deeper analysis for the uh the uh um curriculum

presentation in march. but i can tell you that rpa internally has done a very preliminary analysis of the impact of the pilot and i'm going to put on lots of caveats here because given the timeline by curriculum pilot started at the beginning of the school year and uh the assessment data was captured in october and november, right, which gave us very little time for there to be an actual meaningful difference in the instruction and the material coming out of that the curriculum that's being piloted. even with that caveat we wanted to see if there was a any potential effect of students that are in the classrooms of teachers that are piloting matched to students that are similar but in classrooms that are not piloting the curriculum . the great reveal is the results are very promising and we believe that might partially underlie some of the positive

results. and again i'm putting lots of caveats here but given the positive results that we see in math overall um but i should say that the positive effect was um only observed at the middle grade level but not at the elementary school level. we hope to do a deeper analysis before march, especially using the the second window that's going to come up in winter. um so then again we can look at the the growth from fall to winter. um in addition to the analysis that we have done right now which is actually looking at the growth from last fall to this fall. let me turn it over to i just want to highlight that with a couple of specific examples. >> so one of the things that we did in our cohort meeting um right after we had the results of the fall star the fall star results let's see if i can say results more times in that sentence was we had people look at their fall 2020 through

eight of their fall 2024 and say what happened now of course there are some challenges in looking at data over years, right? cohorts change etc. but i'll lift up a couple of conversations. one was a conversation that i had with the presidio principal principal chu who i we were asking them to say could you lift up your bright spots and tie it to a leadership move ? and he was like i don't know what you're talking about what leadership move. he says it's the curriculum. and i said, well that was a leadership move. how did you get every single person in your building to decide to pilot the curriculum? because all of presidio is math team is piloting, right? so that is a leadership move and asking people to like look at their leadership moves and say this is how it's related then lifts up what they're doing but also lifts up what happens when an entire team pick something up and then i also want to lift up another school which is everett who had great increases from fall of last year to follow this year not all of their teachers are piloting but when i asked principal evelina to lift up what was happening she talked about schools piloting and she also talked about the use of science happening with her.

neko um she also talked about the coaching and not so this idea of where do we put our resources, how do we put our resources and how do we help school leaders to identify what are the things that they're doing in order to better support their principals? we do see changes in both of those schools. there are two assistant principals, one of whom focuses on math. so just a little side note that as we think about reducing um alignment saying thank you that is the type of strategic feedback that we are looking for. i mean i really do think that the other the big thing that i'll say is middle grades are really focused on a sense of belonging and culture of care, right? advisory periods are really focused on how do we help students regulate themselves so that in their classrooms they can access this curriculum and all of what we heard both at public comment and as you're thinking about these hard choices need to come into play. we need to have credentialed teachers that really know their curriculum and we need to be able to support them in order

to learn that curriculum and then we need students to be supportive and robust and and diverse ways. and so these are hard conversations that we have to have. >> um, but they're important to some things and i did want to follow up on one of the questions specifically related to the relationship between pilot curriculum and lesson study. i think one of the things that we knew historically was that in prior years these had lived as sort of separate initiatives and one of the things that was really important to us as part of piloting was to have a strong level of integration between curriculum decisions and piloting data and the lessons coming out of lesson study not to say lessons twice . and so part of that has involved for us and it's timely because it's happening on thursday as the first but a multiple series of engagements with the lesson study administrators and some key coaches to review pilot data and to get their input not just on the trends in the data but also to inform professional learning and implementation plans. and i do think that one of the

things that's important within that caveat is one to sort of get their input on for schools that may not have administrators who have the same comfort of instructional expertise in math, what are the additional professional learning supports for schools that may not have some of the out of classroom staff that lesson study schools have which include interventionists and math specific coaches? how can we take those lessons and apply them into different staffing contexts so that teachers still feel like they have the instructional support? and so it has been really important to us to integrate lesson study design with curriculum implementation planning and i'll pass it to jeanette who i believe is going to follow up on that. yeah. well i did want to follow up in terms of john muir and i'm glad you brought that up um because she's in terra was an extraordinary principal who was a teacher there and she was a coach there and she was a principal she recruited she recruited experienced teachers and the lesson study is a form of professional development, right? and so they collaborate, they research lessons, they dip

and then they also piloted teaching to problem solving. so it was both right and that's how they got their gains. and the interesting thing is from last year data was the first time that the other schools sanchez and flynn joined so they actually joined a network. they went by themselves and that's when they took the biggest jump. and so if you ask sarah what contributed to that jump and she said it was a network where the teachers got together, they learn math together. the coaches got together, the administrators get together and they all problem solve. they work collaboratively and that's how we make it and we get a lot of money. it cost $600,000 that we get from the city innovation and i'm going to channel hillary ronen she says we shouldn't think of it as a scarcity model if this is a strategy that works for our kids, we should do it. >> we're spending millions of dollars on tutoring services that we're not getting the gains but yet we're doing you know we're spending this in the base is a math coach

and intervention teacher and paying teachers extended hours to collaborate together. that's a way to not rely on partners and consultants is to build teacher leadership and lesson study is a model to do that. >> hello. good evening. my name is julia auerbach and i'm going to speak to the why isn't learning. we have begun to do a deep dive into a small subset of our middle schools to better understand what the hold backs are and what the potential is with this program. and we know that at visitation valley middle school they have the infrastructure there to really think about the ecosystem for a student. so for a tutoring program like this, if we're meeting the expectations of at least twice a week 30 to 60 minutes of tutoring, we cannot possibly do that during the instructional day putting it in the instructional day that impedes

upon other instructional minutes or the advisory curriculum that jen spoke to about the intentionality of creating the sense of belonging for our students in the middle school space. so it has to happen outside of the instructional day. so partnering with the afterschool providers at visitation middle school they have rock is their cpo partner and their beacon and they've been incredible thought partners to think about how can we actually ensure that the students that qualify that attend the afterschool program on a daily basis are getting this tutoring program. and through that partnership really looking at the ecosystem, the classroom teacher has joined the afterschool provider in that classroom the classroom teacher observe the why isn't tutoring. they give feedback on to what the tutor was teaching to the student in that moment and the after school teacher was supporting the infrastructure here for that program. it happened one time and then

we had to reschedule and the students didn't necessarily get the same tutor again the second time even in the same week. and so as you know from a middle school student, those relationships matter. we have to reset again the tutor comes on the next that you know thursday and you have to explain what you are learning and it might be aligned, it might be misaligned and it's inefficient to begin. and so this is the learning that we're having right now as we're in this nascent stage with the wise amp program. we're trying to troubleshoot. we're taking voices from the field and we're learning we haven't had enough students meeting the twice a week at 30 to 60 minutes a time to even have a conversation around does this impact their learning in the academic standards that they're teaching? so we're really invested in continuing this learning cycle and look forward to reflecting back the impact once we actually see that implementation at the level that's needed.

commissioners, are there any clarifying questions or follow up strategic questions? commissioner i would like to follow up on my question about the april 30th 2024 requests and whether there was a response and if not when we could get one. thank you. >> commissioner wright the question you have is around instructional minutes increasing. >> there were several things in that in that request for information instructional minutes benchmarking with other districts advisory minutes. i think there were a number of others. it was before i was on the board but there was a formal request for information and and it as far as i can tell it's an open item on the public record. okay. so we can check into that. it was also before i was in the on this team but i do know that one thing i can say is that instructional minutes were being looked at prior to me being hired.

they were looked at instructional minutes were and i know that they were revised and every middle school now does have 200 minutes of math which is the most we can fit into a master schedule and still keep advisory and still keep the seventh period day. i don't know if the open request was closed but we can check on that and follow up. >> great. can you give me a deadline or a date by which we could expect to get a response? yeah. um yeah, we'll have the superintendent to follow up with staff if that's okay. >> okay. thank you. any other wow. great. >> yeah, i guess i have one more question that i guess a lot of my questions are trying to get from what are we what do we do in policy or in principle what we value in principle and like what is actually happening for students en masse across the district and so i

asked a question about our math assessments for english language learners and basically if we have any concern that they're not actually measuring what those students know about math, they're measuring their ability to read the test and perform the test in english and their part of the answer was about um accessibility of translation and services or like an audio assistance. but do we have any data whatsoever on what percentage of students who maybe are not reclassified side who are still english language learners are actually accessing those or if there is an alternative assessment that's in their primary language that can be administered just so that we because if the data we have is bad and isn't telling us what they actually know that it's really hard to figure out what we need to teach them.

>> we might have a couple of us tagged you on this one so i just want to make sure that i correctly understand the question being asked and so if i understand correctly the question being asked is do we have specific data that tells us to what degree english language acquisition might inhibit our understanding of a student's proficiency on mathematical standards? yes. or just how it is reflected in our measurement tools like the teacher may know and may be able to work with them in the classroom but that may not what they know may not be reflected in the actual assessment that we're using. the official assessment or the data is reflected in the interim goal. mm hmm. i'm not i can answer about instruction. it might take a second the actual assessment commissioner

here i think i understand the question which is do we have information and data about whether and how much multilingual language learner students are actually using the support features provided on assessments? yeah. i mean i think part of the answer to my question was this is designed to assess what they know in math not to test them in english and there are you know, there's translation, there's other things but whether something exists in theory as something a student can ask about if they advocate for themselves and know that it is there and whether they're actually using the tool so that we know that they are being tested in a way where they understand the question being asked. those are two very different things. so i just want to drill down in more into not what is offered

but like what is access by the student um this is the data that we don't currently have. we'll be looking into the availability of it but it's also something that is built into the interface of things like aspects. so it's not something that the students have to approach somebody else to ask for but in the moment of them being in front of a computer or taking the exam they can access the translations and the dictionaries and these features and i also want to say that like for anyone that has english learners in their class right one of the things that i mean having been a principal of two schools and i know that this is a conversation we have constantly around supports especially for newcomers students but also for students that have been here longer than a year that still need this is what are the regular ways that we support students to access these before we get to exams so that when they have exams they use things that are regularly in their record. so we teach them how to use glossaries, we teach them how to use the accessibility during instruction so that when they get to an on line test in a

star assessment or an aspect assessment they're familiar with how to use these and they're allowed to use glossaries in these tests. this is now you know it's not before you had to write in all of these different accommodations or modifications. i mean this is something that anyone can use as a glossary if it's used during instruction you can use it during the test. and so these are things that people know to do. do we know how many people are doing that? i think that would be an interesting dataset for us to try to gather it might be more challenging than the staff we have accessible to us but i do think that i see it being used all the time when i visit classrooms at least anecdotally i see students working in spanish and i was in a math class at francisco that has a newcomer program and i went into their math class and every kid was in a different language in their math curriculum and the same curriculum. so there is there are that is being done that's great. that's really good to know. i was i'm kind of trying to drill down on, you know, the interim goal 2.3 latin students are dramatically underperforming the other uh,

you know the goal to and interim goal to point to and so it's just trying to drill down on whether like language the high population of english language learners is a confounding factor and why that result is so low. but it sounds like you don't have any reason to believe that that is negatively impacting the data as as like literally just the ability to answer the questions on the test separate from other challenges that english language learner populations may have. i do think one of the things i just want to name explicitly in the data that i'm about to point to is not that we don't look at latin x and multilingual as being interchangeable terms and so specifically i want to name when we did the math instructional audit in 2023 which we've highlighted data in from prior reports there is a high degree of variability of students particularly latin students, black students, multilingual learners having access to classrooms where they

have grade level curriculum and instruction and high expectations for teachers. and so one of the things that we see is that's hugely disproportional and if i can remember from the audits specifically classrooms with more or higher percentages of students of color are 2.2 times less likely to have teachers with high expectations of their ability to access grade level content. and so i do want to name that being a difference impacting student performance as well that we've highlighted in the audit and it's something that we draw out specifically in classroom observations that you'll see highlighted in pilot data. i'm curious to what extent then is teacher recruitment and retention part of our strategy right given that we've identified that as an issue i mean i would say explicitly when we think about investing in professional development obviously we want to retain but what i would say is that you know one i think one of the

things that we raise when we go through and i've talked about this in prior meetings are curriculum evaluation. so one of the things we evaluate for is cultural responsiveness of curriculum. we have teachers that are highly invested. we start to look for specific indicators within a curriculum. often those evaluators turn into pilot hours, turn into instructional coaches ideally turn into administrators. so i do want to name that as an explicit trend. um the other thing that i would say is i think one of the benefits of having the pilot classrooms and in this case we have educators from all but one middle school and k-8. so when we go into, you know, planning and instructional planning you'll see them in homogenous and heterogeneous groups so they have some time with school like groups and some time with all of the same course but different schools. and so when we talk about high expectations and we have teachers from epg and presidio and everett and willie brown and law in and revere all sitting together they're planning on the same instructional plans for their students with drastically different student demographic

populations. so i think that's one of the ways in which we really want to recruit and retain is emphasize that we all hold the same high expectations for students and we all hold the same grade level standards and other questions before we close out this item. okay. thank you very much. staff uh, for both the questions that you've answered in advance and also for engaging with us in this monitoring report. um, we'll move on. thank you. uh, given the time i'm going to ask that we motion to extend our meeting beyond 10:00 threshold so moved uh, you know you know, um okay. thank you, commissioner fisher do we have a second? a second or thank you. but do we do we need to vote for this?

yes. yes. commissioner alexander and extending the meeting past ten a reluctant yes, mr. fisher . >> an enthusiastic yes. just kidding, mr. gupta. yes, because you're right. yes, i wish there was more. yes. vice president huling. >> yes. president kipp. yes. so nice. thank you. before we move well, as we enter into item f, um i want to recognize the work of the ad hoc committee on fiscal operational health that took place over the course of last year. yeah, 2024 and thank you for the returning commissioners who played a role in supporting that work at that time it was agreed upon that we would sunset that ad hoc committee and incorporate that work permanently as a standing item in our agenda. so moving forward we will start to include a standing item in our board agenda dedicated to fiscal and operational help to follow through on our commitment to continue progress monitoring that and holding

ourselves and dr. sue accountable to improved budget and operating practices for this item. um i will pass it to dr. sue to both introduce and provide context before we jump in. thank you. thank you president kim so before and thank you to dr. michelle huntoon who is our chief business officer, our associate superintendent of dr. huntoon before she and i start this presentation i just want to acknowledge and and share my my deep regrets that i was not able to uphold a few of our guardrails that this board has asked of me and of our of this district namely our guardrail.

one of shared decision making which includes having deep conversations with our partners guardrail to of having transparent resource allocation conversations and resource allocations which includes which includes engaging with our partners and then of course guardrail five which is ensuring that i have strategic partnerships with our partners . and so i just want to acknowledge that this has led to a lot of frustration as you heard today in public comments from our principals, from our site leaders, from educators and staff and from parents where i know that families and staff have been waiting for us to share with them the budget that's connected to well ,the school staffing model that we've been talking about

and then of course the budgets that's connected to that. i just want our community to know that i hear you. i hear that how important it is for you to have information so that you can prepare yourself for what's to come next and and you know similarly to how we tell people to get your emergency kit ready for in preparation for an earthquake which is important. i understand we need to get ready because reality is we are looking at a really tough budget year and people want to be ready. they need to be ready and and i know that every day that we don't have budget and budgets and information to share it's another day of of anxiety and undue stress. i i know that we are working our best to try to get these numbers to you and try to get the staffing model in place so

that we can share it with our state leaders which is a commitment that i still want to hold true to and so we'll speak about that when we get to that section. and so i just wanted to preface that before we dive in and for this i know that people might go into our board talk and say huh, there's too separate slide decks here. i just wanted to let you know that the first slide deck is our full slide deck with more data and information. the second slide deck is our abridged slide deck so it's more of what we're calling the presentation deck which was which is briefer so that we can allow more time to to have conversation. so so can we put up the slide deck please and hopefully you have the abridged to one. okay great.

so in today's conversation we will present dr. huntoon and i will present a total of three different items. the first is to share the the the governor's budget and how it impacts and where the status of our budget status is. the second item is to share a little bit more about where we are heading in terms of central office reductions. and then lastly we'll talk about the process for the school staffing model. so i'm going to at this point i'm going to hand it over to dr. huntoon to take you through a few slides and high level summaries of the governor's budget. good evening president kim superintendent sue and commissioners. >> so this evening we're going to talk about our budget. >> we're starting out with our our budget and really it's the update from the governor's budget every year in january

the governor releases the proposal for the subsequent year for 2526 we're in the 2425 year that happened in january. the news that we got was we would say positive. we didn't see a reduction to education at this point in time. we do know that there's always risk as we move closer to the june enactment enactment of the budget. >> what we are seeing is that our minimum guarantee albeit at 3.9 billion which is over our current year there is the budget only includes 117 billion which is about 2.4 billion above our current year. and so that that's about to 2.4 billion. >> so that's a reduction of 1.5 . >> what that includes is our

cola coming in at 2.43. i'll talk a little bit more about the cola and how that impacts us on the next slide. >> so we have fewer risks with this budget in this year because we have fewer one time dollars. those have gone away. they're focused on replenishing proposition 98 reserve and fully funding cola. so i want to spend just a moment on what that really means fully funding cola with a cola is determined on a market backed basket of goods in a period between october and september every year it's a federal guideline calendar year and so the fully funded cola is 2.43. but if we look at for 2526 that's what's being projected. but if we look at the adopted budget for the 2425 year and we did and the projection for 2526

at that point in time was 2.93 at first interim it went down to 2.46 cola and we it is currently at 2.43 the portion of fully funded for those districts that are declining enrollment we don't actually get a fully funded cola for us that equates to about 1.73 if we look at the current year or current year cola is 1.07. it ends up being a -2.4 for us. so that's the impact of the declining enrollment on our cola. okay. slight so this excuse me this is looking at our deficits and structural imbalance as it was stated at first interim and so we're looking at our three year multi-year projection numbers and this is

as if nothing were to happen. no action was taken regarding a reduction in expenditures and so as we look at the 2425 year a deficit of 181 million is actually looking at your revenues and expenditures in a given year as we move into 2526 that deficit moved up to 115 million and the structural imbalance just on the unrestricted side of the budget is a negative 9.2. so that means that we've got a negative ending fund balance that's the structural imbalance piece and then as we look to our third year out 2627 we again see a deficit of 63.1 and our structural imbalance then grows to 127 million again that's a negative ending fund balance. >> and so as we look at those three years again this is if there were no actions taken to

reduce that budget. >> next slide. so the board adopted fiscal stabilization plan. this was initially adopted in june of 2024. it came back to the board in december as part of first interim and it was adopted. and so as we look at the 2526, the projection is for a reduction of basically 114 million when you look at both restricted and unrestricted you can see here that what that equates to is a 535 fte split between restricted and unrestricted not exactly 50% but close. >> and then as we look at our 2627 year, there's a small reduction in that year of 82 fte all coming from restricted funds. so typically that's going to mean that we are on funds that are going away restricted funds that we had received. we utilize those funds to fund

our full time equivalents and that would be equated to 13 million and i believe i have the next two slides before i talk too much about this slide. i just want to reiterate what dr. huntoon just shared. they didn't december we did adopt a fiscal stabilization plan that asked us requires us to make a reduction of $114 million which equates to if you take dollar to staff because the bulk of our costs are ongoing costs are our employees . it means that we have to make up to 535 employee separation

or people separations position separations. but i do want to remind everyone that $114 million represents 10% of our $1.2 billion budget. so i need people to just remember that. so what we are thinking and what we have to do although very, very painful because separating with over 535 people or positions is going to feel and be very difficult. it represents 10% of our budget and so it goes back to the questions that commissioner fisher asked and commissioner ray and and actually actually all of you all asked is how are we going to continue to uplift and meet the academic success and performance of our

students? how will we continue to stay focused on our student outcomes? and i and i'm going to commit to you that we will use that 90% remaining of our budget to do that we will make the $150 million cut. it will be hard. it will be painful. we are going to put in front of you in a few short months a list of people that our colleagues, our friends, our neighbors, our kids favorite teacher. it is going to be awful but i just ask that we hold in mind that we still have 90% of our budget to move the needle for student outcomes and i commit to this board to do that. so i also commit to this board

that we will focus on student outcomes and in doing that we need to focus on how to keep the cuts away from our students . so this leads me to the slide here. it is a painful slide because i do actually see some of our central office staff in this room. i want folks to understand the central office in in my mind i want to break it up into two separate categories one that i want to call out that is the one that is called district wide school supports and i want to call this out because i want folks to understand that although it is categorized as central office, the primary work of the people or the divisions in this category are student and school facing these are people who support our teachers, who support our site

leaders who provide the of food services for our young people who provide transportation for our students, clean our schools who make sure that our special special special children with disabilities are served. so these are district wide school supports stuff that is part of central office. the other part of central office i want to call our operations. so these are people who support the people who do this work which includes our human resources, our budget and finance payroll part of the superintendents office which includes communications legal and our data team the board office, department of technology, our enrollment office and our bond program. i, i want to clarify and separate these two types of

services that that falls out of central office because i have asked our central office leaders to propose reductions to their divisions and their teams starting with a minimum of 20% up to 100% and that means there are some divisions that we will completely stop doing some services that we will have to stop doing because if we cut 50% of that program there is no program left. and so these are painful cuts that i'm asking central office in these two separate categories to present to me and that's extremely painful. so just want to share that

and this is because i want to make sure that we keep the cuts away from our students which then leads me to our school staffing plan, our staffing model. as i shared i, i do fully apologize that we have not shared the full staffing model with our site leaders yet. we are still working on it. we are close but we are still working on it. i will say that our our our we have started to share some of the model with our cohort teams, our school cohort teams which is what you're hearing from our public comments of we already know this because we've shared this with shared that what what they can expect in their base budget which are

every school should have a principal, every school should have a clerk and every school will have teachers and i what what our what our state leaders are asking us is to share with them and then what else? because we know that there are other things that our schools may need as well. what i am committing to the board here and to our public is that by early february which is next week state leaders will receive their budget numbers and will engage in conversations with our lead staff here so that they can see the budget, see what we're looking at, help us think through how they will plan this in their schools, whether it makes sense even and and then help us think about how this would would be operationalized

on their site. and i want to set this this deadline because i know that schools will have to engage in school site council conversations in march and and i hope that after talking to our state leaders i will be able to in our next school board meeting share with you the school our budget so that you can see that and then we can have that conversation here. so with that i am going to stop here once again there are more detail slides in the in board docs. these are the slides that we're sharing here or just key slides that we felt we wanted to just pull out so that we can have now engage in a deeper conversation. thank you, superintendent. so i know also i think on zoom we have our fiscal advisors elliot do sean and pam who's on if you are there and would like

to make a comment prior to board discussion i invite you to speak at this time i am here i think what comment i would like to make is that this is a long and arduous process and i understand that the people would like the answers immediately. the place where feedback is definitely needed. dr. sue and i talked about this today is where nat what you want but what you can use to the best within the means the district has. i truly believe that budgets can be cut and instruction can be improved at the same time and you have incredible staff in curriculum who understand this. the difficulty is you have a lot of people at the with boots

on the ground in the schools and it's hard to translate it across the district. so that will be a big a big undertaking i think one thing that i keep saying and it's going to be it's a difficult message is when those layoff notices come there will be more than you end up with in the end and part of that is because that there are staff who will get a layoff notice from the job they have that they will bump somebody else. so there may be two layoff notices for a position that's cut so the message to people in the community is hang on, bear with the staff at schools, bear with the district staff and work for the best. don't hope for the best and focus again as dr. seward said on the best instructional programs you can bring to the schools.

>> it's it's going to be a tough road to. thank you. pam, are you there? do you want to make a comment? i'm not sure she's here. okay. i thought i took my video off but i didn't i guess i don't think it matters anyway, it's good. good to see you, mr. dushan. thank you so much. at this time i'll open up for questions from commissioners. um, would someone like to begin commissioner fisher before uh, thank you very much. i appreciate dr. huntoon dr. sue thank you mr. dushan as always. um uh, i just really a lot of i

think for me it's really hard to not have the data right now we have we have a city county, we have a public we have a community that believes in public education and wants to see us succeed and and we're not helping them believe in us right now. we're not helping them want to see. so this is my struggle. i have a lot of very specific questions we heard a lot in public comment about grants and schools that have money that can't spend it. and so i really want to know where things are stuck there with our grants especially some of these that could be pouring millions of dollars into our i've had conversations with a lot of school leaders who were ridiculously frustrated about having grant money. we saw this with our lead to we have grant money that we've been held up with hiring staff and this is it 100% impactful

on our budget and our long term structural deficit when we're not being when we're going to just lose this money at the end of the year because we can't figure out how to i'm just mind boggling all my my flappers are guested um so i'd love some clarity there what on earth are we doing to actually spend this money that if we don't spend it by the end of the year we're going to lose it and it is frankly negatively impacting student outcomes right now to not have the staff that these positions were intended to support and students. i also wonder in in this budget where we take where we're going to take into account our obligations as a county office of education versus a school district, we're in a very unique position of being both the county office of education and a school district. and so some of the things i saw on the list like department of technology that's a county function actually we treat it as a city function you know real estate we just passed a

$790 million bond and so to see the bond office on the list kind of terrifies me. so just making sure that we're aligning our legal obligations and our commitments in our with with this budget um i have a heck of a lot of questions about our mandates in title one and special education and frankly yoga it is zero zero credibility from me with anything special education when no one has given us answers about the $30 million snafu that happened last year. so please help me understand what happened there before i trust any special education budget numbers that are provided this year um get myself worked up um because it's a very tough topic um and i know that um bear with us is an ongoing message but frankly what i'm hearing from a lot of community members who

were saying might get pink slip is frankly this is the last straw. i have options. i can walk i can go five miles away and be guaranteed a job and i'm sick and tired of this frustration and this ongoing uncertainty of the pink slip cycle. why why on earth should i go through it again? and that is frankly a legitimate question when we have so many open positions and school sites and classroom as we heard in our math, we we don't even have enough credentialed teachers to be able to hire math coaches internally yet we're talking about pink slip and people seriously make it make sense. so um, i'm not sure who to direct these questions to but um the frustration is real and i think i don't know love to hear answers for all of this at some point. thank you commissioner fisher and i'll just also note granted

this was also a change in the content of what was being planned to being shared. so if commissioners do have certain clarifying questions that aren't able to be answered at this time you are welcome to set that to the board office to be collected and responded to by the superintendents for ten and see if that's okay. thank you. for now other things that you want to respond to with commissioner fisher for now i agree that we need to be really diligent in in making sure that we spend our grants down. you specifically mentioned in several of our public commenters mentioned the student success fund. i am in conversation with the acting executive director at we with the entity that the entity that manages those dollars to ask for extensions. so there is there are things in the work and and that is for now may i step in on this?

>> i don't know if you can hear me. yes, please go ahead, mr. dushan. i'm going to be brutally frank and pointed about things like pink slips have continued because they have not been implemented. last year you had a plan to pink slip 134 people that didn't follow through so that number increases and yes there is money sitting at schools because you are under a hiring freeze one agreed upon but also imposed by cd part of the job and this was an on and i have had is to tell you you cannot hire new people because they are going to take the job or get pink slip in three months or six months every dollar you save this year will help to save a job next year and it does not do any good to spend out a grand that can't be

implemented over a long period of time. you heard about a program this year that's been implemented. it's a pilot program. you are really not going to see true results for 2 to 3 years because of training. so from an educational point of view from serving your kids it does not serve them to hire a teacher to finish a grant that may go away next year. you've been overstaffed for several years. you have overextended grant money and you're way overextended on your unrestricted budget. that's why those moneys are sitting there so that you can shore up what you have to provide to schools, your teachers or principals opening the school and closing the schools at night. until you do that you will really not have and be able to utilize the resources that are

available to you from a very generous city. i go back three years ago to my first meeting with what was at that point a different board and one of your very bright staff members said to you you need to true up your staffing to your resource office and declining enrollment in your schools and until you do that your budget will be in a deficit and frankly it will not serve kids. so as painful as this may be in the end because that question also keeps coming up is this going to harm kids but it's harming kids to have staff that are not properly placed to and from year to year going with exactly what you were saying? commissioner fisher this kind of limbo of knowing that the sword was going to drop out then what we're really trying to do is end that end the deficit and then make the most

out of the very rich resources you do have a want to go back to the special ed debacle because it was a very specific thing $30 million was taken out of this bad contribution and i'm just going to say this arbitrarily it was not planned. it was done to balance the budget and it was put back in and that was really as simple as that. you can go through study after study analysis after analysis but it was a decision made and a decision i made to get you through the state process for the budget i'm sorry to be so blunt but i think that message has got to get out in the end you are really helping kids by taking your budget in hand and doing the hard work in front of you. >> thank you.

i would just like to respond to the spend part of it. thank you for that response. mr. deshon. i appreciate that. those are hard words to hear and a but in so thank you for that in regards to spend frankly a lot of it we still haven't put back we still haven't been able to hire those staff members that we in your words allocated arbitrarily so that's part of why this layoff in this pink slip process scares me so much. we are spending twice three times four times as much in comp at offers right now that are spend are spend department are spending all their time writing comp offers instead of improving special education services. the consequence is above and beyond this budget and the additional staff time that's being spent this year to sort all this out is part of what makes me so nervous about this process for next year. it's not just the $30 million, it's the huge number of staff that are trying to fix it still

the huge number of staff that are missing still think we really have to get this right this time and i think our i'm sorry i really need to clarify this. spirit's gotten every penny they've asked for and hiring sped staff across the state is an issue it's been an issue with covid since covid no one almost no district in the state can fully staff their speed requirements. it is not a lack of funds or a lack of allocations. instead that's required that it's just finding staff to be able to do it. thank you mr. deshon and i'll be quiet. i will not answer again. i was called upon but i really feel like in fairness to your staff they are doing the best they can and spread resources that have not been cut. thank you conversation.

yes i know that there are probably several clarifying questions around spread. i want to keep the conversation just focused on what we can discuss right now just around our staffing model and the current state of our budget conditions. and so with that i will just move forward to commissioner gupta and if there again if there are additional questions that that commissioners have, please do forward that to the board office and we can kind of bring those together for for some reflection or responses. sure. and i recognize this late so i will try to be as quick as possible so we can collect questions and uh, dr. antoon and superintendent, you can answer so i know if i were still school site council chair i'd be freaking out right now that i don't have a budget and so i would love to understand you know, is there a reason for the delay in the financials that we were supposed to get and what can we do to support or to get them out as quickly as possible?

um second question i have is with regard to guidance two sides you know what i'm hearing in public comment as well as from talking to school site leaders is you know, is there something that will be provided to sides that is a formula or some way in which they understand and beyond the core model what will be provided and why to their sites so that they can use that as general guidance. and then the second piece of that in terms of guidance to sites, will there be guidance that's provided in terms of how they can use grant funding given that that seemed that is now heavily restricted, that is that well i just want to follow we used to have a weighted student formula and that was how school site allocations used to be. so is there any analysis of the current formula versus the old way to yeah, we'd like to give staff it's just space to respond.

>> yes. so the formula i have a whole statement that i was going to and i was going to make and i'd like to make it after all the questions are asked so there it's pretty close and there is there's the core as dr. sue talked about, the methodology that she utilized this year is to ensure that we can access our our restricted funds in a flexible way so if you look back to last year's unaudited actuals we ended the year with $238 million in restricted funds. what we would like to do is to be able to access those funds in a way that legally allows us to do that and that we can use those for the things that we heard about this evening. so establishing the core then allows us more flexibility and access to all those supplementals. and so one way of doing that it was a different process.

we know we have broken systems. it's taking some time so we want to make it's we want to make it right when it goes to them. it may not be right now but i know by next week we're really close. thanks. i have one clarification and then one question and it's actually a clarification based on some of the commissioner fisher said she was describing being very concerned that she saw a bond program on the list. i just want to confirm that this this list this is not a list of to be cut. this isn't an organizing list list. okay. well, because you had said when i see a bond program on this list i get worried. but i just want to clarify there's no indication that this is a list of cuts. this is you are helping us organize and orient to the different ways central offices organize. that is correct. okay. yes. this is a list that shows all

the different divisions within central office. thank you. i just want to i worried that maybe the public would hear something and misunderstand the point that i was trying to make . thank you for that. i appreciate and within the divisions there are actually even more units and departments underneath. thank you and then my question is about timelines. so and sort of how making sure and we talked about the silos not working in silos because it makes things harder and then we often get it wrong. and in terms of the timeline for cuts to the central office and i know like if those cuts go higher then there is a chance that the cuts at the school site level will be lower like in terms of percentages. so how are you leading with central office cuts to then know how much what hopefully that the cuts will be smaller at the the school site level so we utilize we first determine

what our enrollment is going to be. that's the projection that we start with. we utilize cohort survival methodology and determining what our staffing is and so that's what was utilized to determine with the staffing is at the sites. so when we think about what are we doing this year we are aligning our staffing with the declining enrollment at the sites. i guess can i just ask a follow up because i think that in terms of let's say for example we have we i understand we have we have the base but then if we're talking about what i guess is being referred to the supplemental like how much is in that supplement, how many schools we can offer librarians and nurses and social workers seems to be tied to that overall pot of money. and if that is tied to how much or how little we're cutting from central office, i think that's important for us to know because i am definitely going to want to hire as many social workers and folks to run the

wellness centers and librarians and nurses and make sure there's apps where there need to be apps. and so that's that that's what my question is. many of the items that we heard this evening are already being funded by a restricted program not all of them but many of them. so we are trying to keep the cuts, the reductions i don't like to the c word reductions as a way from the sites as much as possible so but i don't i feel like commissioner weissman where this question isn't hasn't been clearly answered in terms of the sequencing are we going to make the central office cuts first so that we can preserve as much at the schools or do we have some other methodology like how how are those two? so we are looking at both of those simultaneously for as we just heard dr. sue has provided

direction in terms of what all of the departments are required to look at in terms of reductions. and so we are doing that. we are also looking at our staffing model that will be released next week. is is this question confusing? i don't well yeah i guess because i am the logic of i understand that the i energy in the direction like that's very clear and i appreciate sort of that staff is supposed to be looking and identifying where cuts can happen i think it'd be really is for me a sequencing question because it seems like we and i'm not an expert in the in the numbers but i would think that if we want to and again understanding that many of the things on this list are critical to making sure our schools run and our kids can achieve the outcomes that we want but it does seem that there are enough things in central office that aren't so directly related or maybe would be strategically abandoned and if we do that sooner than

that that pot of money will be bigger and can go to help support funding more at the school site level. so that's to me why this sequencing does matter. it does matter but we have to look at everything because if we are trying to ensure that we're not reducing at the sites we want to maintain as much as possible. we also have to look at what's happening at the central office . it has to happen at the same time we do have a fiscal stabilization plan that will also that is our our our goal right and that's our sorry sorry. i'll get i'll i'll yield sorry . go ahead. okay. i think what you're hearing is a desire from the board reflecting what we've heard from the community to minimize the number of layoff notices at

the site at the site especially when we know that some of those notices are going to be out of an abundance of caution due to uncertainties about the state budget and the governor's may revise and things like that. right. and so if we have more certainty upfront about the decisions made in the central office that will allow us to minimize those site layoffs that are noticed because we will know that we can notice a smaller number of them that and that is why we're asking is there a plan to make kind of firmer decisions around the central office first before a number of layoff notices that is necessary for sites is determined to minimize the number of layoff notices. >> so the other thing that's in play right now is the serp. we get that information on

february 21st. we know that we have a target for that of 320 and it sounds like the answer is no that there is not a plan to finalize central office. there is a plan for there is a plan. go ahead doctor. so no, i think eliot wants to make a comment or respond here . thank you, dr. su. there's two points i want to make. one is that you have the same deadline to issue pink slips to certificated staff irrespective of where they were. you have to issue those by march 15th and i said this before it's kind of a brutal fact that when you issue a pink slip to somebody who has a credential, if they have a

right to return to the classroom, they will bump a teacher. so i know cuts at the central office are important and yes staff is working very hard to make those cuts. so there are two factors with that. if you have a person at the central office that was once a teacher they are going to bump the teacher. so that's actually going to be two pink slips that get issued. that's what i was trying to say is the number of positions will be will affect a greater number of people. secondly, some of the people at the district office are funded very specifically by grants to support different kinds of things in the community. so part of the exercise the staff has to go through is if a grant is going to continue there's a whole bump in it's

like a big tetris game and it requires highly skilled people which you have in your h.r. department. so as a board what you are going to see is a whole group of pink slips based on credentials even though there's positions you're eliminating it's the people in the credential that get the pink slips. it's it's hard to explain. nobody has really gone through this in in mass since 2008 which makes it very difficult because a lot of people in education just aren't as old as i am and haven't gone through it. so that's one benefit of having been around but it's a tough and complicated process so i don't want you to think that if you give them an eight x position at the district office that's going to give you know you know mr. kim or ms.. su or mr. smith that's not

going to guarantee their job what it's going to guarantee the teaching position and it's a whole other conversation i think you know, we can we can prepare something for the district but they know how to do this. it's just something for those you know, i don't know that anybody on this board even went through that process at any point with the district. so it's new to you too. okay. >> i didn't i didn't know i'm old like you. i'm old like you, eliot. i'm the only one who's old like you are behind me. but but yeah, thanks. we can commiserate on this one and it's it's not fun. thank you mr. on maybe i'll approach it from a slightly different angle and and i don't know if the answer to this exists right now but if if the

hope is to produce a budget that centers what we believe is going to help us meet our student outcome goals, there are a number of comments that came up both in the uh some in today's meeting but in the past as well around things like combo classes and the challenges that we know are pedagogically true about doing something like combo classes. it begs this question like what is the vision by which we anticipate schools being adequately staffed at to help us understand then what our target is in terms of our reductions at central office? and so my question then is does that vision exist? do we have an eye, an idea, a picture of what we do believe is the sufficient model of a school that we are now trying to find to help us understand

then how much we need to reduce potentially for example at central office and it's a question and i don't i genuinely don't know if that answer exists but but i'm i that's it's a wondering that i have as as part of another way of answering this question around what's driving the decisions around how much central versus state right um well i can start and then michelle can talk more about the details but the the there are three decisions or three budget reduction principles that i've held throughout this entire process. one is for us to make sure that we continue to focus on student outcomes and make sure that the cuts are furthest away from our students. number two, we wanted to make sure that we staff our schools to to the extent of our legal obligations which i know sounds technical and mean and some people use the word draconian

but that is where we are. so to staff our schools to our legal obligation and then three to build and search for operational efficiencies which is where you're having we're having the central office conversation here is to build that operational efficiencies over the last several months the executive cabinet which includes dr. huntoon and i have been in conversations about how do we get there. we've looked at lots of different scenarios regarding well we've been primarily been focused on school years because we wanted to develop the school staffing model but throughout that time we've been floppy switching between schools and central office reductions. but once again i do acknowledge that we are delayed. we were supposed to have this ready and done in early january so that school sites can can have it so that the school

leaders can have the opportunity to at least engage with us in conversation. and so that that is where we are now. can i ask a follow up question on that? okay. i just want to make sure we get there. everyone first and so before i pass it to vice president julie ,i think i would just continue to wonder to what that end goal vision is for our schools so that there is a direction and that we know that we are moving in. i know that in the conversations around general reductions i mean what i would say conceptually too is like an across the board percentage cut in central office services in some is devoid of a strategy around or does it necessarily address the strategic question of like how are we thinking through whole programs and how they relate to each other? and i know that you acknowledge there are some divisions where it doesn't make sense for us to

cut 50% and therefore try to continue operating that division that that makes sense. but i also wonder then like what is what are the strategic decisions being made that are helping to guide those decisions at sites right knowing that you know, not to put it in such bold terms but are we going to allow combo classes or not? right like that seems like a question that i can imagine saying understanding why the rationale would be to say yes but but i don't want to get confused with with the commitment around doing what we know is going to move outcomes for kids when we know that for example pedagogically it's not good to have combo classes right? so like how how do we grapple with that? and i think having a framework or mental model to help us drive towards that would be helpful. i'll just leave it at that. vice president doing so i just have a couple of clarifying questions first because i have

heard concerns from the community that i want to take this opportunity since our meetings in public to clarify the larger or the larger deck not the presentation deck has the school staffing model core base and slide 27 can we just clarify that it is not the intention of the district that that will be the sole staffing at sites that there it's just that the additional positions allowed by our budget for sites have not yet been determined that correct so i do not have slide 27 in front of me because i focused on the shorter slides . that is correct. that is correct. so what we do know now is what we what we are legally obligated to provide to keep the lights on like what mr. duchin has said which we need

to have a principal, a clerk and teachers and of course cost to keep the lights on. what is remaining to be determined are all the other supplemental staff custodians and our other obligations to special ed as well as our restricted routine maintenance account. so there are all of those are considered core and you and staffing to the collective bargaining agreement. thank you. and then one thing i have not heard much discussion about and it may be because it does not represent a sufficient portion of the budget to garner as much conversation. but i still think it's important especially in meeting our commitments to staff sites as fully as we can is where we can make cuts that are not layoffs where we can make cuts to contracts to outside

consulting, to things that are not, you know, student facing right where we are adopting new curriculum other things are becoming you know, are being phased out. right. and even if that does not represent you know, this is not going to fill like a $140 million gap. right. i think what i'm hearing from community is that they want to know that we have done everything we can right away from staff and away from students right when those pink slips go out and i have not heard any discussion of a strategic review of what things we can abandon, what contracts we can cut short, etc. and so i'd love to hear an update on what is happening on that front. >> so we're running contracts by department so that each of

the departments can they know their contracts and review those contracts. what's the purpose? is it still meeting the purpose? is it meeting our criteria is do we have a contract that's even being used so that is what's happening with the contracts. so it isn't just labor, it is also looking at contracts i guess beyond looking at like do we have a target for cutting you know, some 30% of contracts or things like that? i think we first need to go through and identify utilizing that lens if it is something that's being used at the sites and in its meeting. the purpose we have you heard about some applications this evening. are they meeting our purpose? obviously yes, because we're doing a pilot. it's is that our our testing from end weaa or our star testing.

so those are things that obviously are going to be still maintained because they're being used for their student facing applications looking in the department of transportation. what kinds of applications are we using there? we know that we're moving off of several different applications for our financial system. >> those will go away and it will have minimum in terms of that. so yes, we're going through every single department and you know i know there's oftentimes like maybe everything is being used but maybe one thing could be used just absolutely yes. yes. somebody have to make a change. right. but yeah, at least we will have a teacher or they're supposed to be right. the other question that i have is around um parent teacher organization raised funds. it's something that comes up time and again um, you know the district is in a budget

shortfall. why are we not able to continue to fund uh a particular position at our site through parent fundraising and i would love to um hear the answer to that. >> so because we are in this fiscal condition we are looking at the criteria that we will provide to sites on what funds they can use for for utilizing grants, fundraising and what that would be used for so we'll get very clear guidance on that. so there will be some flexibility there. thank you. mm hmm. um yeah, i would echo a lot of what my colleagues said as vice president huling just mentioned . i think there's going to be a lot of scrutiny appropriately so of of spending that's farther from the classroom. and so i just would request that we really have clarity as

to how are those the and i appreciate you really appreciate superintendent who for your comments around the scale of the central office cuts that may be needed and then so that we can say to the public the things that we're keeping in the central office are very clearly related to student outcomes or they're related to the effective and efficient functioning of our operations like h r business services, that sort of thing where we need those right and we clearly don't want to cut uh, payrolls. yeah, exactly in places where we've had issues so but to be able to articulate those very clearly i think is going to be essential and then secondly the staffing model i'll just echo that i totally agree that what what president kim was talking about around the you know, there's we would really like to see a strategic explanation of the staffing model so that it's very clear how that's what how

is that linked to our to achieving our goals. the other thing that i will and you'll you'll be able to to identify that very clearly. >> fantastic. >> thank you. and then do you think that it hasn't come up as much is is that i'd like to ask about and then i have one other question but my first question is around it. um, just the the equity lens um ,that's being applied because i know that's been an issue over the last couple of years that we've heard from schools. is that what where are we at in terms of applying an equity lens around the school staffing model that is that language is used every day. every time that we're having a meeting and we keep that front and center in terms of making those decisions. >> okay. so we'll see in there. yes. the more students that are more marginalized. right. are getting yeah. okay. and then my last question i guess is just more of a of elective one. i mean i know i really again appreciate superintendents who's integrity and kind of owning the delay i i'm curious

if i mean the budget team has reflections on what you know why didn't we get there you know i mean and again from a learning stance not a not a blaming stance but right how to what do we need to do better? what do we learn and what do we need to do better next time? >> we learned a lot through a painstaking process to go through every single one of our resources looking at the funding sources that are maybe not being utilized to its fullest. when we heard this evening making sure that we have a fully integrated system is probably the largest piece to be able to get information to make good decisions in a timely manner those are all missing and how what are we need than moving forward to change to ensure that let's say next year it will be very different next

year. yeah right. i mean i guess what i'm trying to understand is specific lee what lessons have we learned that that need to change in order for it to be different so well we we started with a cadence in a in a calendar in september we had a an event in the fall that created a lot of consternation for the entire district and that threw us off. we got back on track in december and that was specifically for enrollment because that's where you need to start to determine your staffing to build that staffing model. so as we go into next year we'll be able to stay on track with that calendar that was initially established and it actually starts in september or october. as soon as we get our beds certified in and having a solid

budget in a fully integrated system, a a commissioner alexander regarding your your equity lens we are mapping the staffing model against the lcf priorities. so throughout the entire lcf we are taking all of that into consideration. we've also laid into the budgeting process the additional priorities that we have and we hold dear in san francisco which is prioritizing our african-american students, our special ed students and i am and pacific islander students so we're we're bearing that on into our budget process as well and the biggs as well. thank you. i also just wanted to take this

opportunity to thank you superintendent su for taking responsibility for the delay and assuring school sites that they will have the information they need. if i understand correctly sometime next week. okay. so i have some questions and i'll just post them and however you want to answer them afterwards like whatever order is fine. so okay okay some of my questions are more general and some are more specific. one thing is since there's a commitment sorry since there is a commitment to provide schools with the information they need next week, will there be an opportunity for them between now and when they get that information to to weigh in and you know, give their thoughts? yes, we've got schedules already set for them. okay. so that they can actually offer input that will be taken into account rather than just here's

what you are getting right in. and the other thing to also know that this first round is a draft to to allow them to to look at it and to provide feedback and input. they actually get their their budget typically in the middle of february with numbers. okay. thank you. my next question relates to whether there are any other essentially what are the drop dead deadlines that we in the public need to know about so with regard to our budget numbers know whether it's with regard to the state or how it affects our school staffing model and the positions that people will get, what are the various dates that everybody needs to know and keep in mind can you let me know? so i'm going to give you some of the larger deadlines as it relates to our budget in kind of where we are. but it also informs what we're

going to do for our budget for next year. so your next reporting period is going to be the second interim which is as of january 31st but will come to the board on march 11th. the next reporting period is going to be the third reporting period as of april 30th but that will come at the beginning of june. that same information is used for the estimated actuals that is part of this part of the adopted budget. but in terms of the there are deadlines in april for information to be back to us by the site so the sites have specific deadlines that they need to they need to actually have that information back to us so that we can have it into the system in time for budget presentation is is everybody at the sites and the people who need to know are they aware of those of all those deadlines? i believe it will be in our

communication to them when they get that initial draft of their staffing formula. okay. thank you. my next question relates to actually i think this is a question for superintendent sue . you referenced 90% of the budget being available to help student outcomes that that the cuts represent 10% of our budget. one thing i was wondering about with that is that i don't know precisely, you know, what percentage of our of our funds for instance go to things like like you know, pension and health care type obligations. but i believe it is somewhat substantial. so that money presumably would not be available to help with student outcomes. um could you comment or clarify is it really 90% that would end up being available for student outcomes or to help with that? well once again our total budget is $1.2 billion and so

$114 million reduction reflects a 10% reduction of the total budget. and commissioner array you're absolutely correct that the total budget includes a lot of things inside it. but if we as a governing team do our job then we should be directing those dollars towards achieving student outcomes. there are some percentage of of things that we don't have an ability to change though, right? like i presume we cannot change our pension or health care type of obligations so that money is just off the table so our is that accurate? that's yeah, that's correct. yes. okay. um and i think because several folks already asked things that i was wondering about which i really appreciate um i think my last question that nobody i don't think addressed because it's fairly specific but when we we received a link to information about it's titled

2024 to 25 as of usd school staffing and and budget resources and there is a table in there that's repeated a few times i'm looking at the information i'm looking at slide 33 in particular where there are vocal student allocations here. so i just i want to understand how this is determined. i know that was from the 24 i think that was a reference to last year right information. so i don't expect that what this year will be exactly right but we will have something like this perhaps going on. so i just wanted on right for instance so we're we're replicate that yeah i see here that's special education per pupil is listed as $100 multi lingual learner per pupil has 150 for one item and 500 for another. so that totals to like 650 for instance african-american and pacific islander is 150 per student. how are those numbers determined and also particularly for special

education because it would seem to vary so much depending on the student is it is it really like is it generally 100 per student or is it 100 plus whatever they need for their iep? how was the so the those those funding amounts are over and above as part of their allocation model that was developed and i think that those numbers have been the same for multiple years and so that's part of the their allocation model they get a non fte discretionary funding and then for each of those area each of those population of students then they they were providing an additional amount . so that's on top of what they get for their teachers there. yeah is there i mean what's the basis for making those decisions that i don't know because i wasn't here sorry um i'm cognizant of the time um i'm going to have vice president huling ask a quick

clarifying question. i'll end with the question around timeline and next steps. i would like to ask two more questions while we're here as well. >> um, are there they're clarifying questions from earlier conversations. okay. um can you just really quick and then just yeah, i'm just cognizant of the fact that we have a consent agenda and other things start before we close up . i'll summarize then just kind of what i think are high level takeaways for us so that we can move on to our consent calendar. do you want me to ask first before you summarize? >> yeah, i'm going to have her go and then i'll go and then we'll put up um i appreciated commissioner alexander's question earlier about kind of what our criteria for making cuts and i'm wondering if there's also just an active consideration especially as central office decisions are made about which positions are revenue positive and are actively bringing more funds into the district than they are

costing because i also want to make sure that we're not being pennywise and pound foolish. yes, there and then i'll have commissioner fischer go okay. um so i just wanted to follow up on the operational efficiencies that dr. sue and vice president huling had mentioned earlier. specifically from the lens of staff though when we look at contracts we outsource a lot of staff that you can't hire if you try and hire in august for example. so then we end up going but if we were working now to recruit from local schools or even train up i'm thinking like the registered behavior technicians that we hire out at huge expense but we could very easily train pairs and i know we have pairs who are interested in training into those positions. are we looking at this kind and going back to the professional development that was mentioned earlier as part of the presentations, are we

looking at some of those efficiencies just like we could we could probably hire we could train up a 2 or 3 paras and have them staffed as internal registered behavior technicians at the cost of of you know, one contract with an outside agency. so are we are and then we would have two staff compared to one so are these some of the efficiencies are these some of the efficiencies that were the is that when we talk about contracts are we including staff contracts in there in staff operational efficiencies as well just so so the where we have worked on there's an extermination strategy. >> so that is also it's too late. >> yeah yeah so there are i will tell you this there's impact analysis that is being done by the reductions for whether it's central office, whether it's we're looking at

contracts to really looking to see what the impact is going to be. your point is very well taken. i don't know if there is a pathway within the district where you're trying to you know ,to build your your own population of say teachers or maybe it's in the trades and so there there are different ways to be able to look at that but that obviously comes with with cost associated but the the impact analysis is being utilized. um the last question i think is just a question around next steps. so yes, it's so cute for those who are watching we have a mouse so it's a cute mouse. um if we can just get some clarity on just next steps around timeline um i know that next week we have more information coming regarding the staffing model when our

sites expected to finalize and submit their budgets back to central office so that we can have a better understanding so that was the april date that i was talking about. that is the final date i want to say april 7th but don't quote me on that one. but there's several iterations . there's going to be training on the new new financial system for the administrator as well and we want to make sure that they have their budgets in order to be able to do that. okay. however, once again by early by next week our principals will have access to the staffing model with the budgets they get to look at a field, think about it, you know, try to figure out does this make sense for their site and then i commit to sharing the staffing plan with the budget at the next board meeting and then we then send out the official notice to all school site about their about their budget and then schools

will then go into their schools site council process where they share that with their their school community and then in april finalize everything and bring it back to the district. throughout this whole time we will have district support for school leaders like what dr. hunter was referring and thank you. um, so just in summary i think if i can just put up some headlines here i think we've heard clearly that there is a desire to have cuts furthest away from our schools and site staff that we want to be able to provide ample time for sites to provide input, that there should be clear rationale and a vision to connect with and that we meet our both our legal observation obligations but that we just honor our commitments moving forward and just what we need to do to to meet our fiscal operational goals here. as a reminder, we we will have a standing item of fiscal operational help moving forward in our agenda. so we will be revisiting this

item again for multiple times until we get it right. so i just want to thank you ms. antoon and superintendent to dr. antoon sorry. and with that i will move us to uh item g consent calendar and if i can get a motion and a second so moved second will cover police commissioner alexander yes. commissioner fisher yes. commissioner gupta yes. commissioner ray yes. commissioner weissman word yes. vice president healey yes. president kim yes. seven eight uh are there any items withdrawn or corrected by the superintendent? no there are none. not oh okay. that was that. clearly it's late. thank you. okay. we just that the full copy of the consent calendar. my apologies.

okay. uh, item h one is a reference to the q&a document that we had in the past and before we adjourn, i want to close today's meeting in memory of linda davis, former as the first superintendent who recently passed away, davis became the first woman and first african-american to head the same school unified school district. she was an expert in curriculum. the former elementary school teacher also served as an administrator in pasadena during the turbulent years of desegregation in the 1970s and later she worked with superintendent delaney stan to create academic and content standards for millions of public school children in this country. and so i want to just acknowledge this meeting by recognizing her contributions to both our district and broadly. so if i can just have a moment of silence that would be great . thank you. and with that i adjourn our

meeting at 11:13 p.m. s.f. gov tv san francisco government television

>> we are providing breakfast, lunch, and supper for the kids. >> say hi. hi. what's your favorite? the carrots. >> the pizza? >> i'm not going to eat the pizza. >> you like the pizza? >> they will eat anything. >> yeah, well, okay. >> sfusd's meal program right now is passing out five days worth of meals for monday through friday. the program came about when the shelter in place order came about for san francisco. we have a lot of students that

depend on school lunches to meet their daily nutritional requirement. we have families that can't take a hit like that because they have to make three meals instead of one meal. >> for the lunch, we have turkey sandwiches. right now, we have spaghetti and meat balls, we have chicken enchiladas, and then, we have cereals and fruits and crackers, and then we have the milk.

>> we heard about the school districts, that they didn't know if they were going to be able to provide it, so we've been successful in going to the stores and providing some things. they've been helpful, pointing out making sure everybody is wearing masks, making sure they're staying distant, and everybody is doing their jobs, so that's a great thing when you're working with many kid does. >> the feedback has been really good. everybody seems really appreciative. they do request a little bit more variety, which has been hard, trying to find different types of food, but for the most part, everyone seems appreciative. growing up, i depended on them, as well, so it reminds me of myself growing up.

>> i have kids at home. i have six kids. i'm a mother first, so i'm just so glad to be here. it's so great to be able to help them in such a way because some families have lost their job, some families don't have access to this food, and we're just really glad to be >> ♪♪ ♪♪ ♪♪ ♪♪ ♪♪

♪♪ ♪♪ ♪♪ it looks at good and tastes good and it is good in my mouth pretty amazing. >> ♪♪ ♪♪ ♪♪ ♪♪ ♪♪ ♪♪ i am the executive chef i've been here as a chef at la concina since 2005 reason we do the festival and the reason we started to celebrate the spirit and talent and trivia and the hard work of the women in the la concina program if you walk up to my one on the block an owner operated routine i recipient it's a they're going

to be doing the cooking from scratch where in the world can you find that >> i'm one of the owners we do rolls that are like suburbia that is crisp on the outside and this is rolled you up we don't this it has chinese sister-in-law and a little bit of entertain sprouts and we love it here. >> there are 6 grilled cheese grilled to the crisp on the outside outstanding salsa and a lot of things to dip it knocks you out and it's spicecy and delicious i was the first person that came

here and we were not prepared for this every year we're prepared everybody thinks what they're doing and we can cookout of our home and so the festivals were part of the group we shove what we do and we w we tried to capture the spirit of xrifs. >> and there from there to sales and the hard part of the sales is 250 assess our market and creating a market opportunity giving limited risks and sales experience to our guys and

>> in august 2019 construction began on the new facility at 1995 evans avenue in bayview. it will house motorcycle police and department of forensic services division. both sfpd groups are in two buildings that need to be vacated. they will join the new $183 million facility in late 2021. >> elements of the cfi and the traffic company are housed at the hall of justice, which has been determined to be seismically unfit. it is slated for demolition. in addition to that the forensic services crime lab is also slated for demolition. it was time and made sense to put these elements currently spread in different parts of the

city together into a new facility. >> the project is located in the bayview area, in the area near estes creek. when san francisco was first formed and the streetcars were built back it was part of the bay. we had to move the building as close to the edge as possible on bedrock and solid elements piles down to make sure it was secure. >> it will be approximately 100,000 square feet, that includes 8,000 square feet for traffic company parking garage. >> the reason we needed too new building, this is inadequate for the current staffing needs and also our motor department. the officers need more room, secured parking. so the csi unit location is at the hall of justice, and the crime laboratory is located at building 60 sixty old hunters

point shipyard. >> not co-located doesn't allow for easy exchange of information to occur. >> traffic division was started in 1909. they were motor officers. they used sidecars. officers who road by themselves without the sidecar were called solo. that is a common term for the motorcycle officers. we have 45 officers assigned to the motorcycles. all parking at the new facility will be in one location. the current locker room with shared with other officers. it is not assigned to just traffic companies. there are two showers downstairs and up. both are gym and shop weres are old. it needs constant maintenance. >> forensic services provides

five major types of testing. we develop fingerprints on substances and comparisons. there are firearms identification to deal with projectiles, bullets or cartridge casings from shootings. dna is looking at a whole an rare of evidence from -- array of evidence from dna to sexual assault to homicide. we are also in the business of doing breath allyzer analysis for dui cases. we are resurrecting the gunshot residue testing to look for the presence of gunshot residue. lifespan is 50 years. >> it has been raised up high enough that if the bay starts to

rise that building will operate. the facility is versus sustainable. if the lead gold highest. the lighting is led. gives them good lights and reduces energy use way down. water throughout the project we have low water use facilities. gardens outside, same thing, low water use for that. other things we have are green roofs on the project. we have studies to make sure we have maximum daylight to bring it into the building. >> the new facility will not be open to the public. there will be a lobby. there will be a deconstruction motorcycle and have parts around. >> the dna labs will have a vestibule before you go to the space you are making sure the air is clean, people are coming in and you are not contaminating anything in the labs.

>> test firing in the building you are generating lead and chemicals. we want to quickly remove that from the individuals who are working in that environment and ensure what we put in the air is not toxic. there are scrubbers in the air to ensure any air coming out is also at the cleanest standards. >> you will see that kind of at the site. it has three buildings on the site. one is for the motorcycle parking, main building and back behind is a smaller building for evidence vehicles. there is a crime, crime scene. they are put into the secure facility that locks the cars down while they are examined. >> they could be vehicles involved in the shooting. there might be projectiles lodged in the vehicle, cartridge casings inside the vehicle, it could be a vehicle where a aggravated sexual occurred and

there might be biological evidence, fingerprints, recovered merchandise from a potential robbery or other things. >> the greatest challenge on the project is meeting the scope requirements of the project given the superheated construction market we have been facing. i am proud to say we are delivering a project where we are on budget. >> the front plaza on the corner will be inviting to the public. something that gives back to the public. the building sits off the edge. it helps it be protected. >> what we are looking for is an updated building, with facilities to meet our unit's needs. >> working with the san francisco police department is an honor and privilege. i am looking forward to seeing their faces as the police

officers move to the new facility. >> it is a welcome change, a new surrounding that is free from all of the challenges that we face with being remote, and then the ability to offer new expanded services to the city and police department investigations unit. i can't wait until fall of 2021 when the building is finally ready to go and be occupied and the people can get into the facility to serve them and serve the community. >> i finish 11 times.

i don't wish no one to be shot, but it is something that i never get over. the wrap around program really changed my life and they was there for me day one and i thank them so much. i couldn't do it without them. >> wrap around formed as a result of understanding early on in my career that what i was doing as a trauma surgeon was not enough. i needed help. i needed the community that was impacted the most by violence to direct me to understanding what was necessary to be more comprehensive in

creating care for patients and to really change people's life course. >> the number of people coming into the hospital were youth. we wrap our arms around the people who come through so we try to equip with not only services, but just love and you know, we really try to meet their needs. >> we helped support them with services after recovery or while they are here, they need services anywhere from housing to basic needs, clothing, employment. we link to those services in hopes that we don't ever have to see them come back. >> my biggest wish and goal for the future of the wrap around

project is that it wouldn't have to exist. that we wouldn't have anymore violently injured people that our job is trauma surgeons would be defunth. >> to see them start walking again, to see them laughing and being happy, to feel like you know what, this happened to me, but i'm going to make it, you know? i think no amount of money can ever pay us for that. >> it is rewarding to intercede and you know [indiscernible] change the trajectory of a child's life is awesome. we want to give them tools to be productive members of society, and give them a chance to have a future.

>> it gives me joy to be able to be a part of a young person's life and help them map out what their future looks like. you know, you can never get over trauma, but you can live with good amazing life after it and learn how to

manage it and stuff like that, so we hope do that with them. >> mike, you know what, i am a manager now at this job. the job you hooked me up, that is impact. that is a heartfelt, you know what, me work want in vain. that work is unmatched so to speak. >> they like family. they help, they check in, call me, see how i'm doing, you know? and i'm very thankful. they have that good at mosphere where you don't have to be scared,

you don't have to feel you all by yourself, because they there and they have been there. >> good morning and welcome to the san francisco county transportation authority meeting this morning at 10:00 am., tuesday, january 28, 2025. >> i'm chair mandelman i serve as chair you are vice chair is vice chair melgar thin jamie lee from sfgovtv as well as our