inherently differe 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. called to order at 5:01 p.m. so for the kindergartner um roll call please. african-american pacific islander students that have thank you mr. alexander here. shown very strong performance our best guess right now is commissioner fischer here. that there is something about commissioner gupta? the cohort at least based on yeah. commissioner ray your the kindergarten readiness indicator data that they take commissioner wife award here. at the very beginning of when they enter kindergarten show vice president healey president that this cohort just entered

kim here. the year into the school district very strong. got it. but once we see the next thank you. president kim. administration of the star thank you. assessment and be able to see the rate at which they grow that's the view steve will provide child care for regular board meetings and monitoring then we can start to have some greater confidence about okay, meetings on the first floor the enrollment center at 555 franklin street from 630 to 9 schools and teachers are doing something right in order to facilitate that growth rate. p.m. or the close of the meeting whichever comes first. um i think i'm taking a little child care for families will be attending the regular monitoring board meeting space too much time. >> um, so let me just very is limited and will be provided on a first come first serve basis for children ages 3 to briefly about implementation rpa coming out of the research 10. please contact the board office with any questions at this time background i would love to have more data. i would love to be able to the board before the board goes study the connection between into closed session i call for any speakers to the closed implementation and student outcomes and that implementation in fact causes session items listed in the agenda. there will be a total of five growth and changes in student outcome implementations. minutes for speakers. >> are there any speakers for public comment there are none data is very hard and well in person. first we need to implement please raise your hand if stuff uh things like a mirror. it's been a challenge to for you're a virtual participant school sites and teachers and classrooms to find the time and care to speak to any the closed session item seeing no to meaningfully implement the program that we have and when hands raised um seeing as it's not implemented fully then we don't have the there's no hands uh uh uh oh implementation and data that we can look at systematically to match with student outcomes.

please no the board will take a we'd love to do that and we now have a strong district team roll call vote on the recommended student expulsion so we reconvene to open session that is working on increasing the uptake of all these and our platforms that we have invested in so that we'll get better bang for the buck. . thank you. uh moving forward. i now reconvene the special before we go on to the next topic, are there any quick workshop meeting at 6:36 p.m. and move to item c one vote on clarifying questions on what dr. kim dr. kim would mr. moon student expulsion matters i hawk that is it. move for the approval of the stipulated expulsion agreement for one middle school student okay. okay. sorry. dr. kim okay. matter number 2024-2025- 16 for >> is there any quick clarifying question on on the response just now if if we the remainder of spring 2025 don't have control over uh, and fall 2025 semesters. can i have a second second kindergarten readiness measurement for our interim second roll call mr. steel goal 1.1 i wondering why that thank you, commissioner is one of our goals if if it's alexander yes, commissioner just a difference in the fisher yes. commissioner gupta yes. incoming readiness of the cohort, why is that what we are choosing to measure or are we commissioner ray yes. commissioner wiseman ward yes. vice president huling yes. looking to how we've prepared

president kim yes. students for literacy over the thank you and move for the course of the year of kindergarten at the end of kindergarten because it seems like the responses to our approval of the stipulated questions and what we're expulsion agreement for one hearing right now is that middle school student matter different kindergarten classes number 2024-2025-17 for the remainder of the current spring differ. we don't have a correlation between whether that is because 2025 semester through june june 4th, 2025. of something we are doing in t can i have a second second roll k or pre k or other early education programs and so if call mr. steel to mr. alexander it's something we have control yes. over i'm wondering why this is mr. fisher. yes, mr. gupta. the focus of what we're yes. commissioner ray yes. measuring all the interim goals commissioner wiseman ward. yes. are actually end of year vice president huling yes. targets right so the data that you're that we're presenting >> president kim yes. and that you're seeing right now is just the first of three i think i moved for the administrations of data and of approval of the stipulated course our goal is to promote expulsion agreement for one middle school student matter that growth throughout the number 2024-2025-18 for the year. so by the end of the year we'll see positive results. remainder of the current spring thank you. 2025 semester through june 4th 2025. can i have a second? >> ms. devin thank you for yes. okay. i'm sorry. roll call, mr. steel. thank you. data. yes, sorry i should have asked mr. alexander. yes, mr. fisher? yes. commissioner gupta? yes. commissioner ray. if there are any other. sorry, miss devin mr. moon hawk

your back on the spot. yes. mr. wiseman ward. yes. sorry. um, i just we hear this a lot vice president huling yes. president kim yes. thank you. when we we compare ourselves to a lot of the other large urban i move for the approval of the districts surrounding us, you stipulated expulsion agreement know, like, oh, we have the best results of the large or for one middle school student matter number (202) 420-2519 large urban districts and all for one calendar year for the these these results are date of approval of the happening across all the large urban districts and i would expulsion. can i have a second second real just like to challenge us to do committee still to mr. better. i mean that's the whole reason alexander? yes, mr. fisher. why we have these goals and and yes, mr. gupta. i understand some of our dynamics are the same as the yes. mr. ray. other large urban districts yes. mr. weisbrod. yes. and the whole reason we're vice president huling yes. doing this is to make sure that we come out a whole lot better president kim yes. than the large urban districts. so i'm glad we're making uh for item to report from closed session in the matter of successes but just because it's you steve or student ocd case a little better than everyone else who has poor scores, they just want to challenge us to number 202411068 for the board think that that's good enough. >> so thank you. by a vote of six eyes one commissioner recusal fisher due i wanted to add to that as well to a conflict gives the authority of the district to and working with school sites, each of the school supervisors pay up to the stipulated amount in the matter of student casey works specifically with the school site and taking a look versus s if you ask okay case at their data so they visit

schools at least on a monthly number (202) 412-0605 the board by a vote of seven eyes gives basis. they also have cohort time we the authority of the district have k eight city y time as to pay up to the stipulated amount in one matter of well and so since our last anticipated litigation, the board by a vote of seven eyes presentation that we had on goal one we realized this gives direction to the general council on the matter of 1tk student matter number 202420252 importance to really focus on multilingual learners and also the board by a vote of seven to think about what specific strategies are supporting a's approves the kindergarten waiver waiver and on one matter students to move forward. of public employee discipline, dismissal and release the board and so i just wanted to lift by a vote of six eyes and one that up in terms of the processes that we have the commissioner recusal rea due to collaboration that we have with a conflict gives the authority of the district to pay up to rpa for data, the collaboration the stipulated amount. that we have with curriculum um i will move us to public implementation as well and we're also asking sites to comment but before we do that think about their bright spots in areas of challenges. one happy lunar new year. happy holidays it's here book so every school has thought of that and have a plan in terms by anybody's hour and korean at least the board of education of what they're doing. some of the shifts that we are follows the student outcomes seeing in terms of focused governance model based implementation have to deal on community input. the board has adopted our with whole group moving into vision values goals smaller group. and guardrails and in order to increase the portion of board so we believe that the smaller group would support an increase meeting time to be spent on of academic conversation student outcomes, every other regular meeting is a monitoring

workshop. this model also calls on the discussion, collaborative critical thinking in order to board to empower the superintendent to take ownership of the strategies used to reach these goals increase some of the outputs within the guardrails set by rate of producing language the board as we implement this new governance framework, the and so we are challenged as board will continue to adopt new systems, routines and policies that improve well ourselves to think about student outcomes. think peer share what we see in we encourage the public to follow this work on our website classrooms is a lot of academic an oral language now what have as opposed to such governance as we commit to finding new we also supported our students and improved ways to more to to to come up with writing meaningfully engage with staff, students and families. and so these shifts are really before we go into today's meeting i want to take a moment directly related to our core rubric and so our focus has to acknowledge the uncertainty of our students staff families been a lot on the culture of learning, developing the student engagement pieces. and extended community and what they're experiencing especially um it's also the essential as it relates to fear of potential ice activities. content this year because of the curriculum implementation i want to be clear that the board stands united with our families students and staff and we have to really emphasize the academic ownership which regardless of their immigration status. i've communicated to dr. sue also says that it provides meaningful oral and written the board's full support in evidence to support thinking. ensuring she and staff are able so these are some of the shifts to respond swiftly, transparently and accurately and the moves that we're working with in terms of some of the school sites. and have reaffirmed our

sanctuary policies. additionally, against the thank you for that clarification. yeah. backdrop of national rhetoric and policies that seek to and i do just want to add that target our lgbtq neighbors, let bonnie said that that we are just in time and so we notice us recommit to a more inclusive that in differentiation that the teachers want support on ,welcoming and joyful space to how to do small group celebrate our differences and support one another to the instruction and next friday is families, students and staff our coach network and all her coaches are coming together in and extended community of our the focus of the professional great city. development is how do the i did not expect to get coaches support teachers to implement small group emotional but i know that you instruction and that's what the are welcome here. coaching will be about. so i think collectively for all our schools will continue to serve each and every student of our schools we know we need who walks in them. to do better. we need to do better for our thank you to our family, staff and community partners who choose to show up each day for students and so it's really a our young people. and thank you to our young people for demonstrating what call to action that every single meeting that we have it means to love our neighbors unconditionally. with that i want to provide a with our site administrators we're really, really lifting up space for dr. sue to say a few words. this data and i want to make >> thank you, president kim. sure i don't i don't mean to imply that i think anyone is good evening everyone. i also want to just reiterate not thinking about trying to do better. i don't i just want to make that san francisco public schools is and will always be a sure that collectively our mindset isn't we can pat

safe place for our students, ourselves on the back for low scores. i do want to appreciate the families and educators and staff. work in the bright spots and all that but definitely not we will always be the place of negative anyway, thank you refuge for our students commissioner. i know there might be other and staff that has not changed questions just for the sake of time can you move to the next topic and then we can continue to layer on questions unless and it will not change. we have worked with our city there's a burning burning question for clarifying duke it partners to make sure that out i wanted to actually just there are going to be open lines of communication so that we can then work closer with really highlight what assistant superintendent lowe just said because i actually think you're each other to not only confirm doing what we're asking and i don't know if this sorry but i reports of incidences that happens near our schools or don't know if this captures what i was just saying. i think assistant with our students or on school superintendent was doing what right there what we're asking for in this monitoring report sites. i just want to reiterate that i and i write about that because i do want to point out that like when when when my fully acknowledge the tension, colleague was present who was saying we want you to look at specifics, you said we notice the fear and and the stress that the eo student's performance was low. that is happening in our so we went to our schools and we said okay, what are we going to do about this? schools with our staff right and you named specific now. strategies that schools are attempting what i would love to and i also acknowledge that information has to be accurate see for example in our next monitoring report is this school acts did this and their

and that facts should not lead scores went up, school y did this and their service didn't to fear. go up. and i apologize that perhaps >> so we're doing more of this thing that school x right so that's the level i think that last week we reacted too when we talk about student quickly in hearing what our outcomes that's what we're trying to do. we want to hear how that brave student reported to one practices are tied to data based on the analysis and so i of our teachers to one of our just does that yeah that really principals. i will reiterate that what that resonates. >> i think we can definitely student experience was real the add more of that into our presentation and our board fear that that student felt was reports for the next ones because we have all of that real and what that student information like the bright spots and then the areas of growth and i mean i can just shared with him with their name one which is one that had principal was real. in amazing increase and for i know that it takes a lot of multilingual learners was starting and so unpacking that courage for our students to conversation had to deal with speak up. it will take a lot of courage well they backwards math they look at the assessments for our families to speak up. it will take a lot of courage and what do we need in terms of the concrete things that students need to be able to do. for all of us to work together to support our families. it's an interactive test digital that students need to i will just say that in the in take so they also found that they just needed in terms of the interest and desire to some of the practice someone to sit as in terms of practice sit share accurate information i next to you and encourage okay

what do we do? ask for forgiveness but also what do we do first? and i attended the language for patients as we try to and literacy institute this determine and confirm incidences in the situation past saturday and i experienced some of the assessments as well. and when you're sitting there as a student you need someone that happened last week. just to say press start and so the student did see law you can you can start and you enforcement stopped the bus. can go if you don't like the student did see law something small like that it's but what i really appreciated was that site leader principal enforcement come on the bus. the student did witness law martin took a look at what was enforcement talking to another young person on the bus. the issue, what's the root of and the student did witness law enforcement escorting another the issue and then coming up young person off the bus. with some solutions to support however, it was because it was the staff. yeah, i mean a 100% plus one to a wellness check. it was our law enforcement that comment commissioner folks doing the thing that they alexander i mean one of the needed to do. things that i wonder what are unfortunately, another young the questions i have person boarded a bus that they and perhaps this is something that's for for follow up but shouldn't have boarded and the parent was looking for that when we look at the idea of young person. now in the height of stress whether it's a cohort or a particular practice that is and fear and uncertainty. creating these results

what that student observed was and needing more data to back that up, you know, i wonder something that caused great when you disaggregate that do fear for them. you see sort of a major shift so i keep going back to should in one site that's creating an i have gone back? outlier of data or do you see should i have reported what the student reported to us and shared with us with our sort of overall the entire cohort whether that be when staff and teaching and school community? we're looking at african-american pacific islander and the case of 1.1 or and i feel like it was whether we're looking at important for us to make sure english language learners and 1.3 that's creating that that we shared what we know. result and and and what might we see from that disaggregated but i now understand and recognize that i needed to data at that site level? confirm so that we did not continue to perpetuate fear and uncertainty in the community. i think at the site level some so moving forward what we have things that we're seeing has to said and will be communicating do with the language pathways. i just wanted to invite miguel throughout our district but to share about some of those definitely at central office is anticipated changes we're hearing from principals as that all reports of incidences well. how might we increase access to have to come to central office first. english language and practice so that we can support our so school leaders please communicate directly with your students to become more with your supervisors and from

demonstrate knowledge in terms there we will then work within of the learning outcomes? our joint information command i think that's one of the center to determine and to questions that commissioner i'm sorry holding yeah, healing. verify incidences and when necessary we bring in our legal >> oh yes, that's a good try. office to confirm and and work >> okay thanks. i'm a second language learner so um so we have seen in directly with immigration officials after we've confirmed this, the incident report. spanish leaders who progress in spanish to the allied programs we will then report back to our that is students are not performing as well as you know site leaders for further information. as english students or even in cantonese programs. we want to make sure that the principals have been really communication stream is aligned aware of this and in some and the communication is schools we already started a change to 5050 models where expedient. we want to make sure that they teach math and english information is going to reach our families in an appropriate with a little preview in spanish of what the topic is way. but once again, facts not fear going to be and they do you know lesson study a sanchez . so i commit to you to learn from this experience and to elementary school at chavez they are doing that i went the other day and it was great to make sure that moving forward we will work very closely with see the teachers doing that.

our city partners to confirm to verify and then to report facts so there is the other question about that. you addressed the phonics. back out to our families and our school community. you know like now that we have curricula learning both thank you. languages and they are parallel and they follow the same models >> thank you, dr. sue. moving to item d public comment 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 to align with student outcomes focus governance public comment been waiting, you know, will last for one hour or until 8 p.m. whichever is earlier. probably to second grade we aim to respect staff, family because in the past we call a and community time by beginning board business no later than 8 sequential bilinguals now we're calling simultaneous bilinguals because they can our two p.m.. our hope is to conduct business in an efficient, effective languages many people were afraid they will get confused and accessible manner during reasonable hours. each participant may speak for but they don't everybody gets confused when they are learning right? up to one minute. staff will think to participant so yeah so one of the major at one minute mark at one minute and five seconds. i've asked mr. steel and mr. us changes is this several i have met with principals and staff to turn off the mic and transition to the next speaker. already about this this proposed change in everybody's i asked members of the public to please respect that one yep tell is when i start so minute limit so they can hear from as many speakers as possible. i encourage speakers who are yeah when will we power with speaking on the same topic to collaborate and combine their comments so that the board can that thank you and i do want to clarify that my question was do hear all viewpoints during this limited time. please also note that the board

we have any reason to believe accepts written public comments that the addition of additional via email at board office as if you see edu. like english phonics we will first hear from instruction earlier would make students in person on agenda items then general public in our english literacy rates person on agenda items followed lower for interim goal 1.3 by students in person on non because they are so low right agenda items and then the general public on non agenda items. now? my question is is there a regardless of whether in-person public comment is complete we will save 15 minutes for remote reason that we wouldn't try it public comment taking comments because we believe it would have an adverse effect because in the same order as in person. it seems that there's a belief if any time remains we will then return to in-person public uh, disgust around by literacy comment. as a reminder board rules and california law do not allow that there's transference between one language and the us to respond to comments or attempt to answer questions during the public comment time. other. but i've observed children not if appropriate, the superintendent will ask that staff follow up with speakers. with that i will turn to mr. steel. >> thank you president kim. making that transference for president kim engine will have you know, like tio and shun sound like that does not exist in both languages and just one minute per speaker. i'm going to call five names at a time so please come on line aiding with that kind of up and then what's the time is phonetic learning that that's i up. move on to the next speaker. first i have sarah saldana. wouldn't want to do anything that would hurt but that's why we do have a student. thank you. i asked do we have any reason to believe it would hurt? naomi castillo. >> no, it wouldn't hurt like we

>> naomi will go and then i'll need to try something because call the next group. whatever we've been doing is not working so we need to try something different. as you say, there is many >> hello? board and superintendent. sounds in different languages that don't transferring to english. my name is naomi castillo and then there is the other and i'm a seventh grader at presidio middle school. point about is this a language i'm here today to talk about the importance of school issue? counselors. i think somebody has that or is a content issue and many times my counselor ms.. rosman plays an important role to my success as a student. in literacy it is it is both. for example, whenever i need to talk or need a break she's you know there are so many questions that when you read at always there during the day when i need to get something the start assessment on this back has to do with language off my chest or solve a conflict. she listens and understands. even you know they present i strongly feel there's a trust when talking to her. themselves like what is another word for this synonyms you know many of us students feel the same way. middle schools challenging. in many different ways and the grading is the hardest thing so it's important to have counsel to it's important to from for multilingual learners and i'm talking for mis have stuff for students to perience. it took me a while, you know connect with counselors to many and i'm not totally fine. more such as making schedules, i still use grammarly you know, just to be sure. helping out with school events, supervising field trips as well but yeah we want to do as making school feel like a something new and see in safe place. monitor the progress for that

>> counselors should be a part of the base staffing in any school. make sure to think about the and i think someone mentioned about why we wait to third students before making this decision. >> thank you. thank you. 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 >> okay, i'll call the next kindergarten we can move on to group. so we call their names. they can go ahead. sarah saldana, christina cassell kelso burton. the next topic here too. >> oh so sorry. go for it. they got the barbecue. this question should be pretty caroline cetera, etc.. short but one thing that was excuse me. mentioned and i do personally agree with is the fact that we i'm sorry. sonny wong and a cluster. need to implement small group instruction. however, since we want to implement small group >> i'm sarah saldana, principal at jean parker and member of instruction, would this require more educators? united administrators. and with that in mind, how is none of the decisions you have this going to be possible with our budget cuts? to make are easy and school principals are eager to engage in these hard choices with you so i have seen increases bringing the perspective and experience of those closest because when i listening to to our kids and families. this i'm thinking not only do my comments target two areas we need to support with tier first elementary schools with one instruction if we are talking about acceleration that many students with ieps must have assistant principals.

also begs in terms of how do we if you want to retain administrators, ensure legal compliance and have strong support more intensively right? instructional leadership. second, we want to use our cde so going into tier twos right now where we have some of our and city grants in the ways california and san francisco artists are we heard from our reading specialist ways to support in small groups so tier expect us to to quote address the uniqueness needs assets one yes teachers we are supporting how to to to support and aspirations of the school community. we want to be part of teachers to do and implement sustainability planning and ensuring off ramps for our small groups in terms of the feedback readers will read grant funded positions as the funding ends in the next few better when they get that direct feedback with adults. years. we want to talk about these topics include us ask us to so i think what we heard i think from public comment like if there is also a way that partner with us. we are always better together but you. 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 oh god. thank you. grants, some parent teacher my name's christian acosta. club funds and so if there is a i'm the principal at lafayette elementary school. i'm here to talk about the way to do that as well as as staffing model and not having

an app to help support our long as that is you know, something that is sustainable students and staff at lafayette and viable with with operations . we have over 70 ieps at my school. . just a quick follow up i can't attend all of these on question. are there any schools that my own. don't have that support when it we are deaf and hard of hearing comes to like receiving grants for like small group magnet school with three c classes p k to five we need an instruction? we do have schools that do not assistant principal to support have grants for small school instruction and so on the those students. we have as of next year 502 flipside we have site administrators who work active students because we're getting lee in order to get these a new tech class without grants to support literacy and so we also if there is a way to support them we would without an app. our students will not receive the support they need. please visit my school. love to have that knowing that i invite all of you to come to we also have to staff our classroom teachers, our core lafayette and see what what we do in real time. teachers and that is a high priority as well. i think you can i just one last please include principals at the table when making these follow up. i know we need to move on but i decisions. this is where they start their really think this conversation and to vice president who journey. >> please do not set them up to fail. thank you. ling's conversation earlier

>> caroline so toda us f this is at the crux of it we have the tail wagging the dog central office rep. so often especially when it happy lunar new year president comes to budget. we heard as you mentioned miso kim. dr. su honorable honorable and maslow in public comment. commissioners we hear you. you know so many administrators we hear you talk about who want to be part of the guardrails for transparency budget allocation process and resource allocation. and be involved in developing we ask when is that going to budgets. happen? our members have not yet what so this question is more experienced transparency about the staffing model and are still waiting to be included in for you, dr. su when the three those decisions. we want to remind you that things that we should be central office departments have aligning everything to our sustained multiple years of third grade reading levels, reductions in staffing and funding. eighth grade math and college and career readiness what are also please remember that stopping reductions in our we doing in this very difficult departments do directly affect the services we provide to teachers and students. budget cycle to make sure that we are problem solving leaders who like students deserve to be the maximum resources are put seen, heard and valued. towards these things? we know what's best for our programs. school staff, students valuing our guard rails which and their caregivers. include community input, be the courageous leaders you expect us to be include sight in central leaders serving the whole child all of and authentic decision making these you know that i think is giving about the staffing model what the community what i've we can help. what do you have to lose? heard today the community are they our dedicated service asking it's my responsibility to the district? these loyal employees. to reflect the values of the community.

>> thank you. so that's i think the piece thank you everyone. that's missing and i'm hoping you can help us maybe and we've got additional sessions coming okay. hello everyone. my name is sunny wang and i'm up later. well, will some of this be covered in how we are able to align our budget to meet our the assistant principal at lower elementary school. three goals? assistant principals are uh, yes. in the in the in the in our crucial to the work that happens at sites to support our communities, our students, families and staff. i was a principal in of usd third agenda item i can talk more about about how we're and i chose to go back to being aligning our budget particularly with the staffing model or the plans for that. an assistant principal because the work of being a site administrator is not >> thank you. i see huge tension right now sustainable when you are leading a school alone. honestly and actually cognitive dissonance like we're hearing as a site administrator we center our work around our from you know i was at sheridan last week and there and they in students. ula is a large is one of the other schools like malcolm x are being told they're going to larger elementary schools with get a kindergarten first grade split next year and i'm not about 530 students. over 60 of our students have when we already have teachers ieps and five offers. who are telling us that they can't implement our curriculum we also have a significant number of students who need and a mirror you know there more support beyond what a just aren't enough minutes in classroom teacher can provide. the day for this. how on earth is one teacher going to implement a we are also a school with a kindergarten in a first grade

curriculum? right. i just like there's so many if language on pathway and so the we really are aligning our budget with our student outcomes that doesn't i just supports that are required for our cantonese by literacy don't know how that works. classes are. >> thank you. so these are the kind of thank you. decisions where i think we really do need community at the forefront. >> hello. i'm anna rafter, president of united administrators of san i think the the other thing i francisco an independence high was just to build off of a school principal. i'm here to talk about the couple commissioners who commented on this there's this staffing model being presented . question around like we have this episode is supposed site leaders engagement in that process. neither usf nor the high school many, many schools with leaders have had the chance to give any meaningful feedback about the staffing model. multiple practices all happening at once and how do we so i'll give some now. this staffing model doesn't work for my school. isolate maybe if you will, the where are the mental health providers for my students with things that we know are working severe anxiety and depression? that we can see and point to where's the social worker for and say this practice is my system's involved youth. happening at this school where is the assistant principal who holds so much of and replicate that right like our tiered intervention and and really think through and assessment work? where is the nurse who the power of what it means to coordinates our 504 plans? be a a unified district where where are the counselors who work tirelessly to orient we have the opportunity for and support kids coming into schools to actually learn from

each other which i think the our school year round? purpose of the language where's my cte program? and literacy institute was in some ways kind of a shared if there's a plan for this, space for that learning. but i think you know 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 commissioner alexander brought be. thank you. this up and a few others i think thinking through what those practices are that we know are demonstrably moving call the next speakers. outcomes for kids and thinking through then how do we learn gina? sure. i'm sorry if i can't read it. from that that we as the board but how do other educators see gina stella. kim. john collins. that and experience that? i think it's just there is an opportunity here. dr. de tres rogers. have you matthews. i think that we we don't want to miss in when thinking through those practices >> good luck. gina chair reading specialist and bringing it to scale and by scaling frankly i think i mean at jacquot. last year grant funded like the 30 schools like it seems much more i mean there's positions were frozen. now district we're hearing district leadership is planning a possibility there, right? to block pto funds from being used for positions. so i think also naturally by grant and pto funded positions did not cause the deficit. having starting off with data we kind of started to drift refusing to use those funds for into other topics. positions will not fix the so if it's okay with the deficit. these two choices in commissioners i would love to combination with the impending budget cuts will eliminate most because i know it's about time for us to think and excuse our reading specialist positions at student delegates as well use

this moment to transition us to elementary schools. reading specialists provide vital early intervention our next monitoring report if that's the right thing is no services to students struggling one's mad. to read including students at oh yes, vice president howling. risk for dyslexia. i think also just some of our we teach children to read. classroom teachers are already questions are around are around doing everything they can to that budget like where are we spending that budget? support struggling students. they won't be able to fill this we purchased 12,000 licenses for ameera and 100 students gap. preventing schools from using used it is that a good use of these plans for positions will harm our neediest students. please allow grant and pto our resources? we you know we already pay for funds to be used for positions aftercare but we're not executing to use those minutes. including for reading specialists so student we want collaboration between teachers on the same grade level but what are we doing to ensure that we actually have delegates board members marie sue john collins principal teachers staffed in the same grade level who have different mckinley elementary school. i started in san francisco as an assistant principal at levels of experience? and so i think that is where tenderloin and john muir elementary school. i would say at each of the some of these questions are is schools that i work that i what can we do better with the learned a tremendous amount about being a school resources we are already expending to get better student administrator. as i moved up became the

principal mckinley i would say outcomes for sorry before we my biggest support was the instructional coach that was at the school. i was super nervous, scared move on i just wanted to make sure because i think we allowed every day when i came to work dr. kim to speak and then we but her support my first year really helped me grow in the sort of started asking a lot position that i have in now. more questions and you all she unfortunately her position nicely organized your answers has been cut this past year. to respond to the 20 minutes of it was rougher than it was the questions we had. so i feel bad if we just move first year because there less support. this past year we lost our on to the second thing without providing ample space if staff. those teachers are now tier one there's anything else we may and tier two teachers. have missed in this conversation that still had to if we are cutting more we are not able to keep students safe. be answered and you all took the time to think figure out that the contract says someone certificated needs to be in the cafeteria and outside to recess yeah that's totally fair. at all times. okay. 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. are you sure last time i think a lot of were integrated into the responses. >> hello my name is stella kim yeah. so i figured too. okay. thank you. at this time i think the super and i'm the principal at ruth of south soto. super delegates super student i'm here to share one fact with you. just this past month with 16 delegate for their time today school days we had three

and have a good rest of the evening president kim do we do students hospitalized for mental health reasons. student delegates? do you have any other comments of the three we five of 5152 we or questions you want us to ask in the upcoming sessions? is there for math or for budget were able to respond because we before you leave? had a team. okay, i think i think thank please keep that in mind. you. thank you. um and let's take the time to then transition to go to progress monitoring report um good evening. i am dr. de tres rogers, on math this is oh so sorry principal at galileo academy of science and technology item e to progress monitoring and member of united administrators of san report go to eighth grade math 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 standards. wallenberg for two years and currently the principal at that's exactly oh wow. galileo. so i understand the gamut of resources that are needed in all of san francisco unified that was a swift and and

school district schools. i'm here to discuss the wonderful transition. staffing model. galileo is a comprehensive high school full of a diverse um, okay, so, uh, having gone community including newcomers dreamers, students in general education, special education through that first one just i programs, honors and ap will also name just some next steps that i heard that i think classes. each adult provides mental are just important for us as a as a body and moving forward what i heard was a there is a health support services. i ask that you sincerely desire around revisiting our consider every position as a governance calendar to adjust vital component of our campus. our monitoring reports so that >> thank you. 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 good evening. i'm abby matthews, assistant staff and the superintendent on adjusting our reports to have principal at lowell high school better examples and more and my 15 years as an educator concrete ways of articulating i've learned that trust is the foundation of a thriving school our progress to date. community. like strong roots for a tree and one thing that this reason decisions particularly conversation is bring up for me the consideration in terminating assistant is clear expectations and agreements on timing of our principals without proper questions and how to form that consultation have severely does manage damage this trust akin conversation so that it is a conversation with staff. to severing the tree's roots. so just noting that with that um it is ten minutes so we

this has created a climate of fear and uncertainty hindering our ability to support student success. the school board has the power start with ten minutes get but i'll i'll leave it to you all to rectify this by prioritizing open dialog, active listening to start with your presentation. >> thank you. and genuine collaboration with all schools site leaders. okay good evening again we can begin to mend these broken roots. we must create a space where commissioners and superintend two so having gone through one every voice is heard and valued to cultivate a truly inclusive uh the structure of at least the data part is very similar and collaborative environment by rebuilding trust so i think i can fairly quickly go through some of the parallel and fostering strong relationships between the school board and the school site leaders, we can create a charts and the data. um so same structure i will more supportive and nurturing environment for our students to learn and grow. briefly review the interim goals data um and then go on ultimately the well-being of our students depends on a healthy and thriving school and pass it on to my colleagues to talk about various strands community. >> thank you. of work in progress. next slide please. >> i'm calling the next group so precisely corresponding to amber. i'm sorry i can't read the last the the chart yourself a goal name moseby. one uh this chart that is on >> all right, katherine the screen now to summarize is as few as these actual versus the the target set for aspect aronson, amy barrow, val math assessment among eighth farrow, kathleen taylor, graders. right so this is for goal two

everyone. thank you. but unlike for yala where the historical results were largely flat in math, we see a clear i push the button. it's already good to go. decline in students performance okay. good evening, everyone. over time. my name is amber moseby and i'm um, the i hate to repeat this an assistant principal at root that's our school of the arts. but yes it is also a pattern since i have one minute to that that that's shown in other speak i will be direct. i cannot believe that any of school districts around the you have led a school side country as well. so i suppose these are not the based on the staffing model only school uh school district presented in the slides titled staffing model update or base that is witnessing this pattern level that does not include aps similar to yellow. the original target for this year 2025 was higher uh, but counselors or social workers is not a school site that can given last year's performance function. there is no way you've had which fell ten percentage points below the target, we boots on the ground doing the real work. if you are moving forward with have decided to modify the blanket pink slips and drastic target trajectory to be 45, 55 staff reductions at every school site regardless of and 65. um over the next three years program or focal population, do you have any idea how many and of course the excuse me the the ultimate outcome of 65% lawsuits this district is opening itself up to if there are no admin available for ieps proficiency in 2027 remains the at my site between three same. next slide please. administrate orders we are attending up to three ieps per week per admin. >> same pairs of charts again, uh, comparing last year's core

transcript reviews college applications support behavior to this year's cohort uh, something that's different from support academic counseling, yellow is that as you can wellness and seo. clearly see uh, even though to varying degrees uh every single how are these not core needs at a school site you would think one of the student groups represented four interim goals that after my name was forced to resign this district would and the goal here uh have had a higher performance for this have learned the importance of including thank you holders but administration than than last i guess the election is over year so that is definitely a uh now. a highlight celebration that we need to point out. um, next slide please. good evening. i'm dr. katherine aronson. >> so the successes as i just pointed out, um, every student i'm the principal at bell bell high school. i was an assistant principal at group has had higher uh bell ball for five years performance and the eighth and this is now my fourth year grade students definitely are as principal so i very much understand what it entails to on track to meet the 2025 be a school leader. target. so the target that we have set just two points to make following our guardrail 2.1. for end of year this year on the back of 45% uh there just attendance is key. it's key to our funding if we slightly shy of that on on the reduce our support staff such star assessment for the first administration but on the challenge that kind of the flip as counselors and or wraparound services we cannot help the side of that is that the typical pattern that we observed last year is that most students who are most suffering from lack of attendance. student group's performance actually declined from fall to our goal three that's around college and career readiness if winter.

um, so it would be important to maintain and grow students the classes that are going to learning um over this time be reduced are going to be things like our cte pathway period and and certainly going programs, our ap courses, into the spring uh for them to perform well on t b uh goal 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 might look likehat actually might be the thing student color ending in zero 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 three for color ending and zero 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 three for okay i'm seeing no first time that they're used i think to commissioner fisher's point earlier about access when

students hands raised. we're using a lot of highly i'm moving on to agenda items technical language and acronyms if you care to speak to any of ,it's not accessible to the public and it's really hard to the agenda items please raise your hand. meaningfully follow the vanessa go ahead please. conversation. um, so i think having a summary would also be helpful to that end. >> thank you. good evening everybody. uh, just before staff present my name is vanessa. i'm the executive director for parents public schools of san francisco and our mission is to just from a facilitation and question asking standpoint, promote the fundamental value um i actually thought it was of public education. helpful to have them start and then just kind of blend tonight i want to talk about into a conversation. so um commissioners i just ensuring that we are not going back and 24 i was employed by 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 smu sd as one of its first social workers and i remember a how that goes and uh and that very small team of social workers going from site to site way i don't i can do less facilitating a more just have a to serve others. our team grew to over 100 conversation with with the team and we'll see how that goes. press well i would just social workers. it is very disheartening for encourage us to keep it parents to hear that our students are not going to have strategic questions and clarifying follow ups the support they need especially in an environment and president clinton can don't stop facilitating.

that is so aggressively blatant acting against them. so what i am going to ask what's your question there? superintendent to do again is to make sure that you are with my question is where's our big conference table? administrators to support oh, for the monitoring that one that was like a very collegial schools in an intentional way that may mean that we need to way of doing it. i thought in staff when you're cut more back office on operation side in order to do so. >> thank john. ready you can go ahead. >> go ahead please. good evening. my name is john d'antonio and i'm the assistant principal i'm sorry staff. i don't i don't know if while at this valley middle school. you all recording heard will the bare bones staffing model that's being shared does not have you start with the responses and then we'll just consider what our least rich students need and does not actually open it up for an open consider when our hybrid dialog with the commissioners essential schools need aps, so folks will just be coming social workers and counselors off and we can just start with that and then hopefully will are critical to the functioning bleed into the other topics in of our schools and the the same way we did with uh

essential work of these support earlier conversation. i don't know if that's going to staff allows us to focus on other critical functions of a ruin everything that you just school like teaching planned but okay great. and learning. we need a staffing model that centers our leads to reach kids and allocates our resources equitably. our high potential schools need okay. uh, thank you again for the our support staff to actually great questions commissioners i have the privilege of reach our potential. thank you. thank you, charles. previewing hopefully a promising result that has not actually we have not mentioned to our colleagues and we hope yes. it's the big reveal and we hope to do actually more of a uh a first happy lunar new year. i would like to comment on the robust and deeper analysis for the uh the uh um curriculum fiscal stabilization plan update as an organization the presentation in march. lack of position control is embarrassing. but i can tell you that rpa internally has done a very the fact that this is still in the future is absurd and pathetic and if we need to preliminary analysis of the impact of the pilot and i'm cut 400 million, why aren't they talking about cutting one going to put on lots of caveats here because given the timeline third of the staff in the whole district? people john i did that. by curriculum pilot started at the beginning of the school

oh oh yeah apparently high 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 school and them weren't even that the curriculum that's being piloted. even with that caveat we wanted able as far as the staffing model you weren't admitting the to see if there was a any potential effect of students mental health needs of students that are in the classrooms of teachers that are piloting in the class sizes be it fully enrolled high schools 5261 matched to students that are similar but in classrooms that small schools have 10 to 12. are not piloting the curriculum boy that sounds like equity as usual. glad you didn't close those . the great reveal is the results are very promising and we small schools because you're going to demand the same resources and sit there believe that might partially underlie some of the positive and protest until they're given results. and again i'm putting lots of caveats here but given the oh gosh. >> and finally that is your time. thank you, jennifer. 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 hi. first i'd like to comment that the proposal of one hour per the elementary school level. we hope to do a deeper analysis class per week of libraries and arts is almost certainly before march, especially using the the second window that's illegal under 28. and if you go forward on this

going to come up in winter. um so then again we can look at you will be sued. i would like to talk about public engagement a public fund the the growth from fall to winter. um in addition to the analysis to be without $100 million a that we have done right now year. which is actually looking at the district has historically the growth from last fall to this fall. spent a great deal of this money on back office provisions let me turn it over to i just for unrepresented management. this apparently continues to be want to highlight that with a couple of specific examples. a feature of the current budget. it is time to make sure that if >> so one of the things that we did in our cohort meeting um money goes to students or right after we had the results of the fall star the fall star enrichment it means arts, libraries, music frankly it results let's see if i can say results more times in that shouldn't cover social workers sentence was we had people look and that's what we got to do. that's what we have to do. thank you. at their fall 2020 through thank you, meredith. 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 >> thank you. this is meredith dodson, lift up a couple of conversations. executive director of as a parent coalition or a broad one was a conversation that i had with the presidio principal principal chu who i we were network of families engaging parents across the district asking them to say could you lift up your bright spots from over 100 schools we and tie it to a leadership move advocate for excellent ? and he was like i don't know what you're talking about what and equitable schools on leadership move. literacy and math. he says it's the curriculum. and i said, well that was a

leadership move. how did you get every single i know we weren't able to make person in your building to much time for student outcomes decide to pilot the curriculum? because all of presidio is math discussion this past fall team is piloting, right? because of the botched closure so that is a leadership move process a process and a lot of and asking people to like look adult drama but we want to at their leadership moves and say this is how it's related then lifts up what they're doing but also lifts up commend the district for the progress it's making with the literacy program adoption what what happens when an entire would be a massive undertaking team pick something up and then for even a stable district. i also want to lift up another school which is everett who had it's incredible what the great increases from fall of district has been able to do last year to follow this year not all of their teachers are this year in our elementary schools and middle schools piloting but when i asked principal evelina to lift up and and also for the k through eight math that is happening on what was happening she talked about schools piloting and she also talked about the use of the school staffing model. we want to reiterate what the school administrators have been science happening with her. saying tonight. it's disappointing unacceptable that they weren't engaged in neko um she also talked about the planning process and everyone including families are in the dark about the the coaching and not so this idea of where do we put our budget situation and what it means for our schools. this fall. resources, how do we put our resources and how do we help we need more transparency, more school leaders to identify what honesty, clarity from the are the things that they're doing in order to better support their principals? we do see changes in both of district. >> thank you, amanda. those schools. there are two assistant principals, one of whom focuses on math. so just a little side note that

>> good evening. my name is amanda two i'm the as we think about reducing um principal at jordan school for equity. i'm here to speak on the alignment saying thank you that importance of maintaining assistant principals, social workers and counselors. is the type of strategic feedback that we are looking tonight i offer you two things to think about. for. i mean i really do think that one for those who are the other the big thing that i'll say is middle grades are meticulous with details, i strongly encourage you at the really focused on a sense of belonging and culture of care, bare minimum to sit and calculate the actual number of minutes it takes to be a right? advisory periods are really focused on how do we help site administrator if you are unsure of what that looks like, i urge you to bring up the students regulate themselves so that in their classrooms they can access this curriculum table which has been repeatedly asked for it so you know exactly what removing ap and all of what we heard both at public comment and as you're positions will do. secondly, for those who have not worked at school site thinking about these hard choices need to come into play. we need to have credentialed and need perspective over removing an ap and while the staff would do i invite you to teachers that really know their curriculum and we need to be able to support them in order consider this metaphor imagine taking an international full to learn that curriculum and then we need students to be supportive and robust and and international flight with no copilot limited quite diverse ways. and so these are hard conversations that we have to attendance, tattered seats, have. shared seat belts and peanuts >> um, but they're important to as your only meal well knowing some things and i did want to that half of the passengers are allergic to peanuts and you follow up on one of the have no epipens on board would questions specifically related you take that flight? to the relationship between pilot curriculum and lesson i would add please be clear removing ap positions and while study. i think one of the things that we knew historically was that

the staff is just the same in prior years these had lived invite us to the table rather as sort of separate initiatives than making uninformed uninformed decisions about a and one of the things that was staff model that negatively impacts our students and our really important to us as part of piloting was to have a strong level of integration school communities. >> thank you amanda that if i between curriculum decisions and piloting data and the think you can hear me yes hi my 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 name is basi. i teach kindergarten at harvey thursday as the first but a multiple series of engagements milk most of what i want to say with the lesson study administrators and some key coaches to review pilot data has already been said. i just think it's so important and to get their input not just on the trends in the data but for dr. sue and the board to also to inform professional really sit down and discuss learning and implementation plans. and i do think that one of the things that's important within these matters with the administrators of every single that caveat is one to sort of get their input on for schools school telling them what we're that may not have administrators who have the allocating. same comfort of instructional so it's one thing to say you're expertise in math, what are the including feedback and input additional professional learning supports for schools that may not have some of the from the staff and the out of classroom staff that community and the students but lesson study schools have which include interventionists then to actually have the staff and math specific coaches? and the community and the how can we take those lessons students and the families

and apply them into different speaking up and saying you have not included us is pretty staffing contexts so that teachers still feel like they have the instructional support? and so it has been really alarming. important to us to integrate and you know, i had some things lesson study design with curriculum implementation typed up to say and at this planning and i'll pass it to jeanette who i believe is going point i don't really know what else to say other than you have to follow up on that. yeah. well i did want to follow up in to include us in that our terms of john muir and i'm glad schools also should have more say and autonomy in how the you brought that up um because she's in terra was an funds are spent. we don't have an allocation for extraordinary principal who was a teacher there and she was a coach there and she was a a student advisor. principal she recruited she >> our schools do not work. recruited experienced teachers that is your hypothetical. thank you. thank you, sara. 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. >> hi, my name is sarah maskin so it was both right and that's how they got their gains. and parent. >> i'm also a public school and the interesting thing is teacher in a neighboring district. from last year data was the i'm just coming on today to echo a lot of the sentiments that previous commenters are first time that the other schools sanchez and flynn joined so they actually joined making regarding the new school staffing model. i think it's egregious that the a network. they went by themselves administrators were never and that's when they took the biggest jump. consulted. and so if you ask sarah what contributed to that jump >> furthermore, the public and she said it was a network

and supposed families where the teachers got together, they learn math together. and parents are like once again sort of left with questions. the coaches got together, the administrators get together it just feels like more chaos when people are really and they all problem solve. they work collaboratively desperate for stability. i want to know where the values and that's how we make it and we get a lot of money. are that as few history claims to stand by and where the it cost $600,000 that we get from the city innovation commitment is to our educators and our kids and families. and i'm going to channel and i'm hoping you guys can do hillary ronen she says we shouldn't think of it as a better. thanks. thank you. scarcity model if this is a hover. strategy that works for our kids, we should do it. >> we're spending millions of >> hi. dollars on tutoring services that we're not getting the my name harper kelly. i'm cac chair. i would like to say again about gains but yet we're doing you know we're spending this in the base is a math coach the progress monitoring reports. and intervention teacher please include disaggregated and paying teachers extended data for all focal groups hours to collaborate together. that's a way to not rely on including students with opinions regarding the staffing partners and consultants is to build teacher leadership model and to put it bluntly you and lesson study is a model to do that. cannot realistically improve student outcomes attendance, social emotional well-being, >> hello.

college career readiness without support staff. good evening. my name is julia auerbach and i'm going to speak to the thank you. why isn't learning. that's it. thank you. we have begun to do a deep dive into a small subset of our >> moving on to public comment middle schools to better on non agenda items at this time if you care to speak to understand what the hold backs are and what the potential is any items that are not on the agenda please raise your hand. with this program. and we know that at visitation can we have that repeated in spanish and chinese please? i'm just for we we we did in valley middle school they have the infrastructure there to really think about the ecosystem for a student. so for a tutoring program like person already are not able to this, if we're meeting the expectations of at least twice oh we haven't done that. a week 30 to 60 minutes of okay. correct. yeah. tutoring, we cannot possibly do why don't we move to in-person on agenda items then we'll come back to you. that during the instructional day putting it in the okay. instructional day that impedes sorry. so we are going to move to upon other instructional in-person non agenda and then minutes or the advisory curriculum that jen spoke to we will come back for a virtual participants for non agenda about the intentionality of items can we please have that creating the sense of belonging repeated in spanish and chinese 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 ? i'm sorry you were cutting a so visitation middle school they have rock is their cpo partner we are the spanish interpreter. yes we're moving to in-person

and their beacon and they've been incredible thought partners to think about how can non agenda public comment we actually ensure that the students that qualify that and then we will come back to a virtual public comment for non attend the afterschool program on a daily basis are getting this tutoring program. agenda items. >> thank you. and there's a moment when the and through that partnership really looking at the comments are closed. comment that is of on party ecosystem, the classroom teacher has joined the agenda for public academic afterschool provider in that classroom the classroom teacher meeting and finalement gratis observe the why isn't tutoring. they give feedback on to what like i hope you guys. the tutor was teaching to the student in that moment and the beating of tennessee two other after school teacher was like thank you thank you all supporting the infrastructure here for that program. right for cards for non agenda items amos brown christy it happened one time and then sampson laura kennedy we had to reschedule and the students didn't necessarily get the same tutor again the second time even in the same week. and stephanie fleckenstein. and so as you know from a go ahead please line up at the middle school student, those relationships matter. we have to reset again the tutor comes on the next that podium will have one minute each someone's name was in 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.

front of mine but should i go? okay. and so this is the learning that we're having right now as we're in this nascent stage >> okay, cool. hi, i'm christy sampson, pto president at jack. with the wise amp program. we're trying to troubleshoot. whoa. thank you guys just for letting me have this time i want to we're taking voices from the highlight the ongoing field and we're learning we communication issues with the school closures. haven't had enough students meeting the twice a week at 30 while yellow is not closing, families touring our schools still believe they we were to 60 minutes a time to even have a conversation around does because they haven't been told otherwise. luckily preschool teachers t k this impact their learning in the academic standards that they're teaching? teachers have redirected them and corrected them. so we're really invested in continuing this learning cycle this kind of misinformation hurts enrollment at a time when as of usd says it wants to and look forward to reflecting back the impact once we actually see that bring in more students at the same time as f usd. implementation at the level that's needed. 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 commissioners, are there any attend. so they ultimately stayed in the private school sector despite operating with barebones staffing the last two clarifying questions or follow up strategic questions? years jack while remains a top choice school our enrollment is commissioner i would like to nearly full and our test scores follow up on my question about are rising. families want to be at our the april 30th 2024 requests school. if sfp sd truly wants to increase enrollment it needs to and whether there was a

remove unnecessary boundaries and barriers and clearly response and if not when we could get one. thank you. communicate which schools are open and thriving. >> thank you. >> commissioner wright the question you have is around instructional minutes increasing. >> there were several things in >> hello i'm laura. i am a kindergarten parent at that in that request for information instructional minutes benchmarking with other jacquot this friday, january districts advisory minutes. i think there were a number of others. it was before i was on the 31st marks 100 years of school board but there was a formal request for information and and . i haven't heard it talked about tonight so i do want to just give a heartfelt thanks to it as far as i can tell it's an open item on the public record. everybody who's in this. okay. so we can check into that. it's also my hundredth day as a it was also before i was in the on this team but i do know that well as a post parent. so at our best i have seen one thing i can say is that instructional minutes were being looked at prior to me strong community engagement between schools and the parent being hired. they were looked at instructional minutes were community and teachers. i have seen teachers and staff and i know that they were revised and every middle school now does have 200 minutes of continuing to inspire a love of learning in their students. math which is the most we can fit into a master schedule despite instability and incredible uncertainty. and still keep advisory and still keep the seventh i've seen swift action period day. i don't know if the open and organization from the board, from sfi usd, from request was closed but we can check on that and follow up. parent is responding to things >> great. that weren't always transparent can you give me a deadline or a and could have been. date by which we could expect to get a response? yeah. and in the case of my um yeah, we'll have the

kindergarten student i've seen him running not walking to school but at our worst i've superintendent to follow up seen a lot of divide. with staff if that's okay. we've heard a lot about school >> okay. thank you. sites being excluded from decisions when the underground information and context and nuance is so vital to these decisions it's lost in any other wow. spreadsheets. so i would love to see the great. unified put things off usd and come together around. >> i think it's okay. >> 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 hi stephanie falken stein also we do in policy or in principle a parent echo elementary i see an el cap cohort to what we value in principle representative so i know a lot and like what is actually happening for students en masse about budgets right? across the district and so i with so much of budgets tied to enrollment i encourage the district to rethink some asked a question about our math aspects of enrollment capping assessments for english which are driving families to leave as of usd at a time we language learners and basically cannot afford to lose any if we have any concern that families. i understand that enrollment they're not actually measuring capping and practice as what those students know about budgeting and staffing needs to be based on actual and not aspiration tional student math, they're measuring their ability to read the test numbers. what i don't understand is that and perform the test in english once the school year starts and core staffing is that students entering or within the and their part of the answer was about um accessibility of

district cannot transfer to a school which has space. translation and services or instead they can be redirected to schools they do not want to attend. like an audio assistance. as you have heard mike christie mention, there were several but do we have any data whatsoever on what percentage students who tried to attend yet quote this school year in of students who maybe are not reclassified side who are still the third grade and were turned away and told to attend other english language learners are schools that they did not want actually accessing those or if to attend. when families are redirected to there is an alternative assessment that's in their schools they don't want they speak with their feet by going to charter parochial or leaving primary language that can be administered just so that we the city altogether. we need to keep students and of usd we can't afford to take because if the data we have is away. bad and isn't telling us what they actually know that it's reverend brown reverend brown i really hard to figure out what we need to teach them. 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, >> we might have a couple of us please raise your hand. again, each speaker will have tagged you on this one so i one minute to speak. can we please have that just want to make sure that i correctly understand the repeated in spanish and chinese question being asked and so if i understand correctly the question being asked is do we

and then the momentum almost looking and circrnas comment that is going to land because i have specific data that tells us to what degree english language acquisition might oppose it so let on on on inhibit our understanding of a student's proficiency on greatest don't wait until mathematical standards? yes. or just how it is reflected in our measurement tools like the teacher may know and may be they're sitting and you go i able to work with them in the classroom but that may not what wanted you want it so you can go off today we're going yellow they know may not be reflected in the actual assessment that guys i didn't with logic. we're using. thank you color ending in zero the official assessment or the data is reflected in the interim goal. three for good evening this is mm hmm. i'm not i can answer about instruction. it might take a second the john trevena as ever salem actual assessment commissioner 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 here i think i understand the question which is do we have our community by having your legal team communicate with information and data about whether and how much immigration officials to ascertain or confirm what multilingual language learner they're doing or not doing. students are actually using the you are truly championing our students and unselfishly support features provided on

bearing the brunt of their worries during the cold war. assessments? yeah. i mean i think part of the president and military at a red answer to my question was this line red phone to contact is designed to assess what they kremlin to prevent damaging retaliation because of a know in math not to test them in english and there are you mistake you and your legal office are putting yourselves on the front line to truly know, there's translation, there's other things but whether something exists in defend our students and our san francisco values. theory as something a student can ask about if they advocate thank you. thank you. for themselves and know that it but vanessa hi. is there and whether they're actually using the tool so that we know that they are being good evening. this is vanessa again, dr. tested in a way where they understand the question being asked. morales. >> so i think some of you know those are two very different me as dr. morrow. i'm the ag for a parents of things. so i just want to drill down in more into not what is offered public schools of san francisco and we've been serving san francisco for 25 years. but like what is access by the i want to commend dr. sue for student um this is the data her adamant stance on what is that we don't currently have. we'll be looking into the going on with the trump administration and the mass availability of it but it's deportation of our amazing also something that is built into the interface of things families. dr. sue i think you are showing like aspects. so it's not something that the students have to approach a sign of courage and i think somebody else to ask for but in the moment of them being in

front of a computer or taking all the superintendents that i know are really applauding that the exam they can access the translations and the right now. so i'm really excited to work dictionaries and these features and i also want to say that with you and just delve deeper into how we could best like for anyone that has english learners in their class coordinate services for our right one of the things that i mean having been a principal of young people. thank you. two schools and i know that this is a conversation we have thank you, randi. constantly around supports especially for newcomers students but also for students that have been here longer than a year that still need this is hi. my name is brandy markman. what are the regular ways that we support students to access these before we get to exams so i'm an as of usda public school that when they have exams they parent a couple of weeks ago i use things that are regularly was in washington d.c. from with parents and educators from in their record. so we teach them how to use glossaries, we teach them how cities around the us who have to use the accessibility during instruction so that when they get to an on line test in a fought school closures. star assessment or an aspect assessment they're familiar and one thing that came up continuously is how the student with how to use these and they're allowed to use outcomes focused governance glossaries in these tests. model is designed to result in this is now you know it's not before you had to write in all of these different school closures. it is basically taking away a accommodations or modifications. i mean this is something that anyone can use as a glossary if lot of oversight committees and because of that we've seen it's used during instruction you can use it during the test. and so these are things that so much financial mismanagement. this is there is a pattern here people know to do. do we know how many people are doing that?

and i really urge that i i think that would be an interesting dataset for us to try to gather it might be more strongly urge the board and superintendent to return to challenging than the staff we have accessible to us but i do where we had monthly meetings about building new grounds h.r think that i see it being used all the time when i visit classrooms at least anecdotally . payroll so we can sort a lot of i see students working in the things out in the district spanish and i was in a math class at francisco that has a because the crisis that the district is in is very similar newcomer program and i went to a lot of things that other into their math class and every schools have gone through that kid was in a different language have adopted this model in their math curriculum and the same curriculum. and many more many schools are starting to reject it so please so there is there are that is being done that's great. bring back the oversight committees. it is so important to steward that's really good to know. i was i'm kind of trying to drill down on, you know, the our public parks here. thank you brandi. that is your time. interim goal 2.3 latin students are dramatically that does conclude virtual underperforming the other uh, public comment for students agenda items on agenda items. you know the goal to and interim goal to point to >> thank you. and so it's just trying to um moving on to item e workshop drill down on whether like on student outcomes um to align language the high population of english language learners is a confounding factor and why that with student outcomes focus result is so low. governance the superintendent and her team are tasked but it sounds like you don't providing a draft of each agenda 12 days in advance one have any reason to believe that that is negatively impacting that once that draft is made public on our website board members have made a commitment the data as as like literally just the ability to answer the

to submit clarifying and tactical questions and staff have made a questions on the test separate from other challenges that commitment to respond to those questions in advance of each english language learner board meeting. populations may have. this q&a doc is linked into the into each agenda board agenda i do think one of the things i just want to name explicitly in on board docs uh in this one an item each one we invite the the data that i'm about to public to review those point to is not that we don't questions and answers alongside our discussion today. look at latin x and multilingual as being additionally, to create more interchangeable terms and so space for focus and student outcomes we will be moving most items to our consent calendar specifically i want to name when we did the math and identifying only our highest priority agenda items instructional audit in 2023 which we've highlighted data in to discuss. board members are reminded not from prior reports there is a to restate questions answered high degree of variability of by staff in advance but instead to bring forth strategic questions that allow us to students particularly latin students, black students, better understand our progress towards goals and the underlying strategies so that multilingual learners having access to classrooms where they we can be better informed in our decision making and partner have grade level curriculum and instruction and high with the superintendent as we expectations for teachers. hold her accountable. and so one of the things that with that said, i will pass the mike on to our superintendent we see is that's hugely disproportional and if i can remember from the audits to introduce item e one progress monitoring report. goal one third grade literacy 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 . >> good evening commissioners gathering for deputy when we think about investing superintendent of the school in professional development operations and educational obviously we want to retain but services. what i would say is that you tonight you will be receiving a report in gold, wine and gold know one i think one of the things that we raise when we go to establish by the board of through and i've talked about this in prior meetings are education and the curriculum evaluation. so one of the things we superintendent we have with us evaluate for is cultural responsiveness of curriculum. the executive director of content team areas, ms. david we have teachers that are highly invested. we start to look for specific indicators within a curriculum. cookman. we have representation as a team at now we are presenting often those evaluators turn into pilot hours, turn into instructional coaches ideally with the entire team that make turn into administrators. so i do want to name that as an sure that this work happens that aside from the content level which is that the

explicit trend. um the other thing that i would say is i think one of the curriculum and instruction through the school site which benefits of having the pilot classrooms and in this case we is the assistant superintendent have educators from all but one through the coaching component and resource planning middle school and k-8. and accountability that will present you with data. so when we go into, you know, planning and instructional yes, a caveat the data that we have for literacy is based on planning you'll see them in homogenous and heterogeneous the september presentation that groups so they have some time with school like groups and some time with all of the was that you already were same course but different exposed to. we as of today have not gotten schools. and so when we talk about high expectations and we have the results of data for a start teachers from epg and presidio testing too. and everett and willie brown and law in and revere all so this is data that has been sitting together they're presented already is not new planning on the same data in all of you and the instructional plans for their public have these data so i students with drastically different student demographic just want to clarify that there populations. is no new data in literacy so i think that's one of the ways in which we really want to recruit and retain is emphasize based on internal assessment that we all hold the same high and with our 42 i will expectations for students and we all hold the same grade introduce dr. moon hakki who level standards and other came who will walk us through the data. thank you. dr. kim before you begin just questions before we close out for facilitation purposes, can i ask about how long you'll need for the presentation this item. portion before we turn to

questions? 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 the lord butter's fine. monitoring report. um, we'll move on. yeah. just what was that i'm hearing thank you. 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? uh, given the time i'm going to thank you. ask that we motion to extend our meeting beyond 10:00 threshold so moved uh, you know also, if you could please introduce yourself to that would be great. good evening, commissioner. you know, um okay. thank you, commissioner fisher superintendent to district do we have a second? a second or thank you. colleagues and members of the public. my name is moon hock kim. but do we do we need to vote i'm the manager of research for this? and evaluation at rpa and have yes. yes. commissioner alexander and extending the meeting past the honor of starting this progress monitoring presentation on goal one on ten a reluctant yes, mr. fisher behalf of this entire team. next slide this is perfect. . >> an enthusiastic yes. just kidding, mr. gupta. i will briefly review the interim goals where they stand yes, because you're right. yes, i wish there was more. respect with respect to student outcomes and then pass it on to yes. vice president huling. my co-presenters to discuss various strands of work >> yes. president kipp. yes.

and progress as shown on the agenda. so nice. thank you. before we move well, as we next slide please. enter into item f, um i want to this chart summarizes sfp as recognize the work of the ad these actual performance in solid black line and the targets and dotted blue line hoc committee on fiscal operational health that took for aspect ila assessment among place over the course of last year. third graders which is goal one yeah, 2024 and thank you for aspect is the summative state the returning commissioners who assessment administered once a played a role in supporting that work at that time it was year in the spring. agreed upon that we would for those of you who are not sunset that ad hoc committee yet aware the x axis on this and incorporate that work chart shows the years permanently as a standing item in our agenda. and you'll note that in 2020 so moving forward we will start to include a standing item in our board agenda dedicated to and 2021 aspect was not administered during the pandemic and the y axis shows fiscal and operational help to follow through on our commitment to continue progress the proficiency rate or the monitoring that and holding percentage of students in this group who met or exceeded the ourselves and dr. sue accountable to improved budget grade level standard. as you can see the overall and operating practices for pattern of performance over the last several years has been this item. um i will pass it to dr. sue to generally flat with a slight dip downward in 2020 for both introduce and provide context before we jump in. originally the target for the school year denoted as 2025 on thank you. thank you president kim so before and thank you to dr. this chart was set to be 60%.

however due to the actual performance that fell short of michelle huntoon who is our chief business officer, our last year's target in 2024 we have modified the targets associate superintendent of dr. trajectory as shown in the chart but the ultimate goal of huntoon before she and i start 70% proficiency in 2027 remains this presentation i just want to acknowledge and and share my the same. next slide please. >> this chart summarizes a different assessment. my deep regrets that i was not we received some questions about this on your inquiry so able to uphold a few of our last week the assessment is called star assessment which guardrails that this board has sfd uses as the formative or interim assessment at multiple asked of me and of our of this points during the year each district namely our guardrail. pair of bars the light and the dark is for an interim goal or one of shared decision making the overall goal. the light bars capture the results from four of the which includes having deep conversations with our partners previous school year 20 2324 guardrail to of having transparent resource allocation and the dark bars are from for the current school year 20 2425 conversations and resource allocations which includes as you can see from the first pair of bars, the african-american pacific which includes engaging with islander kindergartners have done very well and the overall our partners and then of course

guardrail five which is ensuring that i have strategic first graders and overall third graders slide slight slightly partnerships with our partners trend trailing last year's performance. but we do note that third grade . and so i just want to students performance is notably acknowledge that this has led lower. uh one quick thing to note here to a lot of frustration as you heard today in public comments from our principals, from our on the chart i think this is another question that we received in the in the board site leaders, from educators inquiry is that the dark line and staff and from parents going across the top which indicates the end of year where i know that families aspect target for goal one which you saw on the previous slide this might be a little and staff have been waiting for us to share with them the bit confusing because we're now budget that's connected to well mixing two different assessments on one chart. so just to let you know the ,the school staffing model that we've been talking about while the bar is up for the start assessment but that the and then of course the budgets that's connected to that. line is for the back. we are able to do this because i just want our community to know that i hear you. the star assessment results are highly correlated with i hear that how important it is for you to have information so and that's very predictive of student's performance on that you can prepare yourself aspects that throughout the year we use our results as a potential predictor for what for what's to come next and and how well students might do on the ice pack at the end of the you know similarly to how we

year. tell people to get your emergency kit ready for in next slide please. so the successes i have already preparation for an earthquake which is important. pointed out the african-american and pacific i understand we need to get ready because reality is we are islander kindergarten students have done very well. looking at a really tough the first grade students have budget year and people want to also done very well which is not quite represented on the be ready. they need to be ready and and i chart but we have a higher proportion of students that know that every day that we don't have budget and budgets took the assessment this year compared to last year. so higher participation rate and information to share it's another day of of anxiety and the absolute count of number of students that have and undue stress. that have deemed to be that have met or exceeded the grade i i know that we are working level standard is also actually higher than last year and just our best to try to get these numbers to you and try to get that with a larger denominator of more students having tested the staffing model in place so we have a slightly lower proficiency rate. >> some of the challenges as that we can share it with our you note on the chart we state leaders which is a definitely need to bolster our support of english students commitment that i still want to hold true to and so we'll speak especially focusing on language about that when we get to that section. and so i just wanted to preface transfer so transferring their language and literacy skills that before we dive in and for from spanish over to english as they enter third grade here and the overall goal the 70% this i know that people might proficiency on aspect ela go into our board talk and say

huh, there's too separate slide and two three years out from now continues to be ambitious decks here. i just wanted to let you know for the district. that the first slide deck is and with that i'll pass it on our full slide deck with more data and information. two minutes. >> krugman good evening. the second slide deck is our my name is devin krugman. abridged slide deck so it's i am the executive director of content teams within curriculum more of what we're calling the presentation deck which was and instruction. so prior to getting into the strategic actions that we're which is briefer so that we can allow more time to to have going to highlight tonight as we normally do, we wanted to start with our theory of action conversation. that organizes those strategic actions. so so can we put up the slide deck please and hopefully you the theory of action i think is actually best read from the right to the left as we want to have the abridged to one. make sure that we're shifting okay great. the behavior and practices of adults in service of our student outcome goals. so in today's conversation we will present dr. huntoon and i and so as we highlight strategic changes with will present a total of three curriculum, with instructional practice, with coaching and with site supervision, they are in service of changing different items. the first is to share the the adult behaviors for that student impact. next slide please. the governor's budget and how so as previously mentioned as it impacts and where the status of our budget status is. we await the mid-year star assessment which occurs in february, we have engaged in the second item is to share a curriculum and instruction in robust data collection in order little bit more about where we

are heading in terms of central to benchmark our progress of implementation while waiting office reductions. and then lastly we'll talk for student outcome data in the about the process for the mid-year. the first of that is engaging school staffing model. in learning walks. two sets of learning walks have so i'm going to at this point been concurrently occurring i'm going to hand it over to dr. huntoon to take you through within the district. one is conducted by our central a few slides and high level instructional cabinet which includes district leadership and the second is an external summaries of the governor's budget. good evening president kim set of learning walks conducted by a.p.. the purpose of that is twofold superintendent sue one is to progress monitor both and commissioners. >> so this evening we're going internally and externally our to talk about our budget. implementation and the second >> we're starting out with our is to provide additional information on how we have met our budget and really it's the update from the governor's our goals of improving instructional practice since budget every year in january the governor releases the the initial 2022 audit that was proposal for the subsequent conducted. >> so as you can see in terms year for 2526 we're in the janu. 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 t t t t t t t t t t t .

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

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. um that's a tough 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

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 reduion 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 >> i am iris long. we are a family business that started in san francisco chinatown by my parents who started the business in the mid 1980s. today we follow the same footsteps of my parents. we source the teas by the

harvest season and style of crafting and the specific variety. we specialize in premium tea. today i still visit many of the farms we work with multigenerational farms that produce premium teas with its own natural flavors. it is very much like grapes for wine. what we do is more specialized, but it is more natural. growing up in san francisco i used to come and help my parents after school whether in middle school or high school and throughout college. i went to san francisco state university. i did stay home and i helped my parents work throughout the summers to learn what it is that makes our community so special.

after graduating i worked for an investment bank in hong kong for a few years before returning when my dad said he was retiring. he passed away a few years ago. after taking over the business we made this a little more accessible for visitors as well as residents of san francisco to visit. many of our teas were traditionally labeled only in chinese for the older generation. today of our tea drinkkers are quite young. it is easy to look on the website to view all of our products and fun to come in and look at the different varieties. they are able to explore what we source, premium teas from the providence and the delicious

flavors. san francisco is a beautiful city to me as well as many of the residents and businesses here in chinatown. it is great for tourists to visit apsee how our community thrived through the years. this retail location is open daily. we have minimal hours because of our small team during covid. we do welcome visitors to come in and browse through our products. also, visit us online. we have minimal hours. it is nice to set up viewings of these products here. dev mission's goal is

aiming to train young adults, youth so we can be a wealth and disparity in underserved communities like where we are today. my name is leo sosa. i'm the founder and executive director for devmission. we're sitting inside a computer lab where residents come and get support when they give help about how to set up an e-mail account. how to order prescriptions online. create a résumé. we are also now paying attention to provide tech support. we have collaborated with the san francisco mayor's office and the department of technology to implement a broad

band network for the residents here so they can have free internet access. we have partnered with community technology networks to provide computer classes to the seniors and the residents. so this computer lab becomes a hub for the community to learn how to use technology, but that's the parents and the adults. we have been able to identify what we call a stem date. the acronym is science technology engineering and math. kids should be exposed no matter what type of background or ethnicity or income status. that's where we actually create magic. >> something that the kids are really excited about is science and so the way that we execute that is through making slime. and as fun as it is, it's still a chemical reaction and you start to understand that with the materials that you need to

make the slime. >> they love adding their little twists to everything. it's just a place for them to experiment and that's really what we want. >> i see. >> really what the excitement behind that is that you're making something. >> logs, legos, sumo box, art, drawing, computers, mine craft, and really it's just awaking opportunity. >> keeping their attention is like one of the biggest challenges that we do have because, you know, they're kids. they always want to be doing something, be helping with something. so we just let them be themselves. we have our set of rules in place that we have that we want them to follow and live up to. and we also have our set of expectations that we want them to achieve. this is like my first year officially working with kids. and definitely i've had moments where they're not getting something. they don't really understand it and you're trying to just talk to them in a way that they can

make it work teaching them in different ways how they can get the light bulb to go off and i've seen it first-hand and it makes me so happy when it does go off because it's like, wow, i helped them understand this concept. >> i love playing games and i love having fun with my friends playing dodge ball and a lot of things that i like. it's really cool. >> they don't give you a lot of cheese to put on there, do they? you've got like a little bit left. >> we learn programming to make them work. we do computers and programming. at the bottom here, we talk to

them and we press these buttons to make it go. and this is to turn it off. and this is to make it control on its own. if you press this twice, it can do any type of tricks. like you can move it like this and it moves. it actually can go like this. >> like, wow, they're just absorbing everything. so it definitely is a wholehearted moment that i love experiencing. >> the realities right now, 5.3 latinos working in tech and about 6.7 african americans working in tech. and, of course, those tech companies are funders. so i continue to work really hard with them to close that gap and work with the san francisco unified school

district so juniors and seniors come to our program, so kids come to our stem hub and be exposed to all those things. it's a big challenge. >> we have a couple of other providers here on site, but we've all just been trying to work together and let the kids move around from each department. some kids are comfortable with their admission, but if they want to jump in with city of dreams or hunter's point, we just try to collaborate to provide the best opportunity in the community. >> devmission has provided services on westbrook. they teach you how to code. how to build their own mini robot to providing access for the youth to partnerships with adobe and sony and google and twitter. and so devmission has definitely brought access for our families to resources that our residents may or may not

have been able to access in the past. >> the san francisco house and development corporation gave us the grant to implement this program. it hasn't been easy, but we have been able to see now some of the success stories of some of those kids that have been able to take the opportunity and continue to grow within their education and eventually become a very successful citizen. >> so the computer lab, they're doing the backpacks. i don't know if you're going to be able to do the class. you still want to try? . yeah. go for it. >> we have a young man by the name of ivan mello. he came here two and a half years ago to be part of our digital arts music lab. graduating with natural, fruity loops, rhymes. all of our music lyrics are

clean. he came as an intern, and now he's running the program. that just tells you, we are only creating opportunities and there's a young man by the name of eduardo ramirez. he tells the barber, what's that flyer? and he says it's a program that teaches you computers and art. and i still remember the day he walked in there with a baseball cap, full of tattoos. nice clean hair cut. i want to learn how to use computers. graduated from the program and he wanted to work in i.t.. well, eduardo is a dreamer. right. so trying to find him a job in the tech industry was very challenging, but that didn't stop him. through the effort of the office of economic work force and the grant i reached out to a few folks i know.

post mates decided to bring him on board regardless of his legal status. he ended his internship at post mates and now is at hudacity. that is the power of what technology does for young people that want to become part of the tech industry. what we've been doing, it's very innovative. helping kids k-12, transitional age youth, families, parents, communities, understand and to be exposed to stem subjects. imagine if that mission one day can be in every affordable housing community. the opportunities that we would create and that's what i'm trying to do with this >> 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 deterned 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.

>> 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