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tv   Board of Education  SFGTV  January 7, 2020 12:00am-6:01am PST

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welcome. we're glad you are here. this is the regular meeting of the board of education. the san francisco unified school district. today november 12th, 2019. this meeting is now called to order. roll call, please. [roll call] >> i'd like to start this meeting by frederick douglas who said power concedes nothing without a command. and it never
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>> members of the public are reminded a individual can complete a speaker card prior to the item being called and present it to our executive assistant. members of the public have two minutes to address the board and the time is set by the president. importantly according to board rules and pressures, speaker cards will not be accepted for an item already before the
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board. number two, superintendent's report. >> thank you. good evening, everyone. the san francisco unified school district is now providing childcare for the regular board meetings. [applause] it's beginning right now. [laughter] and space is limited and we'll be provided on a first-come-first serve basis for children age 3-10. childcare is provided from 6:00 to 9:00 in the educational placement center waiting room located here on the first floor right outside this door and down the hall. if you have any questions, you can contact ms. esther casco to the board of education at (415)241-6493 and childcare is now provided. the second annual performing
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arts dance showcase is this nurse, november 15th from 6:00 to 8:00 p.m. it takes place at the auditorium 450 30th avenue between gary and clement. this event is sponsored by the san francisco unified school district visual and performing arts district and organized by their dedicated certificated dance teachers. our students will amaze you with their talent. the school's participating include washington high school, lowell high school, lincoln high school, ruth school of the arts high school, james lick middle school, brad enel elementary, and many more schools. we recently had a presentation on the kindergarten to college program from our city treasurer. we heard him describe
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kindergarten to college bank days. i'd like to announce there are k-c bank days scheduled in december where families are encouraged to bring their children down to the bank and they can ask questions. they make a deposit, they'll get a k-c gift. this takes place at the following locations december 7tt the westportal city brink branch december 7th, 11:00 to 1:00 at the inner richmond city bank branch. and december 14th at the city bank branch and also on decembeo 1:00 at the china town city bank branch. inclusive schools week is december 2nd through 6th this year. join san francisco unified school district sites across the district in celebrating inclusive schools week. by engaging in discussions about the importance of inclusion and by participating in exclusive schools week we can help to make all marginalized students and family feel included each one.
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it's one of the weeks during the school year when we can reflect on our charge to assist students to be the best version of themselves. this year's national inclusive schools week theme is charting the course for i for inclusion a requirement for achieving greater access, equitable opportunities and more authentic relationships. at the same time, most of us recognize that we can take more steps to reach our goal of fully inclusive schools. contact your school today to see what they're planning and how you can help. parent conferences are next week. the week of november 18th for elementary and middle schools. contact your sites to get details for your student's school and information regarding the conference time. schools will be closed november 25th through the 29th for thanksgiving recess,
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however our offices will be open monday, tuesday and wednesday and closed on the 28th and the 29th. finally, i understand that many members of the community are asking for more information regarding the principle of bay view horseman. unfortunately -- i'm sorry. i apologize. buena vista. i apologize. buena vista horseman. unfortunately, the district condition share information about the reason for any employee's leave given its obligation to uphold confidentiality for students and staphylococcus we owe all employees and others involved the respect of privacy. there are a lot of rumors and assumptions about why the principal is on leave. it has nothing to do with facilities, political protests or the stay-over program. that concludes my announcements for this evening, president cook. >> thank you, dr. matthews. our student delegates report.
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>> thank you. good evening, everyone. support our student peers who are in need. a donation of $20 for a shirt sale will help subsidize the cost of purchasing toys for the holidays, winter clothing, socks, toothbrushes, laundry detergent books and holiday needs to put a smile on our peer's faces. we like to thank you who supported our cause. thank you, very much. our student leaders are driven by advocating for our constituent student body. we strive for collaborating with our board members to we align on projects every year. our goal is to work together on resolutions that touch and contend student support services, we invite our board members to our meetings to foster on going projects. we would like to thank commissioner collins for taking the time to meet with our student leaders and presenting two resolution to the student
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advisory council. thank you. >> um, the sfpd memorandum of
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>> we invite all who are interested in bilingual learning. at our meeting, the one million project was presented and we would like to share this super cool program that aims to give free hotspots within an internet access for high school students in need of this resource at home. the sfuc is partners with the one million project and their goal is to provide students without internet access outside of school free hotspots and 10 dig agate of service. we would like to thank david landham and david malone from the department of technology for presenting this program. our next meeting will be november 18th, at 5:00 p.m. in the board of ed room. the sac and anyone is welcome to attend our meetings. thank you.
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>> thank you. >> number four, recognition and resolutions of accommodation there's none tonight. number five, all valuable employees are rave awards. dr. matthews. >> thank you, president cook. tonight, our rave award, which is recognizing all valuable employees, our rave special service award goes to gray todd. he is a teacher at presidio middle school and this evening his principal, emma will be presenting his award. [applause] >> do i need to -- ok. let's try again. good evening. it is my great pleasure and honor as the principal of presidio middle school to announce this month's rave
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distinguished service award recipient gray todd. gray is an outstanding teacher who goes above and beyond to build school communities for students and adults. mr. todd is a problem solver, innovator, clear communicator, teacher, leader and unites our school across programs. he supports everyone in the building with their tech questions. he opens the building on the weekends so teachers can come in and work. he developed a daily news program for our students and has trained a student media core to update it every morning before school. he runs an after school robotics club through our beacon program and worked closely with sales force volunteers on projects to support access to supplies for teachers and access to technology and coding for all students. gray todd is a force for good in our building. gray, congratulations and thank you for all you do for the
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students of our district. [applause] >> very few thank you dr. matthews and ms. dunbar and everyone for acknowledging me for doing a job that is the best thing i've ever done in any life and i wouldn't do anything else. it seems a shame that i'm the only one in a month to get it when there are thousands of teachers and care professional and support staff who all go above and beyond. [applause] they told me when i was a kid i used to use a expression do what
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you love and the money will follow. [laughter] i'll leave you with that. [laughter] [applause] >> congratulations and good-bye. section c.
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public comment. number one protocol for public comment. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction and we ask you refrain from using employee's names. if you have a complaint about a district employee submit it to the employer supervisor in accordance with district policy. as a reminder board rules and california law do not allow us to ask questions during the public comment time. if appropriate the superintendent will ask the staff follow-up with speakers. so, i have a number of cards from our folks at the buena vista community. thank you for organizing your cards and i'm going to call the names. when you hear your name, just start to lineup at the podium. and you will all have two minutes to speak. i apologize in advance about miss pronouncing the name.
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loraracon and if you can hold your applause until i call out all the names. i'm going to call out several names. maria nunez, xavier, isla perez-alacrone. maria louisa saurez, adrian rosenbaum. this doesn't have a name. it's a program. bonita low presiden lopes.
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paloma lopes. bernice casey. maria vega. rafael picasso and meghan adams. start now. just press the button when you are ready. >> good evening. my name is lordes and i'm here to ask the resolution of our principal. i have a child with special needs. i needed an i.e.p. and i approached two principle and none of them gave me a response, only claudia gave me a response
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right away and i have a child with special needs and she gave me an iep and she opened her computer and gave me an appointment. i think she goes beyond and after a fundraising i'm working at the school and we're leaving at 9:00 p.m. and she's still answering her e-mails. she's like -- she's the first person for that position. she's always professional. she responds in a professional manner. and i cannot -- i cannot believe she's a patients. you sun suspend and don't give you answers. not that she is touched goes beyond her duties and she is an example for our children. our children are going to trauma right now because we have an immigrant community.
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and what the district is doing is enhancing that trauma because the children ask everyday for her to when is claudia coming back in? i tell them i'm going to fight until she's back and reinstated and i also wanted to ask the solidarity or the leaders, especially the african american leaders that are see in this room.
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>> speaking spanish.
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>> our principal has been working side by side with us. we need to combat so we can continue working. we need her back. [speaking spanish]. >> please put your hand in your heart and think about our community. our community needs to be treated with dignity and respect. [speaking spanish].
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>> we're pleading with you to bring our principal back. thank you and have a good evening. [ applause ] [speaking spanish]. >> good evening. my name is maria nunez. i am the president of the school council and i have a child in the first grade.
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i'm very happy to be here advocating for our community and our leader, our principal. she's a tireless worker. she works night and day. i'm asking you a favor not to forget that she does this work with her heart, for our children, because she wants and we want a better education for them. so don't forget what she's doing. we need her back. [speaking spanish].
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>> please, this is an opportunity for you to use your own restorative practices that you have sent to our school to work with children. use that to help us bring our principal. whatever feelings you may have, balance that out and see what is
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more important. please think about our children. this is in your hands. >> good afternoon. [speaking spanish]. >> good evening. think with our heart. [ applause ]. >> greetings to all. i'm an eighth-grade student. i am here to plead for the return of our principal. we don't know the reason behind her being removed from her duties, but what we are certain of, it wasn't worth her being
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taken away from us and our school. i think everyone would agree with me that we need our principal, fierce leader, glue, to be returned to us immediately. she knew how to lead everyone through thick and thin, and in turn she created a safe and equal community around our school. without her, there is chaos. with kayious, we cannot work well on a daily basis. she is a seeker for social justice which is at the very heart and soul of our school. we as students, as teachers, as parents, as family will always follow the path for justice and will fight for her return. we ask that it not get to that point and she be allowed to come
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home to where she belongs. we thank you for your time. [ applause ]. >> hi, i am a sixth grader student at this school. i feel sad that the principal is gone. each day she saluted me with a bright spirit. she's always in a good mood. i feel like we need her back and we need our principal back. >> good evening, i am an eighth grader at this school. and our principal is overall a great principal. she has a very encouraging, brave, very encouraging
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attitude, yeah. she has rectified many of our problems in our school. overall she does way more than what she works for. she has taught me something very important, there should be no boundaries to human endeavor. [ applause ]. >> hi. i am an eighth grader at this school. claudia has been a great principal. in 2016 w, when president trump got elected, i was in elementary
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school. in 2017 when someone got shot, we had a protest advocating gun control which was led by the principal. i hate to say itch to say an a school and i can't remember which of the schools it was. this year we walked out against climate change and claudia turned a blind eye and made like she didn't see it. [ indiscernible ] -- >> i and apparently the district disagree. some might say you should be less political, but all of the
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protest [ indiscernible ] -- the only reason kids are held in cages and separated from their parents [ indiscernible ] -- and the only reason that a [ indiscernible ] pathological liar can be elected is that [ indiscernible ] -- if it isn't clear by now, these things are also political. my family and i are proud to be involved in a school that cares about social justice. last week our teachers took [ indiscernible ] as a strike to support claudia.
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[ indiscernible ] -- [ applause ]. >> thank you. >> good day -- >> before you get started, people speaking after, when you go to the mic [ indiscernible ] -- give yourself some distance from the mic. >> fair enough. i am the program manager for a stable program at this school. i am here to advocate for claudia. she gave many a place to stay. i have some families with me to say something about. >> my name is baltimore and i'm one of the many children that stay at the stay over program. i was saying that i really wish claudia would come back because she is a kind and nice person.
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she is the reason that the stay over program is still open. you will hear from me and my family and many of my friends. that's why i think claudia should get her job back. >> hi, myself and i have five kids, three of which are students. i was asked to leave from where i used to live, and thanks to claudia, she was able to do a speedy process to we were able to get in as soon as possible. it kept us from staying on the streets. if it wasn't for her, then where would we have been that night.
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[ applause ]. >> hi, my child is a kindergartner in this school and this is my first time going to any school for any of my kids. my job has a lot of transitioning issues. she lashed out. she lashed out at children and teachers. instead of having cps called or my child 5150-ed, claudia stood up and said let's find as many resources as we can for you and your family. i said, let's do this, i'm tired of my kid lashing out. she would take my kid out of
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school within bring her around, give her high-fives, and send her back to class so she would have more of being close to somebody. i think my child felt alone there and didn't know anybody. i think the teachers and ms. claudia made my child feel comfortable. we are getting an i.e.p. for her. we need claudia. she's our leader. she went over backwards for my family. she is family to this school. god forbid, if one of your family members were out of trouble, you would stand up and try to get them out of trouble or whatever is going on with her. we need claudia back, please.
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my child is doing so much better with behavior modification. please, bring her back. >> good evening. am i speaking loud enough? i am a teacher with my second year teaching here, but i have began with claudia several years ago. i have been looking up to her ever since. claudia has been a key figure in the implementation in the safe and supported schools implementation. her role allowed her to coach and coordinate climate initiatives at ten elementary schools. claudia intensively coached staff and had intensive
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conversations between staff, parents, and students. she was entrusted with this delegate role, because she always brings her roles in ways that are respectful and inclusive. these retoive practices are used district-wide because of claudia. we have faith that every single person in this room and in this district cares about our community and wants to find the best solution that will help the most people, and we already know what that is. the district has said when a student makes a mistake or a bad decision, we should use restorative practices when individuals are being isolated. what is true for our students should certainly be true for a
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highly regarded leader who has not harmed any of us and who has devoted ourself to teaching these principles that you and i embrace. we have a moment to demonstrate that we are serious about these principles. >> thank you, that was your time. >> [ indiscernible ] -- >> thank you. [ applause ]. >> good evening. i am one of the least-qualified
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people to speak on claudia's behalf. i would like to offer what little i can in her support. as my perspective who worked at a school that was not hard to staff on the west side of the city that has easy access to the resources and easy access to the attention sp experience that the students needed. it was a place i felt attracted to work in large part because of claudia care and her leadership. i want to offer just this one fact. in the entire nine-year history of these schools as being combined, we have been taken off the hard-to-staff list.
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our teachers and staff want to work there. they want to work with and under claudia. we do this because she does what it takes to make this a safe and supportive school. this action under whatever reason, under whatever circumstances, that are not revealed to us, are undoing all the work she is doing. i ask this board who is making these decisions, factor in the idea that claudia is trusted and has earned her place in our community, hearts, and thank you very much. with the balance of my time, i wonder if i could submit to whoever is in charge of this a petition on behalf of claudia, signed by most of the staff -- >> yeah, that is your time. next speaker, please.
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>> good evening, honorable board. i am the president of sciu 1021. i'm not here for union stuff. i'm here as a community member of the union district and advocate for claudia, who i knew very little about until recently, how strong she is and most of the things i learned about claudia i learned earlier today. these people i heard that claudia helped them. the teachers that spoke that say they want to work there and want to be there teaching the children of that community. claudia has done a lot for the community from what i'm understanding. one of the biggest things she's
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done is support the shelter of horseman. the people who stay there get a lot of respect from the people who are working there. that's way better than any of those navigation centers there. i have to give it to claudia, the leadership roles that she's played in our community, don't take that from us. we need more stronger leaders to stand up for people like claudia. whatever reasons she's being removed on administrative leave, is it really worth losing everything she's built for the community and for the school? please, if you can find it within the powers that be, let them know, is it really removing her when you're going to lose a
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lot of positive things she's done? i doubt anyone you put there can fill her shoes and find the love of the community for her. let's do the right thing and bring claudia back. thank you. [ applause ]. >> good evening, commissioners and superintendent. so my name is megan adams. i'm a san francisco school bus driver. i know that other members of mine have been speaking on the other issues that we are facing and our upcoming contract we have with the school district, but that's not why we showed up. before we argued about the safety of our drivers and we are wanting to ensure the safety of the community, staff at this school. so we are here tonight standing with the staff, families, and
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the community, to ask for the reinstatement of the beloved principal. she fights to make the school the best and helps root the school in the community. we hope you have listened to all the comments made by the school, community, parents, teachers, and the community that we consider ourselves a part of to demand that the students have the best education in the safe and stable schools of san francisco. thank you. [ applause ]. >> good evening. i am with the james town community center. our executive director asked me to speak today and read the letter that we have in front of reinstating the principal as the principal. as community partners with a
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long and deep history working with this community, we were deeply distressed to linear of the news that the principal was placed on administrative leave this last week. we ask you to reconsider this decision and see how she has unified this community. her support and leadership has led to the key alignment of key partners. the families we just heard who are using the many programs are a testament to the service offered by this school. the meetings are well attended and parents are engaged and resolved. these movements have been a
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direct result of claudia determination to create an includive community school that creates opportunities for all students and their family members. this school embraces the goals that are actualized because of claudia strongly. this is a community that has gone through a significant number of leadership changes that has been challenged that are hard to heal from. thus, making the decision to -- >> thank you, kevin. also, kevin, you didn't have a speaker card.
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i'm going to move on to the climate change folks after this. >> i am a.j. and i am a parent of three children who graduated from this school. i am also a community member. i'm also one of the organizers that put together the safe to september. many parents and children and students support our action. we work with the parents and children at this school. as you all know, we had a
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tremendous turnout. we were very successful and it was important for us to educate our children about what's going on at the border. at that time there were shootings in el paso. as you know, over 22 people were shot. we have had a bulls eyeon our back and we've had to endure many things that targeted us. there was no cause of action for claudia's dismissal. what's bothering us is on the one hand when school districts ask parents to get involved, you get it. what do we get in return? nothing. the school district continually says they're going to be
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accountable, transparent. i see "transparency" in a lot of your literature. where is the transparency now? we don't know why claudia is being released. we understand there are personnel issues and relative humidity fi casings, but the injury is not just for claudia, but to the community. we have waited for a principal there that brings up how many of our people relate, and yet we get nothing. reinstate here. that's what we want. we want community control. >> thank you. [ applause ]. >> y'all have to turn the mic back on. >> i am a parent at buena vista.
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i have children that were being rowdy, so they were escorted out. when we had a rally with the community to engage everyone, both parents, the community members that have spoken, and the teachers, if you look around here right now, there are about 34 staff from buena vista here supporting their leader. that's what parents are looking for. we're looking to you as our leaders, elected officials, to do what we need as a community to be accountable to us and our children, most important to our children. this is the first time either of my kids have been to this building and i tried to explain what you do here. for the kindergartner it was a little more challenging, but the sixth grader got it.
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i as a parent feel hike you have failed our students taking claudia away. we feel like we won the lottery that our kids are educated by claudia. when you removed her, you injured my kindergartner. my sixth grader has gotten more lip by being educated by these people. he understands what you do and don't do as elected officials and appointed people. he's looking to you to make a decision so that our community can be a whole. we can't have additional leaders. there's been so many different principals at this school. thank you for your time. [ applause ].
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[ chanting ]
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[ chanting ] [ chanting ] [ chanting ]
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. >> i'd like to thank everyone for their patience. i have a number of names i'm going to call up related to the climate change. if you hear your name called, make your way to the podium. you have two minute. megan kalzua. han hanna astrada. ruan francis tailor. maya picadly. also claudia dee. >> i'm not speaking on climate change, but you called my name. should i not speak?
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>> is it a general public matter? >> it is. >> go ahead. >> just checking. >> thank you. hi, i am a behavioral analyst with the district. i'm also formerly a teacher with the sore program. although it's not on the agenda tonight, we are going to be creating a five-year plan for special education. it's been bumped quite a few months, but it's a long time in coming, as many of you may know. even though it's not on the agenda tonight, i did want to speak to keep it in everyone's mind that we actually need to think about resourcing our mo most-needy programs, in that when we serve students who need a lot of resources, we need to provide a lot of resources to the staff that serve them.
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i actually got a phone call from one of my students that i taught in second and third grade that's going to be needing to go into high school. i'm looking to those in high schools who have any ideaing. it brought me back to when i thought my students, they're smaller classrooms and i got to know my students really well. it was a magnificent moment in my life. my clam was in the former p.e. closet. i had no desks, no curriculum, and no staff on the first day of school. i'm just going to let you know that it hasn't got much for for our teachers and professionals. this is after five years. we need to do better for our
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students and programs. our five-year plan as it comes to you eventually hopefully soon needs to include resources for these programs. thank you. [ applause ]. >> good evening. miy name is nadia and i'm a junior at the school of the arts. i'm here to talk to you about student activism and student participation in climate strikes. i organize the climate strikes in march and septembered. i'm here to encourage you to encourage the strikes.
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at some schools, students were physically stopped from leaving campus. at some schools students were told that their names would be reported to the districts. we need to tell students that missing schools for a strike is a justifiable personal reason which in the handbook is an excusable absence. at some schools administrators were not supportive. this is not fair. as i'm sure you all are aware of, immediate climate action is needed. at school we're taught often to prepare for the future to get good grades and get into college, but for us when we look into the future, we see this
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impending disaster. teacher teachers cannot help students in this area. climate change is a huge part of our future, and fighting for climate justice is also a way that we're fighting for our future, the same way as getting good grades is a way of fighting for our futures. >> hello, my name is rowan francis tailor and i'm a junior at george washington high school. i'm here to discuss how sf bec could support us. during this past strike, students were discouraged to participate. staff members often referred to the sfusc handbook to assert
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their authority about walking out. yet, according to the handbook, students are excused for being absent for justifiable reasons including to processes that could be interpreted to be a climate strike. we want the board to recognize that a climate strike is a justifiable reason. we also want it to be easier for students to promote and share information about upcoming strooims about class announcements or flyers and assemblies. in my case i was told to put up flyers in the bathrooms because
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i couldn't do it in any other way. so we want the climate crisis and everything to be educated more and have the district behind that. thank you. >> it is by not allowing the students here to participate that they are allowing corporations to get away with using these areas as dumps grounds. these issues are affecting them now. they're not just fighting for their future but also their present. a lot of youths don't have clean
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air and shelter. it's not a coincidence by big corporations and these corporations get away with this. you can't not let our youth get away with this. it's affecting their lives. sometimes i forget to breathe. [ laughter ]. >> there are a lot of youths that want to be a part of this and benefit their communities. be not allowing them to take this chance in their classroom, you're doing a disadvantage to them. a lot of these youth might decide to be something different and they're not saying anything because they don't have the space in the classroom. there are a lot of parents that maybe aren't ready for that for
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their kids. there are a lot of families that want their kids to be the first to go to school. we have to give them the space to think about the thinks that might affect them or they feel are wrong. that's all i have to say. thank you. [ applause ]. >> hi, i'm a parent in oakland. i wanted to speak to say that given the state law and given what's already in your handbook, no policy changes are needed for you to be a very supportive group to student strikes. within the handbook it already says it can be a justifiable personal reason. the school board previously read that and said that students have to go with their parents. if parents have to decide to say
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that my parent is sick, that's not equitable. not all parents have the same ability to figure that out. i know that there were more privileged students whose parents were able to excuse them. more most students felt that they were intimidated and not able to go. we want the students to be engaged in civic and organized ways. this is one of the biggest movements that can guarantee safety for my children and all people. we want to encourage you all not to change your existing policies, but to communicate those policies that are more fair and equitable, so that everyone has a chance to take that reason and participate in something that has such a big impact on their present and their future, so thank you.
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[ applause ]. >> we are calling for climate strikes because climate change is one of the biggest issues of our time. how can we dream of a future where we might not have it? how can we know about the climate crisis affecting many and not doing anything about it. when all climate educators teach about this, why should we sit in the class and listen to the next lecture, where we can stand up, strike, and speak up. it is our future. right now the educators hold a lot of power to our future. educators and administrators, if you care about our future, let us strike. >> what was the previous speaker's name? >> hello, my children attend san francisco community school. i'm also here representing
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mothers out front that's working to ensure a livable planet for future generations. back in 2017, sf government passed a plan for comban-frernled schools. a few days ago, italy became the first country to mandate climate change education. american kids should also be learning about the climate crisis and justice. this is an issue that will continue to affect everyone on the climate for our lifetimes. we owe it to our students to
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prepare them. omitting it from their education now is doing a great disservice. parent climate liaisons would be equitable in distributing the information if an equitable manner. additionally, we would like to see the district policies reflect the crisis by prioritizing zero-waste plan and climate-friendly services. our next youth climate strike is december 6. we would like to see the district support this by not penalizing students who take part of this engagement. we should be supporting students to understand that collective action and powerful and request drive great change. thank you.
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plurebs [ applause ]. >> hi, my name is claudia deeg and i am a public health associate at the state-wide interest group and i'm working to get lead out of our drinking water. this is a toxin that has been linked to many health issues. recent testing found lead with the drinking water at over 50% of our schools. currently we follow the federal standard allowing 15 parts per billion in the water, however, this level is extremely outdated. in 2016, the american academy of pediatrics made an official
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statement that there is no safe level of lead for kids. that is why i want you to adopt a health-based standard. many other areas have taken initiative on that issue. here in san francisco, more than 20 organizations have signed on to a letter, including the california chapter, the american academy of pediatrics, the san francisco families union, and many others. i also want to thank the councilors who have met with me to discuss this issue. i would ask you to protect the kids exposed to lead to adopt the health-based option adopted my doctors.
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>> the advisory committee reports and appointments. number one, report from the parent advisory council.
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[speaking spanish]. >> good evening, president, commissioners, superintendent, staff, delegates, and community members. i have two kids, one is at hoover middle school in seventh grade and the other is in pre-k at brian elementary school. [speaking spanish].
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>> the role of the parent of the advisory council, the p.a.c., is to inform the board of education policy discussions. due to the timing of the board of education meeting, the p.a.c. has not met since our last report to the board in october of 2019. this report includes updates on funding, the involvement fair, the alignment summit, and projects that p.a.c. members has prioritized for this year's school year. [speaking spanish].
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>> celebrating successes. the p.a.c. is proud to announce that we have received a one-year grant in the amount of $60,000 to support the work of this council in elevating the voices to shape the school district policies. program director for education
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expressed the fond appreciation for the good work you are doing to build a local gauge of engagement in the local source of support. [speaking spanish].
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>> parent engagement at this year's involvement fair was a great success. our pacement changed from previous years. this was the community advisory committee for special communication. while this location was a bit hect hectic, it also meant that those that entered the building saw our tables.
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we wanted to express our thanks to those who made our request come to many responses. we will just have to bring more materials. we hope that the exposure to the p.a.c. and the work that we do will result in more parents attending and encourage more parents to attend in the future. [speaking spanish].
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>> planning is well underway for the third annual advisory summit. planning erts here are being led by a former p.a.c. coordinator and the newest member of the empowerment office. she is representing advisers and key stakeholders, including many
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partner groups, this year's summit will be on saturday, january 8, 2020, and the enemy is sharing our stories. [speaking spanish] ...
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... n .
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>> the asterisk school district update. since 2014, the san francisco unified school district staff, district level group, labelled partners, and community organizations have worked collaboratively as the force with an explicit focus on the use of resources and hear from stakeholders who reflect represented youth for san francisco school district for school populations. the park has played a lead role
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to nate and lead this board since the beginning. a major part of the task force is leading the engagement to enforce the districted control and accountability plan. we're getting started on planning that process, which including developing content, developing outreach, facilitating conversations, and presenting our conversations at the regular meeting of the board of education in the spring. these are being presented jointly because we are working together to understand the voices of many in the san francisco unified district. this task force has been meeting since the start of this school year. our next meeting is this
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thursday from 4:30 to 5:30 p.m. here in this building. our meeting on thursday, december 12, will be diving into reviewing the san francisco school district data to inform our data to the rest of the year. we want to encourage folks who are interested to attend the meetings. information about the district can be found at www.sfusc.uscu.budgen. [speaking spanish]
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... n: [ please stand by ] ...
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[speaking spanish] >> one of the priorities of the members this year is student health and well-being, including food and nutrition. on october 16th, the members met with the student nutrition services to disclose ways to reach out and meet with families to share plans to expand the breakfast after the program. it is to make school breakfast more accessible so students can start the day with a full
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stomach and all of the benefits that provides. they make breakfast items available for students to take as they walk to classrooms, there by removing the barriers that get in the way of students accessing healthy foods in the morning. they have identified 51 san francisco unified schools to implement the program. those interested in supporting the district efforts to have breakfast available in the classrooms can go to sfus sfusd/breakfast to sign the pledge. [speaking spanish]
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>> this year we are interested in helping to determine the san francisco unified school district for the 2020-2021 school year. these decisions are being offered for students, parents, teachers, administrators and district staff to sample eight different dishes and evaluate on appearance, taste and texture. four sessions are scheduled around the city. [speaking spanish]
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>> the dates and locations for those stations. november 18 from 3:30 to 430 at independence high school. november 18 from 4:00 to 5:00 at the elementary school. in north beach.
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november 20 from 12:30 to 1:30 downtown high school. 693 vermont street. november 20 from 3:00 to 4:00 p.m. at paul revere school. [speaking spanish] >> rsvp student tasting.com by november 8th to reserve your spot. space is limited.
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the chair has signed up to join us and add your voice. [speaking spanish]
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>> our next meeting is tomorrow, wednesday, november 13, 2019 from 5:45 p.m. to 8:00 p.m. it is the planning and assessment department to review the san francisco unified school district grade reports from transition of kindergarten through fifth grade. they will give an update on the
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committee's work so far. it is open to the public. all are welcome. food and child care are provided. if you have any questions or comments about the report, please contact us at (415)355-2201 extension 1571. or visit our website www.park sf.org. >> thank you. any questions from board members?
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>> commissioner lopez. >> i was wondering about the report and how we can get it available online. >> that is a very good question. i can provide those and they can be put o on the website. i send it to everybody. that will be fine. i have minor corrections, things i learned about late. i will send a corrected version. >> i just also wanted to know. i want to make sure has a board we are sharing. there is a lot of stuff going on in the district. we are working on different initiatives, but i want to make sure we are doing a good job of sharing with you to gather input when we are considering new resolutions. also, if you are interested in topics, i want to make sure we
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are available. i wonder how we might, you know, sometimes we are working on different streams. i wanted to get thoughts from you on how we might know about your priorities and communicate about things we have priorities to make sure we include opportunities for families. >> for public record i am the coordinator for the pac. we identified the priorities in our meeting minutes. i would be happy to provide a list. i work closely with many of the projects and things happening. one of the best ways is to say, hey, if you are aware of something. we are working on this and i didn't see anything about the pac or are you aware this is going on?
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>> one question. i want to make sure i am communicating with all of the pacs. they are the different leadership groups. i would love to be able to just there are times when i want to hear from families, and it would be nice to message out to the coordinators of the drips to say, hey, we want to chime in and you know to reach out. you are not going to know projects brewing before they come before the board. there are certain once that are parent oriented. i would love broader input from parent leaders. i asked if we could put together a list of the point people for the pacs and have an e-mail group so any of us thinking about something with a direct impact on families we can make sure to share it out and say,
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hey, let them know this is what i am working on. i am open to sharing more or getting more information. >> that is definitely no problem. i believe we sent the list out earlier this fall. i can resend it to make sure you have the coordinators. >> is it possible to have a group? as we add pacs as coordinators change that gets confusing. if there is a way to kind of -- i don't know. a system to send it to one place or send it to you to make sure it goes to all of those folks. >> i will look into that any appointments to advisory committees by the board? thank you all. good night.
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[applause] we have approval of members to the newly established world language council. can i have a motion for adoption. >> so moved. >> second. >> doctor matthews you have a designee? >> yes, the program administrator will be reading this into the record. >> good evening, i am a program administrator. the world language council was approved in 2018 by the board. under the guidance of the chief academic officer we have been recruiting members of the community and teachers to represent the languages we have programs for here in san francisco. we are to present this roster
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for approval tonight. >> we have no public comment. any comments from the board or superintendent. >> any opportunities for community. i don't know if the lists. i don't know if this is a new group. >> yes. >> if those could be included on the lest. we have so many parent advisory and student advisory committees. it would be great to always keep those in mind when we are sharing that information. it is going to the folks volunteering to support our work. thank you. >> i am excited this council is coming together. it is many years in the making. i think of the parents and students. for many years i worked with english proficient families this
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is a really important way for families and students to be involved and an opportunity to look at the future of the pathways programs at the district to solidify the vision and ultimately the implementation and success of those programs. thank you. >> seeing no other comments. roll call vote. (roll call). seven eyes. >> section e. consent calendar. >> motion. >> second. >> do we have any items
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withdrawn by the superintendent? >> no. >> any items by the board? seeing none. roll call vote. (roll call). >> that is seven eyes. >> section f -- that is seven eyes. >> section f. discussion and vote on consent calendar items severed for separate consideration. there are no items tonight. >> g. proposals for action. superintendent's proposal
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authorization to grant or in alternative deny renewal petition for kipp bayview academy. 2. superintendent's proposal. authorization for grant or in the alternative deny the renewal petition for kippsf bay academy. you have seen the staff report and agenda. >> do you want to read the recommendation into the record? >> michael davis the director of policy planning and charter school. >> thank you. we have the recommendations for the two kipp middle schools. first is the kipp bayview charter school.
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authorization to grant or deny the application pursuant to code section 47607 the kipp bay area schools submitted the petition for renew alto the school district and pursuant to 47605 the board of education received the renewal petition on september 24, 2019. the district shall comply with timelines and action as required by law and the board of education shall consider the public support and shall review all information received with respect to the recommendation and the district superintendent and staff completed the review and issued the record and recommendation to the board of education regarding the review. be it resolved they shall grant
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or deny the petition subject to the requirements set forth by law. the superintendent's proposal and board of education report for kipp bayview academy charter the staff recommends approval every pool for k -- of the approval for five years beginning july 1, 2020 and ending june 30, 2025 to serve 325 students grades 5 through 8. we have the same superintendent's proposal for the bay academy charter school with same provisions and the board of education report and recommendation is approval of renewal of the kipp bay academy charter. staff recommends approval for
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the academy charter school at 1430 scott street for five years beginning july 1, 2020 and ends june 30, 2025 to serve 388 students in grades 5 through 8. >> we have speakers that have signed up for public comment. when you hear your name called make your way to the podium. you have two minutes. ellen bray, kelly valentine. walker, evans, mendez, mark cruise, woodson, christina, el
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louise and fisher. >> goo good evening, trustees. i am ellen bray, principal of kipp san francisco bay academy. i am a resident of san francisco. i am proud of the families and students and colleagues we meet the application. since 2003 our school has had a strong commitment to the community working with the city. many of them are here tonight. i ask them to stand up. (applause). despite the rapidly changing landscape of the city it is a
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constant. student population has remained stable. 84% qualify for free and reduced lunch. 32% are english language learners. kipp's academic performance is with or higher than state schools. they are prepared for high school. over the last five years we demonstrated growth we will continue to improve. thank you for taking into account the perspectives to renew our petition. [applause] >> good evening, commissioners. i am kelly valentine. i am a resident southeast san francisco. i am honored to serve as
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educator in the community in which i live. over the course of the last five years, i sat in the seat of teacher, coach, assistant principal and school leader. i am proud that the performance meets the criteria for renewal. i acknowledge we have room to grow. continuous improvement is in our dna. we are taking steps to ensure each student grows as scholar, individual and catalyst for change in our community. we are dedicated to meeting the needs of all learners. we revamped our approach to special education and a new role to provide coaching to special education teachers. we are investing in each coach receiving 100 hours of training.
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providing teachers with data-driven coaching based on best practices. to support emotional health we are working with a program to promote school success for trauma impacted students. we have dedicated a wing to the school building to student services. i cannot wait to see what students accomplish. i invite you to come see the students and teachers in action in kipp bayview academy. thank you. [applause] >> i aigood evening to all of te honorable members of the board. i am doctor walker, pastor of
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the true hope church of christ located in bayview. also one of the founding members of the corporation where we built over 600 low income housing in san francisco. along with that we are concerned about various communities especially we are concerned about education. when you look at the latinos, african-americans and pacific islands, they are not really coming up to the standard of education in the city. this board has put out information about that. kipp has been the constant in our community. over 16 years these middle schools have been the center of
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community support. the school has worked with thousands of students and families on their journey to high school and in our community. one last point because of-time is that the staff said to the envelope, stick with me and we will go places together. if the board of education will stick with kipp. we can all go someplace. the country is divided by the president of this united states. i believe the board has the ability and will do that this afternoon. thank you very much. [applause] >> good evening, president cook
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and fellow commissioners and superintendent. it is great to see you all. i am here. doctor walker said everything we wanted to say today. the decision that you are about to make today has implications not only for the san francisco bay region, it has implications for the state of california. why do i say that? i say that because the governor of california a couple of weeks ago got you together and says let's try to collaborate and find solutions. i have spent decades supporting the san francisco unified school district. i also yours truly helped to establish a pilot program to
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enhance and to bridge the disparity in education. that program is rolled out in about six or seven schools. i need to come back to get a report on that. we believe in the diversity of education. it is not us versus them. you are problem solvers. when you get off your podium you see us on the streets. kipp with the bayview area have performed. now you have confident parents. they are looking at the bigger picture offeducation. that is why we appointed you. the superintendent has given his recommendation. let us respect you and we will continue to work today.
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god bless you all. (applause). >> good evening, commissioners. we submitted a letter to you last month. i am joyce armstrong, proud president of the public housing tenant association representing more than 5,000 residents under our jurisdiction. >> good evening, i am representing the housing commissioner. >> good evening, commissioners. i am with the public housing tenant association phta. we represent over 6,000 families throughout san francisco. i am here to speak about kippsf and bayview. these middle schools have been
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the centers of communities and i support the schools working with students demographically similar to the neighboring public schools lieu identified learning differences. kipp counselors help them on the journeys to high school and adulthood. education is central to all pathway of stabilization and health and happiness. i would like to say thank you for considering the renewal of kipp charters. >> . >> thank you very much.
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[applause] >> good evening. i am a proud parent of three successful children of san francisco unionfied school district. i have come to many of these meetings. i attended them for support for kipp, and then i presented my progress for my girls. i am here to share our success story by presenting these issues. it features our success story. kipp has been the best thing to happen to my girls. it helped them become organized, determined and inspired. definitely problem solvers to pursue their life in their life
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what they went. 2019 has been a busy year for the girls and i, both graduating with honors. lana graduated with a masters in science and biology and aaron graduated from a kipp connection high school. [applause] >> we just planned that you will consider keeping kipp open because it really worked. thank you. [applause] >> good evening. i am a seventh grade student at kipp. i am speaking for the students in the audience and can't make
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it. it is special to me. there are so many reasons. the main one is that teachers really care about making sure everyone in the class learns. that makes me feel like they care about me. the teachers always give us extra help. when a student doesn't help they can go to re-teach. a teacher stays after school to teach students what they don't understand. for example equations. students can go there to redo work. a teacher helped me adding and subtracting. i have learned it and mastered it. teachers help in learns to prior ties if you know what you need to work. i am thankful for the extra work we do. in conclusion i know my teachers want me to succeed. that makes me feel like home.
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please vote yes to keep my school open. thank you. (applause). >> i don't know why i let her go ahead. good evening. i am andrea evans, san francisco resident and mom. for over 25 years human rights and civil rights h he o attorne. i am working on a partnership to cut chronic homelessness in half by 2022. i am here tonight because many years ago i was privileged to serve on the founds board of kipp bayview academy. i think i have been to every single renewal hearing since
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kipp opened in 1973. i remember conversations with families in hunter point who asked us to open the school in 2003. they entrusted the education of the children to us. they have checked our performance, rightfully so. they had big treatments for their children and many of those dreams have come true. we know we are not perfect and have a lot to learn. we believe in continuous learning. we are grateful for the partnership of families, community and alumni who have gone on working in the bay area contributing to their own communities. we would not be here without that support. we must do more to strengthen our partnership. we work would to promote our
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common desire to ensure educational success for all kids in san francisco. on behalf of our entire community i urge you to renew the charter petitions for kipp bayview and kipp bay. >> i am the parent of a student at kipp bayview and alumni student in college that went through kipp bayview. when i spoke to my daughter she wanted me to share that what kipp did for her because of the strong work ethic they instill in their students. she thought it was going to be hard. what she found because of what they teach you at kipp, it is easy. i asked her what she struggles
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with. she is passing with 80%. my son is 12 years old. he came reading third grade level and in a year he caught up to the rest of his class. we need these schools. thank you. (applause). [speaking spanish] >> good evening board, staff, students, parents. i am here tonight to support my daughter, theresa lopez. [speaking spanish]
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>> i am here, my daughter is in seventh grade in kipp bayview. remember thanksgiving is coming. we will be giving thanks for not only for work and everything we have, but we want for us to be able to be thankful that you listened to the students, families and youth and we will be able to say thank you for
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keeping kipp academy open. [speaking spanish] >> i want to be able -- i want you to be able to say you are grateful also for the support you are giving to our school. with your vote you will be able to help others. sometimes we just focus on our families, but we have the power to help other people. you have the power to help us.
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(applause). [speaking spanish] >> good evening. from the eighth grade at kipp bayview academy. [speaking spanish] previously i worked for latino voice. that is a program that focuses
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on protecting the human rights of everybody, no matter which one is your race. [speaking spanish] >> i am here to ask you to renew our -- to let our school be renewed because the kids are worried. they are concerned where we are going to be. i have peace. i think you are going to do it. [speaking spanish]
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>> we are concerned for the security and care for the safety of our children. that is why we brought our kids to kipp. there we saw the values that we are looking for. respect. [speaking spanish] >> so we see that respect that we see in the way our principal is so connected to us. we are connected to the school with the teachers, the students and families. we work together.
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we have a lot of get togethers to drink coffee and talk about our concerns. [speaking spanish] >> i am very grateful because the school helped my daughter a lot. she had a very low self-esteem, and with the help she received at kipp from 10% self-esteem she is at 100%. she has received a lot of emotional help. [speaking spanish]
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>> we believe that you are going to do the right thing. kipp is not just a school. it is a family. we know you are going to make the right decision for our families. thank you. [applause] hello, hello. good evening. i know that it has been a long night for you guys as well as myself. say, "hi." >> i want to say thank you for taking time-out on your tuesday evening to be here. my fellow community is all out
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here supporting kipp. i want to say thank you for your time. i am here to show support for kipp. we are all part of this community. i am here representing bayview-hunters point. this is a future kippster. i am proud of it. you have strong opinions about kipp. try it before you judge it. i want to say thank you. this is a blessing. i haven't seen this many people in support of something for so long. the only time i see people like this is at a funeral. please, count our blessings today. thank you. >> good evening. i would like to thank the president of the board and the superintendent as well as my fellow community members that
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came out this evening. give yourself a round of applause. that's right. [applause] >> i am the chair of the bayview cac and groups in the community. i am a legacy resident born and raised since 1958 in bayview. i have seen a lot of schools and children. at this moment i speak as a grandmother because my son is a first year kippster. i cannot express how excited he is about learning and his least favorite subject english. he is reading every day. i see as an active participant with kipp the effectiveness of the school. i want to thank the board for allowing them to exist in the
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first place. had you not had a vote for confidence for kipp initially. they would not have grown and had the impact in the community. they would not have young people into colleges that before never thought they would have the opportunity to do so. they thought they had two year college and maybe a four year degree. you have heard testimony of people that have gone through kipp and used it as foundation for achievement. i want to thank you and encourage you to continue to support kipp. thank you. (applause). >> good evening. i am the most recent past chair of the san francisco unified
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community advisory for special education. we put together a statement on charter schools in january of 2018, and i believe all of you have been sent that in the past. if you need a copy i would be happy to provide another. i am reading from it tonight. san francisco charter schools have the choice much joining -- of joining the eldorado. it is east of sacramento. they meet monthly with the ex tension of july and september. the leadership members attend. we have parents at each meeting. they are held in support for families here at mission and vanness. we provide interpretation and child care and serve a light dinner.
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eldora meets two times each year. they collaborate and participate in commits. we attend board of education and committee meetings and comment on matters important. charter schools opting out of the local pan with 1 -- plan effect civil removes parent oversight. the sfusd has serious concerns about no robust opportunities for parental involvement and oversight. that is 10 seconds left. if anyone would like a copy of our position paper, please let me know. thank you. >> that concludes public
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comment. any comments from the board or superintendent? >> thank you for putting together information. i had some questions that i couldn't find answers to, and in the information that we received. two issues i had questions about. one, i continue to have questions about attrition rates. kipp has based on several reports they have shown significant lehigher rates of attrition. i have articles. the schools have been able to report higher rates of achievement in every subject. the way they burn out teachers and students should be cause for
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concern. students are more likely to be suspended which may encourage the families to move to other schools. it suggests the kipp model only works for select students with kipp. this is something i heard about and it is very hard to track. i have heard. i spoke with the parent last year. her daughter was having trouble in middle school and she was receiving a lot of phone calls from the school and i the know you have heard about discipline. people talk about safety and discipline and also how they strongly encourage parent involvement. i would wonder if the families here tonight are receiving.
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a lot of schools track involvement. this is a way of not justen surging but shaking families who can't come to school and participate in that way, but the parent with a child with her child says she is coming down to talk about her daughter's behavior. as a single mom she couldn't handle it and she pulled her child out of the school. this is in the research. you can go online. kipp is no excuses. there is two pieces of data that i would like to discuss. if students are leaving the
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school, a lot of people suggest we may we seeing a level of comparable success at kipp because the student not there are coming back. i hear that from a lot of principals in the district. i want to ask if there is any is disciplindata around expulsions. i remember seeing they had one school with a higher rate of suspensions with black and latinx students with no expulsion data. schools excel students for behaviors. students are counseled out. they are told it won't go on
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their record if they choose to leave. these are questions that are hard to track as far as data. i am interested to know if there is a way to get data. my question is around do you have any suspension or ex pulls data from k.ipp. is it just aggravated by subgroup and i am changing my language student groups and i am interested in knowing. some of the schools like bayview there are a large number of african-american students. could we see that in the literature shows students with more difficult to serve ie performed.
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i pam assuming that kipp doesn't have pay program supporting people with emotion pal disturbances which a lot of our middle schools do serve. >> as a general answer, in the petitions for both schools that were submitted that we reviewed, they did provide suspension data over time, aggravated for in and out of school. it is for all students, black and latin x. they did not report any expulsions over the last five years and they have california dashboard information indicating green for the suspension rate.
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>> is that by student group? >> it is by the student groups that i just mentioned. >> other than race. i am interested in program students receiving special education services and seeing demographics of those groups. the fact that are you aware of our program to support those with emotional disturbance. do they have one in the kipp model? >> i am not aware of that. >> do they have any specifically focused autism programs? >> i am not sure. >> i was a founding teacher of a charter school in oakland. i watched our school council out
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a boy with autism having trouble being in the general ed classroom. i was told we didn't have money for additional support. this child was probably there because there wasn't any kind of direct services. they were from outside. we counseled the student out of that school. if i am the parent of a student with odism. i guess i want to make that point there are differences between what k ipp seems to offer and our schools offer. i want to highlight the idea there is transparency in parent advocacy. we have seen a lot tonight. it is not always easy to listen
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to the community members talking about what they feel the district is doing so. we have meetings twice a month. during committee meetings those are all records. as far as what i can see on the kipp website, they only meet three times each year. so far theyment in oakland. i could not find meeting minutes. from last year it was four pages long. there is no place to go. you can't rewind and hear. you could go back and hear what i'm saying. definitely not with the area schools.
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additionally, i looked in terms of comparable. i think about teacher experience. they talk about training because they have a lot of new teachers. >> the average years of service is two years. that is the aftervage. if they say it is because people leave. you could start as teacher and never get to be the english chair because people stay. the average years of service in sfusd is 15 years. we have a average of two years compared to 14 years. that may be due to the fact they do not offer a teachers' union. they do not have representation. that is concerning to me as a former member.
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i want to put out and share with the full board. i believe if we put the stamp of approval it should meet our requirements for transparency and for compassion in serving all students including those with specific learning disabilities including emotional des turbans and autism. they should give parents a lot of access. we have a load of smithties. i am a parent. they inform the work of the district. i would like the board to take that into consideration when they make their vote. >> commissioner lopez.
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i want to acknowledge all of the families and students and staff here. that is something that we honor. that is something all of the work that you are doing is not unnoticed. what i am trying to point out is the underlying issues. to me it is really telling with the charter schools and how there are only three in the entire state. if you want to advocate for your community you have to drive two pan a half hours or join telephonically three times each year. it is not equivalent to what you need to participate in your students of. that is what we are trying to point this out.
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i forget the name when you shared how often you were able to meet. it isn't recorded, it is during the day, it is not family friendly so since that conversation has there been anything in changing that sort of transparency of getting kipp doing to ensure they are advocating for their students, if anything. >> are you talking about meetings of the board. >> like we meet twice a year. we meet twice a month -- sorry. they shared they meant once a year. >> they have outlined how they
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will meet the meeting requirements for january 1, 2020. if they would like to explain that. >> where is the outline? >> it looks like they don't. press the button. >> andrew evans for kipp. there are a lot of opportunities for parents to be involved. we have parent engagement meetings and parent associations that meet with the leadership of the school and faculty. we set up a system where board
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members attend as well so there is additional opportunity outside of the regular board meetings of four times each year. we welcome families to come to the board meetings. the law is going to change next year. the board minutes will be available and we will have access because of the rules say you have to hold the meetings in the jurisdiction with the most students. we will make those meetings accessible and figure outweighs to bring our meetings to -- different meetings to san francisco parents to have that engagement. i have been to the school side
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meeting at sf bay and bayview. i have been to meetings a. i don't think that there is any less connection between our board and the families and this board and other families. thank you. >> i am judily with family and community engagement with kipp. i brought for you that we believe in engaging with families on a regular basis. i brought just a description of what we do.
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>> so it is just one page back and forth. one side we are sharing with you the sequence and the regularity which we engage with parents. last week i was at the kipp academy family association. many of you were there with me. raise your hand if you were there with me last week. there were about 30 families that were quite engaged. we are meeting monthly and that is part of the kipp family association. we have school side counsels where there is decision makings participation by the parents along with teachers and staff.
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we create cultural events. we have events to engage with families. there are meetings with leaders through special back to school nights and parent conferences. that is what is happening at bayview academy on one side. if you flip to the other side. similarly, we have a similar structure of engagement at our different schools. you will see similar items. meeting with school leaders and cultural events. >> thank you. i want to recognize that a lot of folks came out for kipp.
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i want to recognize that the board when the board originally passed the kipp petitions back in -- what was the first year? 2003. i was on the board and i did approve the charters. i probably wouldn't approve it now as a new school. i people not you guys particularly but kipp is a predator reinstitution that feeds on vulnerable districts in the state. we just were over ruled by the state board of education to allow another kipp school in this district. as a body that decides policies. we were ignored. kipp went above us and went to
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the state and authorized the petition over our heads. that is a sad statement of affairs. i hope that changes soon in the state. i am not prepared to vote against kipp. i am not for disrupting schools in our communities. i vote for it reluctantly. i do want to ask a couple questions. if somebody from the community can come up and answer about the special education resources, offering autistic classes, that is for students with emotional disturbances. i brought information on our special education program.
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let me share that. >> can you specifically answer that question? >> is there a program for autistic and a emotionally disturbed students. >> at one school we have one. given the size we don't have pay special teaching program for autism. i should share with you amount schools we have a large number of students on the autistic spectrum such as the high school. we center created special programs. we are now serving 16% of the students with ieps. that has really grown over time. we are working to respond to
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that population. we have five students. each one has a plan that is appropriate. should the number of autistic children increase so we could have a best practice model to extend from our other bay area schools. >> second question for emotionally disturbed students. >> we have a student in that category. this is on the sfusd kipp middle school fifth and sixth grade. it shows the bayview academy
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2015-2016 cohort was 44. she followed to the eighth grade that is going from 44 to 28. in other words, about 35% of the original co-heart were no longer at the school in eighth grade. for the academy it was 83-65, that is a 78% of students stayed. i am commissioner collins have spoken about this in the past. we suspect there is a lot of push outs other the years. commissioner collins mentioned something she experienced herself. we have heard the reason why the
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numbers are the way they are. students have been pushed out annual these have a special relation ship regarding the law. they are pushed out to go to our schools and we are happy to take them. as a former principal in my part i couldn't have that student go to kipp because the law does not allow it. that is the issue. can you speak of the attrition rate from 44 to 28 at the bayview academy? >> sure. i want to clarify many davis he had shared statistics and really
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looked at the kipp percentage. >> i am talking about bayview academy pat 63%. it went from 44 to 28 students. only 28 made it to eighth grade. >> if you coul could excuse me r one second. thank you so much. i know you communicated with me your concern around this issue. while we average out 73%. the bayview academy retention rate we have room to improve there. retaining our students as a
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could heard from fifth to eighth is one of our biggest priorities. >> i don't expect you to say you are pushing out students. what accounts going from 44 to 28 students add bayview academy? i am happy to seek help and guidance. one of the challenges we face is we start at fifth grade. when kids come to us and at sixth grade there is open enrollment through sfusd. they do come to kipp and realize when they have a lot of open choices at sixth grade they choose to exercise that choice. we do see a higheratric rate.
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when we look at 6 to 8, we are able to retain them at a higher rate. >> the last thing you brought up and you can't really answer this necessarily, but maybe mr. davis can. the fact you enroll at fifth grade. our schools are k-5. students that enter at the fifth grade that naturally that would have an impact on our schools. how many end up leaving to enter kipp ate fifth grade? >> yes, we have numbers. i don't have those tonight but in looking at the overall enrollment projections we can
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show the effect of students from fourth grade to fifth grade as continuing at fifth grade in the district schools. >> do you know any schools that have been harmed by the reduction in students at their sites? >> i don't know any to name at this point without looking at the data. >> thank you. >> commissioner lamb. >> a couple questions. first the governance of the kip area board of directors and how the school sight councils i understand that is at the site level i am particularly curious
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about understanding how do the school councils inform or development policies for the organization. the second question is around at temperature dance an-- attendant retention, knowing that is very important within the student handbook and policies and procedures for attendance. >> i apologize would you repeat the last question. >> understanding about retention. you talked about retention of students. that is closely linked with attendance and retention. to overtime with your students how many are retained because of
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at temperature dancattendance oe attending school. >> school side counsel we meet four times each year and submit minutes to the regional office. to your question what happens to them from there? i can't answer but we document everything that happens in the meeting. >> perhaps you can take the goff verb nance ttake -- togovern. >> we get the information at the board meetings to share as part of the packets to see what is on the minds of the parents, what is happening at the school
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councils. if there are items to be did -- to be addressed. >> is there an opportunity or when you have taken recommendations from a school side counsel to inform the organization how it develops the overall vision moving forward as an organization. >> take is a great question. i might need to phone a friend. in my mind i am trying to distinguish what is from the school sid side side. >> i would say many of the concerns that are raised from our parents come through our principals. we have a monthly principal
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meeting where those issues are brought to us and we address them. when we shifted to the restorative practices, i think that wasn't a topic we addressed and decided that was a move we wanted to mike -- make pass a region. >> there is deep community investment in kipp and there is a lot of work done in the 10 plu10years working in the commu. that is an opportunity where the local school side or proactive impact amount the regional level. that will be an opportunity for the organization to take that into account. >> they are an attempt.
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you make a good sofa how that depends. >> your second time was do we remove kids for being absent? >> no that is our biggest growth as a school. we have a structure but we don't retain because they were tardy or absent from school. >> i want to thank all of the parents and students here advocating for the youth education. also, as a proud bayview resident i thank you for the work you are doing for the students that live in this area. that is all i have to say.
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[applause] >> i just want to read from the 2019-2020 bayview academy team and family handbook available online. unlike minutes and recordings for board minutes. this is available online. anybody can look it up. under at attendance it states since missing class reflects the student's grades and could lead to retension in the current grade level. i am confused. it is in your handbook. you are saying you don't do it. that is a disconnect for me. >> there i is an acknowledgment that it impacts a student's
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ability to learn. the principal has motel retained a student because they -- has not retained a student because they are absent. >> this is a leverage point this could be a reason to not be a good fit. that is something not specific to kipp, it is specific to the charter model. when i was a charter founding teacher we talked about the college going culture. we were saying that for families that needed more support or had behavioral problems to apply. for me i am going to be straight with you. retension is not something that is considered. i am a academic. i was an educator over 20 years.
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i have never heard every tension as a means of dealing with attendance. do we have anything in our documents that says about retention? are there any educators that are aware it is listed for a strategy in supporting students. >> as an educator as well, i don't see that as a strategy that is effective. >> this is an e-mail that i receivedna talks about how students are recruit the. this is the families. i have heard directly from two parents who left the public school after fourth braid. they were told it is easier if
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you apply in fourth or fifth braid. kinds are skipping the fourth braid to go into -- forth grade. they don't be have to take a test if they start early. this parent says there should be no tests. there are more spots open if you apply early. they were told their kids should be fine. if they didn't do well they could always repeat the grade. >> we don't have a test for an entrance requirement and we enroll more sixth than fifth gray student. our percent age of students has increased every year for the
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last three to five years. >> you don't have a specific class. my daughter attended a middle school with a specific classroom with 600 kids to support students with autism. another class with emotional disturbance. >> we provide public education for all students. >> do you have one of those classes in your school? >> we provide the services. >> because you don't provide a class i am suggesting. >> we provide comparable services. >> what i am suggesting -- (applause). >> she dressed the question earlier. we can move on from this
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question. i am going to make final comments then we are going to vote on the item. >> i just want to make the point you can serve without a self-contained classroom. i am not speaking to the program. i just don't want the impression that is the best way to serve students with disabilities. >> may i respond quickly? >> there are a lot of people here tonight. i want you all to get home. i want to go home. i may not say yes because i am deeply concerned about the tactics that kids use to push out students. it is long stated and not
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effectively addressed. what kipp has done effectively and i give them so much credit for. it ask that your child's future is based on test results and outcomes. that is powerful to families, especially when it comes to the achievement of lated continue american students. congratulations for the great marketing. i know you have a lot of incredible families committed to the school. i am not going to base my vote on my own family situation. my cousin did go to the kitt
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middle school and was pushed out because of behavior issues. it is one story. it is a narrative associated with your organization that you haven't been able to come pat, turnaround. we have discussions around renewal. i don't really see you otherwise. the only reason we have this dialogue is you are funded by public money but not accountable to the public. that is an issue we can't resume. resolve. i am putting it for those in public option with a great option for kids. i will base it on them, not on the institutions that is highly
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problematic and it should be reformed. i want to take these folks separately so commissioners can vote yes or no on each school. so on sp-1. bayview academy. roll call vote. (roll call).
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>> how many yes? four yes, sirs. >> no. that is four eyes. now we are jumping to sp-2. san francisco bay academy. >> we didn't get the student delegates, i'm sorry. (roll call). >> still four questions. >> sp2. san francisco bay academy. (roll call).
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>> that is five eyes. ayes. >> thank you. good night.
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>> section g. action on three board policies. we are going to take them altogether. board policy 1100, 1312.3. board policy 6153 school-sponsored trips. they were heard at the rules
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committee. >> yes, the rules committee. was that last week? 15 minute long. best meeting ever. all three of those items were moved with positive recommendation to the full board. >> commissioner collins. >> i want to know based on the there is anything that stands out other than maintaining the current laws. >> it is just housekeeping. >> thank you. >> student delegates. good night. you are dismissed. never mind. i will dismiss you later. thank you for the report out. do you have a recommendation? >> the recommended action on all
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three items is that the board adopt the policies as posted. >> i don't think we have speakers on this item. any comments from the superintendent? roll call vote. (roll call). >> that is six eyes. may i hear a motion to second this item? >> so moved. >> any discussion?
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>> good evening. the recommended action is that the board approve the attached agreement between the san francisco unified school district and united educators of san francisco certificate of classified paraeducators regarding the mayor's stipends at the potential schools and related public disclosure document. >> thank you. i think we have one speaker signed up. >> good evening. i am the president of did you night educators of san francisco -- united educators of san francisco. we did negotiate this agreement and the executive board did approve it. we had a very -- i thought i had
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musical there like a show on tv. we had a really interesting long engaged discussion about this item. one of the things that i felt was important to point out, and i told our executive board i would do this. the issues about providing the services and education to students at historically underserved communities is complex and we have a lot of ideas how to make it better. the $10 million from the mayor's office for which we thanker is just one piece of what we need to do. one thing we would really want to see and you have heard our members say this before is not
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just more money for people working in the schools but more people working in the schools. thank you very much for your consideration. >> thank you. any comments from the board? roll call vote. (roll call). six ayes. >> section h number one. second amended amendment to be contract for doctor vincent matthews. may i hear a second on this
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item. >> i will read this that they approve the second amendment to employment contract for soup superintendent matthews any comments from the board? okay. roll call vote. (roll call). that is seven ayes. >> congratulations. >> thank you.
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>> section i discussion of other educational issues. doctor matthews. >> tonight we have the memorandum of understanding between the san francisco unified school district and police department presenting is the community support department and captain williams in the community engagement division with the sfpd. chief true wit and captain - con kaepernick continue williams. >> this is my last board presentation. i expected more people. it is my last chance to get my
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emmy on television. i am kevin truitt. good evening, i am here tonight and joined by our new director of crisis response and emergency preparedness who will take over this as the liaison and extremely happy to be joined by. >> yolanda williams, captain of school resources program. i am honored to be here tonight. i enjoyed my commander. >> okay. so tonight this presentation will share an update of the m.o.u. including the following. i will share the opportunities
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for community members to participate. some of you have seen these if you are on the joint select committee these may look familiar. i will share the opportunities for community members to participate in the process of providing feedback and give you a sense of who attended and share resources to the community members. some of the most mentioned topics we will share a snapshot of the arrest data and provide the examples of draft language in key areas where we proposed new language in specific sections of the m.o.u. we held four community forums
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facilitates by sfusd leadership. two were in december and january, last year. we had over 50. then two additional meetings were requested at schools. those two meetings were facilitated by our cb o partners. let me take that back. one at mission was facilitated bby ali and at the high school was by the sac. they had 23 and 41 participants. additional meetings were convened with alliance for girls and the youth commission and were facilitated by the organizations themselves. in other words, we allowed participants their own meetings without staff. we provided with a facilitator's
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guide and existing m.o.u. and blew up the top sections and provided feedback forms and sign up sheets and they provided it to us and we recorded thousands of comments. i want to point out there was diverse representations from the organizations and groups. i don't mean to go through by name, but you can see that we did have quite a bit of representation. captain williams. >> the feedback obtained we received suggestions throughout the process and we transcribed and scanned all of the comments and suggestions. we shared it with anyone who provided e-mails. some of the most discussed sections were in reference to the term innology for all to
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understand. for example e exigent circumstances came up a lot. we have make sure that regulations are included in the m.o.u. some of the sections previously were not part of an amendment or appendition. -- appendix. we are willing to protect the identity of juveniles with any incident of police involvement. schools are to add here to the language that clearly states the police department officers should not be commonned to school to deal with disciplinary issues with students. >> before we go into the language we are changing in the m.o.u. we want to look at what
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is happening? what does the data look like? i would like to share this data the last three years and go further back. not all of these are officially arrests. sometimes students are detained and released to parents. this shows any incident where a student was removed and became in the custody of the police. two years ago there were 9 9 arrest -- 79 and last year was 38. in 2018-2019 there were 28 arrests. if you go to 2010-11 there were 195 arrests. following year 167. then 133, then 94, then 90, then what you see here. i mention this because i cannot proof a causal relationship. one would make the assumption
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providing clarity and direction may have a direct impact on reducing the arrest at school. let's look at the language. what i have done here is anything you see in white is current language. highlighted is new language. in this section formally section 11 which is now section 9 it discusses requesting police assistance. there were three situations when a school can request school assistance. these three situations it is necessary to protect the physical safety of students and staff. the community here asked for specific example goes to fall under these categories. that is what we provide. instead of saying necessary to protect physical safety of
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students, which could mean a lot of things. we offered examples. distribution of child pornography, violence causing serious body injury. we provided examples what that actually means. >> slide nine is revised proposed language. on the procedure for school staff to request police assistance. in the previous m.o.u. it was fine for sros to be called or text for immediate assistance. that is a problem because it takes and places the responsibility of documenting the call for service in our system on the sro who has to lead and it can lead at this
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point to underreporting of incidents. by calling for the police dispatch number this will ensure every call is properly records, monitored and prioritized. we found it is problem attic they might be called when they were off work on holidays or regular off days or taking a vacation day. this last two call and not being answered in a timely matter. >> some sros in some high incident schools are texted by one principal and another principal texted another one at the end of the school day it is better to call dispatch. >> section 10 which is now section 15 refers to officers'
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entry on campus. in the current m.o.u. officers entry on campuses begins with absent exigent circumstances. this raised concern for community members unclear about the definition of exigent circumstances. here we provide the definition of ex get circumstances as circumstances that would cause a reasonable person to believe caution -- that caution was necessary to prevent physical harm to the public or officers, prevent escape of a violent suspect or destruction of critical evidence. on slide 11 we refer to arrests
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on school campuses the community feedback requested examples of consideration officers should make in determining whether the arrest should take place on school grounds. for example, consider whether the arrest in response to a school-related offense. if the arrest is for conduct that occurred outside of the school, this would weigh in favor of making an arrest away from the school grounds. there are other examples listed such as if the law did not require an immediate arrest. it can take place away from the school grounds. in the officer can make the arrest at another location the arrest should take place away from the school grounds. >> policing on campus. i don't expect you to read that. that is a lot of new language.
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i highlighted the main four points police interviews on campus will cover. we have added the new board policy requiring a one court order parent guardian consent to allow an interview by police. the new law requiresault students 17 and under in san francisco must be provided with consultation with the public defender prior to the interview and miranda. we added language to permit the student to contact their parent with their own cell phone. parents will pick up the phone if the caller id if it is their
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child. this states specifically that students and families will be provided with interpretation and provided copies of the know your rights brochure. >> slide 13 regarding location of arrest. once police determined the reasonableness of the arrest as defined by section 16, the current m.o.u. states to the extent practicable all at a private location out on of sight and sound shall be arranged for arrest. the new language states they shall take into consideration the student's right to privacy when escorted off-campus. officers who arrest a student should make reasonable attempts to conceal the student identity
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sand keep the student out of public view when escorting a student off-campus. >> those are some major sections. what happens next? we want to receive some feedback from anyone in the public and from the commissioners, at which time we will submit if final draft for approval, signatures, then it will come back to the board under the m.o.u. section not for another presentation necessarily but under the m.o.u. agenda and you will vote on it. we will promote and publicize it rejamulpel modes -- via multiple modes. that is what i have.
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>> there is public comment. >> good evening, commissioners, delegates. all of the great people in the audience, i am kevin bogus. i work at children youth as political director. during this m.o.u. as well as past versions of it, coleman has been involved in the creation of
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the m.o.u.s. i think we feel the process has run its course. it is not helps address the issues in the district around safety, around things that promote restorative practices in schools. one of the big challenges in the past with the police department is there is no one to hold the school district or police department accountable when it is broken. there is no commitment to bring the police officers to the community. i think a good example of this is an incident last year at balboa high school a gun was discharged at the school and the swat team came in and shut down the school for part of the day. the police weren't present in the process to take part in that. i think we need other ways to
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promote safety at school. what other all auternatives do we have -- alternatives do we have. this is better than ma'am programs -- programs across the nation. we think the document worked on is better than what we see in a lot of cities across the nation. we don't think it addresses the primary issues in the school and isn't reflective of the direction the school district is trying to take as part of promoting restorative practices, community accountability and not criminalizing students. african american and latino students rving the majority of police contracts. if it is not addressing that, what purpose is it serving? thank you. >> good evening.
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i am a budget advocate for the student advisory council and i assist that department. my role last semester was facilitation organization on a public forum. a great deal of community members from the youth commission and parents, commissioner lopez came to join the public forum. i want to speak on the weight of the student voice and exposure to the drafting of the m.o.u. there is a great deal of them. there is value in having this memorandum and having a set understandings but i feel there is a great deal of weight between the students exposed and it in language which the
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students could understand and get feedback on, and, you know, it is an incredibly contentious issue. there is a lot of divided temperature about the revised m.o.u. i would like to speak how important it was to have so many students see it, provide their feedback and really see those changes manifested in the m.o.u. proposed to you today. thank you so much. >> good evening. i wanted to go last when this was mr. truit's past presentation. i appreciate you provided this
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to some of the partners early to review. i am here on the committee for special education. one of the things that standing out to me is that when you do a search you find the words disability, iep,504 plan, manifest determination. zero times in the entire 15 pages of this m.o.u. in the presentation none of the data included students with disabilities. i will give you statistics. there is a data collection project. the last data publicly available is from 2015. at that time specific to fu they
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accounted 32.1% of inschool suspension. 39.9% of out of school and half of expulsions. this m.o.u. contains zero information about the special protections our students eaching special education are entitled to in the discipline andy escalation is not included. students like my son are not obvious with disabilities. when he is frustrated he loses disability to hear and respond. he is an african-american boy who at age 14 is now taller than me. for him and for every other african-american student with disabilities we need to update this m.o.u. to be more specific
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and supportive. thank you. >> that concludes public comment. any questions from commissione commissioners? >> i will come back to you. >> i am doing my book club every time we meet. i am reading dance the blues. it is written by doctor morris specific to the experience of criminalization of black girls. it has a whole chapter on removing police from schools. the problem reliant on the presence of law enforcement it is a fabricated construct of safety in the first place. i appreciate kevin bogus'
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comments. this is not just about an m.o.u. we should talk about student safety. what she discusses is the idea there is so much discretion in school policing work across the country. the idea that officers. we had some wonderful community-based sros in the school. most of the policing relies on police to make decisions on their own discretion. that was called out by fisher. how do we support students with disabilities? how do we make sure that the folk are aware how to de-escalate and they are informed and trained how to make decisions not based on common sense. it says police officers are particularly ill equipped
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because they tend to respond with the same tools used for impression. these methods don't facilitate safety in schools. police may need to remove a dangerous person. the continuous presence is not to prevent violence nor do they prevent safety from girls of color or other students. >> i am having trouble with the whole m.o.u. process. i think there is a robust community process, and i believe as a district we do a better job of thinking about these things. if we don't have safe schools, if students are not welcome and if we are not building community and we don't have restorative practices in schools, these are the schools where we see
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children acting out or bringing weapons to school to protect themselves from bullying. this process is disconnected. from the larger conversation which we have. how do we support a safe schools pracand then the question would be how does policing fit into that? there are community members involved in kind of keeping the peace. i think of united players and organizations working in communities to help heal communities. it is interesting that we are looking at an m.o.u. with the police but not with organizations doing gun buy backs in the community. they are preventing violence from coming in the schools.
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they should be involved. i wish we were talking about m.o.u.s were folks who know the communities and are doing kind of anti-violence work as members of communities of color. >> first of all, i want to advise you that our offices take a lead from the staff administrators. certainly we don't know the full positions, what has happened in the school system, and we don't propose that you have that willing. we take the lead from the school administrators when we respond to the school.
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de-escalation techniques. we have weekly meetings with them and in service telephone calls with them on frequently and then they are consistently being trained to deal with juvenile issues, how to handle a young person dealing with post-traumatic stress or what frequently occurs in and out of the school systems. the school resource officer is there doing presentations on safety awareness. presentations on young people knowingnary rights. we are there for parent conferences. we do partner with sbid. we do partner with united
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players and they are called as one of the many resources. we are there to provide young people with only one restaurant. it is to the young person in the school system but we help to ensure these services are available for the family, the complete family unit. our officers have been trained how to handle young people dealing with mental health issues. they are receiving extensive training to ensure that we are providing a service and a resource. we are not in the schools just for disciplinary reasons. we respond because we have other programs that are offered
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throughout the district. >> i know the school resource officer that served my daughter's school is a caring person, i also still have questions about these are more larger picture questions. i guess even specifically if we are adding language that says we won't have police question students. it is at this descretion of the principal how the school resource officers are utilized. >> i said we take the lead from the school administrators. we don't know if a young person has a special learning disability or anything like th that. however, we first respond and speak directly with the dean or the principal at the school site.
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our mode is that we are there to support in a way that is going to be successful for everyone who is involved. >> what i noticed in some occasions principals have if we are not questioning students, we have police question students without parents in concept. i have heard from parents a concern that school resource officers were brought in to rooms where administrators were questioning students. i have heard this reported by parents. i would want that language to be included. i am telling you i heard from a parent that they did not want their child to be interviewed without their involvement.
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they were with the administrator and their son was interviewed with the sro in the room. the parent felt that was intim dating for hersion. i want it just about the actual sro. sometimes it is how administrators may or may not about their presence. this specific sri, i know him by name. hhe is a very caring person. we have to acknowledge that police as a presence have an impact in communities of color. that is something that i think we want to acknowledge and it is a concern that comes up for me regardless how well they are trained. if they are providing the
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community-based services, all of ththe thingsna you are doing hae to do with being a caring adult. we have or folks to serve those rolls. i would like to move away from police in schools at all. these adults could be provided these services. that being a police officer in a school it has an impact on communities of color, and those are questions and concerns i have. >> i want to let you know. 96c covers a police officer interviewing or having these type of exchanges with a young person. that is what 96c is when. however, i believe you did
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discuss something about a concern of a police officers in rome when staff is questioning the young person. i have made it clear in our staff meetings and consistently that we will not be included in conversations when the school isvis gating something. we will come afterwards to speak with the administrator or the staff person that requested us. again. that is in compliance with 96c. >> we have a long list of folks that want to chime in. i have commissioner norton. >> i just want to follow up on the question asked about the m.o.u. doesn't really silent on
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the issue of students with disability and any training we are providing both school staff around the additional protection for students with disabilities would receive. >> i think these comments are very good. i did send her a message that we want to look at some of those comments. let me find something that i wanted to point out. there are a couple things that -- i did want to mention there are specific places where we say if not there to address criminal behavior. there are some proactive things to do as part of the communities. it lists things to do.
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talk about careers and restor restorative practices and school attendance. all of those trainings would be accessible to students with special needs. it is mentioned. i do want to say in section 20 it lists officers will be trained in special education laws. then i said maybe we need to mention it. i said man fistation is conducted by the school psychologist. we trained all of the schools in manifestation determination and threat assessment. in both cases we don't want police to be part of it. we believe once you had the
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manifestation that comes up during prosecute of what happened to her whenever we have an expulsion the first thing is see if it is manifestation. if it is we can't move forward with the case. it is not as intentional as it needs to be. we can work on that. the manifestation i is a good point. those are all of the things. attending school stal school st. it says they will offer straining in strategies for working and communicating with students.
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>> we want to look at that language to strengthen it and talk about a man festation, hey that kid is in the sore program. what that means he is not responsible for those actions. i think it is a really important thing to bring up. >> i want to thank you for doing this m.o.u. it is really important. i do have something bad. the incident at balboa. i had a family friend in the bathroom during the incident, anchoring to my mom when the swat team showed up to the
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bathroom they had guns pointed at my friend. this caused him to have performed tsd. he hasn't talked to anybody since the incident because of having the gun pointed at him. he hasn't talked at all. >> i don't believe that having police at school is a good thing. i think it is more dangerous just because of the person of color because of the history that police have with people of color. a lot of students in and out of jail can feel like i feel when i see police officer.
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a plaintiff. a police officer. it is important to have healing if they look like us and relate to our stories. some of the cases may be really strong. i strongly belief that we should handle the situation because it helps reduce suspension and expulsion. i can say that helped redoes the rates -- reduce the rates at my school. a lot of our schools are taking into consideration pier mediates do help and they are putting this in our data.
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the students getting suspended and expelled are students that are african-americans and have iie. we are the ones hugh understand what they are going through. i don't think adults understand that. thank you. >> i want to thank you for working on the m.o.u. i think it is a very powerful document and from seeing it last year i was one of the students who gave student input. from this presentation i can see student input is taken and i see the changes made to the document.
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i am happy to see you public size this to sros and the school admin and staff and students. this is a powerful document, as powerful as the writing is if the community sees it. i hear the other comments which i agree with. this is not the final m.o.u., but i am happy with the work you have done. thank you. >> thank you for your work on this. i have a couple questions. kevin can you remind me when the last time an m.o.u. was adopted by the board? >> yes. 1/14/14. it was a five year m.o.u.
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january 14, 2014. it was five years. it expired january 14, 2019. it is still in existence of the there is an agreement that the former m.o.u. exists until we sign a new one. the schools know that. >> any monetary contribution for this program? >> yes. >> well for this program. we pay for a portion of captain william's position. .25%. >> that is the extent of our contribution? >> i don't know how much he makes. it is 1%.
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she makes a lot. >> that is if extent? >> yes. >> in that because she is partially paid by the district, and i am looking at my favorite person. that provides captain williams. she is partially paid by the district and it provides us access to synergy many times when we share data it is important that she has access to confidential data to do her job. if she knows a student has been arrest period she can look that student up to see if he is in special ed and she needs that access. this is one of the ways to provide them with the data.
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how did i do? >> i am grateful you provide that information and access to us because we have been able to work with our mental health professionals and sfusd wellness to provide a array of services and have them understand more about the nature of what is going on so they can stand down and be more sensitive to issues that some of the young people are going through. >> thank you. can you speak about the selection process for qualifying the officers to get in the program? >> currently what occurs is that we have our sign-ups every six months within the police department.
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at that time certain officers will indicate desires to become school resource officers at that time the captain of the station will discuss the particular persons who are interested in it with myself. then, of course, we will consider did needs of the schools within that district, the length of service of the police officer, we will look at their training, their other percent thrill matters to make sure we are selecting the most appropriate person to serve as school research officer to be a valuable partner to the school district and to the parents and the community we are serving. >> my recollection is this originally started the relationship between sfpd formal
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relationship was after columbine, it was a cops in schools federal grant? >> prior to that we had no program but the grant came around and gave us additional funding. captain williams was a very big part of that grant to provide school resource officers to be assigned to the schools. they had an office and computer in the schools. >> that was around 2,000? >> yes,na grant actually ended in 2012. >> it was 2012 the last time the sros were stationed in high schools. >> that is when the funding stopped, the funding required a certain m.o.u. without that we didn't have an
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existing m.o.u. it went away. that is when it was decided when we had that because we had an m.o.u. how to interact. we have had situations at schools. >> i want people to note that there were stationed police officers in our high schools and middle schools when i was principal at horace mann there was a police officer stationed at the school. i was one of the board members back in the 2000s against having armed police officers in the schools, particularly because i think our student delegates can handle the community of color. it was a long h long time ago.
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ththe event in 2002 resulted in the armed officers on marshall after they could not contain the student fight. it was others on campus that resulted in -- correct me if i'm wrong -- officer in distress signal, the highest they can give is officer down? >> yes, i was, working at that time and was a school resource officer. i was not working that day. it was a situation with multiple officers city-wide coming to the school. it was an incident we wished never would have happened.
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we learned a great deal because of it we have been able to accept shortcomings. now we base many of the methods and responses we use now are based on best police practices. >> it was 126 law enforcement. swat, sfpd, and deputy sheriffs in riot gear. it ended up being the largest presence in law enforcement. it is north getting better. i think the numbers you show here in terms of the actual detainments and arrests are going in the right direction.
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i would want us to get to a point where we wouldn't have to use police officers in our schools. i don't know if that is going to happen. we need to be sensitive to what our students are saying and be able to even get to a lower were point. specificking in here frost the last year. do you know how many of those students wind up at ygc which we are going to close? >> it is not the actual breakdown. it is all the arrests twice a year. that brains it down and includes if they are in special ed. i don't know from the 28, 13 hi,
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13 middle and 2 elementary. i know where the elementary kids went? >> the duration of that would be good to know. >> not just that they entered but how long they were there, if you can. >> thank you for being here and for reporting. i think i just want to start out by saying i don't want to please presence in schools. i am not supportive of sros either. that is where i am. i am looking at the incidents at the schools. we haven't had anything in place
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so we were uses a five-year-old m.o.u. specifically with the feedback about schools not contacting sfpd for disciplinary issues. the first month this year that happened four or five times and the disciplinary issue was for fighting. sfpd was called. in one instance they were called on a fifth grade student because they absconded. there was fear of the student leaving and it was to the point where i had to look this up. the definition says this person is avoids arrester. in thinking it through this person is a so-year-old so we are calling the police on a 10-year-old.
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this is happens this school year. i want to figure out with this in place. my colleagues are asking for things not here. we have been working on it this entire year. it is still not in a place to have the highest level of protection for our students. how are we going to ensure that incidents like that don't continue to happen? >> we need the m.o.u. that everybody is completely trained on. when these things happen, she is communicating with me a lot about the incidents when it was a call that should not be made. i talk to my colleagues add lead and say this happened at your
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school. talk to the principal because this happened. we do this whenever i am told that is what will happen. the officers will respond if called to the school many times it could be a fight or a student that is a danger to themselves and others. let me know. i will talk to their school supervisor. what does the danger mean? when are they justified. the police are coming based on what the administrator is saying. if they are not prepared if we have an m.o.u. that is not going to change that incident from here on out. >> those are the conversations
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we need to have. i have had them call me pan say this is what the student is doing police. is there anyone that student has a relationship with? there has got to be someone who is trained. we talked through this. these are the situations that we do need to discuss and make sure we are not over policing. at least i get to use that. let me send you the section. this is what you coul could have done. let's talk through that. >> thank you for the presentation. a couple questions to follow up
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on commissioner lopez's comments. talk about in terms of utilizing the partnership with sfpd, when are we at the point, okay, this is not something we can do or are we short on t-10s? >> first, the sfpd does not supervisor oversee at all. we want to be clear with that. some have misunderstooding over the years. our t10s call them so the only calls to dispatch should come from the school administrator. not from security. i wanted to clear that up. we have a high turnover in
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security. we are trying to get the security guards trained. we have had extra trainings. we had trainings on crisis response including how to respond to emergency situations. certainly i think our security guards. some are highly skilled in part of that community and absolutely worth a tremendous asset to the school. we have a high turnover and it is difficult to bring everyone up to training. the security force is inconsistent from school to school. if we had the security t-10 staff, are we calling sfpd
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because we don't have the capacity to provide the service to our kids? is there a specific reason we call it. is it specific? >> schools with t-10s call more frequently than those without t-10s. >> in terms of training for the sros. we are calling dispatch. how many times do we actually have training? i think folks are busy. officers have to get the ball. how many times are we getting officers not trained in the
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school resoars sources that you offer. is it proper that we could get it because kids are inside and outside the schools, right? >> i concur with you. in fact, commissioner, i was discussing this with mr. true wit today. it is a goal that i have set and i am waiting to engage in a conversation with my commander on having a daytime patrol receive some limited training on how to deal and interact effectism with juveniles. how to be more understanding. it is another level of additional training. i propose it is included in the
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professional development and training which occurs every two years for officers on a rotational basesis. so all members can currently good some form of training in dealing more effectively with juveniles. i want to let you know right now we have two highly trained resoars officers that are cit trained so sh they can work with those who work on the city-wide basis including the child crisis services so we are all on the same page working together to establish some cents of stability for those young people. >> center i appreciate you
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brought up the cit stuff. >> would it be possible for them to have cit training? >> i have two with a specialty in this area. they are working closer with the men tell health experts. they are helping other sros that may have a crisis at we are still developing within the program. >> my last follow-up. >> i haven't had one in a long time. i want to thank you. we are doing good. >> we are talking about arrests? >> we are talking about a
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citation, it is an exchange of custody until we can clarify later what the time-out come of the situations? >> what we report is any time that student leaves the custody of the school in the custody of the police. we are considering that arrest change of custody. we don't have custody of the student. we don't know what will happen to released. they could be taken, we don't know that when the student leaves is school. did the student leave the school, yes. i report those to you at the board.
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>> the preventative stuff around the shooting stuff, mass shooters. in terms of preventative work to prepare in schools and families and i know that nobody wants to talk about it. i am pretty sure it is on the radar. >> you be reading my papers. we have an active attacker. we don't want to think of it as necessarily being a shooter. the training is going to be occurring the end of january. the first officers to be trained will be school resource officers. we are working with paramedics and response members to expect if there is a situation that requires this level of
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deployment. >> thank you. we have been having three come verb session. >> we trained him with some of the school staff members. >> i would love to do the training, too. >> we will put you down. >> thank you. >> commissioner lamb. >> thank you for the presentation and all of the work that has gone into putting the m.o.u. in regards to the training, you talked about the vast amount of training encouraged. i think an appendix to list out the trainings would be part of the record. i know there is language around encouraged that they be
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required. that will be for you all to consider and what that solution might look like. it would be helpful for me to understand what trainings are elevated and what opportunities we think would be beneficial for sros to engage in. that is one comment. i am curious on the cit training. this is new to me. if you can explain about the approaches. at what point do you bring in law enforcement and professionals to deal with a crisis situation at a school site. >> it is a 40 hour training for our officers. with that training they learn how to effectively partner and
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collaborate with mental health professionals and we have some mental health professionals within the police department as well. what that looks like i will give you an example. if we received a call, say a young person considered a juvenile beyond control. when the officer responds there, they know when they arrive try to calm down the situation. if it is something out of control to then consider contacting child crisis for assistance and at the same time also consider calling for an ambulance to assist because the last thing that we want to do when a child is experiencing a
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crisis situation and your uniform. it is a form of traumatizing and inflaming the situation further. this is some of the many things that we continuously discuss with our resource officers greating understanding about our response and what it means to others before we take any action. >> what has been raised by my colleagues is an opportunity in how to bridge our practicing, school climate and how the sro program mean an agreement in place. it is going to be for the board to see this is not happening in
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the icelation. it is going to be an inti grated site in the school climate. it is important for students to feel safe. >> we are going to do joint training with sfusd in the summertime when we are on a break. we have discussed with the school resource officers that is a time to train together. >> i think how important it is that you raise the importance of working with captains and the neighborhood stations because exactly we don't see the borders between schools, serving young people and how our police officers are working in the community with students overall
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so thank you. >> thank you. >> i am going to wrap up this series of questions with a few comments and some appreciation. i know that a lot of discussion has happened before this draft got to this point. i appreciate you bringing it to the board to weigh in before we voted on it. congratulations on your last presentation. >> i do want to sleep tonight. i am tired tonight. >> if we get into it, the cops are here. (laughter).
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>> i could have been his principal. he hung out at mission when i was a principal there. >> let that be a lesson. >> you never know who i will be looking up to. all right. >> so i want to uplift and appreciate the comments of our student delegates around the ongoing tension between the community and the police. i have had a lot of encounters with the police in san francisco when i called in distress. when i was approached for no reason. now, i have one friend, two friends that are police officers. this effort to keep kids safe
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should involve the police. we know that in the community when people feel in danger, a lot of them are calling the police. that is why we have people taking issues in themselves or responding in ways that are self-destructive. this work. we don't want to be at odds. we want to keep our kids safe and their families safe, to echo it. we have our kids when they are in school. a lot of officers see them when we don't have them. chronic absenteeism. i would rather we deal with them then the police. let's get those numbers down.
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i want to keep them away from the cops. i am sure some of you guys are night, though. those are my general comments. maybe we can have an update. hopefully we can -- i like an opportunity to meet some of the officers that come to schools on a regular basis. i did a tour of the northern station. i have been to the baby station. anybody tha that is in regular contact with, our schools, i want an opportunity to get to know. did you have something else? >> i want to share a little story that happened to a friend
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of mine. i will not mention his name. he is a member. i remember this was about two or three weeks ago we were talking about roads and thorns in the class. he said that the day before he was waiting for the j outside of school, two police officers came to arrest him, handcuffed him because a white woman reported that she had been harassed. just because he was african-american and you are only 17-years old. he was arrested right outside the school. that is why i am telling you it is incidents like this that makes us feel uncomfortable with pay police officer in the school. i appreciate the work done
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around the m.o.u. i want you to remember that. >> thank you. good night. number two. i would like to excuse our student delegates. ten take tip agreement between san francisco unified school district and united educators of san francisco.
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>> good evening. we lost a few people. margaret, director of special education and overseeing a whole wing of our work and mostly compliance issues. i am the chief of special education. we are here tonight to hopefully provide you a brief report of an activity that we participated in
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throughout this spring and a report was generated. we want to give you a little bit of the synopsis of what took place. we start with the core values. i say when they first came out i didn't know what to make of them. now they are my anchors. i like to stay focused on them in our daily work. we start with those. this is a comprehensive review from the california department of special education. it is something they do each year and they look at the entire state of california and look at some data reports and derm a score for each district. there is a cutoff point of 62%. unfortunately for us this year we scored 61. they had to look at us. we are moving to the next slide
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to tell you what that review entailed. >> what we wanted to explain is how it is that san francisco unified got selected for the comprehensive review. there are a number of monitors systems. data informed noncompliance. you have probably heard of it. it is called think. it is a black and white do we do ieps on time and/or transition plans are they done completely. they collect that data. another one is performance indicator review which has 14 different targets that the state is looking at that are fed have you cal pads or the dashboard.
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where we have failed to meet the targets is on the english. the ela and math achieved participation. it brings us to th us to the pe. we are disproportionate in the number of african-american students on ieps as well as disproportionate in the identification of kids of african-american students for a specific disability areas both ed and other health impaired. another area they are looking at in terms to determine whether or not we need reviewed is th the
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number of complaints filed. >> i want to add this is the 61% score. there are rubrics for each of the four items that put them in coming to our district and what they did when they came out to our districts. they did a series of audits. they get access to facebook and like for compliant ieps. next was a benefit review. they did a training with our staff and we invited other admin teachers to join, and they looked at where they reviewed three files to determine whether or not kids were experiencing
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educational benefits by being in special education. they look at the years. the other audit was eip implementation. they asked to see the service grid, what services did we say we were going to deliver, what were then as well as the service log to show we actually did what we said we were going to do. they also visited sites. they went to 12 schools, six high and one nonpublic. in those they interviewed 59 staff members and attempted eight families. they interviewed two families. this comprised the report. on the first shrine there is a review of the report for you to
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read. >> the results of the comprehensive review required corrective actions. those consisted of training so we had to actually mobilize quickly and create a deck for the entire special education staff. our administrators, the folks who serve in nonpublic schools. i acknowledged it is not the only way to engage but what we could put together in the time lanes they pr provided. last year with legal we made it more friendly for our folks at the school sites in central office to participate in. there was technical assistance
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required in four areas. discipline for those identified as african-american and preschool and timelines. there is a lot of trainings modules available through the cde. also we get a lot of help when we build these relationships at the monthly table. corrective actions are specifics to those in if ieps. the last one was tonight to present and inform you what we went through and throughout this year to become fully compliant.
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without getting all of the particulars we pulled out some big ideas for you. trying to condense it for this presentation. the big ideas of the staff training consisted of iep components. we did an educational benefit training of needs to goals to services and progress reports. there should be a very clear continuum. we revised ieps when students are not making progress. it has come una lot in close session. is key in our work as special ed you indicators. the lpac, secondary transitional plan. we need to convene to address
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behaviors impeding access. we need to sat in realtime. we want to be proactive. parent communication, notice of meeting and prior written notices and procedures. we must device means to be sure services are delivered and documented in the iep. more training is required. timelines. that black and white thing we get dinged if we don't make the timelines. we need to do all we need to do for kids in a timely fashion. everybody needs to come to the table for kids at the iep
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meetings. people are popping in, leaving early, that is giving the wrong message all-around. we started that training early last year and we are not giving up until everybody gets the unified message that everybody needs to present themselves with students first. free and appropriate public education required after the tenth day of suspension. this was disease. w-- o dicey. we owe kids an education. we need to work with kids after the tenth day of suspension. we had to do a deck for administrators. lea reps and principals are
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vital. i say your school will run as well as special ed services. summary every choired admin training -- of the required admin training. service and delivery is required when students are suspended beyond 10 days. the local education administrator must be there, that is the principal. general education and parent or guardian. service delivery is required despite staff absence. we have trouble filling the gaps when people are absent. the principals need to come up with a creative waited. educational benefit.
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the purpose. the streamlining between the goals and must align. people need to be well trained and understand that. in the spring they are coming back and will continue to work with us. the california department of education will sample in the spring and conduct the educational benefit review to ensure it has evidence. they are looking for the data and growth on our end. our work is ongoing for many years. we will continue to line up priorities in developing the strategic plan given the progress and results of this review. i say our work continues. when will we complete the review. we will exit the process once all corrective actions have been
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completed by the lea and accepted by the california department of education. it must no longer meet the criteria for selection for the review process as demonstrated by improvement on state performance plan indicator products and the percentage of complaint noncompliance. they look at the cde compliance complaints as well. we have seen a dip in those in the last couple of years. obviously, you have our contact information. many of you do contact me. we margaret up there. she is on a first name basesis with the folks conducting the review. they will be in partnership until the end. it will be glorious when we are fully compliant. we provided this for you for your review from the
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notification letter to the full report and you can look at the discipline and disability numbers from the dashboard. i thank you for your attention this evening. >> thank you for the presentation. susan. >> yes, thank you for giving me this opportunity to speak. susan solo man, usf president. i want to preface by saying these comments are not personal about any individuals. we are talking about a systematic problem. we need to be mindful how we talk about it. we heard some comments about the importance of putting students at the center. that is what we all do. we heard about people popping in and out of iep meetings.
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we need everybody to be present and we need ways to get substitute teachers into the believe when teachers are absent. our members were provides special education services are drowning, too much work and too little training. this is a national problem. when i go to meetings for unions around the country, we hear this all of the time. one moment of hope today i was on a conference call and there is a campaign that people are working on to make sure the federal government provides the fundings at the rate it is supposed to be provided, 45%. it provides 17 to 18%.
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thathat is a solution we can wok on. i also as representative of hard-working special education educators, i want you to know, and you have heard other people really hard to get the work done. they can't get it dawn l done. they want to provide the services. there are so many things to be done correctly with too little support. until we address that we will not see 100% compliance. thank you. >> i am here wearing both hats today. my day job special education advocate. evening job other than parent is to be the chair of the past chair of the community advisory community.
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special education advocate looks at this to say validation. this is everything we have been screaming about as lock as i have been involved in the district. this cac chair says we look forward to fixing this. i cannot echo the comments enough. we are at a staffing crisis right now. we are doing so much work in so many great areas with big plans and no one to implement be them. this is a perfect example. we are screening kids for dix fe dyslexia. when i write forspire to
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implement with fidelity in slide six with fidelity, that is this half an hour each day five days a week in some group instruction. at this rate we need to hire a couple more rsps for school sites for dyslexia, not a.d.h.d. or autism. we need more support to properly educate our children. if we don't deal with students' needs in the classroom, that turns into behaviors that go through the entire system and end up in discipline. it starts here. we need to address it. thank you.
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>> thank you. you mentioned timelines not being met. first of all, thank you for the presentation. it seems like we are perpetually under some review. at least six years ago we were under a mandate to correct. what is the difference between that and this? >> it took about three years to exit that one. the comprehensive review. in apply scope of new zealanding it, it is different. would that be fair? this one the comprehensive
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review, i don't recall what pivoted the verification review. that is when i first came back to special education. comprehensive was based on? grid and the different things. >> there is no time line to exit. we need to meet demand of the review. >> right now we have a few timelines. one is to push out the training by november 14, 15. we are meeting our timelines in terms of communications and due diligence on corrective actions. wwe are not perfect. the other ones should be harder. we will be pulling out of the pir, performance indicator review and pulling out of disproportionalty.
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those are the big challenges that are going to keep us? our comprehensive review unless we pull factors together. >> kids get placed in nonpublic schools and we have to pay for it. can we calculate what that cost last year? can that be done? folks have been floating the idea of iep case managers. you would have one iep manager for two schoo schools. they would manage timelines to make sure they are met. the money we expands yearly on
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not meeting the timelines if we were able to invest in case managers to red to reduce. could we do that to save money? we are not meeting timelines. i want to know if that is a cost-effective way of dealing with this into the future, hiring the ip case managers and saving money and meeting timelines? what do you think? >> i am histan hesitant to enga. we need to see what it is driving what we do in closed
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session in these meetings? what i am concerned about is staffing. if we have schools with openings for teaching positions or paraowepara--paraeducator posit. who is teaching the kids? we have reps that are doing a thousand things each day. it is a bigger conversation. i am not saying it is bad. i was a resource specialist. that is not new. we somebody drowning for a while. that is why we are taking this time and investment to build a thoughtful five year strategic plan. i would love that conversation. it is the panacea that will keep us out of these situations.
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>> we can do an audit on last year's settlements and everything we paid out and what caused them. if it was the case the timelines weren't met and it was costing us $10 million and it costs $3 million to hire the case managers and not be on the hook for the next years. our staff can do the work. th is worthwhile to pursue. >> some of it is arounds assessment. there is a shortage of psychologists that is part of the whiteboard activity i want to have with you.
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>> a lot of our public school playsments are done at iep meetings because we don't have a appropriate place to serve the child. i think we should start with data to see what it tells us. i also just have a little treppe pedation about your idea. it sounds like it is about checking boxes. at the end of the day meeting the timelines is not supposed to be about the paperwork. it is what do kids need and what is the best way to provide it?
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we should look at this. it is not a terrible idea. let's not talk about serving kids. >> it is not my idea. it is floated many times. >> that is the first thought i had. just to go back to some of the parent communications training that you did, i mean i will just say one of my long-standing pet peeves is that parents at the iep meeting getting the assessment report. that is one thing that i would love to see us change is to give parents the written assessment reports which they are entitled to so they have time to read and think about them and respond before sitting at the meeting to discuss the report.
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can you tell me more. can you tell me about the parent communication piece of the training you provided? >> in parent communications it was exactly it is at the 400 staff members. it does need to go home. it is that simple and the language. the prior written notice. when the parent brings up the ask, we need to respond to it. this is why we will go forward or not go forward. parents ask for things. we need to communicate back with
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the prior written notice. they also have a reason why it is not recommended in writing. >> those are the things in the audits. they find the missing pieces of paper that summed up to being the parent communication topic, but you knew from experience. >> i just think that is an area. you both have heard me say that before. it is an area where i think if we can keep from going on the road of family feeling angry and lied to and that loss of trust. if we can communicate better and serve better upfront before people get mad, then we will be better off because they are less likely to sue if they are not
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mad or that is the world i live in. >> the last comment i want to make is just in response to the staffing conversation. i want to relay that i ran into a teacher that had worked with my daughter many years in the school district who was one of the first inclusion specialists in the district and is now because of the way that we are large r largely because of the advo cassie that i did we don't talk about inclusion and resources being separate things. she was talking about the caseload up to 22 students, mild moderate. if she were still an inconclusion support teacher in the old -- inclusion support teacher she would have 10 to 12.
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that is not what i intended and i hope that is not what any of us intended. what are we doing about that? that is just >> with our uesf special education committee around case loads. so if you're an rsp teacher and you have two students who are fully committed, imagine the level of impact on your day-to-day runnings. if you have highly impacted kids. so in the five-year strategic plan that we're working on with our consultant, we're going to look at that. maybe we do need to suss out a new situation on how we're going to address kids. nothing has to change around where they are and how they're receiving services, but we might need to have a different situation around their case
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management. i'm open to that. i feel like i've been with you all the way. inclusion became this thing that is interpreted through everybody's lens differently amongst the 120 schools that we have. so i think calibration of our thoughts around this notion of inclusion, that's one of my biggest lists and calibrating and then figuring out -- i don't even know what to call them. are they pathways or the little book for multilinguist -- multilingual, what does a specialist do or a mild moderate teacher -- we have a multi-ability class, but then we have autism focus. i think all of that, we have to drill down and define who we are
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and understand that together. that's one of the first things that we're going to take on in communicating. >> in a lot of ways i'm so proud in the progress that the district has made and that we are just more thoughtful about placement and how we make sure that our students are accessing the general curriculum and the general things in the school day. obviously it's not tenable to have -- >> it's not. >> -- a case load of 22 mild/moderate kids because there's not enough hours in the day. i think there is just a tremendous amount of stress that i'm hearing. >> i think mild became moderate and moderate became severe. it's bumped up. i just also have to recognize the best intentions of so many people in the field that are trying with our limited
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resources. in the more allocations that we put out there, there are no positions. even though we need support, it's time to think differently. >> maybe case managers would be part of the solution. i don't know. i'm trying to think creatively and it sounds like uesf is trying to think differently. i know you are devoted to this work and want -- you've been wanting to do this for a long time. >> sort of. it's the dream job i was always afraid to think about. >> i appreciate your willingness to try to take it on and be whole-hearted about it. obviously we have a lot of work today. >> we do. our work continues. >> commissioner carles.
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>> thank you for this presentation. i do want to recognize that this is a challenge that goes beyond our district, and i very much appreciate the work that you and your district are doing with very limited resources. i also want to go -- i looked at the report and thank you for making that available. i would love it if it could be at the top level of our board docs. i do think this is a helpful document for the community. even though it's not positive, it does validate the experience of a lot of educators and parents. one thing it does state is that school sites were visited and service logs were reviewed. 11 of the records tested were found to be compliant and nine of the records tested were found to be non-compliant for the
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provision of services written in the i.e.p. i did the math and if i'm right, that means 45% were non-compliant. one of the questions i have is are we doing this type of sampling. is this something that we do as a district with our -- i mean, i would hope that we were doing this without the c.b.e. checking our own selves. do we have any protocols in place to do this kind of checking? >> i would say no, and i'm speaking honestly. >> thank you so much for just answering that. i really appreciate it. it feels like gaslighting when we hear parents and teachers saying things are not happening and to know this is the first step of figuring this out together. >> i don't believe we have the
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capacity right now as a district to do this. i think ultimately we want the l.a.e. reps to keep the teachers compliant. but i know how i rolled for 18 years and i didn't do that. i mean, i did a lot, but i didn't go through brown folders with my staff. i think about my staff on this level and did they have the capacity to do that. at this point, no, they don't. should we? yes. this is the kind of document that is going to drive some of our restructuring and how we do things because clearly 45% is not okay, it's not okay with me. >> i appreciate that. my dad was a researcher, and i don't know what the term is, but he said there is a term that talks about when you look at something, you actually change it approximate. when you research something, when you pay attention to something, you actually become a part of changing it. i used that, when i was a
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teacher i said i am going to be grading students on helpful behaviors, and all of a sudden kids started doing them so they could get stickers or points and it was a joke and intentional, but when we do show our attention to something -- we show that with testing on assessment results and things like that, so we have a lot of activities that we do in schools and things that focus around that kind of data. i'm really interested in implementation data. i also want to recognize, i really appreciate susan soloman's comments, we have so many hard-working education workers, but my heart goes out to the para educators. i had positive experience with para educators. i co-taught a class with a para
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educator. that wouldn't be been possible without our relationship and that we worked as a team. i wanted to pull out from this report it states that some interviews indicated that regularly teachers are being pulled from their regular duties to act as substitute teachers. that's heart-breaking to me. they should be there for those with the most need and not the general ed teams. those are the teachers that are kind of the most overloaded are pinch-hitting for other educators. then it said several -- and then also we see a shortage of para educators. it states administration at sites that had had less para educator turnover increased their retention rate.
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there i see an opportunity, because as i mentioned i had a really great rapport with my para educator. i shared my lesson plans with her and she told me and we worked professionally as a team and we had a mutual respect. i believe it made it fun for us to work together. i think in many cases, depending on psych culture, i think that there are some schools that do a very good job of including para educators adds part of this team, and there are some schools where para educators are pinch-hitting here and there, or they're not included or treated as professionals or they're not trained to properly support students. that can definitely lead to overload and feelings of burnout in general. i also wanted to thank commissioner norton for bringing
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this up. even if you're totally committed and loving your kids, there's only so much. i think in some cases what we see is a tipping point where people max out and we just burn people out. i guess i'm wondering which site -- are there certain sites we're seeing this more than others, do they send to have certain characters? which sites are doing well? maybe we can learn from that and we can beef up supports from schools that have these turnover issues. finally i also wanted to thank commissioner norton for bringing up education. i've been pushing our district to educate families. i'm a 20-year educator in this district, and i still don't understand all the ins and outs of education law and the process
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and i was talking about a principle today and she was explaining the difference between an io4 and the other document. in my heart there is a lot of issues and it's like going to the doctor and getting a diagnosis that you're uncomfortable with. i want to urge our legal team, communications team, and those that work with family liaisons, i don't know know of ways that we're educating people on their rights. parents can request assessments and it's confusing how do we do
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that. i don't think it's common knowledge that a parent can say they're concerned about their comments and they want them assessed. if your child is assessed and you want them to go through the process, i'm not aware of any protocol for educating families on their rights. maybe we have that, but it's not visible on the website. if i don't know it, i'm assuming -- i'm one of those pretty involved parents. i look for those handouts and things to help families. i don't even know where to look. so i think we really can't partner with families and we need our families because they're the capacity that we don't have. they increase our capacity to serve students when we work in partnership with them. we're less likely to get in lawsuits and less contentious relationships with them when we feel welcomed. if you can speak to anything
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around the parent education around rights, that would be great. >> thank you for that. when you were asking -- i know you're doing the rights and i appreciate that, and i reflect a lot, did i do that or that. in special education, every time we communicate with the parent via any kind of a document, we give them how many pages? i hate anything that has too many pages because i run fast. i have a lot to do all day. i want the cliff notes version. we have to give a short version. they go home with any document, i believe that it's one of those things that it's very heavy. when i was a resource specialist back in the 1990s, there was a book, i think a 20-page book,
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and it had a lot of white space and it was perfect. when i joined this position and started working with my partners, that was one of the first things i said and it was in three languages. after that another book that came out by charles schwabb and our ombudsperson just found a copy. we're looking at the simple pieces we can get out there before we do our whole five-year mapping plan. that is something we are working on to get a parent friendly sort of thing. when i was a first year r.s.p., that was my plan book to help me navigate all of the timelines to navigate. this is something that we could work on. >> thank you. if we could make it available on the website in our language.
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>> it is on the landing page of education for families. it linguist to the content developed by the special education folks in the past, but there is a link there. so it can be updated when ready. >> did you want to add to that? >> we have a memorandum of understanding with the parent facility in san francisco. there is a conference that is coordinated that is all about family engagement. there are workshops in english, spanish, chinese once a month that support families and parent workshops all the time. there is a huge amount of family engagement that is done and the process is overwhelming, but the work is still done and we still
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try. >> thank you for your patience. just in hearing the discussion tonight and the fact that we are all at capacity and this is work being done by the department of education, what are they doing to support us reaching this? is there -- is that -- yeah, i'm just wondering? >> it's frustrating. i think what susan said about the ieda moneys not coming. we stomped in washington in may to get better funding for all of us so we can do this good work. the c.d.e. -- so our partners state-wide are unified.
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this is not unique to san francisco. these issues are happening across the nation. so the technical assistance stuff is interesting. they monitor us and tell us what we have to do, but don't tell us here, this is what you have to do. they will steer us to some resources on the web and we can pull from each other. we also have a very active sort of engagement with each other as the selfa directors. we share ideas and best practices that way as well. we helped our partners out as well. they liked our presentation so well that some of our partners will be using the template for their presentation to do their report, but no one is coming to us with the package and say we're going to give you this, and, and this. this is engaging your community,
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think out of the box, silo the issue, prioritize, and get to work. i think we're at a critical point to start thinking different. >> it's not to say the demands aren't valid, but the reality is why we have what we have. so i wanted to focus on any advocacy or to push to get any resources. >> we need to put our reform hats on right now and started thinking differently. >> picking up on what commissioner lopez raised, because we're on the policies committee. what i'm curious about is taking your recommendation and looking at reform and things differently, if there can be some sort of business analysis around what would it take to quote all districts and not just
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ourselves, if we're part of the a bigger network, what would it take to address the corrective actions. from there, we should raise that to the state of california. the governor has put forward his education agenda and there were some bills that went through the legislature last year that were funding potential education and looking at some structural opportunities and they did not make it through. so i think this would be a prime opportunity for the district to also take some leadership and to leverage that into something -- like you said, it's beyond ourselves and we're at a crisis moment. we have been for a very long time. that would be my request. maybe when capital advisers
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comes back to our next rules committee, i like to start asking what the budget process is going to look like and how we can work with our sacramento partners. >> thank you. i appreciate that feedback. that's making me think that we need a revolution, and we can start it. >> i think again we can address this. legislators are thinking about the california budget process. i think we should look to that as an opportunity. we have been looking at the multi-year plan and how that measures up for our own planning
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process. >> that's another presentation, and i'm happy to take some time to go to the rules committee. we did go to the rules committee and we will be responding to you, but we are two-thirds of the way through the planning process. our consultant is out in the field. we have a consultation tomorrow. we have a lot to share about what we've engaged, but we're not done yet. there are many community partners that we need to engage with. i know there was some one-on-one time with some of the commissioners. then we're going to put meat on the bones and look at order of operations for our priorities. we do have some of our
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priorities popped out. we need to look at the case loads and our sore program. there is just a litany. so you will be apprised of that throughout the rest of this school year. then we will be ready to literally hit the ground running. we've already started some pieces in play. i can't wait for that to start, but i hope that answers your question. it's an ongoing process. we're about two-thirds two. she's about to start in january, but there's a whole plan for it to continue into the spring. prior to that operationalized plan, i'm assuming we'll have budget implications? >> yes. budget is always a part of it, but yes. >> huge budget implications. >> thank you for the
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presentation. >> section k, introduction of proposals and assignment to committee. number 1, board and comment proposals. we have a first reading to the board policies 0460, accountability plan. 0520, intervention for underperforming schools. 0520.1, comprehensive and targeted support and improvement. also to number 3, board policies 1431, waivers, number 4, 3553, reduced lunches. and to number 5, resolution
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1911-112a1, the affordable housing policies. can i have a motion to second first reading of the board policies 1911-12a1. >> seconded. >> so moved. >> i see we do have public comment on the new resolution. >> thank you. i'll be brief. i want to thank commissioner moligo for putting together the resolution on having a housing policy. now that the voters of san francisco passed proposition e with 75% of the vote and prop a with two-thirds of the vote, we now have material to work with. so it's -- we talk so much about housing because we have to, that
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this -- i think having a policy in place will really help us get on the road to realizing what we need, so thank you. >> thank you. any board comments on the first reading? i'm going to refer the policy to the rules committee and the resolution of the building and grounds committee and ad hoc committee on personnel, labor, and affordability. section l proposals for immediate action and special rules, there's none. section m, board members' reports. before we begin, i would like to announce that i am -- last time commissioner moliga is switching with me. i remain as a member of the committee that this change is effective as of today.
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report from recent committee meetings. vice president sanchez has reported out. is anyone ready to report out before i start calling on people? >> we met at the budget and services commission meeting. it was a packed agenda. a lot of it was updates on some of the business service items that have been coming up. those continue to happen. i'm very excited about that as a means for us to communicate with families. i want to state that a lot of families who have i.u.p.s are supporting their students. >> i encourage folks to look at the board docs because our budget team created a comprehensive overview of our budgeting process. i encourage all commissioners to look at that as well. it is a nicely done document because it shows at what point in time throughout the year we
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have very budgeting items that come up and with our budgeting and different points that come before the budgeting committee and the full board. i think that's a great way of getting the long-term plan. we spent most of the time discussing the latin x resolution which i'm excited about. and i want to thank commissioners lopez and sanchez were introducing it. i wanted to just inform other board members that while there was i think expressed support for this much-needed resolution and i think folks echoed that as an initiative we supported these students, we don't have any currently that call out the needs of the latin x community and students. many of the supports that were provided are kind of directed as
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supporting students with language needs, but we don't kind of address the cultural and just specific needs of the latin x community. i do appreciate the resolution. at the same time, the budget office has difficulty quanti quantifying how we would potentially fund the initiative because we hadn't had a conversation with curriculum committee to outline the staffing and resources needed. i think the budget office did a wonderful job of presenting a potential model and they based it on the ali initiative, we agreed that wasn't necessarily an appropriate model to use and further discussion was needed. we decided because we felt it was needed and this was a conversation we want to move forward and we do support it, we decided to move it forward with
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a positive recommendation with the understanding that we needed to flesh out the specifics of what types of staffing and supports we needed to implement it. we wanted to make sure this discussion process is an iterative process and doesn't prevent us from putting it in in a timely way. it's going to come back before the curriculum committee meeting, but then we're going to have one day and it's going to come back before the full board. commissioner lopez is going to meet with commission and community members to get a clear idea of the actual implementation so we can have a richer conversation at the committee meeting because we're going to have a shorter amount of time. i encourage you to engage with
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staff if you have questions on that or commissioner lopez. >> thank you. it was actually my first budget meeting and it opened me up to a process that is trying to be highlighted. there is already policy and plans in place -- so what we're really trying to touch on is pulling from what we're using and utilizing what we have, not necessarily starting up something new but having the conversation of what's in place now is not effective and being able to participate in that with the lens of funding was really enlightening. unfortunately the committee was canceled because of an abrupt shift that came last minute, but
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many community members planned to be there. we're hosting something informally tomorrow to share where we are in the process in preparation of the december 9 meeting. we meet every month. i'm very dedicated to hosting these meetings. we're meeting tomorrow and then hopefully having enough conversations in between so that when we vote on december 10, we will have all the information ready. thank you. >> number 2. any other reports from board members? commission commissioner, congratulations.
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calendar of committee meetings. let's see, the standing ad h ad hoc -- okay, budget of business services is disease, december 4, at 6 p.m. rules, policy, and administration is monday, december 2, at 5 p.m. curriculum and program. >> it's monday, not wednesday. >> it's monday -- >> it's monday, december 9, but it says wednesday. >> monday, december -- thank you. building grounds and services is monday -- is that the week of thanksgiving? >> yes. >> monday -- as of now, it's monday, november 25, at 6 p.m., the ad hoc committee on personn personnel. the committee on student assignment is monday november 18
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at 6 p.m. the joint city school district is friday, december 13, at 10 a.m. that meeting will be held at city hall in the legislative chambers. any other members posted in the agenda or the following staff reports. number 1, the quarterly report on williams uniform complaints for august through october 2019. and an annual report on williams uniform complaints for 2018/19 school year. the vice president and then commissioner collins. >> so the williams report tend to be pretty pro forma, but i do have a question. i don't know if anybody on staff is here to answer. if not, we can get back to this later. if you look at the document, there is 11 facility complaints,
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and nine were resolved and two unresolved. so i want to know -- first of all, i would like to know what the facilities and the complaints are, because there is no supporting documentation around that and what the timeline is to resolve the issues. i don't know, dawn -- >> i can follow up on that and get you a response, commissioner. >> but an even bigger issue, and i've been bringing this up in different matters or forms, the first item is textbooks and instructional materials. i would contend that part of our instructional materials at the elementary level is having a robust classroom library and we don't have that. so i feel like we're violating the williams laws or rules that are set in place by williams, which actually was part of my first time on the board. because the textbooks are not
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really being used in elementary schools. if they are, shame on us. so i want us to really look at this. how can we put robust, meaningful, culturally relevant books in our classrooms so that teachers can do the work that they're supposed to do and they're trained to do the in classrooms. can we put that in click -- cim aluminium? >> we are going to address that in the december 9th meeting. >> you read my mind. >> i was concerned about that as well, but i want to highlight this textbook that i keep bringing is the social studies
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textbook, i'm hearing that it's racist and teachers don't want to use it, but they don't have materials to supplement it. i don't think teachers should use this textbook, but this is considered as compliant and that is a concern for me. additionally, my daughter's english teacher has a place in the school and she is being asked to bring these back in. if i personally walked into schools and asked, do you have enough books for reading, if we're just counting textbooks, we're not counting enough -- this says instructional materials, this is more expansive in this thing -- in what i'm reading here. so i'm not seeing that. additionally, i received an e-mail from a room parent saying that it's freezing cold in one
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of the rooms and they didn't know that was a potential complaint nor did the teachers. so one of the things that comes up for me is that parents and educators don't even know what williams complaints are for. we could go to the educators and ask if the room is too hot or cold. in a lot of times they don't even know they could be filing williams complaints. how are we educating families on the williams complaints. it says we are supposed to post information in every classroom. when i met with the student advisory committee, they have a whole list of high schools that they say the trash cans are overflowing, the trash cans
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don't have toilet paper, that's a williams complaint and they didn't know that and they're student leaders. so we can't doing our job in educating community leaders about what williams complaints are for. so i want to work with the parent education and whoever's in charge of that to educate families, students, and staff about williams complaints because they shouldn't have to organize and advocate to get toilet paper. i want them organizing for social justice. so i don't know what the venue is for having that conversation. like, is there a committee or how do we talk about that? i don't know if that could be put on there to be able to report things that aren't happening in our schools.
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>> section o. at this time we'll take public comment for those who have submitted cards for closed session items. seeing none, the board will now go into closed session. thus, i call a recess of the pled guilty meeting. resuming the regular meeting. number one, student expulsion matters, i move approval of the stipulated expulsion agreement of one agreement on 2020. number 3 for the remainder of the fall semester, can i have a second. [roll call vote].
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>> i move for movement of the expulsion of this student for the remainder of this semester. [roll call vote]. >> the contract of one principal in the case number 2019-100237. the board by a vote of six gives the board the authority to pay a stipulated amount in a matter of [ indiscernible ] -- the board
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votes six to give the ability to pay the amount in the matter of george washington high school alumni association a public benefit corporation versus sfusd [ indiscernible ] -- the board gave direction to general council on a matter of litigation. the board authorized general council to initiate litigation by a vote of six ayes, one absent. section r, adjournment. this meeting is adjourned. good night.
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>> for joining us here today. we all know that our public transportation system in san francisco is important to our present and it is definitely critical to the future of our city. as our city grows, as our economy grows, as we build more housing, as more people work here, we know that we can't continue to grow in those areas
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without thinking about improvements to our public transportation system. as someone who grew up in this city, i relied on muni, the 31, the 22 philmore, the 44, you name it, i was on those buses. the 19, i know the routes by heart. but the fact is, you know, we need to do better. we need to make sure that people, especially people who rely on muni to get to work, school, doctors appointments, so many of our seniors who can't drive and need to pick up their medications and other things, we need to make sure that our public transportation system is reliable for all of our communities, in all parts of san francisco, especially on those communities that have consistently been neglected.
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it means safer streets for pedestrians and bicyclists and all of its users. we know over the years the city is a lot more congested than it has ever been, but we also know to make it a better city and to reach our climate goals, we have to leave it less congested. we have a lot of work to do and we are doing the work. in june we created a working group with city leaders and staff and industry leaders with the goal of making this better. i am looking forward to seeing the recommendations coming out. over the past few years we have made some significant investments. we committed to doubling the pace of building more protected bike lanes. we established a quick build
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program to increase the delivery of low-cost units. and we expanded our focus on traffic safety. thankfully the voters gave us one more tool to improve streets with the passage of proposition v. this will allow us to invest $30 million in light rail vehicles anduses as well as street safety improvements. so the work continues and we will continue to do the work that we can to move these objectives forward as quickly as possible. these objectives are the responsibility of the san francisco municipal transportation agency. the m.t.a. managing our streets, public transportation, other mobility options like bike shares and e-scooters, and a lot of public infrastructure projects, like the central
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subway and van neessb.r.t. this is a system that looks at day-to-day operations as well as looking at the future and how we make sure that the challenges that existed now don't continue to exist in the future. this requires a strong vision and strong leadership. so today i'm proud to announce that the s.f. board will be recommending -- the s.f. m.t.a. board will be recommending jeffry tumlin as the next director of s.f. m.t.a. this is jeffry. you can clap. [ laughter ]. >> mayor breed: jeff is an international transportation expert who brings over 25 years of experience of improving transportation in cities. he was recently the interim
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director at the oakland department of transportation, where he laid the foundation for the agency's future success with a lens on environmental benefits and equality. i believe jeffry will do the same at s.f. m.t.a. throughout his career, he has been known for bringing a visionary perspective on transportation in cities and helping to implement innovative ideas that are desperately needed. he will be joining the city as a long-time resident of noey valley and will be the first lgbtq director in s.f.'s history. i look forward to working with jeffry to help us deliver a great transportation system in san francisco, and i want to thank the board, including the president of the board who is here today, malcolm heinikie and
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gweneth borden, thank you for your leadership and coordinating the interview process and everything that you did, to make sure that we found the best person possible to do the job to make our public transportation and infrastructure and all that we need to do to improve mobility in san francisco in a safe, efficient, and environmentally friendly way to choosing that person who could do just that. ladies and gentlemen, jeffry tumlin. >> good morning. my name is jeff tumlin, and i have been in the transportation industry for a long time, for 25 years, advising cities and transit agencies how to clarify their values and then use transportation investments to make those values manifest. i like asking questions about
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what is most important, what does success look like, and more importantly how would we measure whether we were actually successful or not. that's where my technical work comes into play, trying to use tools to be able to measure social equity and environmental outcomes and to align our transportation spending in order to best achieve the public good. i ended up in this industry against my better judgment. i discovered very early in my career and sort of by accident that we in transport have a bigger impact on public health outcomes than the medical industry does. we have a bigger impact on economic development, than economic development programs do. and more importantly, we are arguably the biggest driver of opportunity. we decide how many jobs people can get to in a reasonable commute time.
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we determine whether children can get safely to school, which impacts their academic performance. we are fundamental drivers of economic opportunity or destroyers of economic opportunity. we have resources. if we use those resources wisely, we can correct the ways in which my industry has historically destroyed opportunity and wealth for people of color. early in my industry's history, if you wanted to build a highway project, you got extra points for removing light. light of course being defined as african-american and latino ownership. the city and county of san francisco did not escape that dark period in our industry, and
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we have a key responsibility to correct for the past and to equalize opportunity for everyone. we can also do what some mobility tech companies want us to do, which is to provide more exquisite convenience for the privilege. i'm committed to doing the former, and using transportation as a tool to make san francisco achieve its potential. that includes addressing problems like the fact that 25 people have died in our streets this year and were on track to injure nearly 3,000. we lose in injuries and fatalities about 647 people in san francisco. i want to change that. you can see from my social media presence that i've long been an outspoken proponent of changing core practices in my industry
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and using the power that we have in transportation to reduce climate change, improve quality of life, foster small business success, and advance equity. i've reached the point in my cle career, however, where it's time to stop advising and start doing. i've worked all over the world, and san francisco remains the only city that i felt was my home. san francisco has assembled all of the pieces that we need in order to create dramatic and progressive change. we've got a visionary m.t.a. board that i cannot wait to work for. we have the most talented agency staff in the industry. we have a tenacious and hard-driving mayor who i know will make a great partner. we also have a progressive board
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of supervisors ready to ask the tough questions. i am ready to serve all of them. i don't have a 30 or 100-day plan. my first task is to listen carefully to staff. we do have the most incredible assembly of talent of any city in the country. i trust their professional expertise. it is my job first to listen and then secondly, and more importantly, to remove obstacles so that they can do their good and productive work. i do not know all of the answers yet. it's going to take me a while to learn from staff what the best answers are. i want to close by saying that we have talent, resources and some clarity about what our resources are in san francisco, but there remains a gap between san francisco's potential and
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its current reality. i am deeply excited to do the hard work to close that gap. we have the tools and all of the resources that we need, unlike really any city in the world. i can't wait to get started, particularly with the help of all of you in this room, the press. with that, i'm happy to take questions. malcolm, did you have words to say? >> absolutely. i know i stand between you and the questions for our new director of transportation. i am the chair of the new m.t.a. board. if i seem excited, it's because i am. we are in the process of hiring a star for san francisco. we are very excited here today. the first person i want to thank is is the mayor, not just because of her commitment and support, but also i want to
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thank the mayor for not just her support and partnership in this, but the fact that you challenged us you were the result of a challenge to get a bold leader to take this agency forward. i'm grateful for that challenge. that challenge led us to an international search. we searched far and wide. i want to thank the search committee for the wonderful job that was done to conduct a truly international search that led us to someone in our backyard, a san franciscan to run our agency. what has struck us about jeff more than his expertise, dedication, and his experience is his passion. you just heard it. he recognizes how transportation affects people's lives, making it better when it goes well and worse when it doesn't. with that, we are very excited.
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i wish jeff the absolute best. i know he won't need luck because he's a true professional and i'm excited to see him be a star and a partner. in my closing comments, i would like to say this, the last few months have been tumultuous at the agency, but not as much as without a director. the acting director kept the ship steady, was professional, calm, and an absolute pleasure to work with. thank you for your service. with that, i will turn the podium back to the super staff to answer our questions. thank you for the questions. >> what questions do you have? >> [ indiscernible ].
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[♪] >> it did take a village. i was really lucky when i was 14 years old to get an internship. the difference that it made for me is i had a job, but there were other people who didn't have a job, who, unfortunately, needed money. and they were shown to commit illegal acts to get money. that is what i want to prevent. [♪] today we are here to officially kick off the first class of opportunities for all. [applause]. >> opportunities for all is a program that mayor breed launched in october of 2018. it really was a vision of mayor
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breed to get to all of the young people in san francisco, but with an intention to focus on young people that have typically not being able to access opportunities such as internships or work-based learning opportunities. >> money should never be a barrier to your ability to succeed in life and that is what this program is about. >> there's always these conversations about young people not being prepared and not having experience for work and if they don't get an opportunity to work, then they cannot gain the experience that they need. this is really about investing in the future talent pool and getting them the experience that they need. >> it is good for everyone because down the road we will need future mechanics, future pilots, future bankers, future whatever they may be in any industry. this is the pipe on we need to work with. we need to start developing talent, getting people excited about careers, opening up those pathways and frankly giving opportunities out there that
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would normally not be presented. [♪] >> the way that it is organized is there are different points of entry and different ways of engagement for the young person and potential employers. young people can work in cohorts or in groups and that's really for people that have maybe never had job experience or who are still trying to figure out what they want to do and they can explore. and in the same way, it is open for employers to say, you know what, i don't think we are ready to host an intern year-round are all summer, but that they can open up their doors and do site visits or tours or panels or conversations. and then it runs all the way up to the opportunity for young people to have long-term employment, and work on a project and be part of the employee base. >> something new, to get new experience and meet people and then you are getting paid for it you are getting paid for doing that. it is really cool.
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>> i starting next week, i will be a freshman. [cheers and applause] two of the things i appreciate about this program was the amazing mentorship in the job experience that i had. i am grateful for this opportunity. thank you. >> something i learned at airbnb is how to network and how important it is to network because it is not only what you know, but also who you know to get far in life. >> during this program, i learned basic coding languages, had a had to identify the main components and how to network on a corporate level. it is also helping me accumulate my skills all be going towards my college tuition where i will pursue a major in computer science. >> for myself, being that i am an actual residential realtor, it was great. if anybody wants to buy a house, let me know. whenever. [applause] it is good. i got you. it was really cool to see the
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commercial side and think about the process of developing property and different things that i can explore. opportunities for all was a great opportunity for all. >> we were aiming to have 1,000 young people register and we had over 2,000 people register and we were able to place about between 50 and did. we are still getting the final numbers of that. >> over several weeks, we were able to have students participate in investment banking they were able to work with our team, or technology team, our engineering 20 we also gave them lessons around the industry, around financial literacy. >> there are 32,000 young people ages 16 and 24 living in san francisco. and imagine if we can create an opera skin it just opportunity for all program for every young person that lives in public housing, affordable housing, low income communities.
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it is all up to you to make that happen. >> we have had really great response from employers and they have been talking about it with other employers, so we have had a lot of interest for next year to have people sign on. we are starting to figure out how to stay connected to those young people and to get prepared to make sure we can get all 2400 or so that registered. we want to give them placement and what it looks like if they get more. >> let's be honest, there is always a shortage of good talent in any industry, and so this is a real great career path. >> for potential sponsors who might be interested in supporting opportunities for all , there is an opportunity to make a difference in our city. this is a really thriving, booming economy, but not for everyone. this is a way to make sure that everyone gets to benefit from the great place that san francisco is and that we are building pathways for folks to be able to stay here and that they feel like they will belong.
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>> just do it. sign up for it. [♪] [♪]
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