the regular meeting of the board of education of the san francisco unified school district for may 14th, 2024 is now called to order. roll call, please. thank you. president motamedi. commissioner boggess here. commissioner fisher here. commissioner lamb here. commissioner sanchez here. commissioner weisman award here. vice president. alexander. president. motamedi here. thank you. and i did want to note that vice president alexander alexander will be joining remotely. so has he joined us online yet just to make sure he

had an opportunity to i do not see him, but i right now he said he was running a little bit late, i wanted to, public comment this evening. public comment on all items will be heard under section e. public comment. this includes public comment for agenda and non agenda items. a speaker card must be turned in to staff in order to speak. please write. if you're a student, please write student at the top of the card. child care will be provided from 6 to 9 for children's ages three through ten, and it is available just across the hall. and the enrollment center, for general information, an accessibility information translation services and the information to observe the meeting and participate virtually can all be found online for public comment. we have new protocols that are linked on our board of education web page at sfusd and provide more detail about public comment

. let's see. already noticed that commissioner alexander or vice president alexander will be participating remotely. and at this time, before the board goes into closed session, i call for any speakers to close session listed on the agenda for public comment. should i pause here or are there any others online for sure? okay there aren't other people outside. okay, great. so i will pause for just a moment while we determine whether there's public comment . there's no in-person public comment. we are now taking public comment on our closed

session items. if there are any of our virtual if any of our virtual participants care to speak to any of the items on the closed session agenda, please raise your hand. seeing no hands raised. okay, so i believe we have a item that will be heard in closed session. so at this point, should i recess or should i call an item? or are we waiting for general counsel to provide direction or waiting? okay, so recess okay. recess. we can go ahead and reset. okay. so we will recess to closed session and recordi the vote on expulsion matters. we will now vote on expulsion. expulsion matters? hang on just a moment while i pull up my notes. i move approval of

expulsion, agreement for one middle school student. matter number 2023 2024. dash number 34. for the remainder of the spring 2024 semester and the fall 2024 semester was suspended. expulsion status for the remainder of the fall 2024 semester. can i have a second second roll call? mr. steele? thank you, president muhammadu. commissioner boggess. yes, commissioner fisher. yes, commissioner. lamb. yes. commissioner. sanchez. yes commissioner. wiseman. ward. yes. vice president. alexander yes. thank you. president. motamedi i move approval of the stipulated expulsion agreement for one high school student. matter number 2023, dash 2024, dash number 35. for the remainder of the spring 2024 semester and the fall 2024 semester was suspended. expulsion status for the fall 2024 semester can. yeah. so okay

, great. all right. thank you. oh, i think it's okay. we can keep going. yeah. can i have a second? second roll call, mr. steele? president or. excuse me, commissioner? bogus yes, commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. yes. vice president. wiseman award. yes. president. motamedi. yes vice

president. alexander. yes. thank you. okay. i move approval of the stipulated expulsion agreement for one middle school student. matter number 2023, dash 2024. madam excuse me. we are. madam chair. i'm going to have to ask you to take order. madam chair. madam chair, please . since we have not been on the evolutionary. mr. brown, i can't. reverend brown. i really can't ask us before we trust you will hear us now. and we have fans here who are hurting. i hear you, we will have public comment at this point. i'm going to have to ask for you to please not interrupt and wait till we have public comment. i think i don't dies this serious, but

general council, could i please have parliamentary intervention? please do not be quiet, reverend brown. we're required to follow the brown act in terms of the order of our agenda, you'll have an opportunity to speak during the public comment. and we welcome you to do so at that time. would that be not wait till the end of the meeting either? no, it's not at the end of the meeting. when will it be? it's towards the beginning. i think it's towards the beginning , but thank you. you got the spirit. thank you. i'm. i'm going to have to ask the public. please allow us to conduct our meeting and not disrupt. otherwise, we will have to pause and recess. so can we please again in order to comply with the brown act, we must have you be quiet and speak during public

comment, you can present a card to mr. steele if it's still timely. we will continue, with the report out from closed session. just a minute. we were on number 36. i believe you're about to start that. it still needs to be moved. hold on just a moment. okay, so, madam president, would it be appropriate for me to make, a public announcement at this particular point? i need to finish going through the expulsions, and i lost. i'm sorry. i thought you were finished, so we are on the. i move approval of the stipulated expulsion agreement for one middle school student. matter number 2023 to 2024, number 39 for remainder of the current spring semester and the following fall 2024 semester through december 19th, 2024 was suspended. expulsion status for

the fall 2024. can i have a second, second roll call? mr. steele? commissioner. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. yes, commissioner. wiseman. ward yes. vice president. alexander yes. president. motamedi. yes. thank you, in the matter of student mf versus s.f, usd 080h0h. case number 2024 020956. the board, by a vote of seven ayes, gives the authority of the district to. is this correct? i just want to. is this this? this is correct. okay 37 okay. expulsion matters. yeah so i did all that, i did that there's no 37. okay

there we go. okay. all right. sorry about that. i move approval of the stipulated expulsion agreement for one middle school student matter number 2023 to 2024. number 37 for one calendar year from the date of approval of the expulsion. can i have a second? second roll call, mr. steele? commissioner. bogus yes, commissioner. fisher. yes, commissioner. lamb. yes yes, commissioner. sanchez. yes. i move approval of the stipulated expulsion. i'm sorry. i'm not finished, commissioner weissbourd. yes. vice president alexander. yes, president. motamedi. yes. thank you. i move approval of the stipulated expulsion agreement for one high school student. matter number 2023 to 2024. number 38 for the remainder of the current semester and the following semester through december 19th, 2024, was suspended. expulsion status for the spring 2024 semester and fall 2024 semester.

can i have a second second roll call, mr. steele? commissioner. bogus. yes, commissioner. fisher yes, commissioner. lamb. yes, commissioner. sanchez yes, commissioner. wiseman. ward. yes. vice president. alexander. yes. president. motamedi yes. thank you. i move approval of the stipulated expulsion agreement for one middle school student. matter number 2023 2024. dash number 39 for the remainder of the current spring semester. and the following fall 2024 semester through december 19th, 2024 was suspended. expulsion status for the fall 2024, can i have a second second roll call, mr. steele? thank you. commissioner. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez yes, commissioner. wiseman. ward. yes vice president. alexander. yes. president. muhammad yes. thank

you, so report from closed session in the matter of student mf versus sfusd o h case number 2024 020956. the board by a vote of seven ayes, gives the authority of the district to pay up to the stipulated amount in the matter of student d versus sfusd o h case number 2024 030907. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount. in the matter of denim, jackson versus s.f. usd sf superior court case number c.g.c. dash 20 2-598157. the board by a vote of seven ayes, gives the authority of the district to pay up to the stipulated amount in one matter of anticipated litigation. the board, by a vote of seven eyes, gives direction to the general counsel, and now would be the appropriate time to turn it over to the general counsel. thank you, president. good evening.

before we commence with today's school board meeting, i would like to make a public announcement pursuant to california code section 54953c3. this meeting will discuss and potentially act upon recommendations for final action on the contracts of local agency executives. the specific contracts under consideration are listed in items on the agenda. h three and h four. these recommendations for final action on contracts of local agency executives will be discussed in the public portion of today's meeting to ensure transparency and accountability in the decision making process. members of the public who wish to provide input on or comments on these recommendations are encouraged and required to do so during the designated public comment period of the meeting. again if you would like to comment on h3 and h4, you must

do so during the public comment section of today's meeting by delivering a card to mr. judson steel. thank you for your attention, and we'll now proceed with the remainder of the meeting. thank you, opening item as we are on item d, land acknowledgment, we, the san francisco board of education, acknowledged that we are on the unceded ancestral homeland of the ramaytush ohlone, who are the original inhabitants of the san francisco peninsula. as the indigenous stewards of this land, and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this place. as well as for all peoples who reside in their traditional territory. as guests, we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors, elders, and relatives of the

ramaytush community and by affirming their sovereign rights as first people. at this time, i ask for approval of the board. minutes. regular meeting of january 9th, 2024. special meeting workshop of january 23rd, 2024 and special meeting january 31st, 2024, can i ask, can i get a motion and a second, please? so moved. second, any corrections? roll call, mr. steele? thank you. student delegate simpson here, so we're asking for the yes or no? up or down. vote on the minutes. yes. thank you. student delegate to. yes, commissioner. bogus yes, commissioner. fisher. yes, commissioner. lamb yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes. vice president. alexander yes. president. motamedi. yes

seven eyes. thank you, at this time, i turn it over to the superintendent's report. so we will have the superintendent report the student delegates report, of which is their last meeting, and followed by the fiscal advisors report. and then we will move into public comment . so at this time, superintendent's report, thank you and good evening, let's see. if you go to the next slide, i'm going to open my remarks tonight by addressing some serious issues that have occurred recently in our district. specifically, there have been instances of anti-black racism in our schools. i do want to be clear, there's no place for anti-black racism or bigotry of any kind in our community. it's never okay to use speech or behavior that discriminates against or degrades another person on the basis of their race, ethnicity, culture, heritage, gender, gender identity, or expression, sexual

orientation, physical mental attributes, or religious beliefs or practices. and it's distressing that in a district where we actively work to implement anti-racist practices, our community are experiencing such behaviors. and as an educational institution, it is our responsibility to use these incidents as teaching opportunities for students to understand the impact of the actions. but at the same time, we need to make it clear that such actions are unacceptable and assign consequences as appropriate. so i strongly encourage anybody who is a victim or witnesses such behavior to report it. and as a school district, the champions diversity and social justice in our core values, we will always celebrate our differences, which unite us and make us the strong community that we are and so i know tonight we will hear concerns about these incidents and what the community to understand that it's not what we accept in our schools, and that we want to work together to make sure that we're addressing them and educating our students about

how to, behave, but also ourselves about how to respond to these issues, we also have had a lot of communication, community meetings recently, talking about our resource alignment initiative. i want to thank everybody who's come out, and who's taken our survey. we had over 10,000 survey responses to our second survey as well, and had over 350 people at our town hall and our in-person community sessions. and really appreciate the commitment and investment people have to making sure that we're making decisions that best support our students and our district overall, if you want to learn more about the, if you want to learn more about the resource alignment initiative, if you go to the next slide, you can see, our website has information about it. we keep it up to date so you can stay informed if you go to the next slide, so a month and a half ago

, the district, the board of education approved moving to a new enterprise resource planning system. so these are the systems that support our payroll, where we've had our issues, our human resources processes, our budgeting and accounting. and we committed to providing quarterly updates to the board, as well as more frequent updates to our community and so tonight on the agenda under the information item is our, quarterly update. this won't typically be a presentation item. it's there for the public to see our progress, as well as the board to review and ask questions. if you can't switch to the materials that are there, i just want to quickly explain, what we've attached and what it looks like to monitor this implementation to make sure we do not repeat the mistakes of the past. and so what we have in the monitoring report is a dashboard that you should be able to see, and so this dashboard shows you the overall health of the project. if you

see a green dot, that means we are on target with the project. if you see yellow, we're at risk of not continuing on being on target. and red means we really need to change course, but we don't have that just for the overall health of the project. if you go to the next slide, you'll see that we have for each work stream of the project, we're going to be reporting that. and so we'll be sharing this again quarterly with the board and the public for you to see our, our progress. and then if you want to understand a bit more about the work streams that we have on the next slide, we show what it should look like over the coming year as we transition to this new platform. and implement the erp system. and then a big, you know, big concern if you go to the next slide, is making sure that we're following through on the details of the project. so this is not, what's in our public reporting, but wanted to show as an example, we have, a gantt chart

that's a project management tool that literally has thousands of tasks on it that we need to do to in order to implement this system. and each of those tasks we track with the red, yellow, green system. all of that rolls up into the broader dashboard. you'll see. so just so you know that what makes up that dashboard are all the steps we need to take for this to be successful. and then lastly, we know that one of the issues with the previous implementation, it wasn't clear where the about the accountability system. and so we published as part of our report, the governance structure. who's responsible for monitoring this as well as the outside checks. we have, for example, something we're doing differently in this implementation is having a third party, a third party evaluator review our progress, and then if you go to the next slide for each of the work streams we, we talked to, we identify, we have the different implementation leads. and again, just so we can be very transparent about who's responsible for what, and that we're held accountable to it.

all right. if you go back to our my remarks just to end on some positive activities happening around the district, we have let me go back to them as well. are they up there? okay, so this month, we celebrate, actually, actually, last month we celebrate, our climate, the, san francisco climate week. we had a climate action youth summit, and it was so wonderful to see the students out there with their projects and their ideas about how to improve the environment, both globally but also locally in the work that's being done for

example, just to make sure that the initiative our students are taking that at our schools, that we do more composting, at and are being more responsible, and we also got to meet the first cohort of our sfusd climate action fellows who received a stipend to develop projects that they're working with the city on implementing, and then, also this month, we're celebrating asian american pacific islander month, and we recognize the aapi heritage month to honor and uplift the many important contributions of asian americans and pacific islanders who are essential to our history, present and future. in sfusd, we honor aapi communities every day, and many of our schools offer asian language programs and clubs for our aapi communities. to kick off the month, some of our elementary schools hosted reading events last week at jean parker. there were volunteers from reading partners to come in and read books to students at spring valley science elementary school. author tracy huan read her book mamie tape fights to go

to school, about an eight year old chinese american girl named mamie tape, who in 1885 fought against discrimination in to attend school in san francisco, and then lastly, this week, we are actually last week we celebrated teacher appreciation week and, and so we, you know, we believe in celebrating our teachers all year long. but last week was an opportunity to highlight their efforts and how they work to support our students each and every day in the classroom. and we encourage you, you can still share your, children's favorite stories about sfusd teachers on social media at the hashtag thank a teacher and hashtag. we are sfusd, and as we end may coming up, we have in june our high school graduations is, june 4th is our last day of instruction. and then we'll have our high school graduations from friday to wednesday, june 5th. and so, we're excited to celebrate our graduates. and that's a perfect

segue, i'll segue to our next item, which is our student delegate report. we have two graduating seniors. i don't think we've announced it yet, but now that it's official, who? leilani simpson, who will be attending boston university. all right, continuing her pursuit of the arts. and that is a university nationally recognized for its arts program. so really excited you're able to do that, and then megan towe will be attending vanderbilt university. yes she's received a full scholarship for vanderbilt, and then also just received on on friday night, we got to celebrate her receiving a scholarship from the chinese teachers association. so i'll turn it over to the two of you for your report. and then we have a few words of appreciation as this is your last meeting. thank you, superintendent wayne, so i just wanted to start out the student delegate report. just saying how crazy it is that

our terms have come to an end, however, our journeys, lennon and i are journeys as advocates will continue on. being part of the school district for the past 13 years has given me a sense of community and how to be part of and create a welcoming space for all people. this past year, i had the pleasure of working with mary kate, our student advisory council. our advisor, mary kate, embodies the authentic and caring individual that all students should have access to within our school district. in the past two years, mary kate has been in this position and she has touched the hearts of countless students. but unfortunately, her role has come to an end and she will not be part of our school district due to budget cuts through through this time as a position of student delegate, i've witnessed so many instances of integral community members losing their jobs because of budgeting issues within the school district, and as a student, i hope to continue to see a compromise that doesn't negatively affect students within their wellness and education. but to leave on a positive note, i want to thank superintendent wayne and the

commissioners for welcoming lennon and i on the board, and for giving us the opportunity to immerse or immerse ourselves within student government, within board governance, having a student voice on decision making processes is essential, and i'm excited to see the student representation continue with newly elected candidates or newly elected delegates. thank you. as a student of this district for 13 years, i want to thank some of the amazing educators who have made school feel like home, one of them is in the crowd tonight. mr. mironov, you've made your classroom a safe space, and you've changed my life in ways that you probably don't even understand. so thank you. yet as a student leader, i am becoming increasingly concerned that the district doesn't care about us or value our presence. the student advisory council was recently notified that the advisor to the student delegates and the entire student advisory council, the lovely miss mary kate, is having her position cut. i'm confused for two

reasons. number one, every adult that i've met who works in this building, every adult i've met who knows that meghan and i serve on the board, find our presence, the presence of student delegates, invaluable. you have all appreciated our work on this board and praised us for the leaders that we are. and that is all thanks to mary kate. it is thanks to her. we know how the board even works. it is thanks to her we haven't burned out. it is thanks to her that we have the courage to say our piece at these meetings, and it is thanks to her that you even have us here at all. yet her position is being cut. the advisor to this district, student leaders, one of the few people in this building who works with children more days than not, is having her position cut number two to already overworked district employees who understandably won't have the same time or bandwidth to help us and advise us and teach us to their full potential, are replacing our advisor. people who do serve the superintendent, not necessarily the students themselves. this is not to criticize whoever advises us in the future. i know who they are and they are lovely people who do amazing work. but i must

emphasize that no one can truly help us, and your student leaders will not reach their full potential if our advisors position is cut. my question to the superintendent is this is a genuine question because i appreciate the time i've served on this board and the leaders that you all have been to me. but my question is, do you truly care about student leaders? and if so, why are you proving the exact opposite? my advice to the board is to invest further in student leadership instead of creating more barriers to our success. thank you. okay and this is why we appreciate our student leaders. they ask the tough questions that i will say the answer is yes, but i understand the real question is how is that being demonstrated through the actions of the district under my leadership. and so we will definitely follow up on that. but your presence has raising the tough questions, challenging us, being a part of our progress, monitoring reports, has been incredibly

valuable. valuable. and you've said a high standard for the student delegates who will follow you. so we did want to share our appreciation with you. we have certificates to present, as well as a few other goodies, and would love a picture with you. so if you could follow commissioner president motamedi and we'll get this, shared . over here. okay, but. sorry. all right. yeah, that's exactly right. in the middle. right

around. let's do that on this side. right all right, all right, a little bit. there we go . all right. one, 234 was two, three. thank you very much. i think we're going to go. and we still have some. is there anyone .

i just really, really quick, mary kate, is on my team and the board office and we are very sorry to be losing her. i just wanted to take a few moments to acknowledge how much she's meant to the office. clearly to the students here, i've supervisor over the last two years. she brought the sac back from the pandemic, where it was really hard to keep the students going and really built it back to the program that it has initially been. so i just really want to say thank you. it's been really hard, the last few years. i know, there's been challenging times, but you've done a great job and i wish you all the luck and i will support you in anything you do. all right. and i just wanted to say on behalf of the board what a pleasure it has been to serve beside you. and thank you so much for all of the contributions. and also, having had the pleasure of

attending a, student advisory council meeting, just seeing the, the, the amount of dedication. and i'm excited to continue working with all of you and thank you. yes, mary kate, it's been a pleasure to work with you as well, at this point, i'm going to turn it over and see if the, the fiscal, our fiscal advisor is available. and then after that, we will move to public comment. if he is, he's there. your fiscal advisor is available. oh, and just a moment . i do have just a couple words just to say, as members of the public may be aware, as sfusd recently had california department of education fiscal oversight elevate and we are we are continuing to work closely with them to ensure that our district stays on track. as such , at each regular business meeting, we intend to include the opportunity for a report and an update from our fiscal advisors. so at this time, mr.

duchon, i offer the floor to you if you'd like. if there's anything you'd like to share with the community and the board. oh, of course. thank you. president, president motamedi superintendent. wayne. commissioners, i am privileged to be here, in a way not pleased under the circumstances. i do want to recognize your student board members. our our future. when i hear you speak, i know our future is in good hands. and i want to tell you, to you specifically student board members, the public and to the board, that the next couple of years may have some unpleasant hills and valleys, as fiscal advisor, ham was on and i were appointed on the basis of what's called a certification of an interim report. it sounds like a whole lot of complex language, but the bottom line is the

school districts in california are required to maintain a 2% reserve beginning next year. this will not be able to maintain that reserve. it takes a deeper dive the year after. and will the district also have to look at an even steeper cut the year after that? i am pleased, though, to say that under the leadership of doctor wayne and president of the committee, the district has taken this letter they got from the california department of education very seriously and formed a number of taking a number of steps already, the superintendent has established the emergency team that will meet regularly with myself, miss don and the key people involved in crafting the budget of the district. likewise, i've.

president motamedi is also starting a board committee and she will explain that later. so so i have a great faith in the ability of the district to handle this issue. it will not be. it will not be fun, but in the end, it will benefit students. and it's hard to explain why now that will. but having a balanced budget is key to having a great curriculum. madam president, i'm hearing an echo. am i echoing in the room or is it you are not echoing in the room? okay, clear. well, just me that has to hear myself twice, i do not want to go through the whole letter. i'm happy to answer any questions, but i do want to make clear what the role of fiscal advisors are and what our goal is. under the auspices of the california department of education, which serves as the authority of

approval for your budget and interim reports. we were first appointed as student assistant. i'd like to come back. elliott, can you speak a little more clearly? yeah. have a hard time. okay, let me repeat. under the auspices of the california department of education, this liaison and myself were appointed as fiscal experts to advise the district. we now have been elevated to the role of fiscal advisor who have stay and rescind authority over decisions the board may make. we have committed to the superintendent and the board that we will not do that except under the most extreme circumstances, when we have not been able to prepare and analyze budget decisions that come to the board. i have full faith that the board and district staff will make every effort possible to balance your budget and to make decisions

that will not cause further harm to the district in terms of the financial security, a lot of this is technical, but the bottom line is, and you are in much the same situation as districts across the state. i just visited my former district, which also is facing a potential deficit next year. there was a lot of other funding from the federal government from covid mitigation that is now running out and coupled with things like declining enrollment in an extremely low cola next year, a cola so low that in fact, even though it's 0.76, it ends up being a deficit to the district because you're ongoing operational costs increased by more than that. pam and i are privileged and proud to work with this district. we see light at the end of the tunnel, but

it's not going to be an easy path, we're here to assist, to help lend a hand wherever we can. and that will be our task until this is done, we believe it will take a while. we ask your patience, your diligence, and to work together over the next however long it takes. madam president, that's my report for tonight. i have other details, but i don't think they're necessary unless there are questions. all right. thank you very much for the report, and we look forward to continuing our work together at this point. at this time, we will move to public comment. i want to remind folks that child care is provided from 6 to 9 for children ages 3 to 10, just across the hall in the enrollment center here on the first floor. at this time, if you have not already done so, please submit your speaker cards for public comment. and if you are a student, please write student at the top of the speaker card. we will take

separate comment for item g, which is the public hearing and adoption of the local plan and annual budget and annual service plan for special education. so after we hear item f, which is the community advisory committee on special education, we will take, separate comment for item g, if you'd like to comment on item g. now you can you can as well too. all other items will be commented at this time, we do have updated public comment information linked to the board of education web page on sfusd edu. we value hearing from members of our community and the broader public, given that we have limited meeting time and it doesn't serve the public interest to have meetings run late into the night, we do limit the time for public comment in meetings, but we always appreciate and read other methods of communication, such as emails. and our individual emails are posted on the sfusd website, and the entire board

may also be contacted at board office at sfusd dot edu, we do prioritize in-person comments at our meetings, beginning first with students, then comments on agenda items with comments on non agenda items to follow if time permits, we may offer virtual comment. however, given the number of current speaker cards, i do not anticipate there will be time tonight, i do encourage people or speakers who are, talking about on the same topic to collaborate and combine their comments so the board can hear as many viewpoints as possible, and just please adhere to your time, both out of respect for others, but also so as many speakers can be heard, unless so, all speakers will receive one minute to speak. we do have clocks visible to help you time and pace yourself, and you'll hear a beep when time ends. we can't. the board of education and district staff cannot legally respond to public comment during board meetings

because of state law, and i would like to remind you all that there are students present. please refrain from using language that target any individuals or is offensive and inappropriate for a public meeting, we ask that all speakers just be respectful and use respectful language. we are as adults, we do want to model behavior that we want to see from our students in our classroom, and our board attempts to uphold the highest expectation of civility and decorum at every meeting in order to facilitate constructive and respectful dialog, so at this time, we normally we are committing to starting our, our the business part of our meetings at 8 p.m, but i see that we have run a little later. so i'm going to extend public comment period to 815. at this time, all speaker cards for public comment must be submitted. and it's important to remember and recognize that this board does not just represent those in this room or online. we represent many community members

that are not able to attend in this venue, but are likewise invested and affected by actions. this board takes. so at this time, are there student speaker cards available? all speaker cards should be, and we will hear from students first if you're ready for. yes there are and i'm all set. great. thank you. great. and please forgive me if i mispronounce anyone's name. yumi. justino amazing. fauci alessandra castro. rango, please step up to the podium. you can line up. you'll have one minute each. you press the button once, then you can speak when you're ready. we have no confidence in our current administration. as students at rei sota, we are daily witnesses to interim principal kim and assistant principal mosby's inappropriate behavior and lack of professionalism. sorry to interrupt, but can we please refrain from using individual names just out of respect? so we're not targeting individual

goals. otherwise please continue. they have publicly admitted to being uncomfortable in everyday tasks required by admin, and have blundered communication with students and families time and time again. attempts to correct their missteps or clarify their responses have only worsened the situation. we are concerned that their actions seem to be retaliatory. this creates a toxic school environment and leaves members of our community students, teachers, parents and guardians feeling extremely unsafe. there are students who have been skipping the same class for weeks now because they would have to walk by the principal's office, and they are afraid of her ambushing them in the hallways. in addition to issues with school site admin, students have also received threats of retaliation via the grates made upon them by assistant superintendent herself. how can we continue going to school every day when we feel so unsafe? thank you. thank you. miss. dear board of

education, my name is alexandra castro. i'm here today to speak about my school and i am the malcolm x academy school president. and here are some reasons why i think malcolm x academy should not close. one reason why you should not close down my school is because it's a local school, and it is welcome to everyone. and it's a place where kids feel feel welcome and they feel like they could fit in. i have been at malcolm x academy since pre-k and if i saw a school, if i saw my school shutting down, it's like my second home is shutting down. it's not fair to me or my community. if you say you support black and brown

communities, then you should support improving the school by any means necessary. lastly, researchers found that it takes four years for students to adjust. thank you for your time and please take this into consideration. thank you. thank you. good afternoon, board members. my name is amazing faculty and i am the fourth. i am in the fourth grader at at mqsa academy. i am also the student of body secretary. the reason why i will not let you shut down my school is because we pledged to be responsible and be like malcolm x. it's history. it's important that i am able to walk to this school and it is deep rooted in my family's

history. i go there, i go there, my little brother goes there, i have family who works there, and i have i have had generations of family also attended. if you close this school down our community will be spread out. i have been part of this community since pre-k. it feels great to be there because we feel comfortable around students that guide you and be kindness to you . thank you for your time. thank you for your time. that's that concludes the student speakers that we had. okay, so that concludes all the student comments, mr. steele. correct. from the cards that i've gotten. okay okay, if you turn to the

card, i just it doesn't say student. i can't determine that, but you're welcome to come up. yes, please. yeah. if there are students who are waiting to speak, please come forward. thank you, miss martin. hi, my name is gianna banks and i am currently in the fifth grade. i go to chinese immersion school. i have been bullied since i was in kindergarten and the school has not yet did anything about it, in kindergarten, i have been called a racial slur by my best friend in front of half of my family, and the school has also done nothing about that. the past years i've been at that school, it's been hard because is a lot of kids have been telling me that i can't play with them because of my skin color, and it's just not fair.

the only thing i've been kicked in the stomach by a boy and i had to go to the hospital, and i had. i had to stay there until my mom came to pick me up. when my mom went to the school and they didn't call her, she freaked out because why wouldn't the school call my mom when something like that occurred? so at this time, i'd like to ask the superintendent to have staff follow up with these with what we just heard today. please. okay. thank you. thank you. okay. are there any other students that. okay. at this

time, let's move on to how i give me a sense of how what we've got. okay. we have, one, two. there's about 15 for agenda items and about 20 for non agenda. so we'll move into. yeah okay. we'll do the agenda items first and then move into non agenda okay. thank you i'll call the next five speakers. you can come line up at the dais. just a reminder that everybody gets one minute to speak. natalie josé sam murray, supriya ray. gretchen. rude. cassandra. sweet please line up at the dais one minute each, and you can go ahead whenever you're ready, my name is natalie. i serve as the vice president of substitutes for united educators of san francisco. at 1230 midnight. we were actually sitting right here when we reached an agreement on special education, working conditions, and we're very

excited about it. i say that because i speak today in support of the sped cacs report. we very much appreciate the work you all have done and the report you've brought. and the recommendations you've brought, because we are committed as you all are, to bringing to light the needs of special education in san francisco unified school district, because we believe that special education is general education. it is education. it is a part of the schools our students deserve. and we want to salute you today with that. and i'll also just take a moment to say, we stand with the community and rejecting racism in all of its forms, but particularly given the history of this country, anti-black racism. usf stands with our communities in rejecting that and we will continue to. thank you. next speaker. good evening, everyone. i'm supriya ray, and i

also wanted to come today to speak a little bit about special education. i have a lot of friends and talk to a lot of teachers as well, who have kids who are in the special education program. and i wanted to uplift some of the concerns that i've heard from them, including how high the turnover is, how much paperwork they have to do, which takes up an enormous amount of their time. they really need help with that. the critical need for paraprofessionals and also the need for tier two interventions. right now, there seems to be a focus on tier one, and then there's tier three for ieps. but not very much in between. so i wanted to raise those up and also speak very briefly about the bond i see that's on the agenda tonight as well. i really hope that if this board goes forward with a bond, that it will the district will improve its outreach to the public and to school community, as what we've seen to date and the efforts has not have not been strong, to say the least. and we need to show people we can spend responsibly and build trust. and finally, i just

wanted to congratulate the students on their bravery and coming up, thank you. thank you. good evening. my name is cassandra sweet. i'm a parent of a ruth asawa school of the arts, performing arts student and a soda graduate. i'm here today to talk about a crisis at our school, our students at ruth asawa sota are dealing with a crisis that started in march when the superintendent and assistant superintendent of high schools abruptly and unfairly dismissed two popular soda arts teachers, theater tech director paul kopi and artist. sorry to interrupt. we can't use names there, okay, i won't okay. the head of the theater tech department and a teacher. an artist in residence who worked with tech students. these decisions were followed by other unfair actions that have negatively affected the students in our school, including a threat from an assistant

superintendent to punish soda student protesters by lowering their grades, this assault on our school is unprecedented. as far as i know. soda parents have asked you to meet with you, and we ask you again to meet with us to resolve this crisis. thank you. hi. good evening. my name is gretchen rude. i am a parent of a current soda student and a graduate from 2015, i'm here to read a read a statement by one of the educators that was let go that was referenced, in this, speech before me, annette ribeiro wants the school board to know that she loves her job at soda, that she loves working with the students, and that she loves teaching them life skills. the soda community wants the school board to know that we

love annette ribeiro, and that was an employee for many years after the firing. she was given a date of may 23rd, 2024 to appear for the investigation and beknownst to annette. the school changed the date to an earlier date in april and never bothered to inform her. can i just advise that we really it's board policy to not not name individuals and personnel matters in this public setting. that said, i know you still had 5 or 6 minutes left, so please take that time five, five, 5 or 6 seconds left. so if you please take that time back, this educator demands and this community demands that a proper investigation be undertaken by soda and about the incident and that she be allowed to attend and be heard at the investigative session as originally scheduled to take place on may 23rd. thank you. thank you. hi. i'm a parent of

two special ed children. sfusd i just came from a pretty gnarly two hour doctor's appointment for my child, and i almost didn't make it here online. public comment allows families like mine who the cac collaborate with to have access to our local government and public schools. i missed several board meetings in real life due to months of medical issues i was having, and i wasn't able to comment online while you made decisions that directly impacted my family, i'd like to thank the cac and talk about inclusion training for principals, but i was asked by a community member who is hard of hearing to say often your closed captions are off during these meetings as well as you don't have asl interpretation as much anymore and that is not inclusion and in the spirit of the cac coming to present to you and what our

guardrails are supposed to be, i would like to see it just demonstrated more here. thank you. thank you. i'm going to call the next set of speakers again five people. you can come on line up again. you'll have one minute each to speak, theresa douglas, courtney saunders, felicia hoshino, madeleine de and jordan santana. you can go ahead. hello, my name is theresa douglas. i'm with sam khan and also a former parent of three at the bessie fec. i'm here to talk about bond and verbal commitments. so you know, we believe that the bond is far too small given the need. so why not increase the size of the bond now and ensure you know that we get more work done during this cycle? we cannot wait for 3 or 4 more years. we want it now and then. when it

comes to verbal commitments, we can't hold, you know, the sfusd to any of the commitments they have made, but our hope was to get commitments written into the bond language itself. one of our primary tasks you know, for sfusd is to commit to drafting a roadmap that enables members of the public to read, analyze and engage with the long term plan, draft by district staff. that explains that work. sfusd intends to undertake. we call on you, commissioners, to please push district staff to tangibly commit to working with the community. we don't want any verbal commitments. we want tangible commitments. and this is all, you know for our children, families and community members. excuse me. there's no compromise. excuse me. maraming salamat po. i'd like to remind members of the public that it's very important that you obey the one minute rule. if we enforce

it against one person, we have to enforce it against everybody. otherwise it's viewpoint discrimination. so please stick to one minute. and when you hear the sound, stop speaking. thank you, thank you. my name is courtney saunders. i am a parent of a senior and a sophomore at the ruth asawa school of the arts, i, as as you heard two months ago to well-loved and respected teachers were put on administrative leave since that day, my daughter's small cohort of artists, has been under the supervision of a substitute teacher, we don't believe that the unique nature of the ruth asawa school of the arts is acknowledged and celebrated within the vibrant ecosystem of sfusd. typically, the district appoints leadership with no training in arts, administration or arts at all, we have had no consistent. we had a turnover of, of principals. and i would

just like to point out that ruth asawa, the japanese-american san francisco artist and educator who is now universally recognized as one of the world's great modernist artists, worked tirelessly from the 60s onwards to bring arts education to school children in san francisco, so i think that it is important to honor her legacy by supporting the school. thank you so much. hi. i'm a parent of a tech student as well, and just before this meeting, i received an email, from the superintendent, referencing a document that outlines the hiring process for soda. i don't think that the superintendent wrote this. i think it was written by the assistant superintendent for high schools, who also oversaw the hiring process, the problem is it misrepresents what actually happened at the school. and there's several people who are with a part of this that have

contradicted it. and even the union building committee has contradicted parts of it, and they're referenced in this document as being a robust part of the hiring process, so what's been happening at soda, is under ethical at the administrative and at the district level in terms of this office and this really needs to be looked into. this is an item to be voted on. and, it needs your attention. thank you. hello. my name is felicia hoshino, and i'm also a parent, i've actually two students at sfusd, school of the arts, and, i'm not sure if you're all aware, but over the last four years, we've had three principals. we've also had, many

long standing directors of the arts department, leave the school from the guitar director to the orchestra director to the band director, and, you know, i, i was born and raised in san francisco, grew up in sfo, isd, schools. i went to sfusd schools . i encouraged my kids. i'm an artist myself, and i encouraged my kids to go to a school of the arts. and i'm it's just i'm feeling that, you know, i'm requesting an administrative administration reset, based on the retaliatory nature of what's been going on. and so, please reconsider the current principal position. hi. i'm also a soda parent, and this is to reconsider the assistant superintendent and approving the principals at ruth asawa. so on wednesday, may 1st, your

assistant superintendent came to school of the arts for a meeting with our tech students regarding their strike demands and to discuss their tech class agreements and grades. tech students invited their parents to be silent witnesses during that meeting. yet your assistant superintendent refused to allow us parents in the meeting. this prevention of parents being involved in their students education education violates our code. then your assistant superintendent proceeded to threaten the students grades because they're continuing to strike and exercise their freedom of speech and administrative retaliation via grades is also a violation of ed code. this, compounded by the egregious issues with site administration, resulting in members of the soda community posting a petition of no confidence. tech students posting a letter to union posted letters, and numerous parents and students have written letters done uniform complaints regarding this site and district administration. and this is our fourth appearance at the board. please reconsider the placement of these leaders at the site and the district level. thank you. thank you. i'm going to call the

final three speakers for agenda items this evening. michelle. alas or alice, i'm sorry if i'm mispronouncing tracy breger and keen. keen, sorry. yeah sorry. thank you. come on up. you have one minute each. hello. my name is michelle elias and i am a teacher. and this is jeanette osborne, a paraeducator and alumni from ruth asawa. sota, we're here to speak on personal item, principal placement at sota and renewal of the assistant superintendent of high schools in the district wide issue of unqualified leaders. i'm here representing 17 members of our staff. seven of these individuals are not here to make a public comment because they fear retaliation. our school has been thrown into turmoil and division due to untrained, unqualified and unsupported administrators renewing assistant superintendent of high schools. contract is a commitment to ongoing instability at the high school level and specifically at sota. this individual is punitive,

retaliatory, and uses administrators as pawns. she is specifically targeted our school community. her continued oversight at sota has divided our community and made our teachers and students lose confidence in our site administrators. she has done nothing but distract us from our goal as a site to serve our students. if our supervisors can effectively support those they place in positions of power, our schools will continue to be rendered unsafe, inequitable, and ineffective. we ask the following principal placement be paused and instead propose personnel be hired only as interim sfusd launched comprehensive and tailored national principal search and remove superintendent of high schools from all dealings with sota. good evening. tracy brieger here with jobs. with justice. on behalf of a coalition of labor and community groups who want to see a robust school bond, while we appreciate the dialog we've had with superintendent wayne and facility staff about the

bond, we are deeply concerned that the commitments to transparency, outreach and prioritization, including those in their presentation tonight, are not binding at all, furthermore, far too little, only 12% of the bond money is proposed for core functionality needs, such as installing hvac or fixing leaky roofs. fixes that are urgently needed for projects such as hvac and solar panels. the federal government will pay up to 70% of these projects for the next ten years by not focusing more on these critical health and safety projects, the district is leaving money on the table. district that money that we don't have. we urge that a greater percentage of resources be dedicated to this work. finally, for months, district staff have argued against a larger bond, saying that it was impossible to do more than $100 million per year of work, and now they're promising to do up to $175 million of work over the next four years, a 75% increase in capacity. and we're concerned about their ability to spend that over the next four years, to issue another bond in 2028. thank you. thank you. acquanetta

also with jobs with justice san francisco, first, i just want to express solidarity with the young lady who spoke earlier, i grew up in a similar circumstance, in school, and i know how hard it is to speak up. so i'm really proud of you, second, i also want to speak on the verbal commitment that are going to be in the forthcoming presentation, we've consistently argued in favor of core functionality expenditures, you know, focusing on things like hvac, electrical, things that actually improve the student experience in the classroom, and while a lot of these new commitments are actually going to move us closer together, as tracy just said, we're really, really, really concerned about the lack of accountability measures, and that's why we've been pushing, as teresa said earlier, for an overarching plan that is in the public, where members of the public can read what the school district wants to do, over a number of years, over a number of bonds, over different facilities. that way, the public can actually engage with this plan and become partners with school district staff in developing the

facilities that their kids are going to be learning in, so we just really want to make sure that folks have a meaningful way to engage with the district, and we're, we're we're frightened or we're scared that some of these verbal commitments come up short in that regard. thank you. that concludes our agenda items. public comment. so moving on to, general comment non-agenda items, please. thank you. so moving on to non agenda items on public comment. i'll call the first five up again. you'll have one minute each to speak. mr. simmons christina lamb melvin simmons or melvin and helen simmons virginia marshall and reverend sorry miss bach. and reverend dawkins please come. line up. you have one minute to speak. hi. my name is melvin

simmons, and i'm here today because my son, who goes through lakeshore elementary, right before the break of spring, was approached by a parent and threatened with knives. and he ran away, and he hid himself for hours. the principal at lakeshore elementary did nothing. he did not call us. he let my son finish the day. he let my son go on to, after school program. and he didn't call us until then. and when he did, he, he hid the fact that this man threatened my child with knives. my son is a fifth grader. okay, then the next morning, the man returned to school and came through the fence and said, do you know what time it is, boy, to my son. okay, again, the principal did not call us. he sent my son on a field trip and he is very, in line with this type of behavior. this man, he obviously

identified with. and we want him removed from the school. okay? and we know that you guys have your rules, but matthew hartford has to go. my name is helen simmons. what has happened to our son? luke is not only about him, it is about the black children at lakeshore. it is about the fact that this principal has not been looking out for them. what happened with this student and his family was not the first time with luke. it happened before. years before their family was expelled from an after school program for this type of violent, racist behavior. and the principal refuses to do anything about it. it took three weeks to get a stay away order from a man who threatened violence on a child. i have written letters. i have come into the office of equity. i have called the police and nothing is happening. you need to stand up for these kids, please. for my little girl who's in first grade at this school,

for my son who's four, who will be next? luke will graduate and this continues to go on. the principal is still there knowing exactly what is going on. the black children on the playground at lakeshore rally when this boy comes out to play, because it is not the first time these children are standing up for themselves more than the adults. thank you so, at this time, i'm asking the superintendent to please respond and direct staff to ensure that there is, the connection is being made, so follow up will occur. thank you. and yes, these are some of the when i talked about, recent incidents that are incredibly concerning. these are these are the incidents. and we want to make sure not just that they're being addressed with the student, but as being addressed with the families and that there's the follow up. so we have received communication and we'll we'll, and we'll be following up with the family, as we, as we have been. but we understand that, that again,

these situations make it incredibly difficult for our students, and more needs to be done to make sure they're in a safe learning environment. we have not followed up. we have not. okay. next speaker, you can go ahead. next speaker. hello. my name is christina lamb and i am the resource teacher at drew elementary. i humbly ask that you rescind my unjust non reelection and that i be given the fair and equitable opportunity that i never received to serve and teach at my school and district, and fulfill my mission of providing a high quality education to the kids who need it the most. as a bipoc, lgbtq person with disabilities, i am compelled to serve those who i represent and to raise long term learning outcomes for underserved students through cultivating excellence and resilience, and to lead and teach by example.

all i ask again that you please rescind my non reelection so that my kids won't have to go through another two years without a resource teacher. thank you. miss marshall, reverend duran, you were called before. would you like to speak now? miss marshall? well, i mean, reverend brown is next, actually. so okay, you're welcome to swap with me. yeah. it's fine. yeah. it's okay. i'm here now. all right. i normally recognize the board, but i'm not going to do it tonight. i am going to recognize the two student of student delegates. thank you for your phenomenal work. and mr. justin steele, i am here. the naacp is here because we are so disheartened with this board. every child counts in this district. and you don't think so? every black child counts in this district.

and you don't think so? every african-american teacher or parent counts in this district. and you don't think so? i'm asking. we're requesting that this board be recalled. we are requesting that student to the matthew wayne be recalled. on the thursday and friday before spring break at lakeshore, a little black boy was threatened and bullied by a six foot, six foot two caucasian man. instead of the school doing something, they went on spring break instead of assisting doing something, she went on spring break. they only got involved in the fourth sunday in last month, when the naacp got involved. i'm also asking for the removal of the assistant soup for elementary school because she, on her watch, did nothing until we got involved. so shame on you. thank you, thank you. all right, i'll call the next group, reverend brown. reverend dawn,

forgive me if i miss anything. allison collins. reverend. miss. club see8. and, reverend chisholm, please come on up. you can line up. you have one minute each to speak. my name is ali collins. i'm a former sfusd educator and parent of two sfusd graduates. all students deserve to attend schools that are physically, emotionally, and culturally safe. when i served on the board three years ago, student representative coauthored a resolution calling on the board to investigate hate speech and discrimination throughout the district via an equity audit after they were subjected to pornographic hate speech. when the district convened, the audit black equity audit committee members were including reverend doctor brown, were subjected to pornography and hate speech. the

audit was then dismantled and the investigation was abandoned. superintendent wayne and the board say they do not tolerate racism or discrimination throughout sfusd, yet sent out a survey asking families to choose between equity and excellence in their schools. this is a false choice. excellent schools don't tolerate racism or discrimination, and students should not have to endure racial harassment in order to receive an education. thank you. madam president, members of the board. when will you show that you have some love for black children and black parents and this black community? and i find it also disconcerting and painful that we are born this 70th

anniversary of brown v the board of education. nothing was said tonight. when are we going to let justice reign in the school district? when will you really become partners with specifically the african american community to deal with this age old sin of neglect and exclusionary practices on the part of this board of education? i'm waiting. i had two members here, two families. the berry. and also the simmons family and reverend joel dawn. i can take his one minute of emmanuel church of god in christ. his

grandson was called a monkey in this school district. i could go on and give you a litany and some of you have had the occasion of returning my calls and others. you've been too busy , but i'm still here, and i'm going to love you until we learn how to be a dream team working together, so that we will be able to make sure that we mirror. we exhibit in san francisco a true liberal, progressive city because there's nothing liberal and progressive. reverend brown, about what's going on now. your time is up. reverend brown, thank you very much. appreciate it. and what you ought to do is our agenda dies. agenda dies. what's happening? our agenda put it on our agenda. this thing is like a cancer. please, pretty please.

and we want some action now. thank you. and we want freedom school now, mister superintendent. reverend brown, thank you. your time's up. please. i wouldn't do this if you would return my calls. we sit down now, but you won't do it. let him speak. we're tired. this is 48 years now. okay. thank. thank you very much. we do need to continue public comment at this time. my time is. reverend needs it. to yield his time. or are we? he healed his time. let him speak. i'm sorry. what was your name? who yielded his time? i just want to make sure. thank you, miss marshall. can i please ask that? we just. we collect and miss marshall, please. okay. what are

what is the what do we. okay. one more minute . can we please. i think sit down. sir, we need to quiet in the room. we in the time. i just can't. okay. with the board of supervisors, okay? 5% of the

have gotten miss marshall, a black boy. miss marshall, do you need me to. i will need to recess. please. we need to recess. and clear the room. we do need to recess and clear the room and a return to public comment. i believe there's three more speaker cards. if folks are still, in the room and interested in speaking. mr. steele, will you call? yes. thank you. president. so nahay barry, brian foster, and i'm sorry if i'm mispronounce this on zaleski, so please come up to the podium, speak for one minute each. okay. i'm the mother of

four black boys. two in sfusd, two in the future is what i heard tonight. i will not stand for my son to be assigned to lakeshore elementary. my four year old is assigned there, so someone needs to contact me. he needs to be reassigned. there have been countless incidents of anti-black racism over the years that we've been in an sfusd, but today i'm speaking about james denman middle school, where my son for five plus weeks sat next to the n-word on the wall in his classroom. there was no investigation in the principal, was never notified. the teacher told the sixth grade counselor and covered it up with paper and tape. this is inexcusable. you reference the board policy and you're saying the anti black racism has no place in our schools. no one's following the policy. this is just one incident of many. the superintendent suggested that these incidents are teaching moments. my children will not be

the target of racist violent threats. for the benefit of others to learn, you need to do something about this. this needs to stop. thank you. i would like to speak, to say that somebody here is going to stand up for this student delegate. this whole thing has been filmed. if somebody takes a segment when she asked you why the student delegate is being fired, your answer was so dismissive, so absurd. you are the example of everything that is destroying this country. if that is all, i want to see that segment on the nightly news. i also want to say that you are clearly in a destructive, absurd fool. and this all this we need to do here is get a petition to remove you. i'm not using your name because you've broken all the rules of democracy. one can't even use

one's name in a hearing. but i don't want her to go through life thinking that nobody noticed what you did to her. you are the one that needs to be removed and fired. not all these other people. you're firing in schools. you're closing. you need to be fired. where is the petition against the petition? don't fire him. don't you see what? okay, please. we need quiet. you've. you've had your time. thank you. okay. at this time, public comment is concluded and we are moving on to item f, which is advisory committee reports and appointments, i'd like to call on julia martin ombudsperson to introduce the report from the community advisory committee for special education. please.

hello. this is the spanish interpreter. we are unable to hear anything. can you please make sure to put your mic on? thank you. we have. we haven't started yet. we're just getting seated. so we were taking a moment to breathe. all right. so good evening, superintendent wayne. president muhammadu, commissioners and everyone else joining us this evening, i have to pause for a moment as our ombudsperson, as i hear a lot of

these things in my role. right. i do think it's so important we listen to families. i know many of you up here listen to families and really take these issues seriously, as do our staff. i hope that some of the discussions happening tonight are helpful, and i hope that we can all clear our heads for a moment to listen to this report and as our cac volunteers are sharing, please keep in mind the intersectionality is not just a word. it is our family's lived experience, so the issues that were raised by the naacp tonight are the issues faced by the majority of our special education students, because special education is disproportionately, african american in our schools. and so, as is our discipline, so with that, i want to pass this over to our community advisory committee for special education. these are parent volunteers who

have worked really hard to put together a presentation for all of you. so i'm now going to pass to miss eileen bousema. good evening. such a heated and uncomfortable evening tonight for me personally, thank you julia. my name is eileen bousema. i am the cac parliament . i have three children, two with ieps in this district. i'd like to take a moment just to review the purpose and responsibilities of the cac as defined by the california education code and listed on this slide. we are an entity that has a legal mandate to report our role is to advise the salpa and provide input on special education programs. and ultimately, we sign off on the local plan and on the sped budget. we take our advisory role very seriously. we meet monthly with special education leadership, where we have a very

collaborative partnership. parent education is another important responsibility and we hold monthly meetings. hold on, let's pause for just a minute. there. sorry. oh, no. no worries . okay, okay. there we go. oh no . apologies. we got it. okay. sounds good. as i was saying, parent education is another important responsibility. we hold monthly meetings that address our priorities, and we

inform our community members about complex and challenging issues. the next slide. this slide highlights some of our most important activities. we're proud of our partnerships with other parent advisories and hold joint meetings with apac and dlac. the cac leads inclusive schools week, an annual celebration of progress made. can we ask them to pause the presentation to make sure that they have our full attention? please sorry. i want to make sure that they can hear us. right. let's let's make sure everyone can hear what the cac has to say. thank you. sure, so there are problems happening happening with virtual sound right now. they've been trying to test them, we, i don't know when they'll be fixed, but we can can carry on in person. there is the it's a may version.

i mean, the version of the world that we live now in is that virtual, participation may happen, but it's not mandated to happen. and so we can continue the session in person, can i if you're up for that. i'm sorry. can i give a little framing? so, i don't know if everybody knows we had our system was broken into and everything stolen. we have some parts piecing it together. right now. so we have people working on audio diligently right now. we're going to get it back up as soon as possible. we know we understand how important it is and we're working on it. okay. this we are recording. yes but, but yeah, it's just not projecting to the people on zoom right now, but we'll work it as soon as possible. so they're working on it. but i just but for the purposes of this presentation, it may not be synchronous, but they can watch it, but it will be recorded so people can watch it completely when it's posted in the audio on the posted recording will be okay, i believe. so, i can't say for sure, but yeah. because i

could do that. you may just like, take a video of it if you'd like. there's anyone can take a video of our. yeah, anyone is welcome. take a video of any at any time of our proceedings. but i'd say we just we continue on at this point. thank you. yeah, i, i apologize. can we just hang on? it's been a rough night. okay. i think what's most important to me right now, as the cac chair, who worked really, really hard on this report, is that the slides are caught up, and that we have your attention. that's what i'm asking for. i do want to say just quickly, i have to even though it's not mandated virtual is very, very important to the disability community. but let's regroup and do this. we got it.

and it does sound like that. it's working i got it. so the that those listening in can hear now. so thank you. may i continue okay. so i was just going over highlights. the first one was the parent advisories. and the second one is that the cac leads inclusive schools week. an annual celebration of progress made to provide inclusive education to students who are marginalized due to disability and other factors. the cac is also very proud to sponsor the information and resource conference, a wonderful free annual conference for families of children with disabilities. the professionals that work with them, and community members. personally, i haven't missed one in over 12 years. annually, the cac hosts the advocates worthy of excellence awards. this is the most lovely ceremony that fills the room with loving gratitude. the award winners are kind allies to our students. and

finally, salpa legislator of advocacy is very important to us. we review proposed special education laws and we make recommendations to our state leaders. thank you and now i pass to harvey kelly, our cac chair. thank you, eileen, and thank you. hello. my name is harvey kelly. i am the cac chair for tonight. we will be sharing more information about each of these priorities and our recommendation from the 23 to 24 year. but first, we'd like to highlight a few important points . we recognize that our yearly priorities are vast and complex as is special education. because of this, we have decided to continue our yearly priorities into the next year. it is our hope to maintain and expand the

work that we have started. in addition, we know some of our recommendation actions will require long term planning and resources and therefore we want the district and the commissioners to know that we are committed to partnering with district staff and our community to find the solutions that we need together to address some of the recommendations that are included in this report. and now i will pass it on to melanie bussan. next slide, please. we wanted we want to thank the superintendent for meeting with the cac throughout this year and for its commitment to partnering with us in the years ahead. students with disabilities and their families are a diverse community. our families are multilingual, multicultural and multiracial and come from

diverse economic backgrounds, and our children will always be general education students. first, the cac believes we can work together to effectively break down silos and foster an inclusive, safe, positive learning environment and benefit the needs of all of our students. to get us started, we have the following recommendations. share and implement the casi's inclusion checklist district wide for example, here are a few highlights from the checklist. inclusive and accessible school tours, field trips, playgrounds and other school activities. these include disability history and awareness into the school community. in addition, we are recommending the following include special education students in the vision, values, goals, and guardrails. provide disaggregated data for students receiving special education services to ensure accurate

progress. monitoring and accountability. coordinate with all departments and schools to create a comprehensive rta, rti, mts system and to ensure all administrators attend training about inclusive practices and special education. finally, we are asking that the boe meetings are accessible to the disability community by providing asl closed captioning and other accommodations, including virtual public comment. the majority of cac members are parents of students with disabilities nationwide, 67% of parents of students with disabilities have their own disability or medical challenges , making it very difficult to attend boe meetings in person. we want to participate and be heard, and by doing, but not denying us the ability to make public comment virtually, you are effectively silencing us now . i will pass it along to

lillian lim, our cac treasurer. next slide please. we would like to extend our thanks to special education, district leadership and hr for their collaboration with us in addressing staffing challenges throughout the year. the ongoing staffing crisis, significant impact educator community and student, particularly student with iep affecting safety, well-being, and access to essential services . we acknowledge the district effort to address staffing shortages. while progress has been made, vacancy persists. according to the current hr data, we have 111 certified special education teacher vacancy and over 200 parallel educator vacancy. to address this, cac presents the following

recommendation continue to improve the onboarding and recruitment process. conduct a thorough and diocese of acid data to develop targeted retention strategy. implement a comprehensive peer mentoring and training program for new educator, paraeducator and emergency credential staff. offer full time hours for our parent educator. lessen administrative burden for our educator and staff, and expand college planning opportunity in conclusion, collective action is crucial to improving conditions, condition, and attracting and retaining skill. educator and staff during this staffing

crisis. now, i would like to pass it to carla. next slide please. thank you. lillian. the american psychiatric association defines mental health as the foundation for emotions, thinking, communication, learning, resources, audience hope and self esteem that by the age of 14, 50% of mental health illnesses will last a lifetime. we are still seeing an increase in behavioral and social regulation challenges and school refusal. 40% of students with ieps are chronically absent. this impacts their social, emotional well-being and academic success. previously, the cac recommended to improve and expand positive behavioral and mental health services to

ensure our students with ieps have access to supports from wellness centers and school social workers. this year, our recommendations are are to provide parent friendly resources in every language to identify available services and supports, and how parents can access them. form a task force to address the causes of chronic absenteeism and to implement a plan specifically for students with ieps. provide accurate and reliable incident data collection and reporting transparently to all families and to the cdc. lastly, fully funding and implementing the safe and supportive schools resolution. these recommendations are essential so all families, students and educators have access to a safe, welcoming and positive learning

environment. and now i will pass to harbor. next slide please. thank you. thank you carla, i'd like to take a moment to thank doctor priestley and spd leadership for your ongoing support and collaboration on the new curriculums into conventions and assessments. we are thrilled to see so many changes, and we recognize that these achievements should be celebrated. covid. and yet the work continues as to effectively implement curriculum and interventions with fidelity, we are recommending the following. gather and monitor data that identifies the effectiveness of specific programs such as spire for literacy, dreambox or excel for math and teach town for sdc

students. use appropriate progress monitoring data to inform and improve tier two and three interventions for ela and math for all students of all ages. improve writing curricula and interventions used to help support students who struggle struggle with things like grammar, spelling and dysgraphia . this should include implementing the new legislation that actually brings back cursive into the classrooms, provide additional training in the california dyslexia guidelines in especially for our new sps and our emergency credentials staff. and finally, we are asking that you expand co training opportunities between

special education and general education. teachers and staff in both structure literacy and udl practices and inclusive practices in the classroom. in short, we would like to see a strong rti or mtss framework model. with centralized data consists and progress monitoring and accountability and training resources and staff that is aligned with the services and supports that our students so desperately need. and now i'll pass it on to melanie busan. next slide please. thank you. harbor college career readiness is an important part of our focus on curriculum. a point to highlight for this year was the

implementation of the alternate pathway to graduation. we are concerned that only 80% of our students are graduating with a diploma, and out of those, only 38% students with ieps. are you see csu ready? with this in mind, some of our recommendations are. implement early warning indicators and disaggregated progress monitoring data for students with ieps. increase iep counseling and transition planning. increase collaboration and coordination between school counselors and special education staff. increase the number of counselors who directly support students with disabilities. bring back the college and career fair for students with disabilities and their families. expand the peer peer buddies and mentorship opportunities for students with ieps and increase internship opportunities for

students with disabilities. now, i will pass it on to harbor. next slide, please. thank you. melanie before we end this report, we wanted to take a moment to highlight a few things . first, please check out our appendix and the various links embedded throughout the slide deck. we have included multiple articles, legislations and policies on special education and on disability issues. and second, please reach out any time if you have any questions or concerns or would like to join one of our meetings, the email and website is on this slide and finally, we'd like to take a moment to express our deepest gratitude for the ongoing support and collaboration with our district and educational partners, all of our families and students, and

all of our community partners. in particular. we wanted to take a moment to thank jean robertson . who is retiring after decades sorry of services to this district. give me a second. your dedication, professionalism and compassion. you have shown our community in our families is truly inspired saying thank you and we look forward to seeing everyone in our monthly meetings, including our upcoming picnic in june. you're all welcome. thank you so much. and thank you for, bearing with us with all the technical difficulties they were. i've checked and they were i've got

plenty of feedback that everything was working, so it was captured. well so i wanted to let you know. and thank you so much for connecting all of your work to the goals of learning. much appreciated. and with that, i wanted to offer, open it up to commissioners who may have questions or comments. as a student with a learning plan and a learning disability, i just wanted to say thank you. and a lot of these suggestions are things that i can absolutely say would have been so, so useful. and like, as somebody with a learning disability who might have chronic absentee ism, i won't confirm or deny that. i definitely think that there should be a lot more checking in and a lot earlier intervention, especially with, graduation. and i know that at my school, students who weren't on track to

graduate received their letters, last week, i believe, which i personally felt was like a little bit late, i also wanted to i noticed that you said mandatory inclusive schools week, and i think that that's an amazing idea. i want to let you know about something we do at my school site where, students with ieps are specifically, they are given the space in our library to create a simulation of what it's like to have specific learning disabilities and not only do they do that for students, they do that for staff as well. and i think spreading that across schools from i was able to do this in my elementary school as well. so that was lovely. it wasn't student led, but i think that even elementary school students would be happy to lead that, and extremely capable of leading that. so i think if the board would help you implement that across schools, that was really, really helpful. at my school site and really, really well celebrated. so thank you. ossiach, thank you

so much for being here. i appreciate you so much, and i agree, everything you said in the report is spot on. thank you so much. thank you for the hard work. thank you for your continued advocacy, a couple of specific questions. one of the things we have coming up, is our , there is a report of bills that are in front of the legislature that we are voting on whether or not we support them, i don't know if you've all seen that, but i know you were recently in sacramento for legislative sharing day, i don't know if you have any bills that you would like us to add and potentially as a district advocate for in support of the cac, but i'd love to get that information from you, and i also, as i've said, for many of our other focal populations here, while it may be our case managers who have responsibility for implementing a student's iep, as you said, miss bazan, every single one of our students is first and foremost a general

ed student. so, it's every single person in our school's responsibility, not just the special ed teachers, not just the paras. all of our responsibility. so thank you for pointing that out, and, at the awards, i thank you for putting those on. we had one of our teachers, and i think it might have been mr. aguilar from aptos who said, this was the first time he's ever been recognized in his career. right. and this year in particular, it meant so much to get that recognition. so thank you for all you do to hold us accountable, but also to give us our flowers, you know, as we should all give each others flowers. i wanted to point out that 40% of students, the chronic absentee figure. that's scary, and my ask of the superintendent is really, so as we've done with many of our other advisory committees who come before us when there are recommendations or ask, we

provide status updates. and i would like to ask that we also do that for the cac. yes. and i know the cac will hold us accountable because what i've appreciated about that is there's no but what i've appreciated is there's these, you know, required as as noted at the beginning, formal presentations. but it's really through the dialog we've had. so we already have our, i think our september october meeting scheduled. so that will be a time for us to share the follow up that we're doing. i'm sorry, can i just about the legislation just quickly, it so some of the legislation that we supported is embedded in our slide deck. i mean, we couldn't talk about everything, so we just left it, there is others. we can give it to you offline. i would love to know what the what you all are considering supporting to see if there's alignment at some point.

sure. offline i would love to do that. thank you. i mean, it's attached to our agenda, it's agenda item and you're welcome to share your. i'm sorry. i was too busy preparing. i didn't look at the rest of the agenda. yes, i just for people who are following along, it is why can't i find it now, okay. you got it. okay all right. but commissioner boggess, thank you so much for your for your presentation and all that you do to support the district and our efforts to support students and families and special education programing, i had a few questions, and i'll try to be brief and quick. i'm curious if you can kind of share from your leadership roles, from your role as parents, guardians and the district. i guess if what change , if any, change you've kind of seen in how the district has

operated since we've gotten a new superintendent and i guess kind of how how you're perceiving the direction that we're kind of going in as a district, seeing the positive things that you lifted up, as well as the places that we still have room for growth. so i would just love for you to kind of talk about the superintendent, particularly, or just in general, the leadership. i'm kind of over the last few years. i'll take this. i have a feeling others won't want. yeah, that's my feeling, well, first, as the superintendent just named, before this year, we, the cac did not really meet with the superintendent. so that's an absolute. it means a lot to us. let's just put it that way. and it's. you can't do work like this if you can't get in the room and have conversations. so he's made a commitment to meeting us at least twice a year. and so that's for me. that's that's the that's the beginning of change really,

second is. i need to be careful about this. so yeah. no, i think it's important to, centralize things and move forward towards. because if there's too many moving parts all over, that leads to some chaos. and unfortunately, i felt as a district, we were kind of spinning our wheels. right? not making progress. so i appreciate the effort to try to streamline the process in general. that's for the district. i'm going to i really need to see students with ieps, families represented in the goals, visions and guardrails. it's a must for us.

our kids are in the general ed classroom. the majority of our kids and, that's how i'll know that as the superintendent is streamlining and centralizing and making all these positive changes, that our kids will be a part of that. so, yeah, i hope that's okay. very, very much. okay. i had additional questions , i guess if we could i guess i'm curious for district staff, maybe the superintendent to kind of talk about the, the recommendations that are being kind of put forth and i guess kind of how they fit into the solutions that are currently being implemented or kind of the long term solutions, i guess, where there's alignment, if these recommendations are things the district is committing to do. and i guess at the same point, if you could also talk a little bit about how we're able to kind of accomplish our mission, whether it's through

the recommendations with the number of kind of vacancies that we've had and that we currently have, and how that is kind of going into our strategy to better support students in this program, sure. i'll make a few comments. and, i look at doctor aguilera forehead if he wants to add on, and so know much of what is being recommended is, is, kind of in progress in terms of addressing. i want to highlight a few areas of importance. i think we've talked this year about the need in terms of centralizing, but the need to have more, training and support for school leaders on expectations around working with our students and families who have special needs, as well as then what's happening in, in the classroom and then, like, supporting collaboration among the special education teachers and then as the csc shared, making sure that the curriculum that we've identified and where we're seeing in areas results is being implemented consistently.

so just as we're bringing in the new curriculum around literacy, we already have this curriculum in place, but we need to strengthen our efforts on making a district wide, i also want to speak to, you know, and one thing i really appreciated about our meeting is the recognition that the district is organizing ourselves around our goals and guardrails. so, like the work, the recommendations around college and career readiness, are ones and career pathways are ones that we need to, you know, make sure we're incorporating. but i hear the feedback on like how we're incorporating it in our reporting and progress monitoring, as well. and then there was one more, wanted to speak to. oh. and then when we talk about because you asked a question about the staffing, i mean, so on the one hand, we have highlighted the staffing challenges we faced and particularly in filling vacancies, we'll say what we have seen and actually through the, and one of the

recommendations is supporting the special education negotiation is you're looking at the way we've we have staffed ourselves. we overall have staff that is below the like our staffing level. even when you account for vacancies is below the average, below the required, the, the limits we have established. the challenge is and what was critical in the negotiations was the way that's organized and distributed to what the term that is coming out of this in terms of equity, of workload, that's where we really need to do a lot of work. and so what's being put in place now as a result of these negotiations will be processes to make sure that you don't have one, you know, school or one, you know, caseload that has an inordinate amount of services to provide while others have smaller amounts. we got to we got to go through this process to even it out. so we're still going to need to work to bring in our

staff, still need to make sure we're filling those vacancies. but where we now have a process that i think will get us towards is, you know, overall more systematically providing those services to students. can i i'm sorry. i just want to add one other thing. we don't just meet with the superintendent. and so we are making these recommendations to other department heads and staff and so on. it's some of them have not happened yet, but we're working on it. so i just want to just name that. it's not just yeah, thank you. thank you for that. and thank you for your response. i think just to dig a little bit deeper into that, i guess i'm curious, how are we explaining to families or how we would explain to families how we're able to meet kind of the needs of the special education program? and given the amount of openings we have, know that we're working to address it. but i guess, are we saying that we can confidently have almost 200 openings as of march and say that we're able to fully execute our commitments to the students and the families, yeah. and, you

know, at our at actually, this might be good for our next agenda item, the sepa plan, because this is where we share how we're following through on those, those obligations. okay. so i think we'll answer it at the next presentation. okay. i have one more thing and then i will be done and we can move forward. i guess i'm just curious, especially based off i think like the tenor of the conversation at the board meeting, if we could, i guess, have, our representatives speak or someone from the staff speak specifically, particularly about the experience of black students and black families, and essentially how we're addressing the disproportionality in placement and treatment of black students within our district. kind of giving the constraints and understanding the recommendations are kind of reflective of district wide changes, but really interested in how they reflect best practices and how they will address. i think the gaps that

our black students and families are facing as they experience both things in the district as a part of the special education program and separate. yeah yeah. i mean, we heard, you know, some some tough stories and feedback about some of the experiences of our african american students. i think, though, when, you know, we're one of the major areas where we're working to address that is by starting off making sure there are educational career started off right. so one of our critical interim goals is around and the literacy success of our black and pacific islander students. and so we've been working hard to set that strong foundation so that students don't need to get referred to special education later, if they they are if they're not making progress academically that later, it seems like then then they need to get referred to special education to address those, those issues. and so that's, you

know, trying to build that strong foundation is critical to be able to meet their needs. and as they continue throughout their educational career in sfusd. you know, thank you for that. i think maybe there'll be more questions for that, for the other report that comes to kind of get, i think, more clarity to drill those things out. thank you again. thanks to all of you for taking the time and, and, and, helping taking a moment also to center as we started the this conversation. i know it was a rough transition. did you did you have it? no. okay. yeah oh, yeah. go ahead. i just wanted to give a big thank you to each and every one of you. i know how many hours and years that you've spent formerly on the ccac, and it's just really amazing to see the leadership growth. like i remember when i first joined the

board and how you were as a general member, committee member , and you were just so not just passionate about showing up. and for your own child or children, but also what it meant for other families to have access and inclusion and to now see you in the chair role, i think, really speaks to the opportunities that we want to create in sfusd and parent leadership, and also to the officers. and so i just wanted to acknowledge that because it takes i understand what it takes over time to grow into leadership. and as parents, to put yourselves out there, put your stories out there and to actually also work with district staff, with leaders to drive towards that change. so i just want to acknowledge that growth, and i really appreciate your leadership over the years. thank

you very much. i know you want to go, but i do want to just say something. it's about the virtual public comment. i haven't been able to speak for four months and four meetings in a row. as cac chair, i'm i'm begging you to find some solutions. i have some if you're interested, but i'm begging you to not just accept status quo. we can't go to meetings. it's not a matter of preference. it's sometimes. thank you. you have? yeah. i welcome the suggestions. please feel free to email me. and then the other thing is we do check all of our emails and in some ways like and then you don't have the minute short, you know, that you don't have to have it be done in a minute or be waiting, and it can be sent at any time, agenda or otherwise. so we have we do have an email for agenda items in particular. or you can feel free to email us at any time. but i

will welcome your ideas because we are trying to be mean. it's 851 and we're on our first, i get it. i'm not trying to. i'm not trying to speed this up, but we are trying to conduct meetings at a time where people can attend and observe and also acknowledge that, i mean, we are we do have virtual and most of our other meetings we can make that work and still start our meetings at eight. but the business meetings are really, really challenging to make happen. but i welcome any suggestions that you have, and i see, student delegate, please. i just wanted to say that though it can be challenging. i absolutely agree with you that we do have to challenge the status quo, and i understand how people at in-person meetings might feel that they're being, like, disrespected because we limit speaker cards so that people online have the ability to speak. but i think it's important for us as the board to

address that and to address people's, like, casual ableism in that idea that they deserve to speak more because they were able to be physically present. and not only that, but like to an extent, classism. just because i personally work the night shift like most nights, i do work the night shift just because i have school. so then there's also that aspect and i, as somebody who has served on the board, i understand that public comment does go a long time, and i think that we're we've been consistently trying to search for strategies on how to balance it better. and we would really appreciate and we i would say we need your guys's input on that. so thank you. yes. so thank you for bringing that up. i appreciate it. and with that, we will move on to our second business item of the of the night. thank you everyone. thank you. so this is actually a public hearing item.

item g the cell for. so it will i don't know if we've received speaker cards or if there are members of the public who would wish to speak on item g. but this is the time to come forward. yeah i did not receive any, but okay. okay. so with that, seeing no public comment, opening up the public hearing on an, adoption of the self, a local plan, and the annual budget and annual service plan for special education for the san francisco unified school district and county office of education. so, superintendent wayne, would you like to introduce, this item and. yeah yeah. so, so, san francisco unified is in a unique situation of being a single district, county and district. and so every, county kalpa must present at its district meeting, the

kalpa plan. and with in most situations, it's a plan that involves multiple districts. but for us as a single county and, single county and unified district, we have the one plan we're presenting, and so, please introduce the team. and as we heard, this will be miss robertson's final, presentation of a self-a, plan. so i really appreciate your leadership and work in creating this, and good luck and sharing your last one. okay good evening, everybody. my name is jean robertson. and i'm super happy to be here tonight. it's been a very active evening, but dissonance is where we do our best learning. and we certainly have been sitting in dissonance tonight i'm going to introduce a couple of people on my team, julia martin, you met a few minutes ago, she is actually the ombudsperson, and she is

responsible as part of her job duties is to get the local plan over the finish line and submitted to the state. so she's going to bring us through quite a few slides. actually, not that many. don't worry. and then we have jenny jimenez payne, who is the executive director over in action. and she's been a partner of mine in my everything for the whole time i've been on spd central. so jenny's going to talk to us about our students. i will bring you through, the budget slides and doctor carlene aguilera for is here to support. and we're thrilled to have him up here with us, so i think that's the first slide, and i'm going to pass it over to you. julia, are you ready? i am, turn my microphone on. hello again. everyone so i'm going to start with just some framing and talk about our mission and special education, which is twofold. we are committed to providing

innovative and effective services to. and let me read focus myself here. we are committed to providing innovative and effective strategies for our students that lead to better lifelong outcomes for our students, and we must do this in compliance with state and federal regulations. these are hard fought laws for the good of children that lead to a free and appropriate public education. it is a very, very large mission and responsibility that we take seriously. so tonight we're going to share with you our local plan, which demonstrates, just as our superintendent shared, how we meet our responsibilities. next slide please. so so our local plan, starts at our school sites. it starts with every kid who has an iep. those services on their iep. the services are rolled up into a ginormous

report. official word there into our service plan. and we track every single service received by every child in our district. it is something that is worked on by our data team, and then that information is reviewed and is part of what we use when we're pulling together our budget and really looking at and what we'll talk about tonight is how does our budget meet our responsibility? so exactly to the commissioner's question, how are we meeting our our responsibilities, we do this work through public hearings. so the state calls on us to share this information publicly, to make our reports accessible. all of our previous local plans are all online. and then this is our proposed plan. this is not our final plan. so our final plan will be submitted june 30th to the superintend, to the board and to the community advisory committee for special ed. next slide. before we go into the

plan, we're going to share a little bit of an overview of our district and our. so these are numbers you all have seen before . they're from the california data dashboard. the most recent data dashboard is april 2023. it's updated in the fall of each year. it's why those numbers are a little bit older, but it shows in general where our students are. our dashboard shows our students in sf unified. those are the students on the left. on the white side of the screen. the students in blue is actually the total number of special education students, because those are our students in the celpa and in the district. we're responsible for both. so every student from 0 to 22, i had a family of a two month old call my office the other day so that whole age range living in the city of san francisco, so that comp that comprises our county office as superintendent message our alternative schools, our non

public schools, our private parochial schools and early education, as well as five charter schools. you'll notice this list is not all charter schools in the city of san francisco because not all charter schools are part of our sofa charter schools can choose which sofa they belong to. next slide please. all right, so this slide shows the trends over the last six years in special education. we showed it last year. we showed this slide at the dac meeting a while back. it is a very, very strong trend over the last six years. so as our enrollment is declining, the number of students with ieps is continuing to increase and the percentage of students with ieps continues to increase in our district. and this is not just a san francisco phenomenon. this

is something we are seeing across the state and across the country. as more and more of our population as a whole has disabilities and is being identified with disabilities. right. so we're getting better at figuring out who needs additional support. the next step is for our state and our school districts to catch up and provide that funding. next slide please. i'm going to pass over to jane kane. good evening, commissioners. good evening, superintendent wayne, i'm going to talk about the next two slides in this slide. we're looking at the left, the white slide, the primary eligibility is that we have for special education. if you can see the pie there, those are the most common eligibility that we have in san francisco unified. and you know, it's which is consistent with the california

with california data. the one on the left, you'll see, you know, the lesser, common eligible be the deaf and hard of hearing multiple disabilities, his oe orthopedic impairment, visual impairment and so on. and to your right, the blue slide gives us the picture of which is the most common pathway of our students in sfusd are where they belong. if you can see, almost 70% of our students are in are attending the general education for majority of the day, which is those are the resource students and the related services students only, you will probably see that there's a the blue colored, pie there that says no pathway. that doesn't mean that those students are not being served. it just means that

we're still in the process of cleaning that up. our teachers probably just forgot to put the pathway in space. when they affirm the iep. but those kids are being served, next slide please. just wanted to let you guys know that, the student delegates we have to leave at nine. i just wanted to say thank you for your presentation for anybody who's ever given a presentation, we really value them. and i'm sure all iep students would be very, very happy to know how much you guys are doing for them. so thank you. thank you. thank you so much for your service. congratulations. yes. yeah. do we know? okay. and then

finally this slide talks about how if you can see an increasing trend of our students being identified with autism every year, it is, you know, increasing to the point where we have to open autism focused special day class s, at least 3 to 6 classes every year. because of that trend. so, but we do want to say that, only a small percentage of our students require that, that separate classroom setting. and so it's really a must for us to make sure that we provide tier one, tier two, tier before they go to the most restrictive setting.

and i'm going to pass it on to jean. okay. thank you. oh thank you. okay. so the next two slides are going to sort of capture the buckets where our budget is being expended in the year ahead, this is a planning document. we will continue to work with our cac to tighten it up as we head towards the june 30th deadline, and in this slide , you can see the proposed budget is. 2.34 234,844,000, in $1, in alignment with our partner departments. we've gone through an exhaustive process to plan for our students, cognizant of our district's financial situation, we've distributed our funds with an eye on the work in the field. our school sites, and those who work closely with students on ieps. the majority of our budget over 75, is in what we call ftes full time employees, otherwise known as

positions that are directly serving at the site level. these are our teachers, our paraprofessionals, our school psychologists and related service providers. includes speech and language pathologists, board certified behavior analysts, registered registered behavior technicians, just to name a few. we can go on to the next slide. we break it out a little bit more, this year the team built the budget, having noted overall spending trends from last year's. the past years, we looked at what we call actuals, and we are balancing our planning with an eye on vacancies and the associated salary savings versus monetary needs in the nps consult line item that ultimately helps ensure staffing for all of our students. s given we had over 100 vacancies last school year, adjustments will be

made after summer hiring and the ten day count to redistribute monies into the most appropriate categories to cover costs. in the past, we reserved monies in both of the salary and benefits category as well as the npa category. essentially over budgeting and inflating our budget and making adjustments throughout the year. moving into this year ahead, there is a wide recognition of a rebalancing, not overinflating looking at all expenditures and vacancies, contracted services to build our budget and make adjustments with our budget and fiscal services department at regular intervals throughout the year ahead. i'd going to move to the next slide. and this slide is actually, for all of you to have access to the document. the annual service plan, as well as the location of

where all of those services are taking place. so it lists all of our schools, all of the places, even our infants and toddlers that receive services. and you will see where our services are distributed throughout our schools and the city. okay. moving i think. yeah, we're getting ready to wrap it up this evening. so i just wanted to say thank you to all of you for all of the support of special ed during my tenure. i absolutely have felt heard and listened to the cac. you know how i feel about you clearly how you feel about me. we are partners in this work. and after sitting here last night until 12:30 a.m. with our unit members and our teachers union, also our administrators union, they weren't here. but we work very, very hard together to wrap around our kids in this city, and it won't stop just because

jean robertson is leaving, because we've worked really hard to build a model that will continue. we have a very strong foundation for all of us to build upon, and i'm looking at the people right here, and i know you're not going to let speed wane after. oh, no, no pun intended. but you know what? i mean. we're going to keep we're going to keep the machine moving. we have a lot of work to do in this city. these are very hard and trying times. but i do think that the foundation is set for us to build on. so thank you very much for your time this evening. it occurred to me so i had asked for in-person public comment, but i neglected to ask for online public comment. alicia, could you call for public comment? just but make it clear it's just for this item only this item. okay. this is for our virtual participants. at this time, we are hearing, we are taking public comment on the slpa local action plan and annual budget and annual services plan, again, we're only

taking public comment on that item. we are not taking general public comment or public comment on any other item. if you wish to speak, please raise your hand. each speaker will have one minute. can we please have that repeated in spanish and chinese? so i'm hacer comentarios acerca solamente de este tema el silpa eka persona tiene un minuto para ser comentario. gracias. go ahead francis. go go. can i be, sopa go go. one day guatemalan. don't you go. how you go somewhere we have fun guy. thank you, thank you. currently seeing for hands raised. so i will call on vanessa manning jennifer and

bernice again vanessa manning. jennifer and bernice. vanessa. go ahead please. thank you, my name is vanessa. i'm the executive director for parents of public schools of san francisco, and i want to express my extreme concern over how this meeting has been going. one of the things that i think has been successful is, is the work that, miss robinson robertson and julia martin do every day to support individuals with disabilities. i am a parent with a disability, and i have children with disabilities, and i just so appreciate their intentionality, their thoroughness, and really making sure that all voices are heard no matter what kind of dissent is expressed. have a good evening. thank you. manning. go

ahead, please . hello. yes, we can hear you. good evening. i don't know if i'm in error, though. i think that my, topic may have passed already. could i still speak on cac, we're now speaking on this item, so not not the cac item at this time. yeah, sorry. i forgot to lower my hand, i apologize. thank you. jennifer. jennifer. go ahead please. i'm

moving on to bernice. hello. my name is bernice casey. i am a parent of two children at sfusd. one of them, who has an iep, and i, appreciate the presentation that was made by miss robertson and her team and the cac. i, have serious concerns about the staffing model that's been discussed for special education, i want to make sure that there are full time hours available for paras and that there's training and support happening, at administration for administration at each site. and i also think it's important in your plan that you talk about

how much money the district has to spend every year in lawsuits because the district is not adhering to the federal state law that require, special staffing and policies to happen for children who have ieps, 504 seconds. thank you. thank you. okay. and we have brandy and rebecca. brandy. go ahead please . hi. i am a parent of a child with the iep. i want to thank, julia martin and jean robertson for all of the work, i just have i don't even know where to start with this board. our our our special ed teachers and parents and students and families are hurting so much because of the payroll issue. it's not on the paper anymore, but we still have educators who aren't getting

paid. and they are leaving the district, i know the meeting last week showed the district's finances were an absolute shambles. i it boggles my mind that see how many consultants that you pay for and all the curriculum expenses that you've run up, and, and all of this is celpa related because this all reflects our budget. and i just wish some times that you all really had the humility to really do things different. eye to. i want to second what the, harvey kelly said. we do not see our families reflected in the values, goals and guardless standardized tests are no way to measure a brandy. i am sorry to have to cut you off, but that is your time. thank you. rebecca. hello? can you hear me? yes, we can hear you. hi. thank you, my name is rebecca fedorko. i'm an early education special ed

teacher. i'd really love to hear the board discuss more about their special education staffing model. i know doctor wayne kind of mentioned, like, we have enough special ed teachers to meet the technical numbers. we have under state caseload. but, i mean, i just really do want to make sure we're reminding ourselves that you one child is not the same as the other, especially when they have an iep. i have students who take 20 minutes of, you know, case management work throughout the week, and i have other students that take about 300 minutes worth of case management work throughout the week. and those two students, both equaling one on my caseload, does not capture that whatsoever. and i would really hope as an itinerant teacher to not see you guys move toward a more itinerant model because they can say that like, that's a really challenging job, and it is a thing that makes people leave the district having to go to multiple work sites every single day is not it's just not as enjoyable. so also,

goodbye, jean, we will miss you. thank you rebecca. that does conclude virtual public comment for this item. so i'll now open it up for commissioner comments or questions. and if we could you know, keep it concise and to the point. and round robin. thank you. know, i really appreciate the work. and, not to put too much of a fine point on it, jean, you're amazing. wonderful. great leader, you you're going to leave us in the dust or i just speak for myself. maybe another board members want to, join in. but you are such a special person. you are such a great leader. and i don't think that anybody can fill your shoes. we will desperately miss you.

who so thank you all sped for the work you do. and the heavy lift. the heaviest of the heavy lifts. we appreciate you, so just a couple clarifying questions. i was looking through the budget plan documents, and i think that the 2425 and the 2324 tables, i think it was table two, i think we might have 211 million in both when we should have 234, for 24, 25 just, so just want to i wanted to clarify that, we can come back to that a couple of things i really want to highlight, though, are that of our of the 211 million that

are disaggregated there, when you look at table three, which breaks out federal, state and local revenue, 4.89% of our special education revenue comes from the state, 6.9% of our special education revenue comes from the feds, 88.21% of our revenue is local contributions. so when we get to the next agenda item, where we're going to talk about what we are advocating for at a state level, for the love of all that is good and holy, can we advocate for more special education funding? please so that's one, so just to tie things to a couple other agenda items that we have, actually, let me step back the charts that highlighted, special education and the disability, the eligibility categories to me, seeing 31.9% of our students

eligible under specific learning disability. i think that it's important for the public to understand that that is an eligibility category where you have to when you are tested and found eligible for special education, your cognitive scores, the way your brain works is at least average or above average, and what is found discrepant is how you're performing in math or writing or reading. so we have and this is true, we see in the data with 70 to 75% of our kids sitting in general education. we have some brilliant scholars who also have ieps, and we need to stop treating them as second class citizens or as not capable of the same work that everyone else is. we need to have really high expectations in our district and in our celpa. and so i think the other things i really wanted to point out here and tie it to other agenda items, item 13 on

the consent calendar is the fiscal year 2324 contracts, we have 3.9 million in special ed general contacts contracts, 11.7 million year to date in non non public agencies 14.7 million. we are spending on non public schools 4.3 million on psychologists, 170,000 on related services. that right there is $34.9 million that we are outsourcing of our sped obligations, rather than building appropriate programs here, rather than hiring people that we need here. so my question to the superintend and the leadership team is, what are we going to do as a district to meet our obligations to better serve our kids here in the least restrictive environment? what is air doing? what are we doing from an ed services standpoint? what are we doing from a lead standpoint? can we stop pushing

our kids out and actually support them here? please so then last, this is last, i promise, we are to tie it back into the intersectionality and some of the comments earlier. we consistently, year over year are found significantly disproportionate in the number of black boys that we suspend, the number of black and brown boys who we refer to special education for emotional disturbance in ohi. those are the behavior categories. and we under identify our students for specific learning disabilities as well. are our students of color. so we have always had to have a ccess team, and so when i look at item h ten, and that is the staffing contracts, if you look at, the 2024, 2025 positions eliminated, reassigned to a certificated position in our ccs team, like our entire ccs team, is there what's

happening with ccs because that is state mandated and that is where we are. that is the team that is supposed to be working on fixing this. so where is that going to lay next year? who's going to hold that, and what does our ccs plan look like for next year? so those are my easy, simple like 32nd questions to answer. good evening commissioners, i'll address the start with the last one. ccs the ccs, work and the plan that will be submitted. and it is in development right now, will address the needs of this particular group of students, our african american black students, through a more local ized, approach that means that we are getting team members that will be at the site level, support in the schools from the very beginning of the day until the end of the day. those the

same number of people, because this based on the allocation of budget that we are mandated to plan. so the three new members, once we hire them will be centrally sent to the sites to for students to attend the needs of students that have been identified under the thesis plan. and these team members will be part of the life of the school, will be connected to the support for the teachers, will be connected to the support for the families, and will be connected to the support to the students. instead of having a members that will come and once a week, twice a week, drop in for a meeting and follow up in certain areas. we have done a very good job in that, and we realize that we still need to address the needs throughout the week for all those students. so

this particular team, in terms of staffing, is the one that will be, let's say will not exist. but the ccs plan and the ccs team will continue. and the impact will be at the local level. so centrally we allocate the resources we meet and plan, but we really want to make sure that the support at the site level for the teachers is consistent and for the families is consistent. one area that we have identified and is a district wide area of work, which is also attendance, we want to make sure that also we are getting, attendance, liaisons, seawalls that will be assigned to the schools to support these families and these students. so again, it will happen. and again, there is no

way to say no because we are mandated to allocate our part of our budget in a spot to support the students. that's helpful. and when do we get to see that actual plan? the plan is stated to be finalized within the next two weeks, so it will be sent to the board via superintendent. and then after that we'll come back and then we'll submit it to the state. thank you. could you please repeat the other one? i don't think everyone else wants me to, but, so the other questions were, considering that we outsourced $34.9 million in special education in, what are we doing? what are we going to do as a team to bring all that back in house? what are we doing with hr? what are we doing as ed services? what are we doing with lead to build the programs and

to hire the people to actually serve students in house? that was question one. or question two. and then there was a clarifying question on the 211 million versus 234 million, and i'll stop there. yeah i do want to be mindful of content and brevity, vp alexander is also waiting in queue, and i know commissioner boggess also has a question. so thank you. you name it, we have to work with hr. and as long as we have the vacancies, we have to provide the services. so that's hr and the associate superintendent of hr is already working with her team on that. two the piece of lead and services we initiated thanks to the leadership of miss robertson and miss rice mitchell, we initiated that collaboration and we have now

now a consistent way of working with lead and the next level is providing professional learning to the site leaders and to the staff in general. ed, so that we can partner in addressing the needs of the students as well, so that my last clarifying question about this, because that's great. and, we spend $14.7 million on nonpublic schools. so what programs are we planning to build in order to stop sending kids out and provide them opportunities for fape and the lra here within our district? okay, so this is real, and we agree that there is an opportunity. i have been attending a lot of the resource alignment meetings in the community on saturdays, and i keep getting excited at the idea of building out a school for students with dyslexia, because i believe that that is our greatest need right now, i don't

know what it looks like. i mean, i'm in that mode of is it a clinic? is it a whole school? is it a long term short term? don't know. but i think that there's a lot of opportunity there for us to take a look at it, because that is the single most, referral pathway that we could do a little better on. we have good curriculum. we have good training, but we just have too many gaps in kids. we can't play around with literacy. we have to get them up and running and reading early. early intervention is where it's at. so i think there's opportunity there. and as our district begins to hopefully settle post pandemic and with this realignment conversation, i want everybody to be really mindful that this is the time to put that on the table. vice vice president alexander, are you, available? yes. can you hear me? yes wonderful. hi, everyone. sorry i'm not there with you in

person, just. i had three brief comments on this one. two of which are echoing commissioner fischer's. the first one on high expectations, i just think is worth repeating because, you know, sometimes we hear dialog around as if special education is about lowering expectations when nothing could be further from the truth. it's about adjusting our how we provide education to meet high expectations, and i think the, the it also highlights, you know, some of the issues and challenges. i think one of the public commenters may have said this even around standardized testing, and i think that is not always the best measure. it is what we're using for our goals right now. but i think it's or two of our goals. but i think it is, something we need to look at, especially with kids with ieps. and how are we measuring progress, second, on the budget, i really wanted to highlight and appreciate, in the presentation, what i heard, i believe, was a commitment to no longer using the practice of over budgeting

or holding open positions and other unorthodox practices, which i think have are part of what has resulted in us getting the negative, budget, certification because, they prevented us from showing that we're making the reductions, some of which we actually were making. but because the budget was inflated or positions were being held open, we were not able to document those. so i really appreciate that. and just wanted to kind of note that because i think it was sort of slipped in the presentation, but i don't know if it was highlighted. and then, similarly echoing the comments my colleague commissioner fischer made about the, contract birx outsourcing using paying for compensatory services, etc. and that leads to my final comment, which just is another bit of gratitude for, miss robertson and her long time of service in sfusd. but you know just what she just said around, you know, you know, the need to rethink our schooling options, which i

think is an excellent idea as we, as we reconfigure the portfolio, i think is an example of her commitment to students and families. i've had the honor of working with her in the last couple of years on the new translation and interpretation policy, particularly how it has been applied to ieps and translation of iep documents. i've been in multiple community meetings with her, talking directly to families, engaging, being out in the community, and i think it's just a great example of how someone in a central office role, a top role in the district, can be constantly out talking with families and being accountable and transparent, so just thank you for modeling that, we really appreciate it and really, really appreciate your service. okay. thank you again. thank you for the presentation and for all the work that went into it and your commitment supporting our students and families, just, i think, follow back up on the

vacancy question i raised during the last report. i think you kind of did speak towards your kind of plan and intention around closing vacancies and addressing some of the staffing challenges that exist in the district. i guess i'm interested in, and i guess, what are we doing different structurally to kind of address for the chronic issues of vacancies and kind of how is that showing up and kind of understanding that there's a shift to have more of an emphasis at the site level as far as like responses and solutions for the issues. how are we monitoring kind of those operations and those successes at the school site level or gaps in challenges? i think i'm trying to get an idea of what is our structural approach to addressing this problem and ensuring that we're meeting our commitments to the young people and the families in these programs, and kind of what has shifted and changed given the fact that we still have a lot of the same issues and are seeing a

lot of the same outcomes, umms. okay, i got this one, because we feel the pinch of the problem. i'll just say and something that we're dealing with right now is when we have a vacancy, we have to find, an agency that can help fill that vacancy and support us because we're adhering to our mission, which is the law and the idea. but what? and it spiked. actually, you all know that after the pandemic, our problem, it was exacerbated. so we get the feeling that the i don't want to say price gouging, but i'll just say that anyway, the prices or the rates just became exorbitant. and we're not having it anymore. so we've had enough time now to do an analysis, and we have our own staffing issues internally. so this is not an easy lift. this

takes a lot of time. and we've done a comparison sheet and we've set ourselves up to go into conversations with these npa partners next year with a leg up. and we're going to say no, we're not paying that. and this is why. so we're ready to put on our negotiation hats with some of our partners, we find that that sweet spot number one, another issue that is right now a theory, a little hypothesis. but remember, i led schools for 18 years, so i have that hat to wear. and that experience when you're special ed, central office department gives you a teacher or gives you does the legwork and gives you a paraprofessional, there's a complacency that happens there. that problem is off my plate now because i have somebody showing up every day. i am in no way throwing my partners in the field under the bus. they're my very best friends, but we think that we can do better monitoring those those, those support

personnel that are assigned at the schools. so if we say you're going to get the support personnel for 30 days, and in those 30 days, we're going to help you review you, i was going to say ieps, but that's not what i wanted to say. resumes, we can help set up, you know, some kind of a questionnaire to do some interview issues. we're going to have a little bit of a system of monitoring so that it's not a long term deal. it's more of a placeholder to get that school and that team going in their hiring process. and we obviously have to bring hr into the fold because they're the mothership that's holding all of this information that we have to access. so it's been we've been in the mud for far too long, but we have set up some conditions that we think are going to help us move forward so that we don't have these long term, very expensive people. that isn't fair to our unit members either.

remember we have a commitment to building our rank and file. so we have an eye on that. and that is an internal priority. and we will be sending a memo. i got to tell demetrius this wednesday in the lead bulletin just alerting everybody for next year to be on the lookout, that we're going to be doing things a little bit differently in the year ahead. thank you for that answer. i guess just to get a little bit more clarity. so kind of looking at what we're getting into for next year, if we did have an open vacancy at a site in a classroom, what is i guess, what is what is our approach and how are we addressing that both on the structural and as well as how are we addressing that with the families who aren't getting service for that? or are we saying that we're planning next year because of our intention that that that won't happen and we won't need to respond to those kind of things? i will never say that. i don't think that that won't happen because the problem is bigger than that. right? so realistically, we want to diminish these gaps in our staffing. but it's an ongoing

open dialog between it's triangulation between the school site, hr and spd. so we meet regularly and we, we monitor that, i'm getting a little lost in my answer. i guess i'm just exhausted, but it's an we're going to monitor it. it's our priority. we meet regularly with hr. jenny, do you have anything to add to this? no, i think i will say. i mean, i think, you know, stepping back for a moment because i appreciate the questions and their theme. i mean, we're talking about this has been year, you know, years and so i do want to say i think, you know, first of all the salary increase, we, we approved and as the teachers and the united educators argued for, is a way to recruit and retain. and, secondly, and this is why i know it was a long process, but

this work around the establishing a process for equity of caseload is really speaking to the working conditions of our, working conditions of our special education educators. we heard one of them on public comment tonight, and addressing that. and then third, you know, providing the additional training and support. and i think none of those things will see, you know, an overnight impact. but we do, you know, our markers along the way are like how we see staffing in the fall. is it better than than before? how we see the training. and this is where we can demonstrate the number of trainings we've done and then ultimately how we see the caseloads organized. so i just share that to say, like, i know there's an urgency to want to, you know, have all the answers now, but big picture these are some of our major structural because you you bring up the structural, structural changes we're making to then start to turn the tide in how we're staffing and supporting special education. i just want

to say thank you for that. you said exactly what i was thinking , the work at the side table was really important because we need to vote to extend our meeting, because we're already past 930. so moved second. okay. and can you roll call, please? commissioner? bogus yes, commissioner. fisher. yep. commissioner lamb. yes, commissioner. sanchez. yes. commissioner. ward. yes. vice president. alexander. yes. president. motamedi yes. thank you. and i'm just going to ask because we have five more action items on this, or maybe even six on the agenda. and so i do want to be mindful of clear, concise answers. and it's okay to provide a more detailed answer later as follow up. i think we're good. i think the side table was an important process that we just went through with our educators in the field to create better conditions and to really look at how what their

day looks like and what they carry on their caseload and the training pieces paramount. and we have that in place and ready to launch, not launch, but to strengthen in the year ahead. so like i said, the foundation is looks pretty good right now for improvement, don't you? just one final comment. thank you so much for that response. i think the thing i guess i would just lift up is it would be i'd be very excited for the day when we, as a district, were able to make a commitment to ensure that we were able to support all of our students, especially students in special education, who we have vacancies in the classroom who aren't able to fully get their service, that we go around and we find a way to ensure that they're getting that access. i know that they legally have that right, and they have the ability to sue us to ensure that those things happen. but i think it'd be good if we had a proactive step, if we knew we're going to have vacancies, that there's a plan in place with families to support them through that. and definitely just looking at the superintendent as we're going through this big redesign to figure out how that can be a

part of it, how to say that we have a guarantee that we're going to ensure that we're meeting the needs that you have. i the intentions we have are really good. it's just not a guarantee or it's not a commitment. it's not a promise to families. and so i think for us to figure out how to how to right that wrong and really live up to that commitment, and so people can see all the hard work and really feel the effects. thank you so much. i just want to say too, that for every, every class that had a vacancy, we of a teacher or a related service provider, we actively sussed out the situation and made every attempt to contact the family in writing and with the follow up of a phone, and we actively recruited them to the alternative dispute resolution table to map out a plan to provide compensatory services. it's not a replacement of that missed service, but it was the best faith effort that we could do under the law. and our commitment to equity in this

district. so we do have an active plan to go out and find those families. did we miss some? likely yes, we have. and that's never okay with us. so we'll double down in the year ahead because we're committed to that. i have one follow up and i apologize, but respectfully, having these questions answered via email is not the transparency that the brown act, you know, under which we're supposed to operate. and this is the one time that we hear from the local plan all year, so in this vein that we're, i'd like to tie us back to the cac presentation, and it was slide six, i believe, where their staff retention, they highlighted that as of march 2024, we have 71 sped teacher resignations and 112 paraeducator resignations. do we know why? do we know why they resigned? do we have exit data from them and are we using that

to fix and make changes and close holes? et cetera. et cetera. we have anecdotal data. air. i can't speak for air, but i'm not privy to an exit interview situation. but we can table that and check in and see what they have. and if they don't, perhaps we will build that, because that's necessary. okay, i'm going to madam president, can i just make one correction that it is possible for a member of staff to send an email directly to an individual board member and provide information that would not violate the brown act? my point was that it's not as transparent to send an email to me as having it in a recorded meeting that is then posted on the website afterwards. and no, fair enough. we're just making sure we're clear. point out that we have a q&a doc. these are posted and so that is an opportunity to get a lot of the questions out and documented in writing, as well

as verbally communicated off the from the hip in these conversations. so at this point, i would like to move to vote on this item. can i have a motion and a second please? so moved. second, i think you have to read this into the record. it says just now, commissioner fisher. alicia, are you able to is someone able to read this into the record or do the roll call vote or do whatever we need to do? thank you. do we have a motion? and the second already? okay. and, commissioner bogus. yes commissioner. fisher. yes, commissioner. lamb. yes. commissioner. sanchez yes.

commissioner. wiseman. ward. yes vice president. alexander. yes president. motamedi. yes seven days passes. thank you, did you. yeah. yep. and so thank you so much for the presentation this evening, we are now moving into the section h action action items, yes. thank you very much, our our next item is h one resolution ordering school bond election on november 5th and authorizing necessary actions in connection therewith. can i have a motion and a second, please? so moved. second. okay. thank you, superintend, would you like to introduce. yes after, much discussion and planning, we are.

and feedback. we are pleased to bring forward a resolution to place a general obligation bond on the november 2024 ballot for much needed repairs and upgrades to our school sites. and tonight we have a presentation about the bond proposal is where i think in our facilities master plan, there is a request to understand where this fits in. in the in terms of our overall future of addressing our facility needs, and that will be shared as well. so i'm going to turn it over to our bond program manager, licinia ibarra. thank you, doctor wayne lucina berry, director of the bond program. i'm joined tonight by john dutch, bond program director of construction, and kate leavitt, communications director in the bond. also here is peter wong from baxter mccarley, berry and company, who provides financial advice to the district should the board have questions related to the financial items, go ahead to the next slide before

starting this conversation on the 2024 bond, it feels important to start with these unifying statements, which we've heard echoed in many of our stakeholder conversations to date. of course, our kids deserve great schools, safe and supportive places for learning. the bond program has a 20 year track record of delivering projects with big impact, and we need a new bond this year to keep the program moving forward. tonight's presentation builds on the conversation we began last september, when we introduced the 2024 bond proposal to this board. the bond is proposed for november 24th to time with the district's other major bodies of work, including the resource alignment initiative. after months of work and planning, our team is proud to recommend this bond measure resolution to authorize the district to sell $790 million in bonds to continue funding critical capital projects in the district's plan. thank you.

listen. good evening, commissioners. so first let's discuss why is the 24 bond needed now? the bond program has been in place since 2003, investing more than $2 billion in sfusd facilities over for bonds. the bond program funds capital improvements to sfusd schools. the images you can see on the slide reflect every stage of our process, from design through construction to the finished site. through the four bond programs, sap usd has funded investments at each and every sfusd school. the next two slides. show before and after imagery. can we go to the next slide here? these next two slides show before and after imagery of s.f, usd bond funded

work and the dramatic impact the capital project can make our schools at garfield and clarendon bond projects made transformational changes to these community spaces. at thurgood marshall high school, we replaced every single window in the academic wing, which reduced solar heat gain in the classroom spaces and created a prominent welcome front entry for students where there was none previously. a hillcrest and lafayette elementary students experienced beautiful new buildings, updated classrooms, and refreshed schoolyards at the mcateer culinary center, the completely renovated kitchen produces thousands of meals from scratch for all of our district's early education schools and three high schools. academy sota in downtown, and it's a space that has allowed the district to demonstrate proof of concept for creating a central kitchen for all schools.

so the timeline here charts sfusd bond programs. the amounts and the time between each bond measure. there are two key points to highlight here. one, that there's been an eight year gap between today and the last bond of 2016. now, this is much longer than the scheduling of prior bonds. the bond measure being proposed this evening would authorize $790 million, with a planned expenditure period of four years, allowing us to continue our investment pace from prior programs. the second key point is really about impact early bonds. the early bonds, the 2003 2006 were focused on accessibility improvements, so school modernization really began in earnest in 2011 when the 2011 bond and in that 13 year period, as if usd's bond program had

managed to make huge impacts on our schools. thanks to further define the impact of schools, these bond programs. here is a list of 44 completed school modernization projects, and the additional four that are currently in progress. these projects took place all over our city and represents a range of different scopes and sizes, and different types of projects. this work is important to our students well-being and success at school and the district. still has many heavily used and aging schools in need of improvement. given a highly constrained operating budget, the district can allocate only a few million dollars annually to facility maintenance. school bonds are the only financing tool to fund this capital work without a bond. there are still key needs for building safety and core functions that would have to be completed and would have to come out of the district's operating budget, which would mean less resources

for the classrooms. in 2022, the district sold its remaining 2016 authorization, which means that the district has no additional bonds to sell without a new measure. also importantly, given the planned pace of investment and overall size of this bond, the district's financial advisor has modeled that this bond proposal would not raise taxes to san francisco taxpayers. the district is retiring debt from previous bonds responsibly and taxes related to this bond would replace prior taxes, not increase them. we are at a point now in the program where our school site partners want the bond to address their sites. they see the positive change of the program. the biggest call to action is to keep going to measurably move the needle at more school sites. i want to spend a little bit of time on the requirements for on the content of the bond resolution being considered by the board tonight, starting with requirements, the bond measures require a two thirds. go ahead

to the next slide. bond measures recommend. i'm sorry, require a two thirds vote by the board of education, and then 55% of the voters for approval. bond funds are restricted to capital construction of school facilities and cannot be used for operational purposes, including teacher salaries. bond measures have several required accountability measures which have been reviewed by the bonds legal counsel and are included in the resolution presented here tonight. in the next slide is the proposed question that will appear for voters in november. the scope of work clauses at the start of the question reflect the proposed investment categories of the bond, and the financial figures at the end of the question reflect estimates and assumptions by the district's financial adviser. as doctor wayne said previously, this board leads the district policy obviously works with the

superintendent on goals and guardrails as this proposal builds on the 2023 board approved facilities master plan and aligns with sfusd guardrails noted here, namely effective decision making, serving the whole child, resource allocation and strategic partnerships. in the 2024 bond program, we're going to keep doing what we're doing well, our modernization program is very good thanks to an organized program based in design and construction. best practice. we're going to hold steady to our prior financial practices. we manage our debt responsibly. we repay our bonds quickly, and our tax rates are comparatively low. notably we also have a new energetic team in the bond program, from program leadership to project management. and each of us are individually and collectively committed to this mission. and these are the four guiding principles that frame the 2024 bond proposal formed through community conversation from fall 2023 through this spring. we

consistently heard a call for and we commit to more transparent project site selection. this is also a citywide proposal distributing bond investments throughout san francisco. we have new data to help us select sites for modernization projects, including the facilities condition assessment, which gives us much more information than we've ever had in any prior bond about what's going on in our buildings. and finally, this bond will be coordinated with the resource alignment initiative to ensure we invest bond funds in schools that continue to serve sfusd students . the bond proposes six investment categories most of which were part of the 2016 bond core functionality is a new category added for this proposal. intended to be targeted work to fix specific problems at school sites like electrical and heating issues, outdated bathrooms, peeling paint and contrast with modernization projects which are large, comprehensive construction projects. modern ization can only take place at

select sites in the course of a single bond program, and committing to more core functionality. project improvements spread bond investments across more schools to improve student experience on a daily basis. the outsized allocation on this slide, and the $225 million number is for student nutrition services, which makes a $200 million investment in a student nutrition food hub and continues improvements to production kitchens. the schoolyard outdoor learning program expands the prior green schoolyards program as we pivot schoolyards as classrooms beyond pe and athletics, we will also continue the partnership with the department of technology to make necessary network upgrades. and finally, we would complete security upgrades at all sites, which we started in 2021. when we've shown the prior slide, we know people wonder, what can i buy with that amount of money, and so this slide estimates the 2024 bond in numbers of projects . and creating this slide we're focused on both the investment dollar amount and the proposed

four year period. given that capital improvements take time for design, permitting, bidding and construction, the impact is in addition to the three project commitments, the district has already made in the 2016 program to west portal elementary, denman middle and buena vista. horace mann k-8. okay. and i get to talk about the two key projects that represent the largest investment areas for the 2024 bond. so you'll see at the top the student nutrition services food hub, which is a $200 million investment to the fact that response to the fact that sfusd is the largest provider of food security for kids in san francisco, as we learned in the pandemic, families in san francisco depend on the school district for food, and the district currently serves 40,000 meals every day. and we know that two thirds of students rely on sfusd provided food for most of their daily nutrition. the 2024 bond would construct a food hub, which

moves the district away from dependency on vendors like rev foods and increases the diversity and freshness of the foods that kids eat, allowing us to better partner with the local food economy. it also would be a first critical phase in moving towards a central kitchen and creating all district meals in house. the second key project is, one modernization of a large high school. per the direction of the board of education, there are four high schools that are in the top 30 schools in the facilities condition index, which means they actually have the lowest, or poorest facilities for district high schools. and they're pictured here in order mission balboa, sf international and galileo. and we have not selected the site, but it will be one of the four pictured here. so during our engagement and outreach for this bond proposal. and you can see that in more detail in the appendix, we heard clearly from

stakeholders, and we heard that tonight that we need to increase transparency and accountability of how bond dollars are spent. over the last two years, the bond program has completely revamped the program website to provide more content about the district's bond funded investments, and we'll continue this public outreach and communications work. we also heard stakeholder requests for greater understanding of how the student experience could change after a bond project. and so we're sharing these draft scope commitments, for modernization and core functionality projects. they give you a sense of the holistic approach of how the bond program would scope the work, taking into account everything from essential safety and security and accessibility needs to water quality to heating and cooling systems and technology infrastructure. on accountability, the bond program has many accountability measures built into the way that it

operates, and some of them are mandated legally, like the citizens bond oversight committee and the independent audit, and others are ways in which the program seeks to hold itself to high standards of accountability. so for example, the bond report, which i meant is a detailed document that will publish within three months of the bond passing and that will include extensive information on 2024 bond projects, selection criteria, accountability measures, and you can see some other accountable accountability measures listed out here as well . so this last slide indicates the timeline and schedule milestones with the board's adoption of the resolution tonight, staff would move forward to submit the bond measure to the board of elections on august 9th. and then it would go on the ballot for the november fifth election. as you can see, the bond program has already begun some start up activities for the 2024 bond so that we're prepared to keep the program going and can hit the ground running after the

election. and that concludes our presentation. i want to say thank you to the commissioners, to doctor wayne, to the many staff members and stakeholders who have given us their time as we've worked on this proposal, and now we're open to questions. all right, and i think i'm going to impose the round robin approach. so, if there's any clarifying questions, ask those now and then after that, we'll go to round robin with two minutes for each commissioner. any clarifying? okay. any comments? i over utilized my time for all the sped stuff. so i will defer to fellow commissioners for this section. and thank you all for your work. okay. thank you for all your work and for everything that's been presented. knowing how

difficult it is to kind of pull this together as we get ready to go out for the bond, no question. i do just, i think, want to lift up the concerns that i've had that i've kind of shared through the process, even though it is really good that we are going out for this much money, it would be great if we were able to go out for a larger amount and really do more to provide more modernized school sites, versus, i think, getting things caught up to just being adequate. i think knowing that we have a new school opening up and knowing that a lot of sites across the district are not going to be at that level of newness, is disappointing. and i think there is a lot that needs to happen. i think, through this process to kind of correct historical wrongs that have happened through bond projects, of communities feeling neglected and forgotten and sites not being fully upgraded. and so i'm really hopeful that as we go forward, that there's a clear plan that links both this bond

future bond efforts to really get us to where we need to get to, so even though it's positive that we're taking a step in the right direction, there's still a lot more steps that we need to take. and so i'm hopeful that we'll figure out a way to have better partnerships with our union partners and community partners as we enter into these processes and hopefully are successful in getting the bond, successfully passed by voters. but just again, just, you know, really would like for us to figure out ways to be more aggressive and increase our internal capacity to handle larger amounts of bonds, larger projects, i mean, really kind of upgrade our whole district. thank you. so i know that wasn't a question, but i am i'm going to ask a question related to that which is we did hear from folks asking why we're not going for bigger and more. and i just think it would be useful to hear from your perspective. i think

that was an intentional choice, and i think it would just be useful to understand why, i can i can share for this one. and, you know, i think, a few reasons. one, we, you know, share in our master plan and our facilities condition assessment, the huge amount of need we have. and that also then provides a roadmap for what we're addressing. so when we talk about like the schools we're looking at to modernize, we are looking at that facilities conditions assessment to make decisions. and so then specifically to your question. so we are looking at our capacity to be able to address these projects and wanting to make sure that we can follow through on, you know, on them in the time that we've allocated for them, secondly, there's, you know, we shared that, you know, we're we have a lot that we're

working on as a district and to achieve financial stability and while there, the bond program has been very well run and is one of the few programs where in the city where we can talk about providing things on time and on budget, still, we have a lot of work to do to get in a strong position overall as a district. and so we feel like going out for this amount now is an appropriate ask and lets us to get the let's us to get organized around resource alignment, around our our budget issues, to then be able to, in the next round, even leverage it more to provide additional, additional resources to move onto the next phases of projects that we need to do. so in short, you know, capacity and kind of feasibility and thinking in terms of long term planning. yeah. that was i'm sorry. did you want to go? no. go ahead. i had the same concerns as well

around the amount of the bond. we have a $6 billion in excess of a $6 billion need for our facilities. but the reality, obviously, is that we are in a building trust phase in this, city. and luckily for us, it's a 55% voter threshold. before 2000, it was a 66% threshold. and we've always passed bonds at around 70, over the last 25, 30 years. however, now it's we're in a tougher position. so, we're all hoping and crossing our fingers and working as hard as we can to get this passed, but it still will be an uphill climb. i really want to thank our team, for this presentation and the work you've done to bring us this far. i just wanted to comment first. thank you to the bond team. it's been incredible to work with you all as we've been putting together this very important bond measure

together. i just wanted to respond specifically to the size of the bond and to commissioner sanchez's point. we absolutely are in to continue building the trust with the public, understanding our current financial position. and you'll see from the bond language that it is important that through this renewal and recommitment of the 20th through the 2024 bond, that taxes will not be raised through this bond measure. and at the same time, we recognize that we absolutely have a much greater need of both the categories that we've outlined from modernization to the core, operating and, you know, technology, security, you name it, the phases that we're, functionalities that were outlined by staff. so i just wanted to note that about, that

we know that this work is does not, complete in 2024 through this bond that is actually a continuum of the ongoing work that's necessary. and the facilities master plan. thank you again to the staff has really outlaid for the first time that we have an understanding of the conditions and status of our portfolio that we really hadn't had insight, holistically before, vice president alexander, for thank you. i'll echo my colleagues, gratitude and, just one clarifying question, because i think my understanding is that part of the response to the additional need is, you know, we're going to do this bond of this size now, but we're going to come back in four years, that's the plan for another bond . does that does does that require, increasing

implementation capacity? i guess i'm trying to understand. are we staying at the same level in terms of the size of our annual bond program, or are we increasing it? how do we feel about, you know, that kind of capacity to be able to increase it and really get the money spent, in order to go back and to be ready to go back for another bond in in 2028. does that make sense? yep. yeah. i was just checking to see if doctor wayne wanted me to answer that i can't see i can't see you very well. okay, so one thing that's important about the way that this bond is proposed is that there are two key projects that are significant, higher dollar value than the district would typically undertake in the context of a bond. and that is the sns food hub. and the high school modernization project. and so while our program typically delivers on the range between 100 and $150 million per year of investment, we can

encumber through following through with just the sns project alone, $200 million of the bond, we think probably in the course of like the first 24 months of the of the program. so this is not spend it but i mean dedicated to a project that we know is going to happen. and so, for this proposal specifically, i think we are intending to keep our staff size the same and also accelerate the amount of money that we put out the door on an annual basis, with if, if the future, a future bond would have similar sort of hallmark investments in that way. i think we could also continue to do that. it gets a little bit more difficult as we take on a series of small projects, because the small projects don't push money out the door as quickly, even though they're very important in terms of the impact they deliver. is that does that answer your question? yeah, yeah. no, that's that's really helpful. thanks. really helpful

context and i just think let's continue to keep updating folks in the public because i think it sounds like you're approaching it in a very thoughtful way. and i just want to make sure that folks understand the rationale and that we keep updating it as and if and, you know, also talking about when we knowing that the need continues that that we can keep updating folks on the plan of the timing of the next bond as well. so thank you so much. really appreciate it. we're really excited about this, and i had inadvertently interrupt commissioner lamb's thoughts. so, thank you, complete to, the team. if you could also talk about how our bond program has leveraged state investments and the value that has had. and that's and the importance, for the 2024 bond, considering that we are at the tail end, that we are we are out of we've fully expended, from the 2016 bond. yeah. that makes

me want to look, we just sent a document from a public records request on this, but i don't have it right off the top of my head, but. so we do participate actively in the state facility grant program. we have a position dedicated in the facilities department, actually, because it's an operating budget funded position, to work with both the facilities design and construction team and the bond program to identify projects that are eligible for the state facility grant program, the state facility grant has been a little bit less, what's the word? predictable in terms of its timeline of when money will be returned to the districts that are awarded funds because the last state bond, unfortunately failed on the ballot. and so there's been, you know, sort of a jockeying of, of state, you know, budget back and forth to determine how much is actually going to be in this pot of money annually. since that happened. the state, i think, is proposing a bond this november as well. and assuming that gets on the ballot and hopefully the voters of california will support that, the district would

definitely, as usual, be first in line to apply for our many projects that do, are eligible. we i believe we pulled and i don't do you have the number? it's the number i do, the total received number on that top left column. total received over here. yeah okay. so we've received 31 million, 31,115,000. and the pending right now. is 13,779,000. yeah. and just for clarity, state facility grant projects are typically those that have not received a major investment per the state's definition within 20 years, 25 years. i just wanted to say thank you. i know, and i appreciate all the questions and

my understanding also, with the state bond, in order to be eligible, we would also have to have passed this bond in order to be eligible to access the state money, too. it does require local matching funds. not all districts do that through a bond. but yes. okay, but this would be our representation of local matching funds. and i just want to reiterate the fact that we are pretty much out of cash for maintaining our buildings. so if this does not pass, then we have to use funding that we would be directing towards students and redirecting towards buildings, which we definitely don't want to do. so this bond is essential. and i hear the concerns about, the temperature of voters right now and what's been happening with bonds. in the city. and i am grateful to have a really strong bond team and a really strong record. so i just am going to express my appreciation and underscore the

need for this bond to pass, and i appreciate that. i like the advanced planning, around the next tranche, too. so, you know, not just thinking of them as singular, investments. so much appreciation, and with that, if there's not further comment, i would move to vote. yep. thank you. commissioner bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez yes, commissioner. wiseman. ward. yes. vice president. alexander yes. thank you. president. motamedi. yes seven passes. next item is item h two, which is our legislative overview, consideration and action on district position of selected proposals. thank you. we have

attached the, legislation that's going before the assembly that we believe is important for the san francisco unified school district to support. and so we don't have a presentation. we have the items here for you to consider. i do want to highlight the first piece of legislation that's on there. ab 1380. just wanted to highlight that that will make it more challenging for charter schools to petition for, to submit a petition for districts that are facing financial distress or have recently closed schools. and in our resource alignment conversation where we've talked about, school closures, mergers are co-locations there's been a concern that there's an agenda to bring in more charter schools, and that is definitely not the case, our agenda is to make sure we're able to follow through on our commitments to educational equity and excellence and so, this is

legislation, this legislation that we think putting our names behind will demonstrate that commitment to make sure that our efforts are to support our district schools and maintain and increase enrollment in them, rather than be providing other alternatives in the city of san francisco, so welcome. and i am very cognizant of the time being 1015 already. and so, if there is a presentation that you want to make, that's fine. i would actually encourage us to focus on. we all have seen the packet, you all capital advisors and, miss dudnik offered briefings. so if there are specific questions or comments that commissioners want to make about a specific, bill in front of us, i encourage us to have that conversation. and if there's any other comments and just kind of move into round robin quickly

and then move to vote. but please, introduce yourself and thank you. say hello. yeah good evening everyone. so yeah, we weren't planning a, long presentation here. and given the time, we're definitely not going to do it now, so, mostly we just want to take questions on the bills. and if you don't have any, we can move along just a little bit of context as you know, we're working on the may revision right now. and one thing we can say, with a fair degree of certainty. i'm sorry. i should have, introduced us all first, sorry. so with me is kathy mcbride from our office, and nick romley, many of you have seen them all in the past, so. so what i was going to say is that it's pretty clear that there's not money in the budget this year to do new things. and so just a fair bit of warning, even though there's some bills that we have, mentioned, that

are worthy of support, the likelihood of the state coming up with money to do things like mandatory kindergarten is very low. so i just wanted to be upfront about that. there are bills that are worth supporting. anything with money in it is going to have a real challenge this year, and with that, kathy or nick, if you want to say a couple words about where we are in the process, and then we'll just go to questions. yeah, sure. thanks, abe. good evening. so lovely to be with you all, just real quick. we're coming up on some important deadlines. as a matter of fact, we have some this week, most of the bills that are on the list are in what we call the appropriations committee. that's the committee that bills go to when they have a cost. sometimes that cost can be small. sometimes it can be very large. as abe said, there's no money this year, as we all know, so most bills go on what's called suspense, they all come off of suspense unless they're held in appropriations committee. and that will happen on, the 16th. so we'll know what bills live or die, we're in the

first house, so a lot of those bills, just as a professional courtesy, do move along, and so we'll know a little bit more then, and then they will go straight to floor session pass the bills and we'll, we'll flip the process over and do it all over again in the other house, one deadline i did want to bring up because you guys are having this bond conversation, is that the legislature is still discussing, and they are supposed to be negotiating with the governor and leadership, for that statewide school bond that you guys are also going to need, the deadline to put anything on the ballot for november, fifth would be june 27th. so, you know, that's fast approaching. the next month is going to be super busy with the budget. and with a lot of these deadlines coming up. so, just keep an eye on that. and as soon as we know anything, we'll certainly share. and i'll stop there. well, thank you so much. are there commissioners that have any questions about any of the

individual bills and do we want do and i didn't introduce please. yeah. say hello. thank you for your hard work. and i know that, you've you this is your first year going through this process, and you've done an amazing job. so i definitely want you to give a chance to introduce yourself or. yeah. yeah. no, it's my pleasure to be here with you all tonight. and i just want to make a parenthesis and say thank you so much for all the service that you're doing. and for our student communities, you have a very hard job and a very important job to do, no, i think i want to provide the space for our, consultants, our colleagues, capital advisors to guide us through our discussion so that we have a minimal, minimal conversation about this policies. so i'll pass it back to you, ana, laura, if you want to say anything, i'll pass it back to our capital. capital advisors. great. so, i mean, it's up, up to you, commissioner and chair, how you want to go through this. we're happy to

take questions, when you're ready. okay. i think, commissioner, we're doing round robin again. and i think commissioner fisher will kick us off, so, student delegate simpson actually emailed me her thoughts on these bills. so i'm going to if you mine first, i'll share hers. and she does have a question, and so her i'm reading from her email ab 2711 addiction is literally a disease. we should be behaving under hospital rules care before judgment slash punishment. that's. so these these are the bills that she's supportive of. sb 691 again care before judgment slash punishment ab 2901 happy and well cared for teachers allow for better learning and better educator student connections ab 12 2112. the community has made it clear that they need this, especially when we discussed scheduling sb 1080. religious freedom includes providing edible food. every

child deserves food options on campus. ab 2339 antero's racism. exclamation point. decolonize tech, exclamation point. and then she has a question about ab 2630. how will the city and board ensure that this policy doesn't discriminate against low income families? families without health care? families with complicated housing situations and recent arrivals to the country, it can be really challenging to get dental care, especially without consistent health care access. so those are hers, and i have a couple in. i mean, i guess i would be just to clarify, it would be inclined to bring these all forward to vote to approve. and if there's so i guess i'm opening up the floor. if there is something that you have a question about that would give you pause to not move

forward with, so then i think that the real question is on the last one before supporting ab 2630, were her questions about how will the city and board ensure that this policy doesn't discriminate against low income families, families without health care, families with complicated housing systems and recent arrivals to the country? i don't know if capital advisors has any thoughts on i do actually. so. so, yes. thank you. so currently we do have that oral health assessment for kindergartners. right. so, you know, in the last few years we've actually, you know, done a lot of expansion into tc. this bill is just clarifying that that oral health assessment is also for tc and kindergartners. right. it's just a clarification . it's not that big of a change. it just wasn't clear in the statute it had not kept up, so i don't know if that helps with your answer or not, but but it's not that big of a change. it's just making sure that, you know, it's going with what we're

currently looking at in current law, which while we, when we talk about kindergarten now, it includes tc. and i don't think we can speak to how the city or county would respond to, i mean, this is just the bill, are there any other questions? i have some specifically on my own. so thank you, and i apologize for not submitting this as a question, but it just came up this weekend, actually, usf had their , educator showcase. the educator leader showcase, and one of the presenters, seven of the ten present presentations were either by special educators or about special education. so it shows you how much usf cares, but i digress. so alexis lyon is one of our own school psychologists, and her presentation was all about making the change from emotional disturbance as a special education eligibility code to emotional disability, because

words matter and i see that ab 2173, is exactly that. so it's a usf priority. i know it's a sped priority, is there any way i apologize for the late notice, but can we add that to the list as well and doesn't look like it would have any real cost associated with it? it looks like right now, i don't know where it is in the process though. i think at this point, no, we have what's i don't think we can on the fly add to this. so i think right now what we are doing is looking at the, the bills. there was opportunities to get briefings, to ask questions in advance. so we are now looking at the agenda item, as noticed to the public. and looking to move forward with that. so if there's concerns

about anything before us, i, i would encourage you to reach out to capital advisors. i don't know the answer to that question at this point, but right now we are we are voting on this. if the showcase would have happened before this weekend, i would have so. we what i can say is we can work with staff to bring bills before before the board. in the future. there will be other processes and other times to weigh in, so we'll explore that with staff and get back to you with a recommendation. how we can get that bill and others to you in the future. okay. thank you. i appreciate that clarification. and the speakk, like we said earlier, also goes to sacramento for legislative sharing day. is there any way we can have them be part of this process as well? so can i think what i'm hearing is a some interest from the board to be more directly engaged with capital advisors and also working with our community partners and advisories to see

if there's areas of interest that they would like to follow. please go ahead. commissioner lamb, i just think for a point of clarification and high capital advisors, and it's great to see you virtually. it's been a while. my recommendation would be, you know, to work with capital advisors, but also with staff because i think they have an understanding of the fuller portfolio as we've outlined tonight, and so my sense is, if you know, like tonight has brought forward a couple of bills, certainly would like to kind of understand that analysis of those bills as well as, what commissioner fisher has raised that came through the workshop this weekend. so i think that would be more of a kind of, structured process. so that capital advisors do not fielding maybe, you know, 10 or 15 different types of inquiries, but that it is part of this comprehensive because i think it's outlined very well around

the rationale of our portfolio. so, superintendent, can you follow up with staff to identify a process to, you know, just be more continuous as far as gathering information and getting board input and so forth ? yes just to say and good to see you, abe, and your team as well. and thank you for the briefing recently, and for that opportunity just for people to know that we did have to have a standing committee on policy and legislation, and that was our avenue to engage on a consistent basis with capital advisors as well as our staff and the community. although it wasn't the best attended committee, but it was a way for us to be constantly engaged. so i'm glad that we're thinking about a way that we can, beef up our interaction with the capital advisors. yeah. agreed. i mean, for a district our size, we should have more engagement and more, continuous thinking around how we want to engage. with

that, i would ask if people are ready to vote, if i could get a motion. so moved. second roll call, mr. steele. thank you. president. commissioner. bogus. yes, commissioner. fisher yes, commissioner. lamb. yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes excuse me. yes. vice president. alexander. yes president. motamedi. yes. seven eyes. thank you very much. thanks everybody, next item is item h three, employment contracts for district executive employees. is there, you know what? i forgot to put my notes in front of me, can i have a motion and a second, please? so moved. second, and then is miss bear. well. so thank you. typically, personnel actions are on the

consent agenda, but for these, these, these actions for executive contracts are ones that there's government code that requires public disclosure. so i'm going to turn it over to our general counsel to read those into the record. and then the board can take action, good evening. as mandated by california government code section 54953, subsection c, three, i will now orally report a summary of the recommendations of final action on the salaries, salary, schedule or compensation paid in the form of fringe benefits of our local agency executives. these recommendations are based on a comprehensive review of market standards, the executive's performance in our organizational needs, the proposed changes, if any, aim to ensure fair and competitive

compensation for executives while maintaining the fiscal responsibility in alignment with our agency goals. item number h three. employment contracts for district executive employees. the board will consider approving employment agreements that will commence on july 1st, 2024 and run through june 30th, 2025, with the placement of the attached salary schedule for the following employees davina goldwasser, assistant superintendent, high schools grade six. step five eric guthertz guthertz. i'm sorry, assistant superintendent, student and family services grade six. step three christy herrera, assistant superintendent, early education grade six. step seven. the board will consider approving employment agreements that will

commence july 1st, 2024 and run through june 2026, with the placement on the attached salary schedules for the following employees and the salary schedule is attached to the board docket. board records conrad tanzi, assistant superintendent, labor relations officer, grade six, step six marin trigilio, head of staff, grade seven. step six. and michelle hinton, associate superintendent, business grade eight. step eight and that is item h three. madam president, thank you. thank you very much. and i did a motion and a second, did i not? okay, typically on personnel matters we don't have discussion. but if there's any comment that a commissioner

would like to make, please do so. otherwise i would just move to roll call, vote. roll call. vote. okay. thank you. commissioner. bogus yes, commissioner. fisher. yes commissioner. lamb. commissioner. sanchez yes. commissioner. wiseman. ward. yes vice president. alexander. yes president. motamedi. yes. six ayes. okay item h for first amendment to superintendent, record your vote, first amendment to superinten contract. can i have a motion and a second, please? moved second, and then before you read it into the into the, record, i just wanted to clarify, that this is a clean up from last year's evaluation for 2022, 23 that took place in june 2023. the evaluation did, but was not

brought forward to the board to ratify until now, by omission, because because the superintendent at that time received a satisfactory review, his contract automatically extends by one year. and so i wanted to be clear that we will be conducting the superintendent's evaluation for 2023 2024. in june and this year. and going forward, any amendments to his to the superintendent's contract are intended to come forward at the next regularly scheduled business meeting following the completed evaluation, which would typically be on the august agenda. and so with that, i would ask you, to general counsel to please read this into the record, madam president, item h4, first amendment to superintendent contract. the board will consider approving a one year extension to the superintendent's employment agreement. period of superintendent's contract.

quote, if the board or if the board provides the superintendent with a rating of satisfactory or above during the term of this agreement, the board shall extend the agreement by one year in a regular meeting of the board. the agreement is being extended by one year based on the superintendent having received a rating of satisfactory or above during the 2022 2023 school year. the current agreement commenced on july 1st, 2022 and runs through june 30th, 2025. this approval would amend the current employment agreement to end on june 30th, 2026. thank you very much, if i don't i don't see any comment, so in which case, roll call vote. thank you. commissioner. bogus. oh, i'm so sorry. go ahead. okay, cool, as the board president, former president at the time when we

did the evaluation, i would just say i just like to appreciate the superintendent for his willingness to kind of step in and have to deal with a lot of the very large structural issues that we've had as a district. and for your efforts to try to come in, hire the kind of team that we need, bring in the expertise that we need to really fix and address the issues in the district. i think i would also say just encourage you to be bold and to be brave and to really help us get out of some of the, ongoing issues that we face as a district where our culture doesn't allow us to ensure that every student, every staff person is getting what they need. and so i think, you know, just as we move forward and as we vote, just to kind of highlight the need for more and appreciating the progress that's been made, but just understanding how far it is from the success that we really want to see in our schools and for our families. thank you. roll

call. vote, please. okay. thank you. commissioner. bogus yes, commissioner. fisher. yes, commissioner. lamb yes, commissioner. wiseman. ward yes. thank you, vice president. alexander. yes president. whitman seven us. no, i mean, yes. i didn't get you didn't get my vote, i didn't i'm sorry, commissioner said did you say yes? yeah commissioner sanchez. yes. thank you. that'd be seven. i'd calendar item one. oh, i thought it was on. sorry moving on to, item one. consent calendar, are there any items withdrawn or corrected by the superintendent? no, no. okay all right, roll call on retroactive. sorry. do we move the motion and

a second. sorry. so moved. can i also ask a clear second? thank you. one of the. yes. so one of the, in our last meeting, one of the attachments was the new proposed contract overview that we'll be seeing moving forward. when will we start seeing that, that's supposed to be for the contracts coming for 2425. okay. thank you. okay. roll call. commissioner boggess. no. commissioner fisher. yes commissioner. lamb. yes. commissioner. sanchez yes. commissioner. wiseman. ward. yes. vice president. alexander. yes. president harmony. yes. six ayes. so now we are on item j. information items, tomorrow night. we'll be back here tomorrow, at 6 p.m. for the

first ad hoc board of education committee on fiscal and operations health, and we will be putting forward the scope of work, but basically the focus is on, ensuring that sfusd has sound fiscal and operational systems to achieve its student outcome goals. and the committee's purpose is to enhance the board's fiscal and operational oversight of the superintendent specific outcomes and actions and deliverables and deadlines will be communicated tomorrow, and we look forward to kicking off that effort, commissioner lamb, i don't know if you want to say okay. and then with that, let me see if there's more. don't worry. oh, do you want to say something? sure, yeah. just we have, you know, i it seems like, long time ago, but the earlier this

evening, i shared how the enterprise resource planning quarterly update is structured. and so these are information items just to be transparent with the public. if the board ever has any questions, though, during this time, it can be the time to ask it. and just while i have the microphone appreciate the opportunity to serve the students of san francisco unified and hear the call to continue to do so in ways that are bold and put students first. all right, and so i will move on to item k, which are board members reports. and i think we have an exciting report report from commissioner lam. yes this is, continued to our, governance student outcomes, governance work. and so we've committed as a board to do time study and to be able to report back to the public and how we're spending our time, that the goal is 50% of our board time together is around, student outcomes, governance as well as, goal

monitoring. and for the month of april. and that report has now been uploaded to board docs, should anyone want to report, refer back to it for april of 2020 for the summary is that we had a total meeting hours of seven, just over seven hours and eight minutes. and we spent our, a third 34% of our time on compliance mandates, followed by 24% in goal monitoring, then 16% in action, followed by public comment at 18% on board governance at 6% and then other at 2. so i think we're steadily making progress, still have a bit a ways to go, but collectively between board governance and goal monitoring is a third of our time, and that is a good reminder at our

monitoring, our next monitoring session on may 28th, one of the, the key activities that we will be doing is our own our board self-evaluation on on the 28th, so this is, you know, this is part of our work, and we will be getting you'll be getting homework to do and prepare for prior to that meeting. so it is pithy and short because there's other, a couple other meaty things on that monitoring session as well, and with that, is there anything else, any other board member reports seeing? none. i will adjourn this meeting at sorry. there's the you need to read the sunshine proposal number for the . oh i have to oh sorry. i didn't. so what do you need me just it's under just state that. just to state that it's there. yes. number for just the initial

proposal from the international federation of professional. yeah. yeah. so under okay. so going back to item j i also can mention item three is attached to the agenda as the quarterly report on williams complaints. and item number four is attached to the agenda is the initial proposal from international federation of professional and technical engineers of san francisco. so okay cool. so now this meeting is adjourned at 1044. all right

>> thursday, may 169, 2024, 10:06 a.m. ashley, call the role. >> hallisy. >> jupiter-jones louie-here. >> commission anderson and commissioner moaz la have excuses today. the san francisco recreation acknowledges that we occupy the home hand of the original nal inhab tans of the insula. we honor them with their traditions, they have never ceded.