San Francisco Unified School District Board - Regular Meeting

The regular meeting of the board of education for April 14th, 2026 is now called to order at 5:07 p.m. Roll call, please. Commissioner Ray, Commissioner Alexander, here. Vice President Healing, here. President Kim, here. Commissioner Weissman Ward, Commissioner Gupta here, Commissioner Fischer here, six present.

SFUC will provide child care for regular board meetings and monitoring meetings on the first floor in the enrollment center at 555 Franklin Street from 6:30 to 9:00 p.m. or the close of the meeting, whichever comes first. Child care is for families who will be attending the regular monitoring board meetings. Space is limited and will provided on a first come, first- serve basis for ages for children ages three to 10. questions, please contact the board office at 415-241-6427 or board office sfusd.edu. At this time, the board will go into close session. I call for any speakers to the close session items listed in the agenda. There will be a total of 5 minutes for speakers. Are there any speakers for public comment? No. I now resist this meeting at 5:08 p.m.

Recording. Attendees who wish to provide public comment to the board and would like uh an ASL interpreter can use the Q&A box in the Zoom app to type their name or handle and list the items on the agenda they would like to comment on. The attendee will need to have a functioning camera in order to communicate with the interpreter and board. When it is the attendees opportunity to provide comment, the Zoom host will promote the attendees to panelists and enable the attendees video. Any member of the public may email the comments with the agenda item identified in the comments to board office at sfsd.edu by 2 p.m. the day of the meeting if they do not wish to make the comments during the board meeting. The comments will be read into the record. SVD will provide interpretation throughout today's board meeting. Go ahead interpreters.

Thank you. SFUSD is offering interpretation services in Spanish and Cantonese. If you need interpretation, please dial the following phone number. After dialing, please introduce the P number. This message will be written in Spanish and Cantonese. Gracias can interpreter please. Thank you. Thank you. Thank you.

Thank you. As we reconvene, I would like to reorder two items on tonight's agenda. Uh without obje objection, I moving item C, the reconvening to open session after item D, public comment. Um any objections? Seeing none, um I will move to item D, public comment. Hello and welcome to members of the public. Hi. Um to the regular meeting of the board of education of the San Francisco Unified School District. Um, our public comment period lasts for 1 hour uh today until 7 I'll say 7:45 p.m. We look forward to hearing from the public before we conduct our board business. Our goal is to conduct board business in an efficient, effective, and accessible manner during reasonable hours. We aim to respect staff, family, and community time by ensuring we move uh to board business quickly. Each participant may speak for up to one minute. Staff will thank the participant at the 1 minute mark. At 1 minute and 5 seconds, I've asked Mr. Trujillo to please turn off the mic and transition to the next speaker. I ask members of the public to please respect that one minute limit so that we can hear from as many speakers as possible. I encourage speakers who are speaking on the same topic to collaborate and combine their comments so that the board can hear all viewpoints during our limited time. Please also note that the board accepts written public comments via email to board office at sfusd.edu. We will hear first from students in person, then members of the general public in person, beginning with agenda items, then moving to non-aggenda items. Regardless of whether inerson public comment is complete, we will save 15 minutes for remote public comment, taking commenters in the same order as in person today. That will be uh no later than 7:30. To members of the public, on your right, you'll see signs that outline expectations for public comment and

meeting conduct. We ask that all members of the public please model the kind of tone, language, and behavior that we hope to see from our young people, respecting different viewpoints and allowing for all members of the public to participate. As a reminder, board rules in California law do not allow us to respond to comments or attempt to answer questions during the public comment time. If appropriate, the superintendent will ask that staff follow up with speakers. Mr. Thank you, President Kim. We'll start with two students tonight. As I call your name, please come up and line up. Angela Garcia, Camila Martinez. can no matter the compute. Fore esteembos

Uh hello. I am in Guadalupe school and I'm here to let you know that we want you um to stop taking the funds from our school and that we would like more programs for our school. For example, we need more programs uh for our computing class and also support for my classmates uh in Spanish. They need um a lot of help with uh reading and uh uh in in general all of us need help with the reading and uh we would like to have more support in the schools in the uh excuse me the classrooms. um with uh the reading so that we can pass the test that we need to pass. Disappoint pork. Hello.

Sorry.

Okay, Louis, I'm going to do it. Hello. My name is Angela and I am in the second grade in Guadalupe Elementary School. I love my school uh because I'm always learning something new there. But I need you to know that we need more resources and uh and I and my little sisters need more resources because we want to be able to continue learning two languages and um and that is important to us because we don't want to lose our culture. We will now move to non-aggenda items. As I call your name, please line up. Um, shisel Morales, Roberto Guzman, Rivera, Blanca Catalan, Julia Carichlia, Sandra Balino. Chris Morales. Super important.

much. Hello, my name is Chris Bell and I'm a mom here at Guadalupe and I am here to ask for to have a a TK bilingual class and it's important for the children to learn Spanish and I know that at times uh they send um kids to other schools uh because of the lack of space but I know that we do have the space and we actually have a teacher that she is willing to take that position to teach children and I don't understand why they don't need to have another year of Spanish. I um think that uh it should be important for the children to have one more year of Spanish and actually go all the way from TK to second grade. Thank you. is Robertoman. Good evening. My name is Roberto Guzman Ria. I am a parent here at Guadalupe. Uh for many years uh we have been asking for a bilingual teacher for our TK

classroom and um they always said it was very difficult to find a bilingual uh teacher but we have found him. They told us that we should find the teacher and we found him. And then they told us we should find the students and we have them. student this year. Uh 30 students applied to Guadalupe for the bilingual uh TK and only 20 students were accepted. 10 of the students are in a waiting list. So that has kind that this shows to you that we do have the teachers and the students. Okay. I don't think that that's fair because she's taking time translating. Okay.

200 signatures and submitting a petition to get a Spanish teacher. Thank you. Gracias. Good evening, commissioners. My name is Blanca Catalan. I am a parent from SFUSD, but also I'm an organizer from KMAN Advocates and I we are supporting families at Guadalupe Elementary. Our families are currently collecting signatures to demonstrate the urgent need for a Spanish English bilingual TK program in our community. Early education is critical when students receive support in their home language at an early age. They are more likely to succeed academically and stay engaged in school. for the school year 2026 2027 school year 74 elementary school are going to um offer the TK but general and only two school in the whole school district are offering in the elementary school district um are offering TK bilingual in Spanish. So currently we have more than 100 students in their first language being Spanish in the waiting list. So we um we are preparing to bring our petition soon and we ask you to keep uh this request request in mind please.

Hello board. My name is Julie Carnelia. I'm a teacher in SFUSD for the last 20 years. I'm a national boardclad multiple subject teacher. I've taught TK for 10 years within San Francisco Unified and now I teach Spanish bilingual kindergarten at at Guadalupe. Guadalupe needs a Spanish bilingual TK. Early exposure to lit literacy gives our youngest learners an edge in academic readiness. Currently, Guadalupe has an Englishonly TK, but not a Spanish bilingual TK. Our preschool classrooms at Guadalupe are full. were having to send the preschoolers who apply for TK to other schools. Currently, none of my Spanish bilingual kindergarteners attended TK. This has left them at an academic disadvantage compared to their English counterparts in the kindergarten class. Um, the English kindergarteners who enter Oh, I guess I'm done. English.

Okay. forc

interpretation.

Yes. Uh yes. Hello. My name is Sandra. I have two children uh that uh should be going to the bilingual school. No, I have two children that didn't have the chance to go to bilingual school and but now my daughter will have the opportunity to go and um she is uh a child that has been um uh her um she took she had uh a need for a therapy and the therapy was being given in Spanish which was very good for her and but the that therapy was taken away from her by uh the school district and uh she is not being able to receive therapy in Spanish and that is making her um go back in her uh development in in language and academically. They had offer a school because now she has a therapist but she doesn't speak Spanish so they can't really communicate. Um I the school that they're offering me is in Chinatown but I am a single a single parent. I am the head of household. I have a very hectic uh uh work schedule to be able to support my kids and uh I have to tell you very I am very upset and but and you need to know I cannot go all over to the other side of town to take my kid to school and uh and that what is making me so sad and upset is that I want my kid to learn Spanish. I want her to learn about my culture because my culture is her culture. We'll go to the next five speakers. Please line up as I call your name.

Ishita Verma, Darius Bagetti, uh, Hazelwood, K. Hazelwood May Yin Mason Waller.

Hi board. My name is Isha Verma. I'm a student. I'm a mother of a three and a half yearear-old who will be entering TK and I'm a long-term resident of the Mission Bay neighborhood where you um started a new school which seems to be very successful so far because a whole lot of people have lined up for admissions. Um and that's what I want to talk to you about. Um the TK classroom seems to be having a over 100 student in weight list and from our own building we noticed that even though we are in the attendance zone all of our students were weight listed in the 20s even though we are one of the buildings that have been there before Mission Bay build even started out as a neighborhood. It was like all flat. Um I had previously emailed like pictures uh of how we had um been there since the shovel ceremony and also collected signatures of people in our own building. Um I didn't go beyond to collect people from Portro Mission Bay and Dog Patch, but yes there is a high demand and um all I wanted to say is if you could temporarily please add one extra TK classroom for this year and for subsequent years.

Comment that concludes your um Thank you. Yeah, that's pretty much it because the um it's all about finding one expert teacher is something we could help out with. Um it's some cost and there's a lot of potential. That concludes your time. Thank you for your time.

Good evening board. We um apparently we definitely need to hire some more teachers. Um so how much of our financial how much of our education budget is going to our finance operations errors legacy systems consultants and overtime admins? Are we talking thousands or millions? And based on my experience, when the small errors happens here over across thousands of employees and over multiple pay cycles, they tend to compound into significant financial impacts. And uh I actually ran some estimates and currently we are spending somewhere between $4 to $6 million just to manage our employees retirement savings and but my question is do we want to keep spending our budget on issues? That concludes your time. All right.

Thank you. Happy SFUSD Pride Month. Howdy y'all. My name is Kenna Hazelwood. I'm the district coordinator for LGBTQ student services. I'm honored to be in this position that helped me when I was a student at Lel find myself, find my voice, and find my community. Roughly one-third of our students identify as queer, trans, or questioning. But this last year has been especially hard for those of us who hold queer identities. recent survey found that almost 50% of LGBTQ people have felt the need to go back into the closet in some way because of how hard things are for us right now. I am grateful to Dr. Sue and the board for all the ways that you continue to support our community, whether it's through your readaloud, whether it's through youth pride, but it is not enough just to say these words. It is important that we continue to fund the systems and the projects and that we find new ways for our students to find themselves and to feel safe. It is in truly the only way that we can ensure not just the safety and the well-being of our LGBTQ students but for all students because when we recognize that everybody belongs and can be their full selves and everybody is able to thrive. Thank you.

Good evening. I'm here tonight representing a lot of voices. And we have a very simple question for you. These are voices of families, staff, and other community members. And the question is this. If you get rid of programs such as the newcomer programs, Mission Education Center, gutting the programs at Viz Valley Middle School and SFI, and lay off a bunch of support staff. who's going to do this work? Because the needs that these programs and the people who are there to meet them, they aren't going anywhere. The structure is going away. The need remains. So, the argument that we need to make sound financial decisions which prioritize resources for classroom instruction simply isn't good enough. You're not prioritizing equity. Thank you. May Yin, I know you need an interpreter. know

Fore that includes your time. Yeah. Yeah. Translation. Hello, good evening um Dr. Sue and commissioners. My name is May. I worked at uh Guadalupe Elementary School for over 20 years as a counselor and my uh I want to share about the uh the needs of a bilingual TK. um as some of our students and uh previous principal have tried hard to uh establish a bilingual class but it was unfortunately uh a lot of circumstances that some of the students were um transferred to Westportal school instead of um staying here at the Guadalupe Elementary School. And um in brief, I would uh really ask for uh we our Ratalipe Elementary School really needs a bilingual TK class and thank you for your consideration.

Last speaker, Mariela. is experiment. Fore system. interpretation.

Thank you.

Good evening. I'm Maria de Lures and um and I'm here um to say that um I'm here representing here with my daughter and she's uh she's here with me and I want to say the the year 2023 to 2024 my daughter um she uh was enrolled to TK in Guadalupe and for her it was a very hard experience uh because she only had classes in English and English is not her native language. her native language is Spanish and it was a it was very impactful for her. Um it was very hard because she started the school year um in and in in a language that is not hers and it's something similar to what is happening here. I mean I'm speaking to you in a language that you don't know. And so this is exactly how my my daughter felt. Um, and I would like to uh I would like her to be in a in a in a bilingual TK class because I think it would be very beneficial for her to learn in her own language. And it's not it's not only that, but it will complement uh in the future for her to learn both languages. Um, and it would be a really good compliment for her. Um and and is and it's also been part to be able for her to uh help her with the academics and also um socially speaking. And so having a TK class bilingual is to give support to our families and uh so they can have a better future in Walupe Elementary School. Thank you. Thank you. We will now move on to uh

public comment from Zoom. We will start from students. If you are a student and would like to speak, please raise your hand. If you are a student. Okay, I see no students. We'll now go to members of the public. If you're a member of the public and would like to speak, please raise your hand. We'll begin with Chris Clauss. Go ahead and unmute.

I'm Chris Claus, the sped department head at Washington High School. I'm concerned about the contract with partners in school innovation in the master agreements item in the consent calendar. It looks like it's coaching for principles, site instructional leaders, earths, instructional coaches, and maybe teachers. I'm not opposed to coaching, but I am opposed to contractors getting paid between $144 and $224 an hour, depending on the role and the years to do that for 3 years. These should be in-house union member positions which would be better connected to school communities, better understand SFUSD, and who are more motivated to stick around and build real understanding of each site's needs. The neutral factf finding report from February 4th clearly identified that SFUSD has a big problem with overspending on contracted services and this three-year agreement is clearly part of that. Please be sure that you have reviewed these often overlooked items for more hidden contracting costs before blindly approving the consent calendar items. This money should be in our schools with people regularly assigned to those schools, not contractors.

That concludes your time. We'll go now to Alisa Win. Go ahead and unmute.

Hi, I'm also here to comment on the contract for Partners in School Innovation, another consulting company um hired for SFUSD Admin and Teachers to tell us how to do our jobs at $114 to $225 an hour um to identify and unpack our equity challenges. The challenge to equity is paying private consultants $224 an hour. I'm happy to do this for free right now. If you want to solve these issues, uh, staff our sped classrooms, give teachers the time and material they need to do their jobs. Balance the issue that some school PTAs are able to fund raise half a million dollars in a school year and others can't. Open bilingual TK programs. Stop cutting school nurse and social work positions. And if we need more training, we have content specialists. Pay them more, hire more, give them resources. Please prove that you are a board of education that keeps public school dollars within public schools. Do not approve this contract with partners in school innovation. It's a waste of money.

Thank you. We'll now hear from Gloria. Gloria, go ahead and unmute.

Hi, I'm a parent at Mission High School. I'm also here to speak about partners and innovation. It's quite a contrast listening to all these parents from Guadalupe coming who's who have were tasked with finding a teacher who did and are it seems like an easy fix. But when I look at a contract that's going to be paying people 200 over $200 an hour when we went through contract negotiations that led to a strike and we were being told we couldn't find the money to pay our teachers but we're going to contract out like that. Um there's something very very wrong here. the Kellfors uh high school task force. I don't remember anything of the outcomes that came on that. I sat on a panel as a parent. So, where is the baseline for this? And and I really would like everybody on the board here, I wrote you all letters yesterday to consider not voting that in because spending money on contracts instead of at the schools where where we belong where the money belongs is inexcusable. Thank you. Thank you. We'll now hear from uh uh Miss Marshall, go ahead and unmute. Thank you uh to President Kim, Bo Commissioner, Superintendent Sue. On behalf of the NACP, and the Alliance of Black School Educators, sadly, today we're here to share the passing of Reverend Roland Gordon, pastor of Ingleside Presbyterian Church. He was fondly called Reverend G by the students, the parents, and educators who walked through the welcoming door of Engleside Presbyterian Church. For more than 30, 40 years, Reverend G welcomed our students. He had after school programs. He had Saturday programs, especially for African-American African-American boys. He will surely be missed. He is a bright He was a bright star in the world of education. And so

we our condolences go out to his family, his grandchildren, his wife, and all who loved him in in the Ingleside OMI and throughout San Francisco. And lastly, when we hear about a contract where teach people folks are getting paid from the outside, four times what a teacher would make an afterchool program, that concerns the NAACP greatly. We ask that you reconsider that uh that contract and give those funds to teachers and retired teachers. Thank you. Thank you. We'll now hear from Rachel's uh Rachel iPhone. Go ahead and unmute.

Hello and thank you so much. Um it's definitely hard to go after Miss Marshall, but I definitely want to um just reiterate those same sentiments. And I'm I apologize. I'm Rachel Jones. I am the youth justice director for Coleman and my apologies for not being in person. Um, again, my sentiments follow behind Mrs. Marshall. When we see that departments and and and our district is ready to throw down hundreds of thousands of dollars to outside contracts, when we can barely pay the teachers that we have now, when our teachers and children are being defunded of an education, that is a problem. That is a huge problem. And we need to understand why we have these deficiencies and why from data it shows that we're defunding education to students but funding and lining the pockets of contractors. I also would like to reiterate the call that Guadalupe Elementary is begging these parents and students are begging for the assistance of a TK.

Thank you for your comment. That concludes your time. That concludes.

Thank you to members of the public uh for joining us tonight to share your experiences and perspectives. As a reminder, board rules in California law do not allow us to respond to comments or or attempt to answer questions during our public comment time, but we appreciate you taking the time to be with us here today uh both in person and virtually. The superintendent and her team are tasked with providing a draft agenda um 12 days in advance uh for members to review. Once that draft agenda is made public on our website, board members have made a commitment to submit clarifying and tactical questions and staff have made a commitment to respond to these questions in advance of each board meeting. That document is linked into each board agenda on board docs. We invite the public to review those questions and answers alongside our discussions today. Moving back to item C, uh, report from close session. In the matter of student GW versus SFUSD OAH case number 202610662, the board by a vote of six eyes uh with commissioner Lee Weisward absent gives direction to the general counsel in the matter of of first SFUSC superior court case number CPF-24-518480. The board by six eyes with commissioner Lisa Weissman Ward absent gives direction to the general counsel in one matter regarding employee discipline dismissal release by by the board uh with the vote of seven I's agrees to accept the resignation of employee 091765 through a settlement agreement and gives direction to the superintendent. Okay, moving to item E, opening items. We the San Francisco Board of Education acknowledge that we are on the unseated ancestral homeland of the Ramatush Aloney who are the original inhabitants of the San Francisco Peninsula. As the

indigenous stewards of this land and in accordance with their traditions, the Ramachon have never seeded, lost, nor forgotten their responsibilities as 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 Ramachish community and by affirming their sovereign rights as first peoples. I call on student delegates crew uh well man to share a report if you have one.

I too. Thank you. Hi, good morning, good evening everyone. First thing is um we had our youth summit last Friday which was really fun. We had a bunch of workshops. We had an opportunity fair during lunch. And also during lunch, student nutrition services was very kind enough to table and we got to taste some possible new menu items and also like give feedback on what we like and don't like. So that was pretty fun. And then thank you to Superintendent Sue for coming to speak um to the students. It was such a great time to have you. We ha we also had one adult speaker um from the youth commission from city hall and as well as one student speaker from Baloa and of course thank you to commissioner Fiser for also being in attendance. It was such a joy to have you as well. Um and with that we ended with a student delegate debate at the end of the youth summit and that's when voting opened. So voting will be closing on May 1st and then we'll see who's going to be the next us. Thank you.

Never replaceable. Um Oh, technically don't think we're supposed to, but yeah. Sorry. Uh superintendent report. Dr. Sue. Thank you, President Kim. Um I have a short report for everyone today. And like Tina says, April is SFUSD Pride Month. Yay. Um, yeah. Oh, yes.

Next slide, please. Um, so our unique tradition of honoring the identities and history of our LGBTQ plus community in April represents our values as a community. There's um that there's no wrong way, wrong month, wrong time to celebrate Pride. we should actually be celebrating pride all the time. Uh beginning in 1990 with the inception of uh LGBTQ plus student services, we have been uh working to create policies, leverage existing citywide policies and practices to make sure that all of our schools are welcome for all of our students and that students can show up in schools uh with their full representation of who they are. Uh we are steadfast in our belief that our community of queer, transgender, and gender expansive students and staff enrich our schools and deserve to feel seen and safe. While our efforts are bolstered by SFUSD's board of education policies and the state of California laws, these policies um are only meaningful if we as a collective community embrace the policies and embrace the fact that we all are one community. We are all one SFUSD. Um, in SFUSD, we believe that every person deserves to be treated with kindness and respect, no matter who they are, how they identify, um, and obviously who they love. We stand against all discrimination. Um, and we are all unique and special in our own way. And that is why, uh, what makes SFUSD special, what makes our students special, what makes our, um, staff and our community special. Um, and we deserve to celebrate each other each and every single day. Next slide, please.

Along the lines of celebration and celebrating diversity, we also join the nation in celebrating Afric um ArabAmerican Heritage Month in April. Um, yes, a time to celebrate the rich culture and contributions of the diverse population of ArabAmericans. National ArabAmerican um, Heritage Month has been observed during the month of April since 2017. An estimated 3.7 million Americans have Arab roots. According to the ArabAmerican Institute, the Arab heritage reflects a culture that is thousands of years old. In SFUSD, we honor our ArabAmerican students and families and staff and this month and hopefully for many more months to come. Next slide, please. Yes. And then in terms of enrollment, the big big thing. Um so weight list assignments start next Monday, um April 20th. Uh but before that, I just want to say that I'm so proud that we were able to offer um many many of our families, actually 94% of our families, um a spot on uh on their on their application. And um it's actually the first time that we have we were able to do that. um in a very long time and that's because we have worked really hard to build up capacities in our schools. Um if your child is offered a spot at one of our one of your weight list schools, the enrollment center will send an email, a text, and a robocall to all phone numbers that you listed on your application um with the uh with the enrollment center uh to let you know.

So, uh, offers are made each Monday and please accept the assignment by Friday, um, once you receive the, um, the notice that you are next on the wait list or you are offered a position or a spot for your child in the 2026 27 school year. Um to learn more about this, please go on parent view or go onto our website to learn about how you can um uh what is the uh weight list process and how you can um uh accept a weightless offer. Next slide, please. And um finally, I just want to acknowledge how amazing our young people are. So the youth summit was amazing. um they were organized. Our our site our our student advisory council leaders um made sure that not only did young people get there on time. Um but they were and and that there were also uh lots of different activities available to them, but that the the activities were meaningful. And I think that was just um really amazing that there was so much intentionality in um designing the activities, in designing the workshops, in making sure that our young people had the opportunity to truly voice their um thoughts and opinions and and um and really stepped into their power and into their leadership. And I'm just so honored to be able to stand right beside you. Um yes, right beside you. uh to to to see leadership happening in real time. This year's um summit was called building uh build bridges not borders um which is as you can imagine a very powerful theme for us at this moment in time. Um, and it really was about how we as a school community, as young leaders,

build bridges um, with each other. And I would imagine with the community and of course with um, adult allies. And I'm just so grateful to have that opportunity to speak to young people um, during that time. And um, thank you so much to Commissioner Fiser for supporting us um, always, but then also for participating in the budget workshop. So that was really, really cool. Thank you. I learned a lot.

And then finally, um I want to share, yes, this is really exciting. Um that the taking pictures, but that the community advisory committee for special education's annual advocates worthy of excellence award ceremony is happening next Thursday, April 23rd, from 6:00 to 8:00m here in the boardroom. I think last year when I participated um in this amazing celebration um it was the first time where there was so much joy coming from this boardroom in all at all areas. Um so it was it was wonderful to be able to celebrate um and acknowledge and recognize all the amazing leaders uh within our school district as both teachers and administrators and community partners. Um, so this year, do I get to announce this? Okay, so this year the 2026 A, that's what they're called, the AE award winners are Meredith Branson, head counselor at Roosevelt Middle School. Oh, but we don't see any of this. Yay. Nick Chandler, social worker at Brenavisa Horseman. Yeah. Yolanda Hernandez, special education teacher at Downtown High School, Miss Na and Adriana Romero, rock staff at Elorado Elementary School, and Martha Sullivan, speech therapist at Baboa High School. Please go on the CAC website to see more about who all of these amazing amazing awardees are. You can read their bios. You can see what they are doing in real time for our students and supporting our

young people each and every day. I am again beyond proud to be a part of this um celebration. Um and with that um I do conclude this part of my presentation. I do want to just take a moment and close out my remarks with um uh in memory of Reverend G. Um, and I know that when I got the notice and the message from Mrs. Marshall of Reverend G's passing, it really hit hard because I have known Reverend G personally for, oh my goodness, almost 20 years. Um, uh, he has been a fixture in the Ingleside neighborhood and, um, I've worked with him at ICC, at Ingleside Community Center for all of those years. um his auditorium will forever be seared in my in my brain as the place that you go to learn about history of the black community in San Francisco. Um and I will always miss um running into him um in on Ocean A as he's getting his dim sum um or he's running over to the the Ingleside Library um so that he can talk to young people. So, I just um in memory of Reverend G um just want to close in celebration of all amazing people who support our young people um in the city. So, thank you. Um and that concludes my report. Thank you, Dr. Sue. Uh moving to item F1, Queer Transparent Advisory Council QTPAC presentation. I call on Dr. Sue to to introduce the signup.

Thank you. And I invite our amazing team to come to the dis. Um, thank you. Uh, so I'm just going to hand this over to Kenisha. No, no, I'm just Can I just hand it over to Okay, great. Um, Kenisha Turner Pierce, director of student and sorry, student and family team. And Georgina, no, I am not doing that. Okay. So, thank you to the staff who are providing I know I'm like, why are you guys still back there? Um, thank you to the staff who provide the support to our amazing QT pack advisory uh body and just thank you to parents who uh volunteer their time and energy to provide us with provide us with your guidance, your advice um on how we can continue to do right by our students. So with that, I'm going to hand it over to you.

Okay. Thank you so much. We're delighted to be here. My name is Maggie McAdam and I am the very proud parent of a Flynn Elementary School student who's in the first grade. And I'm also the chairperson of the Queer and Trans Parents Advisory Council. And yes, we absolutely thank our our incredible staff for all of their support. George and Christina, you guys. Um tonight I'm here to share a brief history of QTPAC. um some of the work we've been doing and our recommendations for the board of education. Um could you please go to the next slide? Thank you. The QTC was formed by resolution in 2022. We held our first meeting in November 2024 when we began to advocate for queer and trans students and families in the district. Could you please go to the next slide? Thank you. Over the 12 meetings we've convened, the QTPAC has focused on the greatest needs areas where students report the most difficulty and the most unsafe conditions. We will present to you three recommendations based on our conversations with students, teachers, and staff, as well as district and board of education representatives. All of our recommendations can be boiled down to one ask, focused attention on our community's needs, including allocation of resources for queer and trans students and families. We're here asking the district to honor its commitment to serving the whole child by allowing queer and trans students to focus on their learning, self-discovery, and development, not fighting for basic childhood experiences or sustaining mental and emotional harm in school hallways and classrooms. Facilities including restrooms and locker rooms have been a high priority focus of our efforts. We have heard directly from a facilities division representative as well as surveying QTAC students about their experiences in physical education. Queer and trans students experience verbal harassment at far greater rates than cisgender straight peers based on their gender identity and sexual orientation. Queer and trans students in our district report skipping school at rates two to eight times higher than cisgender straight kids in the same cohorts. Supporting queer and trans students is an attendance issue. Additionally, three out of five LGBTQ plus youth say their home is not an affirming place. SFUSD could improve attendance by reaffirming its commitments to queer and trans students

from all family backgrounds by making every school site a safe and affirming place. We, as parents of queer and trans students, have had mixed experiences with district teachers and staff. As a result of this, we also wanted to find out what, if anything, our teachers and staff need to adequately support queer and trans students. These discussions have led to an informal and anonymous survey of district educators, which has received over 30 responses. With respect to restrooms, we celebrate that the district is working to comply with the legal mandate to have one allgender restroom at every school site. But the gap between LUA compliance and lived experience is where students sense of safety and belonging lives or dies. If it requires special permission or special keys to use a genderneutral restroom, or if it's not clean, it's not functionally accessible to students. This is true of how anti-harassment policies are implemented as well. Merely complying with legal obligations is insufficient. Laws and ordinances are almost always outpaced by the needs of our community. We implore you not to look away from our kids. Could you please go to the next slide? Based on SFUSD surveys, 30% of the student body are queer. Somewhere around 6% of students identify as transgender or gender questioning. We are a sizable community in one of the queerest metropolitan cities in the country. And we need focused attention and resources now more than ever. The reality is we're in a moment of extreme anti-trans and anti-quer backlash nationwide. Since two 2022, the legal landscape across our country has shifted dramatically. Many states in the federal government have been systematically and legally eliminating trans and non-binary people from existence. Youth are the most impacted by these laws with focus on educators curriculum or are passed in the name of children's purported safety. Access to gender affirming healthcare is also threatened everywhere. Even in relatively safe places like California, the federal government is pressuring hospitals to stop providing gender- affirming care. and hospitals are capitulating despite protective state laws. This terrifying political climate and the restrictions on access to care negatively impact youth mental health and well-being and significantly increase the risk of suicide. These

restrictions are not merely inconvenient. Sadly, 39% of queer and trans youth seriously considered attempting suicide in 2024. And because of these restrictions, the numbers will likely rise. Furthermore, since the 2024 election, over 400,000 trans people and over a million cisgender queer people have left states enacting systematic legal eraser of queer and trans people. This includes new families seeking safe haven in our district. Our community is facing tremendous hardship even as in this iconically queer city. And so, we're here to ask you to do the hard work of making our schools safer, of implementing policy more consistently and effectively, and to stand with the queer and trans community. And with that, my fellow QTPAC members will provide our recommendations and the staff responses.

Next slide.

Hello, my name is Sasha Harris Cronin. I'm a parent at of a student at James Lake Middle School. In our educator and staff surveys, around 30% of the educators educators we surveyed did not know how to support students who expressed themselves as queer or trans or even where to find appropriate resources. We know that 7th to 12th grade teachers will begin the statewide mandated providing relevant inclusive support that matters prism training for LGBTQ plus students this year. But kids know who they are a lot sooner than seventh grade. Having teachers with knowledge and skills backed up by consistent policy is necessary from TK on up. As a result, QTPAC has the following recommendations regarding staff training. We request that the district provide a mid-year and endofear report on progress towards 100% compliance with California ed code requiring all SFUSD certificated staff serving 7th to 12th grade to receive at least one hour of sexual orientation and gender gender identity training per year. We also request that the district provide an annual report at the beginning of each school year on the data from the previous school year highlighting the progress towards 100% compliance. We look forward to hearing from the district on the reporting cadence once they structure how this information is captured, tracked, and reported. Next slide, please. Finally, we recommend that LGBTQ plus student services develop an optional training module with similar content for other SFUSD staff, including staff serving preK through 6th. We were pleased to receive the response that LGBTQ plus student services is excited for the opportunity to create this training module.

Next slide. I am M pronouns they them vice chair of the QTP pack and SFUSD parent. I have been advocating around restrooms and changing rooms in this district for years alongside our queer and trans SFUSD students. And the reason why is because of these students who say things like this. The bathroom I chose, it felt safer. I didn't like using it. anyone could see my body and know that I'm not a real air quotes this or that. This is why we are presenting recommendation number two. In addition to providing at least one ADA allgender restroom in schools per SB760, provide an allgender safe changing room/space at every school site that offers physical education courses and currently has binary changing rooms. The staff have responded to this recommendation with information about the California signage law and new construction standards. We celebrate that our SFUSD's facilities division states that we are finally in state compliance with all gender restroom signage. If completed, we want the date of completion for all the SFUSD sites. And if it's still not complete, we need a new timeline when all SFUSD school sites will be in completion with California signage laws for restrooms. We are glad to hear about the new district standards for all SFUSD school site construction. But currently only three school sites in our district are slated for a future all gender changing rooms. Buista Horus man K through8 Burton High School and third grade Marshall High School. And currently there is not one site that

meets this standard. This does not address our recommendation. What is the timeline for all school sites that offer physical education and require students to change to have safe all gender changing rooms? Next slide, please. Hello, my name is Celestina Pearl. I am a parent to a trans teenager in SFUSD. I want to talk to you about independent study physical education. My understanding, as was stated in the SFUSD response, is that kids can join JROCT as a PE alternative and exceptions can be made for other situations, but eliminating even this option is being considered. My personal feelings aside about putting children in a paramilitary program, the military is not even an option for trans people. In San Francisco, we have a rich culture in the arts, including dance and more, and many have sliding scale and scholarships. The teachers may not have teaching credentials, but could collaborate with an SFUSD teacher who could monitor the activities and sign off with less work than the inschool options. PE is a place that is common for students to be bullied by classmates and others due to trans or queer phobia, abbleism, racism, sexism, classism, and more, leading to low self-esteem, poor mental health, and even suicide. Some children may be better served in a community environment that they feel more welcomed into with a culture that aligns more with their own. Trans kids are under attack and we need to do more to support them. Please consider all the options and how we might be able to better serve our kids by accessing the

resources of our communities. Thank you for hearing us tonight.

Oh, you can stay. Please stay. We're not that scary. Um, thank you so much for your presentation. Thank you for your leadership. Um, happy SFUSD Pride Month. Yay. Go queers. Um, I will open it up for the only sport, you know. Yes, that is I despise it that it's now in the record, but yes. Um, uh, I would love to open it up for questions and comments from commissioners.

Um, thank you so much. Uh it's it's really um it's really wonderful to see the QTPAC um getting going with such uh in such a strong way and and making these recommendations. So thank you very much for your work. I'm confused and wanted to just ask the superintendent or designate whoever is appropriate around the staff responses because I guess I was confused a little bit by all of them. So the first one seems to say that we're still structuring how we report whether or not teachers got one hour of training. Like it seems like we would know pretty easily whether teachers got this training or not. Is there is there something I'm missing there?

Um can I invite staff to come up? But I I think this is the difference between recommendation one and recommendation or this the two parts is that there's a required training, right? The first part is the required training and I think we're we're not at the required training point yet. We still need to have a lot of discussions uh with our Yes, general counsel.

Thank you. Thank you, Commissioner Alexander. And unfortunately, this is a new process that's being required by the law that's not being facilitated by the district. So under the state law that was enacted and just as an aside you know parts of the issues then metriculated their way up to the United States Supreme Court came back you know there's been a lot of kind of questions even at the CDE level the program itself is operated under something called Prism which was established by the state down in Southern California. So it's not it's not training that's actually conducted by SFUSD staff. From my understanding, staff has been notified of this requirement, but it's something that we're that honestly we're trying to figure out. How does FSUSD get information from this entity and how is it appropriately logged and tracked on our end? Honestly, like I know it's gonna sound rough, but I mean like we really are at the barebones level of trying to figure out who tracks these kinds of things, who's left, who hasn't resigned or or retired or whatever, and how can we with fidelity track that? We are confident that we will get that by the deadline, which is months away, but we're just not there yet to understand structurally how are we collecting that information from an entity that we don't control. Could we maybe just explain to the public like what do we do right right now? What is our strategy for training educators to ensure that they are trained to be able to support queer students well in this especially in this moment?

Can I invite the staff to come up and help us help me with this answer? Our understanding at least from the QT pack is that there is um Kenna who provides is the student support services for queer and trans students I believe and I'll let you guys come and speak for Thank you guys.

So the question from Commissioner Alexander is what types of trainings are we providing now for our educators? Can I also I I know this is not my question and answer time, but this is an issue I've also raised when the APAC has been here presenting. It's not on our black educators, nor should it be on our queer and trans educators to hold this work, right? So, while I appreciate the work that you are doing, mix Hazelwood, I'd actually prefer to hear from lead or CNI or someone because this is a bigger work is critically important and it's not I'm interested in hearing more about like what systemwide we're doing. Not opt-in like we have this problem with special education. And we have this in in very many like there are certain opt-in trainings. Everyone needs to be trained and it's everyone's responsibility to support our queer and trans kids. So I think this is a bigger issue, but I don't want to divert from your original question.

No, I appreciate it. I don't want you to be put on the spot or any of you to put on the spot. Feel free to respond, but but don't I guess my question really was strat was a strategy question. Like as at a strategy level, I think we all ought to be able to answer that question. How are we training our educators to ensure that they're keeping queer students safe? So I guess that it can do you feel like we have such a strategy that's widely understood? Do we need more resources? I guess that was the spirit of the question.

I appreciate the opportunity to answer this question. Um Prism is designed for all certificated educators to take at least one hour of training every year. It is virtual. Um it is all the information about who has been who has completed it is held by the Sanwaqen Education um Department of Education. And so that's who it is that we need to reach out to to see who's done that. That does not include anybody who teaches TK through six. It does not include any of our classified educators across all grades. So that is what we have as a mandate from the state. Um what we do here locally within SFUSD, part of my job is to do PDs. It is upon request. Uh so I do let our staff know, I do let know that I'm available to come in and do trainings whenever they'd like. Um, but I cannot mandate. My not funny joke is that I'm a vampire. I can only go where I'm invited. So, uh, but I but I leave at knowledge. I do not take blood. Um, in case that needed to be explicitly stated. Uh, and so part of what I'm really excited about is that because SFUSD does have a noted pride month in April, that is when my existence and the offerings that we have are surfaced and we do see a lot more people opt in and so it's really meaningful to hear the superintendent and have the board of ed and also have CutiePie now. I'm so excited that you all exist. Thank you for all the work that you're doing. Um, because we start to see more people opt in. Um, I would very much appreciate to have more collaboration with LEA lead because they are the ones who are positioned to better identify which sites I have and have not worked with and which sites might need more support. Um speaking from a a parent perspective, um how this often goes is that um parents in a school will also um

advocate whether it's for their children or whether it's for their school or you know through PTAs or whatever for teachers to get that PD training. Unfortunately, this often comes up when there's a problem, you know. Um, this comes up when there's a bullying situation that a teacher doesn't know how to handle. This comes up when there's a teacher who can't um who doesn't know how to deal with a trans student. This comes up when there's a principal who insists that a kid not use the the bathroom of their choice. Um, and obviously what we want to be is not reactive. We want to be proactive. Yeah.

Well, and and um I know that we have members of of ed services in the back there. Um and uh I I think that we do need to figure out a way to ensure that all of our educators are trained um and that there is going to be regular trainings just like we want to make sure that all of our educators and and site leaders are trained on special education issues. Um I think it does come down to building the system so that we can slot it in and make sure that there is a regularity to training because I do not want it to be a place where or a situation where it's like yes Kenna came out check we're done our school's done right so we need to start building that muscle and building out the strategies for how we do it right now it is on an ad hoc basis which I don't think it's appropriate and I don't think that's that's the right way to approach making sure that all of our um community members understand community school community understand um the best ways to meet the needs of our young people. Um so to that larger question I agree we do need to have a better system to do trainings and to do all trainings but particularly trainings around how do we serve LGBTQ plus kids. Yeah, I appreciate that. And um I think it's important from a board perspective in terms of um guardrail too I believe it is educating the whole child. I mean the board made very clear that one of the values of our community was was really looking at the social emotional educ education and support of children and particularly we know as you all eloquently said in this moment trans students other queer students are are experiencing um so many attacks in this world and you can't the other thing is we also know from educational research that students can't learn um if if they're not feeling safe and so I think it also is directly impacting our goals and the achievement of our three academic goals So, I would

love to see I don't know if we can get a report back in the fall or something. I would love to see a report sooner than a year from now on and particularly on this point around training because it feels like that's something we control. SFUS has a long history of being a leader in this area and if we're now to a point where it's sort of ad hoc to me that's deeply concerning. We need to be the premier district in the country where LGBTQ students feel safe, supported, and proud. and we can't go around wearing pride shirt proud pride shirts if we're not doing that. And so I just think um I appreciate all the stuff around facilities, but to me this piece around like culture is even more critical because the the staff of a school make or break a student's experience in terms of this and I see nodding there too because I mean we all know in a school that's that's the key. I mean we do need to get the bathrooms right as well but like but if but if teachers and other staff are not properly trained um th those kind of issues you mentioned are going to come up. So, I don't know what's appropriate, but I would just put in a request that we get a report back sooner than than a year on on how this is going in terms of this.

Um, yes, I agree. And and I believe that this is um part of our strategy to update curriculum so that we can have curriculum that truly are is updated to reflect the new times. um and that part of this curriculum has LGBT that includes LGBTQ plus history and and and identities of of individuals who have led the movement. Um so that our young people really can learn about it. Um I have I I see all of our lead team moving inching they keep inching forward inching closer inching closer. I wonder do any of you want to mention or say anything about integrations or or the new curriculum and how it does have um updated materials. Sure. Maybe that good evening. Um my name is Devon Krugman. I'm the assistant superintendent of curriculum and instruction. So just to build on the point that Dr. Sue just made one of the things I wanted to highlight is that in April um it is April at the end of April we will be bringing forth a recommendation for new history social studies curriculum both across elementary and high school and one of the most important components of updated material is not just the quality and alignment to standards um but also ensuring diverse representation um of LGBTQ histories, identities and communities and so ensuring that the materials that students have in their classroom um are representative not just of themselves, their families, and their broader community, but also set the standard for an affirming representation um and one that in particular lifts up the histories of our city especially. Um, and so while we want to make sure we address the school culture and climate, and I won't speak on behalf of my

colleagues on that piece, I just want to name the importance of instructional materials as setting a foundation um, for affirming classrooms and culture within a school. Um, and especially beginning with our youngest learners in particular. I would just very quickly add that we also have a brand new health ed curriculum that's just been updated to better reflect how to talk about gender and sexual orientations across all the spectrum of identity. So

hi everyone thank you so much for being here tonight and for your presentation. I just wanted to draw folks attention. I don't know if um folks are a lot of folks aren't very familiar with it, but we have an advanced question and answer process where commissioners can submit questions. I submitted several questions and you can see what the staff answered if you look at the question and answer document that's linked in the agenda. So, I just wanted to make people aware of that. I try to make people aware where possible. I also sent some follow-up questions to staff earlier based on those responses. it's, you know, too late once we get the answers to get new published responses. So, I just wanted to second uh Commissioner Alexander's question about the reports as one of the the internal question I asked was when we can expect the district to establish reporting cadence and provide reports. So, if we get that information, if it's possible to add that to the Q&A responses to update, then folks can come back and and check for that information. So, um just a couple of other things. Um wanted to let folks know I had also um submitted a follow-up question internally about the answer to the staff uh response for recommendation number two two about the facilities team uh stating that it would partner with lead to assess the feasibility of creating designated space for all gender changing rooms at older sites where there's not construction projects being planned for instance. So, I'd asked about whether there's a plan to do that and if for any reason it's beyond the district's capacity because the response was helpful, but it didn't address that category of things. So, hopefully again if that could be shared with the with the public that would be great. Um uh the other thing that I wanted to note is there uh does seem to be a difference between the um QTPAC recommendation uh

number three and uh the district's thinking around um uh PE independent study. So I also asked for some uh some more information on that as to you know why staff has the recommendation that they do. So, um, whatever response could be, you know, provided would be appreciated, but I wanted to thank you all. Mr. Fisher,

um, bless you, whoever sneezing in the audience. Um, first of all, thank you all for being here tonight. Um, thank you for volunteering your time on behalf of not just your students, but all of our students. Um, I have a queer daughter, so thank you. I appreciate this work is personal to me, so thank you. Um, I wanted and I appreciate Commissioner Alexander for referencing guardrail 2 and Commissioner Ray, I'm going to follow up on some of your questions as well. Um, guardrail 4 is also really, really relevant here. Resource allocation. And the superintendent will not allow resources to be allocated without transparently communicating how the allocations are baseline sufficient to operate all schools while addressing inequitable inputs and creating more equity and excellence in student outcomes. Um, and when we heard in our buddy budget study session earlier this year that absenteeism and chronic absenteeism are more impactful to our structural deficit than declining enrollment, making sure that all of our students feel safe and welcoming seems paramount to closing that deficit. Um, so with that in mind and targeted universalism, bathrooms and independent study for PE are the two issues that are top of mind right now. um above and beyond staff training. Um because for bathrooms, it's not just our queer and trans students who are complaining about bathrooms. Like it's a lot of knuckleheaded behavior that happens in our bathrooms, frankly. Um and there's the bathrooms are problematic for so many students. Um independent study would benefit more than just our queer and trans students, right? We have a lot of students who would. So I think really what resources would it take to address these that the that's the frame I'd like to put to you superintendent. What would it take? Like, do we have facilities, bond funding? Like, how could we appropriately direct the resources to

address bathrooms? And what would be needed to adjust our board policy 61427 about independent study for PE? Because I think there's a lot of students who would benefit. So, I know we would have to have more credentialed PE teachers who would be available to supervise, but is this the kind of strategic thinking that we are willing to undertake to better support our LGBTQIA plus student? I've missed the 2s in there too. Um, plus students.

Uh, thank you, Commissioner Fischer, for that question. Um, so let's see. first for facilities. Facilities I know that's actually one of the things that we hear a lot a lot. Um bathrooms and elevators are the two biggest um facility issues that we face on a regular basis. Um and we try our best. We have a very small but very mighty facilities team, buildings and grounds team and they have to deal with a lot of tickets that come in um unfortunately almost regularly because we do have pretty old buildings. Um and we have a lot of young people running throughout all of our buildings. Um I love the idea of of uh figuring out how we bring um perhaps more revenues in the next bond to to really focus in on some of these issues. Um, and I would love to work with perhaps the QTPAC um, and others on thinking through how do we prioritize um, uh, the best ways to use our bond um, to really meet the the needs of our of our students. Um, so stay tuned or invite me to one of your next meetings and let's let's start the conversation because that that bond conversation is probably coming around the corner pretty soon. Um and and then in terms of how do we ensure that social emotional learning is happening at every single corner in every single space of our buildings and I dare say throughout the city um and and that's where um I know that Tony Payne um who is heading up that department has been working really really diligently on right um and I think what we sh I shared last year was that for the first time in a very long time SFUSD's um uh student survey of sense of belonging was the highest we've ever seen. And that's because we are doing things like this. We're having these

kind kind of conversations out in the open and really challenging each other about how do we ensure that our students are seen, loved, and feel like they belong. And and like what Kenna said, it's not just talking. We actually have to have that those actions. And so I will say yes, we need to do more. We need to do more. We need to in put in place better training. We need to make sure that as we're building out social emotional programs and services for our students, we need to ask our students what they need, not just tell them what they will get. Um, and so I commit to continuing to work with our our parents and and um our school leaders to make sure that that our students are getting um the types of services that they need in the appropriate time um and that um we'll continue to work together to resource it. Um, I know that I've been doing um a lot of fundraising to to um bring additional resources into the district so that we can address the chronic absenteeism issue. And it is a big issue. We are nowhere near the levels of attendance that we had pre- pandemic. Quite frankly, other school districts are not there either. So, it is something that has now unfortunately seeped into the community and the system and it will only take it will take the community and the system to get us out of it. Um, but I know that we can get out of it because we had a 95% attendance rate six, seven years ago. It's unacceptable that we're at 90% now, but we can get back. Um, and we will. Thank you. Superintendent Sue, I noticed you keep talking about chronics absenteeism. I

would like to say all these recommendations would help you increase um your attendance greatly. There are trans students, queer students who many times just don't go to school that day because of what has happened with bullying, with restrooms, with bathrooms or anything. Every week, at least one time a week, once a week, I get a call or a text message from a parent telling me about something that happened to their student either regards to homophobia, transphobia, success, cis sexism. Um, and sometimes the students aren't even queer or identify as queer, but because they broke a gender role, a gender norm, a gender stereotype, they are now attacked. And that is very, very serious. So, I just want to make sure that we're these are solutions to chronic absenteeism. Thank you. I'm done speaking. And I I wonder if any of our lead staff want to speak about all the different types of programs that we have in schools. Um I know that we have the wellness centers in schools. We have advisories in middle schools or middle grades. Um thank you Dr. Steiner.

Sure. Happy to to share. Um for those of you that don't know me, my name is Jennifer Steiner. I'm the assistant superintendent that supports K8s and middle schools. I know many of you, but not all of you. So nice to meet you and thanks for the presentation. Um, you know, I I think Commissioner Alexander, your question about how we do training and when we do training is one that we talk about all the time. How do we make sure that everyone gets access to this? So, I will say in our advisory, you know, all 68 students have access to advisory. I think we've talked about advisory a number of times when we're talking about other um aspects of our education. And our advisory often includes um different lessons that support students both around how to be an upstander, how not to be a bystander, how to recognize bullying when you see it, how to interrupt um bullying for LGBTQ students and for students across different races and ethnicities and and identities. And so I think that that is one space where we see that happening. Um at the beginning of each year, all of our administrators are required to take what's called boundary trainings. And within those boundary trainings, we talk about um gender identity. And so that is another place that actually administrators do are required. And then they're required to do those trainings with their staff. Um I don't think it's enough, right? Because it is all expansive and not not specific to the place that you're talking about now, but it is happening. And so we can get better together um at doing that. And then to the point of the um the bathrooms, I definitely think we I mean I'm sure high school can speak even more to this, but like the the bathrooms are a a pain point for us. We want um we want ba bathrooms that are accessible for everyone. And we find bathrooms that are single stall to be a place where we have to pay extra close attention to um multiple people that might go into a bathroom and do things we don't want middle school youth doing. So we have to figure out both a an opportunity to ensure everyone has access and a supervision plan to support students to be safe in those places. So, I think that's something. And then just a little

bright spot today. I happened to be at Bessie um during an in assembly for sixth grade students. That was a follow-up for all of their students yesterday. And one on the wall was like the come join our GSA NRQ group, which was really lovely. And I asked a couple of kids about it and they told me about it. And then the whole lesson was about how do you recognize bullying and be an upstander? And specifically kids were talking to one another about this. and the group I was in was talking about um hearing um slurs that are about gender and gender non-conforming and what they do about it. So, it just was like a a really beautiful moment of hearing kids helping each other. This is what you could say if you hear this. So, thank you for being here and we look forward to partnering with you further. Hi everyone. Um, if I haven't met you yet, I'm Deina Goldwer and I am the assistant superintendent of high schools and college and career. And um, if you noticed us chatting in the back, it wasn't because we weren't listening as we were really kind of thinking about everything we were hearing together um, as lead and as um, curriculum instruction and thinking about the possibilities of what we could do better and how we can think differently. Um and so at the high school level, most high schools have at least once once a month kind of a series on student belonging and um many of our high schools have partnered with your group with part partnered with SFSD um around bringing in curriculum speakers and things like that um at the high school level. Um but we don't have yet which we need to get better at is like what are all of those plans like for every single high school so that we can say you know when it's happening and report back and make sure that it didn't get skipped one year and that it wasn't reactive and it was truly you know proactive um work together. Um but we know that the work is happening a lot in that space. Um additionally something that is really thriving in our high

schools are our student clubs um like Jen mentioned. Um and so much of that um partnership is around that student leadership coming forward and that allyship. But um anyways um we were just really thinking about you know what that would look like and especially working with um our building reps at our school that we partner with in terms of creating that professional development plan and how to do some more aligning around that so that it's not that optin. And so um we look forward to sharing some more ideas once we can collaborate more together. Thank you. So, I had a very specific question, but I'm going to start with a broader question. Um, that's sort of in response to the questions about chronic abs or the issues about chronic absenteeism and just sort of culture generally and making sure that we have safe spaces. So, I so to um Dr. Steiner, thank you for sharing sort of what's happening at the school site level. I my concern I have a middle schooler And I see what the social media algorithms are and it is terrifying. And we live in a house with my twin brother who's trans who is my son's favorite adult in the world. And I still see the algorithms that are terrifying. And I'm like, how is this coming into our home? And so, not only it seems like we need to be creating this space, but it's not it's not even like we're on a level playing field. Like it is an uphill battle with the social media, the memeification of everything. Charlie Kirk is funny. It Epstein is funny and it's everything has been me'd. It's been joked and so language and and and and demeaning sort of actions and demeaning language happens all the time with these preffrontal loes that are not quite there, but the impact is there. The impact in those who are receiving it is

absolutely there. And so I get I'm like a little terrified about how do we continue to how do we do this and then we need to do a million times more because it is an uphill battle given what they're exposed to and given the current climate. So I I don't know what my question is but I'm like oh lord. Um, thank you. And and we like it it needs to be much more not the check the box and having classrooms and having we have these amazing classrooms, amazing teachers, amazing administrators and it's still happening. So I I want to figure out like how do we minimize it as much as possible. So I just I want to put that out there because I'm like if if this is coming in and through my my Wi-Fi like what is happening and not my house? Um, my specific question relates to recommendation too. Um, and really I really appreciate how the presentation flags the VBGs. I think that's really useful for us as we're thinking about how to how to respond. Um, and it's it's about the um the the PE uh the changing situation. So, understanding that anytime we're dealing with facilities, it can be slow, it can be co costly. Um my understanding is that it there's not a requirement to have changing like you don't have to have a PE uniform. Not all schools do it and and I and I don't want to say like oh let's this is the easier route so let's not worry about the physical space. I think we have to do that but also are we considering policy changes around it being opt in for changing and I want to be mindful like opt in could I see that I also don't want opt-in to be othering if you then decide to opt out. I know that there's is that my three minutes because I spent my first two minutes talking about my life midlife crisis. Um okay, thank you. Um but yeah, so are are there ways that we can think about some

interim measures before we get to knowing that it is going to take a while to get those physical spaces done? May I please add um that would be a great harm reduction tactic. It would be something easily implemented. It is not part of the California ed code to have changing. All you know the only thing would be kids would just have to come to school and clue clothes they can move in and choose that are appropriate for PE. But that would be a very easy lift, no cost be very something that superintendent you could implement very quickly, you know, even within this year and next year. We also bring that up with the QT pack as well. But and for our middle schoolers, maybe we just, you know, have some extra deodorant laying around, but not not X.

You can stock that at your wellness center. Maybe I could follow up with this with um so I know you all Hi. Hello. Yay, gays. Um sorry, I just tried. Okay, I can I this is my month, so leave me alone. Um um I know you right there with you.

Yes, yes, yes. Yes. Um, I know you all reached out to uh want to have a conversation around policy changes at the board level and uh I know that you had an opportunity to meet with Commissioner Fischer and Vice President Huing. Uh, and so maybe this is we'll just take this a step further of of um just asking the superintendent to partner with staff and QTPAC to actually bring some of those recommendations forward around policy changes that we want to see so that we can be greater in line with the recommendations that are being brought forward. Um, I think it's a small but significant step that we can make from a policy standpoint. Um, and I know that I I I drew other commissioners in, but that was my desire to try to spread the love uh to other commissioners here. So, um, thank you for that. Um, but I also I just wanted to say that one quick thing. If you all wanted to be able to respond to vice or vice president uh, uh, Commissioner Weissman Ward, please uh, please do so. I would just very quickly say um we do have advisory lessons available. They were designed specifically for middle school that are just plugandplay. So I would love to continue to talk with our lead partners and to make sure that all of our middle schools are aware of those resources available to them. Um and they are very much designed to normalize all of us just existing and being able to be our full selves without worrying about that being judged. Um, as far as the media piece, uh, the new health ed curriculum does have more media literacy and more social media literacy in particular. And so hopefully that will, um, I believe we're starting to pilot pilot it now and will be um, disseminated to more of our health ed teachers moving forward. I will just say a quick plug. This is why certificated health ed teachers are so important, including at the middle school level. Um, and if I can add, it's it's this also goes back to the the training

piece, um, as well, and having seen sort of firsthand how a teacher who felt like they understood how to interrupt that versus a teacher who didn't. You know, my my kid had a teacher who was from Spain and didn't understand the memes and didn't understand, you know, the uh uh the jokes and such. And didn't we didn't realize for months that my kid he didn't realize for months that my kid was being bullied because he just didn't understand that versus another teacher who looked over and said, "That child has had the same name for four years. There's no excuse. I don't want to hear it again. And that was due to the teachers feeling like they understood how to react. So that really is, you know, a training piece.

Hang on two minutes. Oh. Um I I should have asked this in the Q&A, but do we have Q groups in every middle school? We have Q groups at all middle schools that had the capacity to implement them. Okay. And then for the schools that don't have Q groupoups, do they have a space for students?

So part of the model of Qroups is that it's in partnership with wellness staff. And so Lyric has uh L um puts one facilitator forward and then our staff are the other facilitator. And so where there is capacity for the cow or for the wellness coordinator to be that co-f facilitator, then we're able to have it. Um, there's also a limitation for Lyric in terms of how many sites they can serve, but we are really excited that we already have been talking to new sites that have not had Q groups at the middle school level who are interested in implementing them in the fall. Thank you. Um, I was once on the board of Lyric years and years ago. So, very pleased to hear their name come up again. Um I guess my wondering is uh for students. So I'm trying to think through like how does a queer family parent, guardian um or student like under like where would they go to get the information they need on at their school site for support and access to an adult who can be supportive? Um, typically, right, when a new student enter or a new family enters the school, they're connected to their admin. They're working with the clerk, and so those are the folks who have the information that we exist. Um, I would love to work with EC to have posters, for instance, up for when they do enrollment to say, "Hey, LGBTQ student services also exists because a third of our students are LGBTQ identified. We do not know which of those students are fitting in that third." And so the more that we can be transparent and just make it clear for everyone to access us, the better.

Okay. Um, so I recently had a chance to visit Harvey Milk Civil Rights Academy. Uh, I think a model of an organ of a of a organization of a school uh that truly embodies a desire for inclusion across their student body. Um, and I'm wondering like do we for schools that we know are exemplary in their in their program services that they offer, the kind of culture that they're building, speaking of inclusion and building like a a safe community of families. Um, like is there what how do they all talk to each I mean I'm trying to think of like similar to like a professional learning community or some sort where they're building lifelines across each other to be able to quite literally support each other as they're building up these programs. perhaps things that we can learn from them in the practices that they're doing, whether that's embedding it within instruction and curriculum or if that's something that they're doing standalone. Is there a network like that across our district and and and what well I guess I'll start with that. Is there is there something like that in the district?

So um to start with we have school climate leaison or pride leaison at the majority of our schools and those are the folks who are holding the rainbow club. They're holding the GSAs and so I hold meetings for them three times a year. A large portion of that meeting is just giving them time to talk amongst themselves and share best practices to share the ways that they're engaging their students and they're helping to improve school climate. So that is kind of one space that we already have that is extent. As far as larger um schoolwide initiatives, we don't have as formal a space, but our school climate coordinators as well as our pride lazison do do a lot of work at their sites to improve climate and to make sure that LGBTQ inclusion is at the center of their work.

Great. Because I think the strategic question I have as a system is just how do we elevate the good work that's taking place for schools that we know are like on the front lines of doing this work and what is that like what what does it mean to disseminate those materials to get access to those folks who are in school communities who are asking themselves I mean I'm sure every school community has someone who's like hey I'm gay like what can I do to support right so I I'm just I'm I mean it's a similar question I think that we have to multiple communities across our district where um where what does it mean to kind of lift up those trends that we're seeing and be able to kind of point to that as a bright spot of ours that we can then highlight, showcase and spread, right? Um so just kind of trying to think through that practice and and what that means for not just our queer youth uh and staff but for um other populations too that we can learn from. Um just very quickly so part of what I do with our lessons is I do ask them to share their best practices and the materials that they create and then I have a Google classroom that they all have access to so they can learn from each other and implement the best practices that they see in their own schools.

I also want to add um sometimes there's amazing queer programming at our school sites. So for example, in the elementary portion of Buenav Vista Horse Man, we used to have a program called Ghana which was talking about gender diversity for the elementary school level and kids loved loved Ghana. But the thing is is the teacher has to volunteer to do it and then so if the teacher is already overwhelmed with what's happening all the teacher things they have to do and they're not getting paid extra whatever they're giving up their lunch hour all those things. So I would say is one other thing that you all could do especially superintendent or whatever is give some more money like um being really real I don't know you said you're fundraising a little bit extra more you know I don't know maybe some of that cuz so like for teachers who have to like be the advisory person for their GSA or for the Q group for the or whatever for Ghana program or whatever they also need to get paid like they're not they're taking up their lunch hour their after school time and they're not and so like our elementary portion of wne source man it's so sad like my kid is not doing Ghana and I I really am always sad about that because they really need that and there are trans students in the elementary school at all elementary schools and even in preschools and in TK or whatever and also queer students like as young as like first or second grade I've had young people tell me like hey I'm lesbian I'm bisexual you know and even younger than that hey I'm trans you know blah blah blah um so I Just wanted to throw that out there because I know everybody keeps talking about high school and middle school, but a lot of the bullying happens elementary school. A lot a lot a lot a lot. And I know it's happened to my kid who's got a bully. Thank you.

Thank you. The gays are real efficient. So, a little dollar will go a long way. Yes. I will say that I do know that it is a current priority of Spark SF to fund raise to have more of our rainbowons across all of our elementary schools. Thank you. And I'll just put a quick plug in for so you think you can drag for Harvey Milk Civil Rights Academy fundraiser this this Saturday at six o'clock. So just going to put that out there. Sorry. Yes. And then commissioner

just wanted to say real quickly that the program that that um Mi is referring to um uh called Ghana. My child who also went to Buenavista Horus man was a part of that and it was hugely impactful in his life. um he first came out as non-binary within that group and um had an excellent teacher leading it and um and looking back I'm sure that they were spending a lot of their own free time on on on doing this program. Um, and it's hugely impactful for my child and many of the other kids that he was in in in Ghana with. And he's now a leader in our community and he's currently in um an apprenticeship with um Huckleberry Youth right now.

Um that's wonderful to hear. Um, one question I had regarding the recommendations is is a report required um, of the Prism training or is that something separate that QTPAC is requesting? And I mean legally required because it's the the required one-year annual training. And I looked up the code that was cited, but I didn't find a I found a requirement for recordkeeping, but not for reporting. And I was curious. We're really just asking for transparency and accountability from the district about that specific statemandated training. That's really what we want and however that ends up looking legally, we would really like that transparency and accountability.

Yeah, I'm curious whether council knows the answer.

Thank you. It's a little bit of both, right? It's a little bit of both. the the law requires the district, I believe, you know, without seeing it in front of me, which is what I've seen uh recently, it does require the district to maintain the information and report out to it. I believe what is um the transparency that is spoken of is a higher or more frequent clip or more frequent cadence. Um, and I'm kind of going back to Commissioner Alexander's uh, excellent point, which is I think the district right now is is even more basic of like how how do we do that? It's I know that it sounds in the age of technology that it's like a button or it's this or that. It really is not that simple. Every employee like this would be something that would be tethered to someone's personnel file. it, you know, and and trying to make that, you know, a legitimate like valid thing that we're tracking with all sincerity and reporting out with fidelity. It does take some some strategic planning. Now, if we're going to be doing it at a clip that is more frequent than what the law allows, we'll have to talk about that as well because I don't know like we there may be a possibility that we're reporting like, oh, there's like a gap in terms of how many people have been not taking the required training, but yet they still have time on the clock to finish.

That was part of why we requested that because we understand um 7th through 12th grade teachers will have a year to complete it. So, we were hoping that the district could talk about the proc the progress towards 100% accountability. That's why we requested that.

Yeah. The the reason that I ask is because I feel like to Commissioner Alexander's point earlier, like the issue at base is making sure that it actually gets done. And I think sometimes we have a tendency to layer on like levels of bureaucracy and reports, but like my larger question is like what is the underlying goal? The goal is to make sure that all of our educators are trained with this information. And so is a report the strategy that is going to most to best accomplish that or is the strategy to like assign it as one of the inservice at one of the inservice days or as part of like a Wednesday early dismissal awards like this is the day that everybody in the district takes it and so it's done and so you don't even necessarily need a report to M's point educators are stretched thin you need to make space to have it happen and not have it be some extra thing that they feel like they need to sneak in on their own time. And so, um, I just kind of want to uplift like the larger underlying concern because often I think, you know, we I know central office is stretched thin and like is the answer really putting something more on somebody in central offic's plate or is the answer making space in people's calendar so that they actually get access to the information that they need in a timely way that we know is like fully disseminated throughout the district like what is happening boots on the ground at our schools, you know,

whatever strategy is taken, we parents need to understand it. It needs to be something that is told to us because we have no way of knowing if our teachers have received that training otherwise. We have no we have no visibility into that at all. So that's what we're asking for the transparency and accountability. Whatever strategy ends up being, you know, gone after, that's great, but we need to tell us. you need to make sure that we know so we we can support our kids and make sure our kids are make sure our teachers are trained properly.

That sounds like a very very reasonable ask to me. Um and Commissioner Fischer and I really appreciated going to your meeting and hearing more about the PE issues and one thing that we talked about in that meeting was how making schools more inclusive for some students makes them more inclusive for all students. And so I would like to have a further conversation or hear more from staff about what the constraints are about making independent study PE more broadly available for any multitude of reasons whether it's to you know accommodate a student's like devotion to gymnastics or ballet or um to accommodate their gender identity or some other issue. Um it seems like it would be like it's a it's a tall ask that a child have to transfer schools to the one school that will categorically allow independent study in order to access it. So I'm curious what the from from staff like what the barriers are to making it more broadly available. I'd also like to add that, you know, for students with disabilities, it would um having uh access to alternative pees means PE means that it's not just a well, you get a waiver or you don't do PE. You know, there's, as you said, there are many many reasons why students might um benefit from a pathway to something else. Um, I am very interested in in continuing to explore this. Um, you know, looking at my our ed services folks in the back there, but we can we can look into the laws. We can look into the rules. I know that um, you know, in

preparation for the strike, we did have lots of conversations with CDE about um, expanding and broadening independent study options for families and for for young people. So maybe we can just bring that back and continue the conversation. As the former principal of an alternative school of choice that had independent AP, I can also say at the high school level, it deal some of these questions around like overpacking schedules and being able to take more electives. It also gives more flexibility around that. Like if you are doing PE in another way, it frees up two years of high school uh courses,

right? I didn't mean to ask it as a rhetorical question. I genuinely am curious if staff have an answer about like if there are issues that um would make it, you know, that we would have to that would have to be addressed in order to allow independent study PE beyond alternative high schools. as the team is coming up again. We we will we will look into that. But um do you guys have thoughts now? Okay. Um yeah, I agree with exploring this concept more and with what um Commissioner Alexander was saying is um first we need to look at just kind of the compliance pieces. I know that there's other high schools in other public school districts that have different ways that you can fulfill the requirements. So, we can look into the compliance pieces. That's not a problem. As far as making it happen at the high school level, also not a problem. So, um we'll just look into like the how and then report back um on that piece. But yeah, I I can see um you know, and I know that students are also involved in a lot of, you know, athletics and other things outside of school and there's other districts that count those hours in different ways um through different signoff procedures so that we're still focusing on wellness and health and ensuring that students are accessing you know something um in order to keep um you know their physical health and activity up. So there's there's definitely things that we can learn from other districts that currently have this in place.

We are delighted to hear that. delighted and I the only other thing I would reiterate is to ensure this is about comprehensive high schools because we know that alternative high schools are already have access so we really want to focus on comprehensive schools. Thank you. I think that was my question. Are we talking mostly about the high school level? Well, I mean we are we have primarily focused on high school because we understand that you have to have PE to achieve graduation. So, and because of this issue with queer and trans people and maybe not being able to There's lots of issues with PE or for queer and trans people especially. So, we have focused primarily on high school for graduation reasons, but we're open to discussing it for middle school as well.

Yeah, I think for elementary and middle school, the thing that we'll have to consider is supervision at the high school level. I think that's less the issue because they could have an alternate that that goes into place. I think at the middle school and I mean definitely at the elementary level like where they would go would be a question and I think that that is always a question of like how to ensure that kids are getting something robust when they're of an age where they need a little bit more guidance than once they're more independent but I mean we're sure why not let's look at it well in elementary school PE tends to be a lot they don't have to they don't have to change it's it's a lot less genderbased you know there's there's a lot It's a lot less weighted and freight you fraught than than the older grade.

Yeah. And also your gender identity maybe is still not you know it's like more it's just different when you're in elementary school I think or it can be different. So yeah understood quickly turned it off. Um couple of things I just wanted to highlight um while naming this as being a focus area for future investigation and policy updates. Um is just to name explicitly that independent study is is a part of a series of policies and regulations that are both one specific to the board policy that governs independent study um and would require appropriate updates in allowance of what's being asked for is number one. So um a policy based change that would be required. Um but number two just wanted to flag that within the context of physical education there are some unique complexities. It is one of the very few um state content areas where there are required not recommended um minutes on a 10-day cadence. And so again, there is some additional um state compliance complexities that do make it a little bit um different um in order to make updates and changes to the pre-existing policy.

So So all of that to say that we will continue to look into it. Um as you can tell, there's lots of complications, right? There's lots of issues, but also there's a lot of desires to to figure out how to support our students better. And I know all of our PE teachers want to support our students as well, right? So, this is not about saying we don't need PE teachers anymore, but how do we support our students so that they can continue to engage and participate in any type of physical activity um education? Yeah. Thanks.

Awesome. I love this conversation because it's just sort of when we all put our heads together, it's amazing kind of what happens. And I appreciate all of you for bringing these ideas forward. I appreciate our staff who've been so helpful in the QD pack as well as our educational services folks for, you know, being willing to step up and help us figure this out. I love particularly, you know, the curbcut equity approach to both independent PE as well as comfortable clothing. So, it benefits so many communities. Um, I will be very brief. You know, I had a question around following up on what President Kim was asking uh or mentioning. Do we have data or Oh, and one, Miss Hazelwood, I also want to appreciate you because I hear you. I hear you in public comments sometimes and we can never respond. So, thank you for thank you for all you do for our students. You carry a big load for so many and we appreciate you. Um yeah, let's clap for that. Um I do have a question following up on the school climate data. Um particularly around creating a a a sense of belonging for LGBTQ students in um do do we have data? Do we know where it's working well, where it's not, where we need to provide support?

Yes and no. Um we have checks which is the California healthy kids survey. We have the YBS which is the youth risk behavior survey. Both are done every other year. They alternate and we have limited questions that we can include on YBS. 50 are required by the federal government. 50 are we can choose. And so the questions that we can choose get broad strokes in terms of experience of bullying maybe or experience of other um areas of concern but they're not very granular. Similar with checks there's actually a module on school climate that we do not give because we don't have enough funding to do all of the analysis of those data. if we could have additional funding for surveillance, I know that we could get us more granular data that could answer more of the questions, not just for LGBTQ students, but for all students. Um, and literally because we were looking for more data, QTAC, which is the Queer Trans Advisory Council that I'm the adviser of, and I'm very excited for them to present their findings to all of you um, who are going to be joining us at Youth Pride, created their own survey. And so they did ask more specific questions like, "What are the barriers to accessing all access restrooms? what are the students experience of seeing inclusive curricula are they see themselves reflected in their classrooms. So we do have more data those um data are currently being analyzed and the report is currently being written but I'd be happy to share those not just with Q cut QPAC which is already the plan but with anybody else especially you the board um once those data are available. I I'd really appreciate that and and I think most importantly, how are we making sure that that's also permeating through our PA educational services and so forth so we can we can provide continual improvement for our school communities, figure out where where what's working well and how do we how do we continue to expand that. So that'll be great. Um and then just to check for understanding because I know we've kind

of been a little circuitous it feels with that first piece um and I think it started per perhaps with Commissioner Alexander um for checking from my understanding. So we have just to mention all the layers. So we have Prism which is the online system and I was just looking it up as I understand that will complete the mandated period the first time was school year 25 to 26. So at the end of this year that will be complete and hopefully we should have something because it is online. You know we've all taken online courses where it sort of hopefully says you know this has been completed or not. Um but we can and that's what we'll be looking into as as I understand. Is that correct?

The answer is yes but like I stated before it's not that simple. If I could just add one piece, there have been technical difficulties with the roll out of Prism. And so as we are having our staff try to complete it, they've not always been able to save. So they can do various things to try and make sure that their completion is both captured and then reported to SFUSD, but it is very much um the first year of a very ambitious initiative and so there are a few bumps along the way.

Got it. Okay. Thank you for that clarification. Um, so mandated year still being figured out, bumps being smoothed out. Um, in the meantime, Miss Hazelwood, as I understand, you offer professional development mix, sorry,

mix Hazelwood, my sincere apologies. um you you offer professional development to ed educators who seek it but you need to be invited to provide that. Um and then we have curricula that is that is coming as I understand that was stated earlier. Uh and then we have a school climate survey that touches upon some of these. So these are the various layers that that we have. Is that have I stated that correctly?

Just for clarification, it's just updated curriculum. So, it's it's the updated history and social science curriculum that will now have more updated um uh sections around LGBTQ++ um uh history.

Got it. set just very quickly. Um, the mandate to have LGBTQ persons contributions to history captured and included K through 12 is a fair act mandate which was passed in 2012, excuse me, 2011 and implemented 2012. So, it is an ongoing mandate that we have been meeting. This is just updating the resources and materials that our staff have available to them.

I was just going to build on that. That's just to name that number one, the last adoption was 20 years ago. And so obviously the fact has come into place since then. But in addition to that, the curriculum has been reviewed explicitly for the inclusion of LGBTQIA plus identities and histories across the K12 spectrum. Um, and so not just in a history perspective, but you'll see that show up interwoven, for example, in second grade by having the change from a family tree to a family quilt and having diverse representations of families within the text that students are reading at the class level. Um, so we do consider, I know we always say this around floor and ceiling, but the fair act is sort of the floor um for us of inclusion and we definitely have reviewed and evaluated materials to go beyond that requirement.

Thank you for that. Hi, I just wanted to give a quick appreciation. Thank you very much for this very fruitful conversation from everyone here. Um, like I always say from these presentations, it's always a joy to learn more about what's going on in our district and I'm really grateful for this opportunity to and thank you so much to you all for taking the time. I understand you all are parents and I really appreciate that. I'm part of the PTSA at L High School, my high school, and I've seen parents getting involved and really advocating for the people in their community and this is something that's very done on your own independent time and that's very that's something that that I admire very much. So, thank you very much. Before you leave, um I do want to just clearly say to you, uh and the other queer parents and families, students, guardians, um that may be listening on a Tuesday night to our board meeting, um we see you. We support you. We're so grateful for your work and your leadership. Um and unfortunately, we live in a time when that has to be reaffirmed over and over again. and um and and please know that you have our full support that our questions today and the long comments that we have are because it it feels motivating and exciting that we have things that we can do to support our queer kids today. And uh and I and I just want to reaffirm I think we want to see that work move forward. We're excited to partner with you to do that whether that's a board policy or doing the harder work of culture change in the district. Um, so thank you for all your leadership and uh appreciate your presentation tonight. Thank you and happy

for having us here.

Thank you so much. Okay. Um, commissioners, I will be introducing actually a few items al together so we can just talk about them all at once because they're all pretty related to each other. Um, item G1, board governance and strategic planning alongside item H1, which is the adoption of our 2526 governance calendar. Um, all our materials are mostly in those two items. And then our extension item H2, the resolution to extend BVGs by one year. um is very related to the conversation we're having both around our governance and our calendaring. Um and so can I have a motion and a second to introduce the items uh H1 and H2 adoption of the updated 2526 governance calendar and the resol resolution to extend VBGS by one year. I move um item H1 adopt updated 2526 governance calendar and item H2 resolution to extend the VBGs by one year.

Second. I ask Dr. Sue to bring these items forward to the board.

Thank you, President Kim. Um can I invite all of our staff that's connected to these few items um to join us to join me on the dis. So I Yes. So, Hungay I think um Moonhawk I don't anyone else maybe that's it. Um so these items are are connected because it does uh will plan out the path for the work of the district um in the coming years. And um the actually the um honestly the the simplest one is the adoption of the governance calendar um where we are sharing um all of the key dates for the remaining of this calendar um this this calendar year um and the other items which is the request um from our governance team to extend the VVG um targets for or goals for for one more year. I know that I've heard um uh many times uh from this board about us reaching these goals and uh particularly the goals of third grade literacy, eighth grade math, college career readiness, as well as our um guard rails. And um I know that in conversations with our leadership, the board leadership here, we have um determined that we need more time to to assess and to determine how we will get to these goals as well as um allow a longer runway so that um the board can can engage in deep community engagement so that we can determine the next set of goals and the next metrics um that we as

a governance team will come together on. Um so with that I am going to hand it over to u first home ping to walk us through the uh board governance and strategic plan.

Thank you superintendent Sue and good evening president Kim Vice President healing commissioner and student delegates. um wanted to uh start off um tonight's presentation um by pointing you to um the piece around um inclusive decision-m. So um bringing us a little bit further back to October when the board um has initiated the conversation around major decisions to really uh initiate that shift from really more the stabilization work management of one-off um crisis to extend into a period of more strategic planning and deep multi-year work uh with our community. Um and really since then through the work of the ad hoc committee on progress monitoring, thank you chair Alexander, and also the ad hoc on community engagement. Um thank you chair Gupta. um being able to start lining up both in terms of the methodology of how we're going to set ourselves up as a school district to engage in deeper progress monitoring towards our goals, but also lining up some of the timelines and expectations and baseline around community engagement. Um, so as part of that work, uh, we've been working with AJ Kribble and the Council of Great City Schools to think through how do we, uh, really establish a scope and a sequence to be able to land on a multi-year uh, governance calendar. Um and so as part of this work, we looked at the both the runways, the timelines around getting to um the community engagement that would be necessary as part of the board's routine major decisions around renewing or establishing new goals and guardrails, the community engagement that would be necessary for that work to occur, and then lining that up against

the timelines related to the major decisions. Um and so working with our colleagues in RPA research planning and assessment um to really map out this work. Um so we are at the superintendent's direction bringing you a couple of items tonight. Uh first is a revised um governance calendar for 2526 the present um calendar uh calendar governance calendar year um as well as um a a proposed recommended resolution to extend the VVGs uh by one year. Um I do want to say that um as part of our cyclical work um and as part of board policy uh staff we we do prepare a governance calendar annually that will come to the board every uh June. And so we are preparing a multi-year calendar that will go from 2026 to 2028 for the board's consideration at an upcoming meeting in June. Um so with that I'm actually going to turn over to Moonhawk, Dr. Kim um to walk us through the presentation on the resolution to extend uh VVGs by one year. Good evening everyone. Uh this will be a very brief presentation. Um and we'd be happy to answer any questions that you might have. Uh next slide please Marin. So just some bit background context obviously as you all know uh the board of education owns the goals and the guardrails. Um so you engage in the process to set the top level goals and guard rails for each of the the cycles. So obviously we are in the uh latter end of the current ones which are set to end uh by the end of next school year. And it's been part of our learning. Um, as

you might have noticed some of the the wordings of the the goals and the guardrails, the timeline is slightly different. I think the goals one and two, they are targeted for October 2027. And the reason for that is back four, four and a half, five years ago when we set them, uh, we knew that was a timeline that the data would become available and public, right? So it's actually not lined up with the end of the school year, but by the time that we would know for sure, uh we would have the data to know when the uh if we whether we'd had um met the goal or not. Um so you would see that kind of a the end point for each of the goals and guards might be slightly different and that that is the reason. Um, reestablishing new VBGs is a a routine major decision for the board of education. Presumably, you know, if we were to stay engaged with VVGs for many many years to come, uh, you would engage in this action every five years or so. It would be the would be the cycle. Um, but the important thing for our community to know is that the process for generating new VVGs can take up to almost two years. uh and that is because we have to be mindful of the budget process uh that should be lined up with the launch of the new VBGs and because the budget process takes place a year in advance, right? And for the budget process to take into account what the new goals and guardrails are. The new goals and guardrails then have to be set way before the bud budget process starts. um 6 months at the least uh hopefully a year before the budget process. So it can take up to 18 to 24 months um before the new VBGS can be actually launched. Next slide please. Um as Hungme just mentioned uh there are constraint uh on

the capacity and kind of the timeline issues with how we actually engage the community uh and and then carry out the process for um all of these competing uh priorities and and work streams for the district. So that's why we are bringing forward this uh potential proposal for the board of education to consider amending the current goals and guardrails to extend through uh 2028. Next slide. Uh some considerations um they're both you know for and against uh consideration for extending the the goals and guardrails is that as we do this work uh certainly it would be helpful more helpful for the staff to have the budget stabilized right so we know exactly which initiatives can be funded and by how much right so before we jump into new goals guard drills. I think there's value in continuing with the current set uh until the district is in a uh more stable position fiscally to have a better sense of which initiatives to fund and how much. Um a second point is that adopting new VVG should follow school reorganization. So the board can set goals that are uh based on the configuration of of of school portfolio and that are available resources uh align with the strategic uh priorities that that the district has and most importantly that align with student outcomes that are realistic with the resources and the budget. Um so that also goes back to the the competing timelines uh that we have mentioned before. On the right side are some considerations against an extension. Uh and this is coming from especially from the last couple years and coming from the staff side. And one point is that overly ambitious levels of the goals create some large gaps as you all know

as you have seen as we have all witnessed uh large gaps between the goals that exist uh on the one hand and the reality that we're living in right and something that we haven't really talked about much is that the continuation of these large gaps can actually create a decoupling uh between the goal setting activities and endeavors that we engage in uh especially in this progress monitoring setting on the one hand and the continuous improvement process that happens on the ground at school sites um as a concrete example of that um something that we have not I don't think we've explicitly mentioned is that um RPA generates site level goals and targets every year uh at the end of summer based on the summitive results that come out of the ESPback we work on setting targets for each that's tailored to each school site right so that they have something a concrete goal ble to to work towards um starting this current school year. Um let me take a step back. Those targets previously were designed explicitly with the the district level goals and guard drills in mind so that if all the schools were to meet their individual targets, then the district would be well on its path to meet the district level targets for the VBGs. The current school year was the first year where we actually decoupled them, right? Because if we were to continue to aim to meet the VBGs that was set uh by the end of 2027, that would imply that many school sites would have to aim for a double-digit growth during the school year, which is not realistic. It is actually demoralizing to see those numbers uh on paper. Um so uh the RPA team actually opted to go for a a separate approach that was a little

bit more modest, right? Um which also implied that even if all the scores were to meet their individual goals, that wouldn't necessarily put the district on its path to meeting the BPG targets. And that happened precisely because we had to manage kind of the expectations and and and and and how sites feel about uh this endeavor of of trying to meet the targets that have been set. Last point uh that's in the yellow box is that a longer extension which I think there have been some conversations about one year versus two years, right? Uh but if we were to extend beyond uh one year of this extension, uh that would respectively increase both the the pros as well as the the cons um of of the the risks and the benefits that have been laid out. And lastly, just as a a graphical representation, this is what it looks like. Um we actually did not chart the the current target path uh which is set to expire in 2027. So there could have been a different line that had a even steeper slope. But the orange line indicates if we were to extend by one year. Um so that would make it a little bit less steep than this current path that we're on ending in 2027. And if we were to consider a two-year extension, then the the growth curve would be slightly less steep. But this is all to say that even if we were to extend by two years, um we still would not be likely to meet the the goals that have been set, right? because it would require growing somewhere between five and nine percentage points per year which is not a rate um that we really see elsewhere uh and certainly not given the current context that the district is going through. So let me let us pause here and we'd be happy to take any questions. Um I'll open it up for questions and comments. The one the one thing I'll

name just before we jump into the questions part is that uh the governance calendar while it does not need to be voted on um because of the significant changes post strike in the content of our of our meetings in addition to the addition of three new meeting times. I thought it was important to bring it to the board. So um that's what you see in front of you today. And uh thank you also to the advisory councils and committees Hungme and her team who've worked with them to redistribute some of the missed um presentations and that's partly why you see uh one closed session. Um I'm also cognizant it's almost 9 and so I'm going to thank uh student delegate man uh for being here. You should stay till the very last minute. I'm just kidding. You can leave it.

I was going to see if I can ask some questions before I leave. Thank you. Um, thank you so much for the presentation. Always very insightful. Um, I have two questions. The first one is you mentioned like um the longer extension would perspectively increase both the benefits and the risk. And I was just wondering what those benefits and risks are. Um the benefit would be that we'd know we'd have greater certainty in terms of the district's finances and and and know have more information and and be in a better situation to start the new goals and guard rails. Right? So the argument would be the longer we wait the more information and the greater stability would have and we'll be in a stronger position position to launch something new. Uh on the on the other side, the longer that we keep going with um the goals that many in the district feel are highly ambitious, right? It would continue that kind of gap between the reality and the goals that we have and potentially risk people being even more disengaged uh from this process. So the the extension of that argument would be it might be better to just move on to a slightly less ambitious and more realistic and more practical set of EBGs rather than extending the current set.

Yeah, that's exactly what I was thinking for my second question because I see the graph of the third grade literacy as an example like the 47% to 52 or 54s. I think I think it is very ambitious and I think those are huge numbers to climb to and I was wondering if it does extend to one or two years. Okay, first of all, like how would it be decided if it was extended for one versus two years and would we be deciding that right now? Um, and what exactly are I guess like the new tactics and strategies that will be employed um to really raise the bar um in terms of these numbers and like how do we find the best practices for that even though we've been trying to do this for the past couple of years?

I I'll take that. Um, as always, wonderful question. Um, so yes, the proposal today is for the board to to take a vote on whether or not we extend or not extend. Um, and and you're right, it is going to be a very very uh big lift to go from where we are now to even getting on to the right path to get to the target. I think um at one point I did share that if our students if all of our third grade if 70% of our third graders were reading at the third grade level it would put SFUSD at the 99th percentile in the state of California. It's not a bad thing to do, but we all have to fully recognize that that is a very very ambitious goal um and would require a lot of our time and energy and resources. Um but uh we have already taken some really significant steps towards that. One, we've upgraded our um curriculum, our English language curriculum, and that's putting us on the right path. We are in this budget alone and and and the next budget. Um we are ensuring that we will have um instructional coaches for all of our elementary schools so that our teachers, our educators will have um the supports they need particularly to double down on getting um third graders, but it starts in kindergarten. So having instructional coaches providing those supports to our educators um as early as possible. So we're starting but yes you are absolutely right. What you are seeing here is that um it is going to take a lot of effort to go from where we are now to even get to the base of 2026 to then get to the goal um of achieving the

70%. Thank you. Good night.

Thank you. I'm gonna pick up from here because I I will say is there we should have that conversation. I mean I don't know why we have targets that we're setting that we know right now. I mean I will say Dr. Dr. Kim, it's been really helpful to hear you walk through right the the site based strategy how that's changed in terms of goal setting understand and and I completely understand that having an unreachable target unreachable target is a demoralizing situation to be in right I don't know why we're putting ourselves in that situation though what

the board did this well so and actually we were we were told the come like there was so just from the perspective of of how we got these numbers. Yeah, I want to follow you with this.

So after all of the we did lots of engagement um and when we initially presented some thoughts it was like this is what like this is the the this is the lowest bar you've ever set. Um and so it felt sort of in that moment it felt demoralizing like this is all you think like we could do. Um and in fact we even had higher numbers and we're set were told come down and and we probably didn't come down far enough. I think we're trying to find that balance which clearly we didn't but there was a whole conversation around is are we aspirational but does that actually end up undermining us and feel demoralizing versus what is realistic and what does it mean if we're setting a target that feels realistic but still like not good.

Yeah. But I sorry just to clarify I'm not asking why we set the targets at the beginning. I think what I'm asking is I think in in January part of our intent in bringing this forward to the board was to ask ourselves what do we need to do given this opportunity ahead of us to adjust course if we need to right and so I think that's my question right because I mean this is the conversation we've been wanting to have since we asked the superintendent to bring this forward in January of do we extend and maintain do we extend by more than one year and maintain do we adjust because we need to like and and this is why I'm saying I I really welcomed your your narrative of like kind of how the goal setting has come up from sites and how that's informed the ultimate goal setting why that's been changed in terms of that strategy. It makes a lot of sense. I think I would like to have that conversation as a board if we're going to go through the process of extending our VBGs, right? because it it doesn't I I still actually don't I don't know why we you know we can change course if we need to change course given the data that we and the experience that we've had. I'm not suggesting that we lower the bar for ourselves. What I'm saying is we should have that conversation and it's a conversation I think we're we're ready and wanting to have. Commissioner Fischer.

Well, thank you President Kim for opening up the conversation and thank you Mr. Kim for the level setting here. Dr. Kim, I appreciate the um where we started here. To follow up on what Commissioner Weissman Ward said, first of all, the VVG and I was a spectator at the time. Um you remember, right? I remember because I was at all the meetings. Uh there were a couple meetings here in this room where I think I was the only

community member in the well there were a couple of us not just me but um um back in the prehistoric ages um but but that was the largest community engagement process that the board had undertaken in who knows when. Like the the thousands of comments and surveys and data points that were collected in order to inform that was amazing. And when the first draft of goals came back universally the whole community responded saying this is dimminimous this is too this is not an no we don't accept your goals being as low as they are that was the single biggest feedback point from community is saying be more ambitious set a higher target now the way that the student outcomes focus governance process is supposed to work is we are well one, these are the three things that we're supposed to be focusing on above all others. Third grade reading, eighth grade math, college and career readiness. And we are supposed to align our resources such that these are our highest focuses, folky. So I would say so I I guess my real question in all of this is one if if we're not meeting the targets that we want to meet and now we've implemented new curriculum, you know, we've got STAR testing, we didn't like we've we've done a lot of the right things. What else? What like what's the next step strategically? How do we get over the demoralization and and you know like I mean in and especially in that tension of budget cutting and taking our tiffs and and tier 2 resources away from schools. How do we actually adjust our budget so it reflects that the things that we really want to focus on are third grade reading, eighth grade math, college and career readiness. like that's that's the

next step in the student outcomes focused governance is that strategic plan and that strategic f focused budgeting to make sure that we're aligning all of our resources around that. Um so that's really my big question is how do we shift you know how do we what is the strategic plan to get us to that point? So that's one. Um, but also when we actually do revise this, like in that we now do have star testing, we have new curriculum, we have things that we didn't have back then. I have said since day zero and I will keep saying our ESPback scores are not what we should be measuring. These are our ESPback scores do not tell us how well our students read. They don't measure the things we need to know about our third grade readers. They don't measure their foundational reading skills. They don't measure their reading proficiency. They don't measure their reading comprehing proficiency. Um it's and then the same thing with eighth grade math. Um but that's a conversation for when we do get to revamping the So I'll stop there.

Did you did you want to res want to respond before I put it? Well, I also had a minute left just saying on my clock.

Okay. Well, again, I have I thank um President Kim and and Commissioner Fischer and actually Wiseman Ward for for just the comments that that um was just said. What I just heard was that there's there's um there is an opportunity for us to revisit and really think through given that we now have more information. And you're right, when when we originally when the board um originally adopted these targets, we were we were we didn't have all the information. Now, we have several years of information and we're seeing the reality of the growth that our schools are able to make and um and and I appreciate this conversation because we can now have a much deeper conversation about what what real targets could look like, achievable targets, targets that really speaks to um the the you know the the excellent teaching that our our our instructors, our educators have in the classroom. and the supports that we can wrap around our students. Um, uh, you know, just looking at, uh, across other school districts, average annual growth, and Dr. Kim, please correct me if I'm wrong, average annual growth for most schools, uh, is around 3 to 5%. No,

that's on the very high end. uh typical number that we have cited is across large urban school districts in California, we very rarely see three or four percentage point growth. Uh and that's almost never repeated. So it's like a oneoff that happens in one year, not something that's sustained year after year. So typically it's more one or two percentage points,

one or two percent. And so with us asking our educators, our students to jump, this is way more than one or two%. Um it does move into that realm of unrealistic expectations. Commissioner um Alexander, they did this

um as an along with Commissioner Weissman Ward as the only other person responsible for this uh this mess. No. Um I I actually I think I think you explained it really well like the the reason both of you explained it really well why the reason why we we adopted such ambitious goals was because that is that did represent the vision of the community. So like just to be really clear like that's what we did. However, I think we're mixing even in this conversation several different things. I think one is what are the goals? Like what is the area that we're measuring like third grade literacy for all students, eighth grade math for all students, graduation, college career readiness for all students. Those those are like the goal areas, right? We could pick, I don't know, fifth grade science for English learner students, right? that would be a different area of a goal. So that's but that's one thing. The second thing is like how are they being measured? And you referred to ESPback, right, which I I agree. I think it's problematic and and I would love when we redo the goals. I've already started a conversation with AJ around this to think about like other uh assessment uh opportunities, which is actually one reason why I do think I support extending them because I think if we're going to try to change the assessment measure, it's going to take longer. We're going to need some ramp up time to do that. But the third one is then the achievement level, right? We could have the same three goals, you know, third grade or same three goal areas, third grade literacy, eighth grade math, college and career, same metric, Sback, and we could change the me the the target, right? So those are all different things, right? So when we're talking about readopting goals, we could change all those. We could say we're not doing third grade literacy anymore. We're doing fourth grade literacy or and we're only going to focus on, you know, EL students or whatever. I mean, because again, the goal, the idea of the goals isn't to measure everything. It's to pick some some metrics that we think are going to drive system improvement. Um, and so like these obviously aren't the only

things we care about in the district. We're picking them as like a way to to to measure something to drive overall systems improvement. So, I think I'm I went back and forth on this, but I I will support extending them. Um because again to me it's like it's okay if we still have these really ambitious goals. What I want to see is progress. Right? Right now if I look at that graph that's in the thing of third grade literacy. We don't even see progress. Like if we start seeing the 2% a year progress I think the as a board we can say look we're really excited by that. We know we know we're still not going to hit 70 but we but we're seeing progress and that actually is one of the questions in the monitoring reports right? It's not just are you meeting the goal it's are you seeing documented progress. So I think for me I'm less worried about the specific target. Um and I think there's a value in sticking with these three and then saying well if it's not if we're not seeing progress why not right what are what adjustments do we need to make? Um and then once that's once we've seen a little bit of that then I think we can have this conversation around do we want to change the assessment? Do we want to change the areas? But I think I would have a I don't think it makes sense to change them until we start seeing some progress.

Yeah. And the resolution just to be clear in front of us is do we extend the deadline by a year or not? Right? So that's what's being discussed currently. I think the um and and just to be clear the ask was in January to understand what are the options ahead of us to change right because we we know we're going to miss it. uh because I think in the maybe this was in October that we discussed this in the context of of of major decision- making that um AJ who I think is who I know is on the call right now listening in cripply um that if we are having our goals sunset in 2027 we need to vote on new goals by at the latest October of 2026 and we knew that we were not going to make that right so we so we have to extend regardless The question was how do we extend it right? Do we extend it by one year by maintaining? Do we extend it by two years in maintaining? Do we extend it by one year and go down? Do right. So that was the kind of pressure testing we were needing to understand. Um which is what led to this resolution today.

Wait so just to clarify you so you are offering the option of like sticking with these three goal areas and three measurements but lowering the target. Is that a thing that is that an option you're putting on the table? Um I think in January we broadly asked what are the options ahead of us because we know we're going to miss the target. Yeah. Right. And I and I think you've been working with AJ. So the but that's not being proposed right now. The proposal right now is just to extend the it for a year but leave the leave everything the same and extend. That's the staff's proposal.

So President Kim, if if I may, and and this is to build off of well thank you first for the conversation. I think it's a really important one and is one that we've been having with AJ as part of thinking through how we would implement the extension is that as part of this work right um superintendent and staff we would essentially do some resetting of interim goals and then cascading it down to initiatives which in this case lines up with school reorganization. The the the question that commissioner Fischer you had raised around what is the strategic plan? The strategic plan is to be able to really calibrate the system so that we're able to articulate what are the necessary inputs both at the school site level, at the classroom le level and the student level and also at a systems level that will enable us to get to the metrics that we would measure ourselves against i.e. interim goals to be able to track eventually how we would get to the board's targets i.e. the goals, right? So I think there is a resolution in front of you where we are recommending a one-year runway to 2027 so that we can line up the strategic planning that is necessary as part of the effort to roll out school reorganization and the strategic planning associated with that in conjunction with the community um through collaboration with the board because it would be challenge challenging for us to put in place a strategic plan around school reorganization without actually meaningfully and inclusively engaging with the community as part of this work. So I think there is also an opportunity for us to think about this runway but

also in relation to being able to come back to you and basically outline what would be an effective target now that we have a baseline um that we can measure up against given the trajectory that we have undertaken in the last several years. Um in addition to the kind of time challenge around doing the board's engagement work in order to have newly adopted um goals in advance of the appropriate budgeting cycle starting. I do also think that with the major decisions pending before the superintendent that if we were to even if we if we had the time, if we had the resources to do all of that public engagement now on this calendar and we would have had to already start probably, but um even if we h had the that as a viable option before us, I still think it would make the most sense to extend these goals in time because I actually I think one thing it's really important for us to do is to bring the community along with respect to our major decisions and why we're making major why the superintendent is making major decisions and in particular with regards to school reorganization. I think there's been you know a muddying of the messaging around what the purpose of doing that would be. Um and it has been talked about publicly in the context of budget savings. And we know that it does not save uh the amount of money that we need to balance in our budget. But really, I think that the reason to do it would be to improve student outcomes, to have students in more resourced schools, to have students with all the supports that they deserve, to have, you know, fully enrolled

schools where teachers can uh learn from each other at the grade level and things like that. And to me, I think it'd actually be incredibly um muddying of the waters and confusing for the public to say that we're taking undertaking this initiative to achieve these goals at the same time that we're saying we should change the goals and what should our new goals be. And so I think that there's also just a logical sequencing of we're in the midst of really meaningful work to try and achieve these goals, to make progress toward these goals. Um, and to just have it very clear that those goals are still in place and that that is what we're working toward. Um, one thing I guess I'm a bit concerned about, so I so I do support this. Um, and I hope that we'll be able to with one year extension then do the appropriate engagement. Um I am a bit concerned about the just consideration slide and how the kind of framing of the budget needs to be stabilized in order to identify what initiatives to fund and how much. And I'll just say I think that that's exactly backwards order of operations for student outcomes focused governance. Like we've set the goals and then we invest the re we identify what is needed in terms of strategy to achieve those goals and then invest the resources necessary to enact that strategy. And so I don't think I think that the goals may be um unlikely to be met for various reasons related to them being you know putting us at the top of all school districts in uh the state of California for example. But I don't think that um we should be setting goals or setting strategy based on uh like in that order. Um, and so I I just want to name that that I I don't think that that is a consideration that I would support

in order to uh to, you know, vote for this.

Sorry, just for clarification. And um I think what we were meaning when we said fiscal stabilization was just that recognizing that last year was a kind of crisis management year and we had to stabilize the district financially first and uh because of the really hard work that we did last year. We are in a place that we are much more stable and we are in a place where we can now pivot to being really strategic about how we're going to double down on um again things like uh our our instructional coaches or um improving or updating our curriculums. Um so it allows us now because we have did the hard work last year to be able to be in a place where we are now moving towards more strategic planning work. And I I do also just want to acknowledge since we did cut short our eighth grade math monitoring that although we didn't make progress um from winter to winter year over a year this year we did actually go up five points from winter two years ago in eighth grade math. So you know all is not lost. We are not without progress and uh I think has been acknowledged there's been a lot of initiatives put into place including adoption of new curriculum that hopefully will continue to bear fruit toward toward these goals.

Thank you. Um, I appreciate uh a lot of what folks have said here and uh especially uh Commissioner Huing's comment about the sequencing of things and the the the logical sequence of addressing things like our school portfolio before we uh go into changing our VBGs. Um, while I am troubled by moving out the goals uh by a year, I am willing to support that extension, there are a lot of concerns that I have around that or I guess maybe issues that I wanted to raise and draw out. Um I do think I think Commissioner Alexander may have commented on this that there is value in sticking with the goals and you know finding our you know finding the ways to make progress and like if we are making progress that is a good thing. It is certainly discouraging to see what we've seen here with the implications that we have gone down for between 22 and 25 and rather than up from the period when we hope to start making progress. We need to figure out why that is. And to me a key question here is why this has happened and why it is happening. We do have some evidence and ideas of things that have worked. Like I think back to what we were told about what happened at Bret Hart with the tutoring that was done there and how significantly that raised kids literacy levels in a period of I think it was about four months or so. So I don't feel like we don't actually have any sense of what will work. We do. And yet for whatever reason we don't seem to have really pursued that. I I think that we should like we have some sense of what works. Um, and when we look at what we've seen in our recent progress monitoring reports, we have a problem with chronic absenteeism, but we frankly have almost like a a problem not just of

absentism of our students, but absenteeism of practice, absenteeism of the curriculum in our classes where we have a full third of classes that are not getting the curriculum that we have invested in. It's like we've done some of these very important things like critical steps like changing the curriculum and you know investing in coaches. So why are we still having this problem where only twothirds of our classes are getting the literacy curriculum where significant number of folks aren't getting the math curriculum? I think like we really need to look at why that is and what we're doing to hold people accountable in order to achieve results. It's like folks talk all the time about like how fantastic things are and we want to be a worldclass, you know, a world-class school system, a world-class district offering a world-class education. We should be able to do it. We are a wealthy, rich area. And so I I feel like I I don't want us to just go back to low expectations. I want us instead to strive to meet the higher expectations to actually do the things that we know works and to hold people accountable for the things that we have put in place. So I hope we'll stick with high expectations. I think that's how we will get somewhere. Thank you.

I agree. We should definitely continue to have very high expectations um and and work really hard to uh support our students to all of our students to achieve um those expectations. Um, and I I truly do believe that all of us within SFUSD are working every single day to get there. Um, including our families and and I know for sure our students are trying their best to um to to embrace our curriculum and to really um thrive in our schools. And as as we just heard, there are some barriers um to to our students that is beyond their control. And I think we need to be very mindful of that. Um so just uh Commissioner Ray, you were talking about the wonderful program at Bret Hart. I absolutely agree. um and it's called high dosage tutoring and we actually partnered with Spark SF and with um the ed fund and with the city to um to bring in additional funds so that we could we can expand that high dosage tutoring because we know a lot of our students um would need that one-on-one support and we're seeing the results as you just talked about. Uh we are seeing the results but we just need to continue to do it. We need to continue to double down on it. We need to continue to make sure that, as you say, fidelity to the curriculum um and and hold um our our educators and our school communities accountable to making sure that uh we're using the curriculum that we just adopted and that we're using it every day. But that also means that we need to uh invest in in professional development for our educators um as as well as making sure that there are all those other resources um that our students and families would need. Um so yes, again, a longer runway will allow us to continue to test out some of those really um great uh efforts

that we are using um in some of our schools and expand that to um more schools um when possible. So I I also support this measure. Um I want to emphasize what Commissioner Alexander mentioned in terms of I think figuring out how do we arrest the downward the downward decline in third grade literacy and then also push it back up. I I I'm struggling with the idea that we set the bar too high. um particularly because we see large diverse school districts that do achieve better results especially for focal populations that we see declining more in our our district. And so you know even as we look at say the the truth of you know rising two or three percentage points. I am very curious as to how do we follow the momentum that we do see in in best practices and others and and I'd love to see more of that. Um to follow up on what Commissioner Ray was saying, um which I 100% agree with. Um I just add one more thing which is also understanding what the results are when we see implementation in say the twothirds versus the the one-third. Um and do we see the the results? Do we see the outcomes differ? Because I remember that being a question in the last round and and we didn't have an answer to that as far as were those that actually were implementing the curriculum doing better? Were we seeing the results that we would seek to see? Um I I I will say also one thing about the engagement piece of this which is um if we look out 18 to 24 months, I agree with the idea that right now our focus has to be on the two major initiatives. These are two major initiatives the board uh directed the superintendent to conduct back in October. uh we need to see those plans carried forward. We need

to see the public engagement plans carried forward on those pieces. In addition to which one of the things that we've heard in the ad hoc committee is the idea of doing further education information sessions on student outcome focused governance. So I think this works in our favor where if we do push this out another year or year and a half even that allows us to conduct our routine engagement as a board and for example I know in the last ad hoc best ad hoc meeting we had um we had well done.

We had Thank you. I just had to slide that in. Um we had great questions from our participants around what was student outcome focused governance. uh and that took actually a little bit of time. So I think the more our community is engaged and I'm I'm heartened to hear that we received thousands of comments, feedback pieces in the last round. Uh so I look forward to matching that if not doubling it. Um you know you know uh miss your ambitious goals over here. So, so we can we can do better and actually get that feedback. And I think the the public engagement plan that will be coming forth will hopefully allow that.

Can I just ask a quick question and that's if uh if AJ is on and whether he wants to comment. I was just going to call him after our comment is done. Um, hi AJ. Good evening.

Um, I I would offer uh three points that have largely been spoken, but I want to summarize because I think the the board should be driven by these three ideas. Uh, the first is that our coaching is always that goals need to be attainable. Um, just as a matter of respectfulness to your staff. um and the likelihood of actually operating from a place of reality rather than a place of delusion. Um that it is valuable for goals to actually be attainable. That would be the A in SMART for a specific, measurable, attainable, results, focus, and time bound. And so I would encourage you to have your staff, if this is something that you're going to do, um, is move the dates, then I would encourage you to have your staff bring back a recommendation for alternative targets at next month's meeting. Um, if they can bring it back that quickly, which I suspect they probably can. Um, that's point number one. Uh point number two, um keep in mind that again if you do this that that does alter your timeline, uh but it doesn't alter the geometry of the timeline. is that if the goals are now going to expire in um in summer of 27, then that means that if they were going to expire in the summer of 27, you would want to have their replacements ready to go um by the fall of 26. So now, if they're going to expire in the summer of 28, then you need the replacements ready to go by the fall of 27, which means to have a healthy community listening process that's even more robust than what you did last time, that you'd need to start that um sometime in January, February, March of next year. that you need to start the listening in order to

have the full process complete by the fall so that they could take place the following summer. Um, so that's the second thing to just keep in mind is that that's the new timeline you'd be operating under if you make this call. And then the third thing is that goal setting is indistinguishable from resource allocation. That you can have as aggressive as a set of targets as you are willing to reallocate resources. And when I say resources, that's not just a financial thing. That's time, talent, and treasure. Um, if you are willing to do more reallocation, understand that that will cause more disruption because you'll be moving resources from one part of the school system to another. Um, but along with that, more disruption affords more opportunity for growth. um you can choose uh lower targets and that would result in less reallocation which will cause less disruption but also affords less opportunity for growth. That if you want to see more results, the answer is never tell your educators you're just not working hard enough. The answer is tell your educators we're going to provide you even more of the resources you need. We're going to double down in these strategic areas. And so the question of how high or low your targets is isn't bounded by what other large urbans have done. It isn't bounded by what you've done. It is largely bounded by what resource allocation uh does the board and really this is a decision that comes down to the board's judgment. What resource reallocation is the board willing to engage in? If you're will if you are willing to do more than have higher targets and push for more growth. If you're willing to do less because you feel like it'd be too disruptive, then so be it. But understand that the savings and disruption also comes at a reduction in likely growth. Those are the three

things I'd have you consider. Next month, come back and consider adopting targets. Um, as you design your calendar, make sure that you're just planning plenty of time for community listening. And as you are thinking about what your targets are, just understand that there is a inextricably intertwined nature between the target setting and resource allocation. Higher targets, you need to expect your staff to have more resources moved, which will cause more disruption. Lower targets, less resources moved, less disruption. May I ask a clarifying question?

So this resolution, the be it further resolve section actually names numbers in the goals um and keeps the same targets that we have in the current goals. So should we potentially table this until next until our team can come back with more realistic numbers? If you're asking for my Are you asking my guidance on this? I'm asking anyone who wants to answer. Mr. CrarAel,

I I personally would be concerned about changing target numbers outside of doing community listening. And I I think it would be it would be a change in goals um to my mind and I think to many members in our in our community. And so for me, I feel more comfortable changing the timeline but not the targets because I think the other point here that um AJ has mentioned to us before but we haven't talked about yet is the fact that the superintendence evaluation is supposed to be tied to these goals. Um and with numbers this high that we're being told the way that we're currently allocating our resources we cannot meet. Does that mean we're setting the superintendent up for failure or are we willing to again set that aside like we have this year for next year? Um I I think I want to go back to the point I was making earlier like I I totally understand what AJ is saying and completely agree with it around the targets and allocation of resources and I think there's for in my mind it would be really helpful to start to see progress to say with the current allocation of resources we can continue to get this type of progress and then to make a judgment about how to adjust the numbers like right now I feel like I don't have the information I need to say if we were to lower it from se 70 to 65 or to 60 what would be reasonable because we're not even seeing progress right so I don't I don't even see a path to 60 let alone 70 right so I guess for me I would prefer and maybe that's another way of saying what you're saying to just extend them for a year to acknowledge that we're in we're going to

have to adjust them potentially but but to do that based on actual data of you know like if our new if our new curriculum and our coaches produce a 1% gain or a 2% gain then the board can say you know what we actually do want to get to 70 so you need to do more and more and more and this is what that's going to this is how that's going to be disruptive as AJ's saying or we can say no actually we're okay with that growth and we're going to adjust the goals but without without some you know what I'm saying without better data I would agree and and I just want to acknowledge I mean

you know well I'll address superintendent. So I think when we had asked for like more data to understand what the implications are of changing our goals, I think that's the kind of conversation that we want to set ourselves up for. Um and and so better understanding like we we should be able to look at the tools at our disposal, the data that we have, the projections that we believe are going to lead to any sort of target and consider that as part of our decision-m around what we do. And in some ways, this is the exercise of re-engaging with community to reset the vision and values, goals, and guards that we know we need to do as we consider revamping all of this work. Um, and so all comes full circle. I guess I'll just put it that way. Um, for now I will say I mean my understanding in this how this resolution was drafted that the current recommendation on the table from staff is to simply take the date and move it back one year. Um that there and and my my assumption here based on the resolution that was provided is that there there won't be a change to the goals that are coming for next meeting as AJ mentioned. Um I'm happy to kick us off. Um so President Kim, we we did prepare the resolution today to take into account the longer runway in an effort to line up to timelines. Um we as staff have also started to model out what a projection could look like assuming um sustainable growth based on conditions that are status quo conditions and essentially the inputs through the different strategies that are put in

place for us to be able to get to improved goals and prioritizing um the baseline that we can scale from based on current strategies and then thinking through what are comparable um school districts in California doing. So we have begun that modeling. I think the question um really it's at the direction of the superintendent and the board. If that would be um something that you would like for us to bring back, we would recommend that be a conversation. That's also coupled with the alignment conversation that we're having around school reorganization and some of the major initiatives because these things are tied in terms of how we're going to build out right the schools that we will be um operating to be able to help us be in service of these improved student outcomes including how do we resource them? What are the strategies? what are the systems that will scaffold these strategies in order for us to be able to implement some of the key initiatives that have seen gains with fidelity. So, so I think these are these are all pieces of work in progress um and and we would recommend if you are open to that um to be able to come back and share some of that work at an upcoming meeting um on May 12th. But just to be clear, so so the recommendation is to continue to adopt this and there

Yes. So, so for purposes of lining up timelines, the resolution in front of you extends your current goals by one year to 2028. And to AJ's point, that would line up the timeline to engage um and and invest staff and district capacity and resources to do robust community engagement and inclusive decision-m um between January and March of 2027 um so that we can get to new um goals and guard rails by fall of 2027. that will line up with the timelines, right? But I think in terms of this question around the targets that is something that we can bring back. Um and the recommendation is actually to couple some of that conversation with the strategic pieces around um the visioning of you know school reorganization the the big why of of what's driving right the need for us to really engage in this kind of strategic planning.

Okay. And I will just acknowledge I think maybe I'll speak for the board that that is part of my job I suppose. Um, we are excited to have that conversation regardless of the timeline I think of of where we are moving towards in terms of our revisioning for VVGs because I think that that conversation around the vision of our schools, our school portfolio and what it means for us to build towards something is something that regardless of when a new resolution comes forward is something that's critical for us. So, um, so, yay. Obviously, we'll say, um, okay. So, I'm going to, what I'm going to do is, um, a couple things. I'm going to close, uh, comment and discussion. Um, and I'm going to move to our first action here, which is to

Oh, sorry. What's that? I thought you combined H1 and H2 in that last motion. Yes. Yeah. So, what I'm going to do is uh Can can I ask you a quick question? Yes. Sorry, just a quick question. So, is there something that requires us to adopt a new timeline now versus just adopting a new timeline and new goals in that May 12th meeting? Can you say that one more time, please?

Sure. So, it sounds like uh Hungme was suggesting we adopt this now so that we adopt a new timeline and then they're going to be potentially new recommended goals in the May 12th meeting. And I'm curious if there's No, no, I think what she's saying if I'm new targets, sorry, not goals, new targets in the May 12th meeting. New targets. Apologies, it's late. Yeah, my bad. Um uh to clarify is that changing the like end goal of 70% for goal one or are we talking about interim targets?

Um no so we are proposing just to extend the goals by one year.

So sorry can I clarify? So to commissioner Alexander's point the the goals are made of several components. There is the goal area which is what is it that we are looking at measuring up against how we're measuring the assessment tool. Right? We're not recommending changes to those two things. But what we are saying is given what we know now about how far we are from 70% and in light of the big plans around school reorganization that we can model out new targets so that they are more attainable and realistic targets.

So that's I think where it gets confusing with what Commissioner Fischer was asking because this resolution does include targets. So I guess the question because the target of Wait, when you say target, are you talking interim goal? Help me understand. No, make sure we're all using same verbiage. 70% 65% efficiency, 75% by so

Oh, apologies. So we would bring back on May 12th if that's if the board is amendable to that is we would model out what a realistic projection would look like in place of the 70% and we would propose amendments to that number. So, I'm not trying to get into into whether or not I I think we all may have different opinions on that. I'm just my question is more procedural one. Do we need to pass this to extend the timeline or can we do that at the same time we might have a conversation around whether we want new targets or not? Yeah. And actually, that might be the better move here is to Okay. Oh, noted. Yeah. Um,

I don't think there's any there's no pressure right now to move forward on this currently. Correct.

Well, since we're discussing this resolution, I I will just say I would not support and would not vote for a resolution that changed the targets. And so I I am actually curious to hear discussion from other commissioners about where they stand on that because I wouldn't want to ask staff to do a lot of work and to bring this back if there isn't actually direction from the board to do that because I think that at least speaking from my experience on board leadership, we explicitly did not ask staff to do that. We asked for a resolution that extended timelines and

um or options and this is what came and but we did not ask staff to actually to my mind setting the goals is the board's job. It is not staff's job and does not come from a staff recommendation. It comes from board engagement with the community and I don't want us to continue this conversation beyond when it needs to happen or ask staff to do work for something that is not going to have support of the board. So I actually would just ask that we extend discussion to hear where people are on that before we direct staff to do something that if the board doesn't support it. I I would be really concerned about and find it hard to imagine myself supporting a change in now we're using the word targets instead of goals which is actually kind of confusing to me because we literally call them goals. We're talking about 70% for instance without community engagement on that. Like I am not comfortable changing the actual goals we set without community engagement. And I think it's different to to change the timeline. Um if if folks are using, which they don't seem to be here, but you could be using targets to mean like what the interim interim goals were or something, I I I don't particularly object to that. But changing the ultimate the actual thing that was set in October 2022 by a prior version of the board as the goals without community engagement is something that is very troubling to me.

Yeah. Can I clarify something before I switch it over here because I think there are a few moving pieces that we should just take stock of. So, um, what AJ is, what AJ had recommended was that a resolution come together to extend the timeline of our current goals by one year. And then what he recommended, and AJ, I think you're still listening here. And then what he recommended was either in a subsequent meeting we can either change the targets and or uh change the interims. And that's not our purview. That's the superintendent's perview. The interims. Interims.

Right now what's I think complexifying this conversation is that we have a resolution in front of us that has both goals and targets. Right? And so this is where What I'm the question I have for for staff is this resolution created for us assumes both goal and target are remaining the same or and the timeline has just moved back correct and that is the recommendation from staff that is what I'm hearing is on the table that is a resolution in front of us right now right so there's a question here of are we okay with that and I will say I am fine with that but if there's folks who disagree with that we should talk about that but no what what my understanding is coming in May is a conversation about interims and whether that is that not happening

no so I just based on what so the original resolution is to extend our VVGs as is by one year so it's the extend the the targets or the goals whatever however we want to call it they're one and the name, call them goals, extend the goals by one year. Uh what AJ was was adding a little bit more context to the conversation is that based on the data that staff now has seen over the last several years, the goal of achieving 70% of our third graders being proficient is re is unattainable. That's the a that he was saying. And so the board at this point has this opportunity to perhaps change that goal. But that was that is not what the the resolution is showing. The resolution that we are presenting based on conversation with lead with board leadership is that we agree that we're just going to extend by one year.

Correct. But what's being suggested by staff right now is that on May 12th, a change to the goal would also come from staff. And that is what I'm saying. If the board does not support, right, staff recommending a change in goal on May 12th, we should just direct staff in public that we don't want them to do that work because we're not open to entertaining that.

Yeah. I well I I also want to reiterate the AJ had three things for us right one attainability was a big part of it um I I think we're all aligned in the timeline part that what AJ had just emphasized but the fact that goal implementation needs to be also tied to resource allocation I think is the part that we can't forget here. If we want to get from a place where our readings our ESback reading scores are dropping and we think it is realistic to stay with a goal of getting them up by 20 points now uh 23 points then we as a board also need to talk about some significant resource reallocation in I mean we passed the budget so that's us too. We can't have our cake and eat it. Like we have to take our part our responsibility in this part too. Like what resources are we going to redirect or ask the superintendent to redirect in order to make this happen? Like if this if we're directing the superintendent to get to a reading goaltarget slash whatever you want to call it of 70% by 2028. We've got to provide the resources to actually get there. Otherwise, we are setting her and all of our students up for failure. I mean, we got to be real here, guys. Otherwise, like, what's the point? Otherwise, this is just a shell game. Other like otherwise, this is just performative.

I I think I just want to sort of reiterate what I tried to say earlier, which is that I I feel like I don't have enough information to yet to be able to make that call. When we made these goals, it was a very clear directive from the community that they wanted us to be super ambitious and to really think outside the box and to and to have high standards. So like I I tend to agree with Vice President Healing and Commissioner Ray that I would feel very uncomfortable reducing these targets without significant community input because I as a board member actually voted to increase them somewhat uncomfortably but because everybody from all you know from all angles of the community like it was really to me it was sort of surprising like I was my instinct was to have lower targets and then folks were like no this is what we want from our school district and so I think I would also oppose changing these without some significant community input. At the same time, I just want to go back and again say that happened in 2022, right? We did community engagement between March and October. We we adopted the goals in October of 2022. So the first year that the budget even began to reflect those goals was the 2324 school year. 2425 was the second year. 2526, the year we're in now, is the third year. So to me, extending by a year really actually gets us to the full five years, right? Because we were because it was the first implementation. I mean to AJ's point, we didn't have an 18 months lead time, we had a six-month lead time. And so so really 23 24 was even though we said 2027 because it was like five years from when we adopted them, it was really if we'd really been following the lead time thing, it would have been 2028. So I I actually think 2028 is sort of a sensible time for us to extend to and to recalibrate and to and you know in the meantime I think if there's issues with

morale if staff's like these are totally unattainable I think we could say okay great come to us with let's talk let's have that conversation I mean I guess what I'm trying to say is I think we can have the conversation without adjusting these right now like we can say in some ways RPA has already done this

yeah and and I think we should have had that I mean I would love a presentation in May where you're like Here's what we think we can realistically achieve. Let's This is what happened at Bret Hart. If we were to resource schools at this level, we could do this. Here's what happened at John Mure where they had higher investments. This is what they did. This is what it would cost to get us there. I would love that conversation. I mean, that is the conversation I think we should be having. Absolutely. And then we can go back to these numbers and say, "Okay, well, what's realistic?" Like right now, we haven't even to me, I think it's way too early to talk about adjusting these numbers when we haven't even had that conversation.

I agree. And and I will just say, Commissioner Fischer, like I mean knowing that these are five-year goals, whether we are on or off track does not change the direction of shifting our budget to try to meet our goals, right? So I mean that that should be annually every year as we look at our budget, right? And so I think the questions that we ask of the superintendent during that budget cycle remain, right? tell us how this budget reflects a movement towards the goals that we set, right? Whether that goal is 70% or 65% for any one goal, right? Like I I think we can talk about whether or not we have the data that tells us that we are going to meet it or not, but it doesn't change the spirit of the conversation around our budgeting cycle, right? So, I just want to acknowledge that.

Yeah. And to be clear, I'm not advocating for lowering the goal. I'm advocating for increasing resources to actually meet the goals as well. So, I think we're all very very much aligned in that and I really if that's conversation we're going to have on May 12th, I cannot wait for that conversation. I agree with Commissioner Alexander. So, what I'm going to do is bring us to a roll call vote for both items uh item H1 and item H2 uh for I actually have a question about the governance calendar. to you genuinely

because I feel like we've been working on this in this governance calendar for a very long time and uh it continues to see iteration and continues to improve.

But what I don't see here is a meeting in order to approve hires before they have to start work on August 1, which we had on July 29th last year. And so, and what I don't see is a meeting like on June 30th in case there needs to be more budget work. And if that is because we are so improved in our HR and hiring processes that everybody will have an offer accepted and a contract before us and the budget will be tied up because we have our study sessions by June 23rd. Huzzah to to everybody. But if that's not the case, I would actually like to see what the real governance calendar looks like. I am planning on leaving during recess the country hopefully. And I think just we all need some clarity around planning and around setting realistic workflows. And so if realistically having people educators contracted by August 1 requires something different, I just want to make sure that we have a governance calendar that actually accomplishes all of the operational needs of the district. So that that's my question is are we there or is are we going to have a further revised governance calendar?

Um I've consulted with um all of my executive team and we believe that this is the right governance calendar. Before we vote on the roll call, can we extend our meeting? So, this is a legitimate vote. I know I lost. So moved. Second.

Motion to extend past 10 p.m. Commissioner Ray. Yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weiss Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Can we do a roll call vote, please, on uh action items H1 and H2? Motion to Okay. Yeah. Uh, Commissioner Ray. Yeah. At 8:45. Okay. So, we're voting one vote for both of them. Okay. Yes. Commissioner Alexander,

yes. Vice President Healing, yes. President Kim, yes. Commissioner Weiss Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. At MH3, uh, approval of PIPS waiverss. Oh, so sorry. Just moved so quickly. Thank you both so much. Appreciate your work here and excited to have those conversations. Thank you. Thank you. Uh, moving to item H3, uh, approval of PIPS and waivers. Can I have a motion or second? I move that we approve the PIPS and waivers. Second. It has been properly moved and seconded that the board approved this item. I asked Dr. Sue to bring this item forward.

I'm going to hand it over to our associate superintendent of HR, Amy Bear. Thanks. I just have one waiver for a um, bilingual um, elementary education teacher. Any comments or questions? Seeing none, debate is now closed on the motion to approve this item. Roll call vote, please. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weissman Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes.

The next item on the agenda is the 2026 2027 declaration of need for fully qualified teachers. Can I have a motion in a second? I move the 2627 declaration of need for fully qualified teachers. Second. It has been properly moved and seconded that the board approve this item. Dr. Sue. So, this is an annual declaration that the district needs to make with the uh California Commission on Teacher Credentiing in order to grant waiverss and have some flexibility um due to a lack of fully uh credentialed educators. There are two resolutions, one for the district and one for the county office of education. Thank you. Are there any comments or questions from the board?

Uh, yes. I just have a quick question. I actually had a question. So, I saw two attachments and I didn't understand what the difference was. Is it is this what you just referred to because there's a county the county and the district? Yes, the the CTC requires us to do it for both the county office and the district. Okay. Thank you. Uh, debate is now closed on the motion to approve these item or this item. Roll call vote, please. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weiss Moart, yes. Commissioner Gupta, yes. Commissioner Fischer, yes.

Thank you. Um, President Kim has a standing recusal from the consent calendar due to his employment with the city and county of San Francisco to which is a frequent contractor with the district to avoid any appearance of a conflict. Um, superintendent, are there any alterations to the consent calendar tonight? Yes. Um, staff would like to pull item 39 from consent. Uh and I believe that that is a uh construction contract for sorry maybe I should be Guadalupe Elementary that needs to be renoticed under public contracting. Yes. Rules and will come back to us later. Yeah, it will cons

I'm spying me because there could be a variety of reasons. That might be one of many. I'm just saying that I don't know that that's it. Okay. Uh but yes, Vice President Healing, um item 39 is um a contract for construction and we will bring it back at a later time. Thank you. Uh so I move the um adoption of the consent calendar minus item 39. Um second, can we have a roll call vote, please? One second, please. Who who motion? Sorry, it was okay. Thank you. Any second? I appreciate it. Okay. Uh, Commissioner Ray, yes. Commissioner Alexander,

yes. Vice President Healing, yes. President Kim. Commissioner Weissman Ward. Yes. Commissioner Gupta. Yes. Commissioner Fischer. Yep. Thank you. Any board member reports? I'll do a brief one for the You look so excited. I am. For is this for the best ad hoc? Yes. Okay. Go ahead. Exactly. So So for the best

all the time that you need. Yeah. So So for the just for you, Lisa. um

for the best for the best ad hoc. Um we had our meeting at uh we had our meeting at Lafayette. Thank you Lafayette for hosting the ad hoc committee. Uh we have taken in community input for what will be a final draft of our routine engagement uh for the major decision engagement. We are waiting upon the staff recommendations as far as what staff will do for major decisions and how their public how staff public engagement will work. Uh our community had recommendations for staff as well and we're very thankful for superintendent Sue Hungme and Christina joining us to take in that input. they will provide a plan and once we have that plan then we'll be able to provide what board public engagement will look like based on staff public engagement. So uh and we will be in touch with uh board members individually to board members can see the routine engagement draft as it stands right now that will um with some adjustments and input be brought forward come May. Uh so at the end of this year for uh implementation in the 2526 sorry in the 26 27 school year. So we're very excited for that. I wish that the second best ad hoc had worked, but our work is just so boring that you wouldn't even want to hear about it. So, I'll wait till after our meeting.

That's great because you weren't acknowledged anyway. So, I I believe we have a print out somewhere that talks about the recognition of commissioners in order to speak. We might need a coup here to Oh my goodness. Anyh who, um thank you all so much. I now uh this meeting is adjourned at 10:10 p.m.