San Francisco Unified School District Board - Regular Meeting

The regular meeting of the board of education for April 28th, 2026 is now called to order at 4:04 p.m. Roll call, please. Commissioner Alexander, here. Commissioner Fischer, Commissioner Gupta, Vice President Healing here, Commissioner Ray here, Commissioner Wiseman Ward, and President Kim

here. SFUSD will provide child care for regular board meetings and monitoring meetings on the first floor of the in the enrollment center at 555 Franklin Street from 6:30 p.m. to 9:00 p.m. or the close of the meeting, whichever comes first. Child care for families who will be attending the regular or monitoring board meetings. Space is limited and will be provided on a first come first- serve basis for ages children ages to 10. For questions, please contact the board office at 415241-6427 or board office at sfusd.edu. At this time, before the board goes into close session, I call for any speakers to the close session items listed in the agenda. There will be a total of five minutes for speakers. Are there any speakers for public comment?

No speakers, commissioner. Seeing none, I now recess this meeting at 4:05 p.m. come from and how are they taken from ethnic studies classes? Have had these people even taken a class just for a day? This class really helped me speak up for myself and stand up for what I believe in and be confident in my identity as an Indian Muslim American. So many students go throughout high school without knowing who they are or what their parents like they they focus on what their parents expect from them and they don't have any aspirations for themselves. So how can we go through our futures without knowing who we are? How can we expect students to be successful if they don't know themselves? If someone asks you who are you? How are you going to know what to say? As a student who got to explore herself through ethnic studies, I implore you all to consider the impact of this class and think about students futures. Ask yourself, do you even know who you are? I am a student. I am here and I know who I am. Thank you. Good evening, members of the board. My name is Salma. I'm a member of Arab Youth Organization and a senior at Ruthasawa School of the Arts. Ethnic studies isn't something extra. It's a staple in education. It's something every student deserves. It helps us understand who we are, where we come from, and how history has shaped the world we're living in right now. As a student at SFUSD, I have seen how powerful it is when people actually feel represented in what they're learning. It changes how you see yourself, and it changes how you see others. It builds real empathy, not just something written in a textbook. Without ethnic studies, a lot of students are left out of the story. And when you don't see yourself in your education, it's harder to feel like you belong in it. That's why this isn't just about keeping ethnic studies. It's about expanding it. More e more more access, more classes, more trained teachers, and making sure it reaches

every student, not just a few. Because representation shouldn't be limited. This is about making sure students feel seen, respected, and understood in their own schools. I urge you to continue supporting and expanding ethnic studies in SFUSD. Thank you. My name is Amaya and I'm a junior at Lel High School. In my freshman year, my ethnic studies teacher gave a presentation about the Middle East and North Africa that was so offensive I had to write her an email telling her to redo it. Watching her casually reinforce racist stereotypes about Middle Eastern and North Africans made me realize how crucial it is for students to have an adequate ethnic studies curriculum. Despite her presentation, I support ethnic studies and support expanding it, especially in times of war and increased racism. I implore you to implement the voices curriculum in SFUSD. Ethnic studies was pioneered in San Francisco. Education is becoming increasingly crucial as we bear witness to the rise of misinformation and conservatism. We, your students, are deserving of a proper education. We, your students, are calling for you to implement the voices curriculum in schools. Thank you. Good evening. I'm a um I'm an SF Unified student that has gone to public school in San Francisco my whole life. I'm also a Palestinian student activist and Arab youth organizing. As a student in SFUSD taking the piloted voices program in ethnic studies, I call on the district to implement the voices curriculum. In the so-called most progressive city in the country, we have right-wing Zionist adults with many of them without children actually even in SFUSD trying to get rid of ethnic studies just as what's happening on the state level with AB715. Ethnic studies is the only chance we have to have marginalized people's voices heard accurately and thoroughly at school as proven by my previous experiences of social studies and

history curricula since the beginning of my education in SFUSD. listen to your students and constituents who actually take these classes and are comfortable with their identities and do much more and do much better academically as a result of them. Thank you.

Just as a reminder, don't speak too close to the microphone because they'll get uh they'll muffle the interpreters.

Hello, I'm Zana and I go to LOL. I came here as a representative from A-Rock um as a student and as a community member. I'm not sure if you remember me, but I actually met with some of you a few months ago and raised my concerns about around ethnic studies in school. I voiced that myself and many other students have felt extremely ostracized at school because of the lack of education on our on our identity and history. It is extremely important for ethnic studies to be a required class because it fosters a community that includes everyone. I want to see that for myself and for future generations to come. One day when my sister attends high school, I want her to feel safe and welcomed. Ethnic studies can do that for her. Thank you.

Please line up as I call your name. Uh this is for students again. Doha Sheree Rafa Ismael Tina Deng Andrew Chang Sinc Lin.

Good evening. My name is Dha and I am a student at Washington High School and I'm under the AO program which is the youth program for AROCH. I want to start but off by saying ethnic studies is a crucially important subject in a class that should be taught and explored. Students that come from minority groups that their history is being censored and not talked about is in need for the representation in ethnic studies. Many backgrounds, many backgrounds are mentioned and thought about. It gives those students that are oblivious about many matters a chance to explore and educate themselves about the history of their peers. Our voices should be heard just like how you want to show yours. I deeply hope that you support the voices curriculum and let us have our history represented with this respected time. Thank you. Hello commissioners. My name is Tina Deng and I'm a youth organizer at CPA or Chinese Progressive Association's Youth Mojo. I'm a senior at Ruden High School and although I currently don't attend an NSFUSD school, my younger brother currently does. And I believe it's critical that the public school system in our city protects ethnic studies for the learning of today and tomorrow's students. I'm here to urge you to approve the voic's curriculum and to affirm that ethnic studies should stay a two semester graduation requirement. Ethnic studies is a course that came from students desires to see themselves in our curriculum. It's a course that our city's youth have fought to had fought hard to have. For years, students have studied a history that didn't reflect our lived experiences. The textbooks that past ex past students have learned from and which we continue to learn from reflect a singular and

very lacking history disjointed from the stories of our cultures and our communities. To devalue ethnic studies is to devalue the efforts and experiences of our students and it's to rob us of the tools we have to navigate an increasingly uncertain world. Ethnic studies provides a critical foundation and I urge the board to reaffirm its commitment to the current two semester ethnic studies graduation requirement and to approve the voices curriculum. Thank you.

Hi, my name is Rafa. I'm a sophomore at Wallenburgg. I'm a member of AO, which is the youth program of Arab Resources and Organization Center. Our district should invest more in ethnic studies and should expand it. Ethnic studies needs to be expanded just because there's so much to go over. Personally, ethnic studies has given me a way to approach those who are different from me. Whether it's difference in culture, ethnicity, or even religion, all because I was taught about their history. Please vote yes on the voices curriculum. Thank you. Hello commissioners. My name is Andrew Chong and I am a junior at Abraham Lincoln High School. I'm also with the Chinese Progressive Association Youth Movement of Justice and Organizing and I'm here to urge you to approve the Voices curriculum and make sure that ethnic studies continues to be a two semester graduation requirement. Uh though I did not take ethnic studies myself, I can speak for those who did, including my sister and uh fellow classmates who talked about how ethnic studies inspired them and gave them a sense of identity, an understanding of who they are and where they came from. And I believe that for ethnic studies to disappear, we will not just lose an academic course, we will also lose a sense of who we are. So I once again urge you to reconsider your decision on ethnic studies and continue it as a two semester ethnic studies graduation requirement. Thank you.

Hello commissioners. My name is Cincy Louu and I am a youth organizer at um Chinese Progressive Association's Youth Mojo. I am a sophomore at LOL High School. Last year, I took ethnic studies, learning about historical events that impacted many of our diverse communities. My family is Chinese, and they rarely talk about what they went through to get to where they are now in SF. Um, through ethnic studies, I learned about migration and all sorts of harmful stereotypes about Chinese people that definitely affected my family. Us students are taught history in school. Aren't we learning history so we don't repeat it? Why remove part of our history? The history that makes us who we are. Ethnic studies provides a critical foundation for social and civic engage engagement for students in San Francisco. I urge the board to reaffirm its commitment to the current two semester ethnic studies graduation requirement and to approve the voices curriculum. Thank you. Please line up as I call your name. This is for students again. Iwin Woo, Iris, Sonia U, Victor U. esteem commissioners of the board of education. My name is Awen Woo. I am a current junior at International High School of San Francisco. While I'm currently not an SFU student, I've heard

countless stories of my peers, those in SFUSD and those that are not, have troubling stories of the fact that they are not only unknowing of their past, but also ashamed of sharing their very own identity and culture. So, I urge the commissioners that we must recognize the tyranny of white centric, euroentric textbooks that don't give the full story of historically marginalized communities. As such, we must have things like ethnic studies in order to have a deep understanding um curriculum that provides students a place to learn about history that they typically would not. Overall, Commissioner San Francisco as a whole, we have the opportunity to lead and build the next generation, but ultimately that is only possible if we understand our identity and the cultures of our past. Thank you. Hello commission. Sorry. Hello commissioners. My name is Iris and I'm a youth organizer of the Chinese progressive association's youth mojo. I'm currently um a SFUSD high school student and I'm here to urge you to approve the voices curriculum and to affirm the ethnic studies should stay a two semester requirement. According to a 15-year study that examined SFUC's ethnic studies, the courses focus on identity, empowerment, and relationships, builds student engagement, supports attendance, and long-term academic success. As a board that's supposed to serve the students, serve the youth, don't we want to see these things happen among our students. Ethnic studies provides a less filtered take on history as it highlights stories that are often not heard. Although I never took ethnic studies, I did experience elements of it in my world history class. Learning about the historical context of different people, it definitely broadened my perspective and understanding of the people around me and my own personal identity. Ethnic studies provides a critical foundation for social and civic engagement for students in San Francisco. I urge the board to reaffirm its commitment to the current two semester ethnic studies

graduation requirement and to approve the voices curriculum. Thank you.

Hello. Uh my name is Michelle. I'm a youth worker in San Francisco and I'm reading a public comment on behalf of Sonia Hang who is a sophomore at Galileo High School. Uh for Sonia, I attended the ethnic studies class. Can you step back from the mic just a little bit? I translate. Sorry about that.

Uh for Anya, I attended the ethnic studies class in my freshman year. In that class, I learned what the eyes of oppression were, different racial ethnicities, and different ways how others may identify um themselves as. This had an impact in my life because if it weren't for this class, I wouldn't have been able to learn what other kinds of oppression people experience in the world and give a name to it. I wouldn't have been able to learn about different and diverse cultures and racial identities of people that I see in my everyday life. I wouldn't be able to learn about those who choose to identify themselves differently or even understand them. Which is why I think it's important for every student to have the privilege to learn more about the world, our society, and the world that we live in. Uh so I affirm that ethnic studies be uh kept as a two semester requirement and use the voices curriculum. Thank you.

Uh hello, my name is Randall. I go to Mission and I'm in 11th grade. Um, ethnic studies has helped me so much to become a person and has helped my community around me because it has really taught everybody I know about their past and how the different things have gone and it sorry uh it has helped everybody around me learn about their history and stuff that they wouldn't normally learn in a class at my school. It has helped them learn about uh what Mexicans have gone through, what Puerto Ricans have gone through, what black people have gone through all throughout the years. And just being able to learn about that and find that history is just so good for my community because it lets me connect with so many more people. Um, as a multi-racial kid, I'm a native Mexican and Puerto Rican and West Indian. It has helped me connect with all of those different groups and has let me really learn about being connected with all those different type of people. Thank you,

President Kim. That concludes student uh comments. We'll now move to members of the public on agenda items. Please line up as I call your name. Uh, Miss Virginia Marshalls, Reverend Amos Brown, Jquila Drew, Dennis Fox, Teresa Doulala. I You should know this microphone. Good evening. I'm rarely first, but I'm glad to do so tonight. On behalf, it's just before I get started. I have the a copy of the NAACP's press conference for the student delegate. No, it's mine. To President Phil Kim, board of commissioners, student delegates, Superintendent Sue, on behalf of the oldest civil rights organization in the country, the National Association for the Advancement of Color People, we call it NAHACP. We are so proud to stand here tonight to encourage each of you, each of you commissioners, to take that bold step and implement ethnic studies. Do not take it apart. Do not say, "Let's wait." Be bold. Be bold.

Be bold. I forgot to bring my bell, but if I had it, I would ring it for each commissioner. So, just pretend I have it in my hand tonight. We do not take it apart. The voice's curriculum is what we want. The two semesters is what we want. Remember, you own your own accord. You ran for office. You represent the people. The people are speaking to you tonight. Listen to the voices of the young people. Be bold. Thank you, M. Vote yes. Thank you,

Mr. President, members of the board, ladies and gentlemen, just do the right thing. And as Nike said, just do it. Don't make this a paralysis of an analysis. If we don't as human beings learn how to live together, my teacher Martin Luther King Jr. said, "We're going to all fools." And finally, don't give squatters rights to bigotry, to division, to incivility, and none of those isms that should not have the right to dwell in the so-called city of St. Francis by the bay. Just do it. My name is Dennis Fox. I'm a substitute teacher now, 35 years in the district. Ethnic studies would be a great course if all ethnicities were celebrated. Voices use a victim oppression worldview which pits ethnic groups against each other. Voices exclude the rich rich history of the origins and culture of Jews. Jews are excluded whether it's one semester or two. Similarly, SFUSD excludes Jewish American Heritage Month, Jahm,

which happens annually every May. SFUSD and the voices curriculum both include the celebration of Jews. Vote no on voices. Vote no on two syrups.

I'm Teresa Doolales with Psalm K and a parent. Why is it that those who may not even fully know or understand our histories are now making decisions for our children? Ethnic studies is not optional. It is essential. It allows our youth to reach a higher level of understanding, to embrace their identity, and to develop a deep sense of belonging and selfrespect. Without it, we are asking them to navigate the world without a full sense of who they are. So I ask, what is the district and this group afraid of? Why make a unilateral decision without fully involving the very communities and students who are most impacted? Where is the equity? Times have changed. Truth must be told and ethnic studies is one of the ways we do that. Just like every other culture that has come to this country with its own history, struggles and contributions, we also demand that our truth be taught. And let's be clear, ethnic studies is not just culturally relevant. It is academically relevant. It is increasingly recognized as important for college readiness and critical thinking. Yet this district seems behind in understanding rat's reality. We're not asking,

we're demanding.

Jacquila Drew. Jacquila Drew. Jacquila Drew. I thought I saw No. Okay, I will call the next group. Please line up as I call your name. Ronda Batist, Connie. So, Ruben Diaz, ALe, Emily Fun. Okay. Good evening, board commissioners and superintendent Sue. I'm Rihanna Batist and I'm here to speak in favor of SFUSD adopting the ethnic studies curriculum as part of the social studies curriculum adoption. Since becoming a parent leader in SFUSD well over 10 years ago, I have consistently joined families in support of ethnic studies. We have been patient. We have allowed processes to flow. But now is the time that we act. On behalf of the African-American parent advisory council, I'm asking you to follow the statewide requirement for ethnic studies, adopt the curriculum that has been vetted and wellreceived by the SFUSD community and stop letting politics get in the way of what is best for the students. I also want to say thank you to the hardworking curriculum and instruction staff and SFUSD team that poured their time and expertise into finding the right curriculum to pilot. I'm sorry, the right curriculum for this district, work hard to pilot it and hold numerous community sessions and who continues to partner with us to ensure that everyone's histories are told and valued in this district. Commissioners, it's time to stand up for the kids.

Hello, my name is Connie. So, I'm the assistant principal of Balboa High School. I was part of the curriculum review as an administrator. I I participated because while I no longer teach the course, I wanted to understand what material was being taught and how it would be delivered to students. And as far as textbooks go, Voices is decent. Um, while voices cannot compare to the depth of knowledge and expertise of our teachers, some who have been teaching ethnic studies for over 25 years in the district. It would provide cohesion and alignment across all of our schools. I hope you are listening to all of the statements our students are making and the and the changes that it's made on their lives, the impact that it's had on our students. Please adopt the voices curriculum. Please keep this a year-long course. Thank you.

Hello, my name is Ruben Diaz. I support bringing back the SFUSD locally initiated ethnic studies curriculum that was used before the current voices curriculum. A 2026 article published in the American re American Education Research Journal analyzes SFUSD ethnic studies data for grades 6 through 12 from 2007 to 2023 school years. The results show that SFUSD ethnic studies enrollment produces a 15% increase in students meeting the 3.0 GPA threshold of admission to University of California, equivalent to 400 additional students. Choose the SFUSD locally initiated curriculum which has 16 years of data and has proved to be successful. Benefits of the SFUSD ethnic studies curriculum extends across all student groups but the effects were strongest for black and latinx students students in special education and male students. Voices is a textbook published for a national audience whereas the SFUSD curriculum is developed by SFUSD teachers and has evolved to classroom needs and student demographics.

Good evening commissioners and Dr. Sue. My name is Asia Lee and I'm here on behalf of Chinese Performative Action to ask the board to vote to approve the Voices pilot curriculum. Voices is a solid starting point as a classroom resource and should be adopted. CA conducted an independent review of the textbook and found it was culturally competent and had comprehensive coverage of the history and achievements of diverse groups of people. We were glad to see that the AAPI study section of the curriculum covered the waves of anti-API hate stemming from the 2020 CO9 pandemic, something our community is still combating today. No textbook can provide a whole and complete learning experience. What students learn in ethnic studies will still depend on the quality of instruction and hands-on opportunities to engage students. As we have all heard tonight, ethnic studies open up crucial conversations about race and identity for our young people to move through the world as their whole self and care for their communities. Please vote yes to approve the voices curriculum and continue to support the two semester graduation requirement. Thank you.

Good evening, commissioners and Dr. Sue. My name is Emily Fun and I'm here on behalf of Chinese for Affirmative Action to ask the board to approve the voices pilot curriculum. I want to start by noting that CA along with UESF and 14 other organizations serving diverse students and families in the district sent a letter to the board two weeks ago requesting their support for the new textbook and the two semester graduation requirement. Thank you to Commissioner Alexander and Vice President Huing for responding to our letter and affirming your support on both points. In addition to approving the voic's curriculum, please also consider that each decision about our ethnic studies program represents a larger statement about our values as a city. With harmful anti-Dei rhetoric and policies at the federal level, it's especially important for San Francisco to stand by data and resource research that support the tangible academic benefits that ethnic studies brings to our students. Please vote yes on the curriculum and continue to support the two semester graduation requirement. Thank you. Please line up as I call your name. Juano, Raino, Brandon Fun, Marila Arnellas, Jim Gahan, I think.

All right. Good evening and I'm here on behalf of Poder in strong support of your adoption of the voices curriculum though I do agree with some of the speakers before me that it should be expanded that study that shows that that's a possible solution for the chronic absenteeism I hear you talk about every meeting right to feel a connection um I struggled to feel connected to English and social studies because I didn't see myself reflected in it and so at city college after a 22 year break, 22-year break, I finally took my first ethnic studies class, and that motivated me to go back. Taking English with an ethnic studies lens, taking math with an ethnic studies lens really made me feel connected. And I think that is your solution. And as we look at things that you need to bridge the gap on in the budget, your chronic absenteeism, this is the solution. So, you should expand this into more subjects. So, thank you. The solution is in your hands tonight. Good evening. My name is Brendan Fong and I'm an SFUSD alum and current ethnic studies teacher. Raise your hand if you support ethnic studies. Tonight, you have been empowered to make a choice. You can choose to support our model ethnic studies program and see growth in student achievement. You can choose to invest in the people who have spent years refining the student- centered program. You can say yes to equipping our young people to be social justice oriented independent thinkers. You can say yes to supporting my students who are right now civically engaged puzzling over improving the bathrooms, buses, and defending themselves from ICE. Or you can listen to a small minority with large amounts of money who make large and emotional claims without solid evidence or reasoning. This morning, I approached a freshman who was pointing a rubber band at his friend. I told him, "You have agency. That means the ability to make a choice, make the right decision." He chose community over harm. And I hope you do, too. You need us. We don't need you.

My name is James Gahan. I'm a retired lawyer. I'm here tonight to oppose the adoption of the voices curriculum in its present form because it is not because it is not an intellectually honest academic course. Rather, it is a soft soft form of Marxist align indoctrination. I I have in particular special uh background for this judgment. I participated in the first struggle for ethnic studies at Berkeley in 1968 and I've been involved in thinking about ethnic studies ever since. I would give you my bonafidees but we don't have very much time. If I do we do I will recite them. I have time for only one example of voic's intellectual dishonesty. The concept of systemic racism is is best categorized as a hypothesis for explaining the disperate outcomes. However, voices presents systemic racism as an unquestionable fact. Nowhere does voices discuss alternative hypotheses with a single pro.

Thank you for your comment. That concludes Chat GBT came up with 12 12 competing frameworks. Thank you. If members of the public can please allow commenters to speak.

Before the next speaker comes up, I'm just going to remind members of the public to please allow commenters to speak. We're allowing everyone to be able to communicate and share their perspectives. Thank you very much. Students say it best, right? All all of the students hit it right on the nail. Uh Hana on behalf of Five Elements Youth Collective here to express our full support for a vetted and tested voices curriculum as well as to make sure that we demand a protection for a two semester class and a graduation requirement that we fought so hard for 16 years ago. Um I'm here to uplift also the victories of ethnic studies and delivering a message in print. I'm going to uh shorten a little bit but deliver it on behalf of a recent graduate who is thriving in college as a product and reflection of the real and profound impact this class has on student lives. So my name is Envy Carter, a proud alum of Lincoln High School, writing to express my strong support for the voices curriculum and for the continued expansion of ethnic studies across SFUSD. Um ethnic studies is not just a class but a space where our students, our families, and our communities are reflected. It's played a m major role in shaping who I am today. It's helped me develop strong leadership and communication skills in building my confidence in academic spaces. I'm not a student at the University of Idaho and serve as student government senator, president of the BSU and black student studies ambassador. I'm here to support you for a comment that concludes your

and call on the district to approve it tonight. Thank you. Hello bird. I will Spanish. I support my my culture. Construct. translator. Go ahead. interpreter. Go ahead.

Yes, sorry. Um, I would like to express my concern about eliminating um, ethnic studies class and I understand that is a that is an essential part of education and to understanding the richness that we immigrants uh, bring to this country. And it's also pivotal to understand that it's very important to have them in classes so kids can have empathy and they can learn more about each other's culture and to have a a a bigger sense of belonging. Not doing this eliminating this class, it will put them on the side and not being able to understand each other. And this is very important for every student to learn where they come from and how their culture interacts with others since they're very little. Thank you.

Please line up as I call your name. Scott Kravitz Sarita Lavine I think Sabrine Thomas Ready Pakin Delgado. I'm an SFUSD parent and I served on the curriculum review committee. So I've actually read the voices textbook. What I found does not meet the mandate of high to highlight minority contributions. It is organized around grievances and division. Activists and revolutionaries are the only models for positive change. There's a section on Chevara but nothing on Sonia Sotomayor. There's a page on Snoke Carmichael but no mention of George Washington Carver. The message is clear. Lionize those who seek to tear down the system and erase those who change it from within. You won't see any of these comments in the summary report because we were not allowed to discuss content. Any concern we raised was treated as evidence that we weren't on board with the mission or were acting outside the rubric. The committee was stacked with existing supporters. The few parents that were there were isolated and our scores average so that our score from zero became a 2.5 out of three. This board reser this board deserves an honest review, not a rubber stamp. Good evening board of education members. My name is Sabrine. I work with the Arab Resource and Organizing Center as their youth organizing coordinator. Been in this position for almost four years and I get the honor of organizing that whole role in the back. Um, I didn't get to take ethnic studies when I was in high school, but I took my first class at SS State, the birthplace of ethnic studies. And it was life-changing for a young person as

myself who grew up in a very racist district, even though it claimed to be progressive. And I can imagine the impact it has on young people who are 14, 15 years old, especially in today's climate. And San Francisco should not be the district that tries to censor and dumb down ethnic studies but should stand firm on it because it has resulted in real like material changes in young people's lives and it has helped them get into UC's and strengthen their applications to UC's and so really really encourage the district in these times in these like really racist times to support the voices curriculum. Thank you. Uh hello, good evening. My name is Sarita Lavin and I'm a career-long teacher in SFUSD ethnic studies. This is a statement that I'm reading from my student in my nth grade ethnic studies class. I'm in nth grade and I've been to three schools in SFUSD. In these three schools, I have always been taught ethnic studies. For me, ethnic studies is the truth of the world and it reveals so much that is now being forced to stay hidden. It is how I began to learn about my own history, culture, and identity. It provides me with an opportunity to understand who I am and who I can be. However, that right is currently being taken away from students. For example, education is now being censored for what is deemed to be unamerican or divisive. What is called divisive is what happened in the past and is reality. You can't change what has happened. It doesn't make anyone look better. If information is being censored on our own history, then we are forgetting who we are. We are able to make it here today because of what has happened in the past. Just because history has been censored doesn't mean that you've been forgiven. It doesn't mean that people will not remember what is done and the pain that was inflicted. You can't forget history. It already lives around you. Expand ethnic studies. Don't censor us. Don't censor ethnic studies.

Hello, my name is Wain Delgado and I'm athletic coach at Galileo High School. First, I'd like to express my gratitude to those who organized and advocated for ethnic studies for decades before us, making it possible for this work to exist today. I'm also want to thank researchers such as Emily Per whose work has clearly demonstrated how beneficial ethnic studies is for our students. I participated in the curriculum meetings that took place over two Saturdays and would like to commend the social science accelerator and the kill lad for for facilitating our sessions. I deeply appreciate all the educators administrators who showed up and spent their Saturdays with us. It speaks to their commitment and investment in our communities. Overall, I felt the process was conducted in a thoughtful and intentional manner. I originally was going to come up here to talk about a small fa faction of people that showed up with a predetermined agenda to potentially disrupt and slow down the process. But I'd actually like to take those last 10 minute 10 seconds to say to the students that spoke earlier, you are inspiring. Your elders are proud of you. Your community members are are very proud of you and we are deeply appreciate all of you. Is it working? Okay. Um, I'd like to echo what uh Waen said. I am I I don't even think I can speak after those students spoke. It was so so fire. It was amazing. Um, if you want proof of ethnic studies power. Uh, good evening, superintendent, commissioners. My name is Thomas Ready. I teach uh English and social studies at Washington High School and I'm here to ask the board to adopt the proposed social studies curriculum for all grades, but especially for high school grades 9 to 12, ethnic studies, modern world history, US history, and gov econ. The last time textbooks were approved was 2006. We need new materials. I'm also asking the board to support and defend ethnic studies and our educators. Trust the professionals who know this program produces results. You've seen the ed research study by UC Irvine. Following a

year of ethnic studies, students report feeling more engaged with all of their academics. Their GPA improve every subsequent year, and they graduate better prepared for the academic rigors of college. In my 14 years of teaching in SFUSD, I have found that my students who have taken ethnic studies arrive to my classes more noticeably developed in their critical thinking skills than their peers on average. Please listen to educators. Thank you. Please line up as I call your name. Rachel Jones, Junko Tamaka, Tasha Pestern Nook, Amanda Hilar, Sarah Hall. Good evening. I'm here because of course we support deeply what Coleman's mission was to bring in ethnic studies to San Francisco and we feel so warmhearted that we have so many people here to voice that. So, I thought I'd take the opportunity to actually look through the agenda in the agendum items and find no data that's attached to the Apac and Ali agenda item. And I just would like a really strong site when when I say this, our country was built off the blacks of black lives. Our civil rights was built off of black lives. And the fact that our children, according to the California Department of Education, again, the California Department of

Education says that 90% of our black foster care children are suspended each year. 90% of our black foster care children are suspended each year. Thank you for your comment. That concludes your You're welcome. 42% 42%. What sort of inclusivity are we talking about? Thank you very much for your appreciate you for coming. We need to see the data. Stop giving us work. Stop giving us survey data without the quantification of numbers. We need to know how many students are being left behind.

Thank you.

Because we won't do that anymore. Thank you. This is Can you hear me? Okay. Good evening. Uh my name is Jot Tanaka. I'm a a parent of um three children. The youngest is in precedio seventh grade and I'm also an educator. I'm a fourth grade teacher in the district. Um, and also I'm a doctorate candidate who is writing a uh dissertation on ethnic studies. I'm doing teacher action research in my classroom and my students came out with amazing deep insights about other people and no matter what kind of background they have, they sincerely want to achieve liberation for all. I came here to support. I wrote them in my um speech, but I guess thank you so much those high school students and young people. They inspired me so much. I'm a domestic violence survivor. Ethnic studies gave me the guidance and I'm stay still standing here because of the ethnic studies. Thank you so much. Good evening, members of the board. I'm Tasha Pastor. I teach English and ELD at Beloa High School. I'm going to read part of a letter written by teachers and signed by 50 community members. And my colleague is going to read the second half. We know that ethnic studies has been through a rigorous review process this year. We know that the reason for the singling out of ethnic studies is political and not educational. The benefits of ethnic studies are

thoroughly documented by scholarly research and its track record of positive results since being pioneered in San Francisco is indisputable. The obvious truth must be said. Ethnic studies makes visible for scholarly examination the systemic workings of racism and white supremacy. Those who benefit from making these forces invisible seek to prevent this examination. Those who benefit from making these causes and effects invisible and denying genocide will seek to silence its critical examination. These are the real reasons why ethnic studies has come under the microscope this past year.

Hi, good evening. I'm Amanda Hilder. I teach at Balboa High School and I'm finishing the letter. We are not afraid to name the move to reduce the amount of time for ethnic studies for what it is. It is a blatant attempt to sweep systemic racism and genocide under the rug by people who are threatened by the premise of ethnic studies. That the unflinching study of systems empowers students to make their lives and their communities more just and equitable as well as nurture a sense of common humanity and shared purpose. We call upon the board members to raise their voices in support of a two semester graduation requirement of ethnic studies using the voices curriculum. Every step of ethnic studies implementation involved the community at large and was openly and rigorously discussed with decision-making bodies from our school district offices, our local school board, and our state assemblies before being voted on. Now, even when a clear majority continues to express support for the program, these same officials are choosing to do the bidding of special interests that lobby them behind closed doors. We affirm that the struggle of ethnic studies belongs to your time.

An injury to this program is an injury to us all. We will defend this pro. That working? Hello, I'm Sarah Hall. I have a high schooler who benefited greatly from ethnic studies. And I did not think we were here to discuss ethnic studies or no ethnic studies. In fact, I think it's so important we get this right because these students are amazing. The community is important. There are so many wrongs we need to write that I cannot believe we piloted one curriculum. There are tons of different options out there. Why are we dumbing things down? Why are we rubber stamping? Do we not care enough to get this right? I ask you not to rubber stamp the one thing we considered. These students deserve better. What about power and perspective by Oak Meadow? What about other philosophies? Do we not think that ethnic studies is as important as our other curriculum options? You're doing your students a disservice if you rubber stamp this without further consideration. Thank you. Hi, my name is Jquila Drew. I am a parent of a eighth grader, a sixth grader, and two third graders. Um, and I'm here to kind of share on why ethnic studies is such an important thing that needs to be discussed and something that needs to be for all students and something that you all should not take away. Uh, for the past month, I've been struggling with the district to get some of the needs met of my daughter. Um, she's been the target of a bully who has harassed her repeatedly and stalked her um on the basis about the color of her skin and has repeatedly stated that my

daughter is a monkey, has spit on my daughter, has hit my daughter and even though this child has consistently gone after my child, um, just about the only assistance I've gotten from the district and from their school is saying that my daughter should sign a contract stating that if she comes in contact with the child, my daughter would be suspended. Um, which makes my daughter who is the victim in the situation, um, kind of feel like she's not supported by the district. And I feel that if ethnic studies were more of a discussion and we really discussed the ills and the discrimination and the things that everyone in this room has experienced, it would maybe make it so that my daughter didn't feel scared to go to school. It would make it so that I didn't have to keep my daughter home for a month while we try to figure out with the district what to do to make it so that she's safe in her school. And the hardship of it all,

thank you for your comment. That concludes your time. Is the fact that as much as I do for the district, as much as I come to support and stand up, to be silenced when I'm trying to express a need that is so necessary for all of the students, spit disheartening. Makes a person want to leave the district. It makes a person want to seek outside help because I'm not getting it from you all. And if you all presented a curriculum that would allow everyone to see where we all stand and how we all can support, it would be so different. Thanks. Thank you.

Yes. Thank you. online public comment. Thank you, President Kim. We'll now move to virtual public comment for students on Zoom. If you are a student would like to speak, please raise your hand. For students on Zoom, if you would like to speak, please raise your hand. Right. As a reminder to the public, banners cannot obstruct the view.

We will now begin with student with a phone number 4159424257. Go ahead and unmute and give us your name. Please go ahead. We cannot hear you for speaking. We'll move on next. Hello. Can you hear me? Yes. Go ahead. Give us your name, please. Oh, wonderful. My name is Stara Miller. I am a teacher with the district and I have two children in the district and I just have a ninth grader at LOL who has gone almost the whole Sorry, this is for students first. My apologies, ma'am. For students first. Thank you.

Yeah. Again, if you are not a student, please lower your hand at this moment. Okay, one sec. I'll say that again. If you're not a student, please lower your hand. If you're a student, please raise your hand if you'd like to speak. Okay, we'll begin with Hugo Ugo L. Go ahead and unmute. Hi there. Uh, my name is Hugo Law and I'm a student at LOL High School. One of the core goals of ethnic studies is to gain an alternate perspective on history from people who may have been oppressed in the past. Our existing US history curriculum already does this to a major extent that it goes uh such a major extent that it goes in the other direction. For example, the 6C standards posted on the lectern in my history teacher's classroom explicitly places higher value on the perspectives and cultural experiences of certain people. The huge contributions that certain dominant groups made to the society that we all are in today are glossed over in the name of being inclusive. We don't need another semester of reinforcing a perspective that already needs to be questioned in its application to our US history. Thank you. Thank you. We'll now hear from phone number 415298510. Go ahead and unmute and give us your name, please.

Can you hear us? Hi. I my my daughter is a freshman at RO and so I I think but she's not with me right now because it took so long. So I think we'll come back to you. Okay. Thank you. Yeah, exactly. Thank you. We'll go to Lily Med. We'll go to Lily Medina. Lila Medina, go ahead and unmute.

Hello, my name is Lily Medina. I took ethnic studies at George Washington High School with David Co and I now attend Cowpoly Slow. I would like to ask you to protect ethnic studies from being weakened. It teaches essential skills students can't afford to miss. How to understand and live with others. We are sending students into a diverse world, classrooms, work, communities, and the families they will build. The ability to interact across differences is not a bonus skill, but survival in the foundation of any functioning society. And yet, most classes don't teach that. Ethnic studies does. Students learn how to listen without shutting down, to speak without dismissing others, and understand experiences beyond their own. This course has been supported by Stanford research showing improved attendance and graduation rates. It didn't just prepare me for a test, but for people. This is what students will carry for the rest of their lives. When you consider weakening this course, understand what you are taking away. You are not just changing content, but removing one of the only places where students learn how to exist in a diverse world with empathy and awareness. Ethnic studies is essential. Please protect it. Thank you.

Thank you. We'll now hear from participant with the last four digits 8510. Go ahead and unmute. If you're speaking, we can hear you. Oh, no. I thank you. I I'm a parent of a freshman at We'll come back. Okay. Thank you. Yeah. Thank you. Well, here were um student with the last four digits 7572. Go ahead and unmute. last four digits 7572.

Hi. Yes, I am also a parent. Would you like me to come back? We'll come back to you. Thank you. Uh we'll now go to Ana A. If you're a student, go ahead and unmute. Hi, can you hear me? Yes, go ahead.

Okay. Hello, my name is Ana and I'm currently a sophomore at Lowa High School. I wanted to share my experience as a kid, specifically when I was in middle school. When I entered middle school, I knew that people weren't always sunshine and rainbows, but I had at least expected the bare minimum from people. Let's just say things did not go that way. I was heavily open about my identity, being a child Muslim who was figuring out her identity along the way. But middle schoolers were brutal. They called me names relating to my identity, calling me a caveman band, a bomber, even a dog eater, anything they could think of. It had a toll on my mental health, and I stopped being so opened. I felt so ashamed of myself. But during freshman year, I entered ethnic studies, and it gave me the confidence I once had when I first started middle school. I was able to learn about other national and cultural backgrounds from people all around the world, including my own people. This was one of the only classes at the time where I was actually excited to go to and it helped me understand systems unknowingly placed in today's society. It exposed me to different types of media that I would have never known of before and it helped me realize that everyone has history and we can become stronger by learning it. Being in ethnic studies has improved my confidence and has allowed me to be more open and bond with others despite our differences. Thank you.

Thank you. That concludes student comment. We will now move to members of the public. Please raise your hand on Zoom if you're interested in speaking. Thank you. We'll now hear from uh participant with the last four digits of 7572. Go ahead and unmute. 7572 are the last digits. Go ahead. Hi.

Hi. Yes. Hi. Okay. Uh hi. My name is Veronica Antanova. I am an SFUSD parent at the Yikwell uh elementary school. I am here to oppose the voices curriculum. Don't adopt the voices curriculum for two semesters. It was noticed poorly. Curriculum vetting process and lack of diverse representation in the input are concerning. My experience at our school reflects that. Increasing transparency and community input would be my request. Thank you. Thank you. We will now hear from uh oh uh Lope Lope. Go ahead and unmute.

Can you hear me? Yes. Go ahead.

Good evening. My name is Lope Yap Jr. Last year, Superintendent Sue put a pause on the former ethnic studies curriculum. Within 48 hours, the superintendent reversed her pause position and presented the Voices curriculum, which which the board approved without even reviewing the controversial curriculum. Today, eight months later, you're considering voices as a two-term curriculum program not funded by the state. And at the same time, the state has a nomandate non-funded one-term ethnic studies curriculum. The stu superintendent and the board's lack of true transparency and community engagement is unnerving. Students would be better served for an unbiased curriculum for one semester after taking world history. SFUSD deserves better leadership and oversight. Thank you. We'll now hear from Roberto's iPhone. Go ahead and unmute. My name is Roberto and I have three kids at Guadalupe Elementary.

It has been over 15 years since our communities were truly heard and from that advocacy, San Francisco Unified School District created studies program. This was not just a curriculum decision. It was the result of decades of organizing a meaningful step towards equity for blacks and brown communities. Emics studies gives students the tools to think critically about systems of oppression, racial stereotypes and social injustice. It teach the real history of resistance and resilience. Lessons empower a youth not just to understand the words but to change it. These lectures matter now more than ever. Our students are living through systematic harm, global conflict. This is not abstract. This is the reality. And studies also reduce chronic absentismo by helping the students feel seen, value, and connected to their identity and communities. We urge the San Francisco Unified School District to listen to the communities that build this program to not undo progress that took decades to achieve. Thank you. We'll now hear from Michelle Clitter. Michelle Clitter, go ahead and unmute.

Can you hear me? Yes. Go ahead.

My name is Michelle. I'm a San Francisco native and current Ruth Assawa Soda parent. I urge you to not approve and purchase voices for many reasons. My ethnicity is severely under reppresented in the voices curriculum and in fact in its present form causes harm to my people in history. My kids in SFUSD and others in our community are scared for their safety to even speak up and oppose for their safety. Uh that is in part why here you are hearing mostly one side and all of these brave students who I support how they're able to speak is because they are represented in this curriculum. My kids are not and my community is not. And so I think for a curriculum that is supposed to uh include all ethnicities, you should make sure that it's including everyone and that everyone is feeling heard and represented. Other reasons to not approve it are because of the cost of the curriculum when it's not mandated amidst a multi-million dollar deficit, the historically inaccurate biased curriculum and content, the flawed and faulty review process stifling the feedback of those who questioned and opposed. And it

Hold on. Hold on, please, Michelle. Hold on. Yes, sir. It's not the youth. They're defending themselves against an adult.

So, excuse me. Excuse me. So, excuse me. If we can all have a seat, please. Excuse me. Please have a seat. This is a public space and filming is allowed by members of the public. So please So un unfortunately filming is allowed.

So if you can please have a seat so we may resume our meeting. Thank you. Thank you very much. If you can please have a seat. All right.

You too. The one in our corner. I'm just trying to make sure things get worse. Students, if you would like to have a seat towards the front so that you're not being filmed in the back, we invite you to come up to the front and have a seat some of these empty seats. Okay. Okay. There's real safety risk. student,

Davis. Davis, Davis, thank you very much. It's okay. Thank you very much. Thank you. Thank you, Davis. Students, if you would feel more comfortable coming closer to the front so that you're you don't feel like you're being filmed in the back, that's totally appropriate. We have some empty seats in the front here. Okay? So that you don't you do not feel uncomfortable in the back if you face if you don't want your face being seen. I recognize that it might be a bit uncomfortable if someone is filming. This is a public meeting, however, and we can't stop someone from filming during a public space. Okay? So, if you would feel more comfortable moving to a different seat, we have some up empty seats up here. That's totally okay. Okay. Thank you. Thank you. Okay. Thank you. You good? Okay. Thank you very much. Okay.

Okay. So, members of the public who are here,

excuse me, your actions are having the effect of disrupting this meeting. I'm asking you to please stop so that we can continue with the business of this meeting. I will repeat again, your actions are disrupting this meeting. I remind you that your request, the request is for you to stop. If you do not promptly cease this behavior, you will be asked to leave the room. This meeting will then continue only after you left the room. [ __ ] right Yes. Get up out of here.

Okay. Excuse me. You have been warned twice that you are disrupting this meeting. You have been asked to stop. If folks are choosing to not stop, we will need to clear the room.

Thank you for having a seat. Follow the superintend

students and members of the public. Please do not engage. Just don't engage. Don't give her that. Thank you. Just do not engage. Again, for those of you who are sitting towards the back, if you would feel more comfortable sitting closer to the front, so you do not need to be around. Unfortunately, at the front here, we can't hear the things that are happening in the back of the room. And so, thank you so much. Bye. Please, students. Thank you. Thank you. Okay. Thank you very much. Okay. Well, wait. Yeah,

I I do appreciate that. And I said this at the top of the meeting. We had uh a number of cards. Uh I think we had well over 40 in person for both public or for both agenda items and non-aggenda items. Unfortunately, our time is limited. So at 7:45, we were supposed to stop our our public comment and so we will move on. But I do encourage you to submit your public comment uh to the SFUSD board office. You can do so by email. You're also welcome to um drop off any letters that you have for us as well. So I I I apologize for that. Um I did name that at the top of the meeting that we just are we are limited on our time, but thank you for that. Yeah, I I I appreciate that. Thank you. Okay. Um, I'll just say this one last time before we move on. If folks feel more comfortable coming closer to the front, we do have some empty seats up here. And and again, I we we're not able to we don't hear everything that's happening in the back of the room. So I if there are any concerns, we do have staff available on site to help uh respond. Thank you.

I agree. Thank you. We're just going to wait for our three of our commissioners to return and then we'll get started. But for now, um I am going to we can't even do close session.

Okay. So we seeing as we have quorum now we will move forward to item D report from close session. In the matter of student GW vers SFUSD OAH case number 202610662, the board by a vote of six eyes with Commissioner Lisa Weissman Ward absent gives direction to the general counsel in the matter of um Anggeles versus SFUSD Superior Court case number CPF24. 51.

Sorry, that's the wrong script. Give me one second. Okay,

commissioners, with your uh without objection, I'm going to move report from close session to be after action items so that we can allow staff to just double check our work here. Um and we will move to item E. Is there any objection to that? Okay, we'll move to item E, advisory committee reports and appointments. Uh, item one, African-American parent advisory council annual report to the board of education. Um, as I call on the superintendent, folks, if you are ready, thank you.

Thank you, President Kim. Um, it is my honor for uh to number one introduce um Marishia Robinson, our hack parent manager. So, I'm sorry. I'm sorry. I'm I'm a little distraught right now. But, um, I've been looking forward to this conversation um and for us to to really uh come together and and hear the feedback um from our African-American parents and um going to hand it over to Marishia now. Thank you. Oh, the mic picks up. Thanks.

Hi, everybody. Good evening. Uh my name is Marishia Robinson and I am honored to be here as the African-American Parent Advisory Council Program Manager. Again, hello to my colleagues um fellow um not fellow, I'm not a commissioner, the commissioners, superintendent, Sue, um the amazing scholars in our room and our families in our community who have came out tonight to support us. Um, as a program manager of the African-American Parent Advisory Council, I stand here um with a full heart and a full cup because this is the very group that once advocated for me and with me when I was a parent in need of community here in SFUSD before I ever became an employee. Tonight, three of our Apac parent leaders will share APAC's impact, our community's truth, and our recommendations for the year ahead. Usually, this presentation happens in February, but that was pushed back due to the strike. So, we are here now in April. But I ask that you receive our families and our parent leaders with full attention. We are missing the commissioner. with full attention, full respect, and with the understanding that when you support black families, you support all families. It is It is now my honor to turn it over to our presenters for the evening. Good evening, President Kim, commissioners, superintendent stew, staff, families, and community members. My name is Rianda. I am a mother of

three SFUSD alum and one incoming scholar and a founding member of APAC. I have been a member since its inception. Annually, Apac was honored to stand before this board to share where we have been, where we are now, and where we are going. We are asking this district to continue to walk with us. We have not been invited to do this since 2022. This year, the title of our presentation is the power of black family voice from advocacy to accountability. For more than a decade, black families in SFUSD have shown up to meetings, to listening sessions, to school sites, and to this very space to advocate for our children. Tonight, we are asking this board, our superintendent, and the district to match our advocacy with accountability. Before we begin, I want to bring in the spirits of our ancestors with a special greeting. Since 2015, Apac has greeted this board with the words of the Messiah warriors Cacerion and Gar meaning and how are the children. We dream of the day when the answer is

all the children are well.

Next slide please. Due to time constraints, we ask you follow along on the screen or on your printouts. This deck is available on board docs and will also be shared in the APAC monthly newsletter. You can scan the QR code on the screen to access it. The mission of the African-American Parent Advisory Council can be captured in three verbs, listen, educate, and advocate. We provide a forum to hear the ideas of black families in SFUSD. And we respond by educating, informing, and equipping our community to advocate for a high quality education for our children. Tonight, we have three objectives. share Apex impact and reach, center black student and family experiences within SFUSD, and present our 2526 recommendations. Next slide, please. Apex work is grounded in three core practices. Listen, educate, and advocate. We listen by creating affinity spaces for black families, centering black joy and experience, and using both quantitative and qualitative data through gathering surveys, phone calls, and listening sessions. We educate by hosting workshops and informational sessions, sharing community resources that support black student and family well-being, and building family capacity to participate in school governance. And we advocate by supporting families in using their voices to influence decisions, elevating family identified priorities

through formal recommendations, ensuring black family representation on decision-making bodies, and partnering with school leadership to hold the system accountable. This framework is how we surface harm, build capacity, drive accountability, and translate lived experience into informed advocacy. Next slide, please. I want to walk you through our journey because I have lived it. Apac was established as a district advisory body in 2013. Since then, we have grown not just in size, but in voice and impact. In 2016, we expanded to 39 schools. In 2018, we launched the APAC literacy campaign and distributed a thousand books in just one month. In 2019, we developed a tracker to monitor the implementation of our recommendations because accountability requires evidence. In 2020, when the world shut down, Apac transitioned seamlessly to virtual meetings and never lost contact with our families. In 2021, we strengthened partnerships with the city and county and the district to support families to returning to in-person learning. In 2022, we expanded into community-based programming. In 2024, we linked learning to the home to increase academic achievement aligned with district goals. And in 2025, we increase our visibility through research partnerships and policy advocacy. This is more than a timeline. This is a record of black families showing up year after year for our children. Next slide, please.

Good evening. My name is Lelle and I am the mother of a fourth grader and I serve on the sitebased APAC at Star King Elementary. When we say Apac's impact is real, this is what we mean on the policy and advocacy side. A APAC has been at the table advocating in policy tables on things like student assignment, ba biased math tracking, K through2 ethic study, policy work and restorative practices and sitebased advocacy. On the community building side, we have eight plus years of consistent general meetings, 30 plus school sitebased affinity groups, our evergreen literacy campaign, the APAC implementation guide, more than a decade of district advocacy, and we have even presented our model at a national conference. This is the p power of black family voice sustained, organized, and accountable. Next slide, please. This school year, APAC has been in motion. We held nine monthly general meetings, hosted dual capacity family workshops, and continued the APAC literacy campaign, getting culturally affirming books into the hands of our children. We deepened educational partner collaborations, sustained sightbased affinity groups across SFUSD and engaged in policy advocacy at every level. We hosted school readiness events and activities and we revitalized APAC workg groups. So the work of advocacy is owned by many, not few. I am privileged to see this work up close at my school

site. Every one of these touch points is a chance for a black family to be seen, heard, and connected. Next slide, please. This is the slide that names what is hardest to say. And as a sitebased member, I have witnessed the gaps in supports. What has not shifted enough? Our families continue to report an inconsistent sense of belonging, policy to practice gaps at school sites, ongoing racial harm and bias, uneven access to information and supports, erosion of trust and community fatigue due to unfulfilled commitments, insufficient accountability for implementation, cultural humility that is not consistently embedded, under representation of black staff, limited transparency in the absence of authentic sustained partnership practices. We name these not to shame, but to be honest, black families are tired of advocating for the same things year after year with no change. And yet, because of Apac, there are affinity spaces at the site and district levels. When allowed, family voice is embedded in decision-making bodies. We build shared learning and capacity. We deliver coordinated advocacy aligned to policy, practice, and accountability. Next slide, please. In 2021, Apac released our Black Minds Matter implementation guide, a resource for school sites to authentically engage black and African-American families and to launch sitebased affinity groups. The guide outlines minimum expectations for black family partnership from

professional development to school site climate to the role of an affinity lead. As someone who supports a sitebased APAC, I can tell you this guide turns the question, how do we engage black families well into a road map? The implementation guide is the how behind the why. We are currently working to update it and can't wait to share the updated version with everyone. Next slide, please. Hello everyone. My name is Raymond Robinson, the proud father of two current Cantonese speaking SFUSD students and three alum. I am here because our children deserve a district that doesn't just hear us but acts and because I know the power of family partnerships. Tonight I am going to share Apac's area of focus for the current academic year. Our 2025 through 2026 priorities are organized around three areas. each align to the superintendent's vision and the board's goals and guard rails. First, equitable funding and resource alignment, making sure that SFUSD's budget and staffing reflect the needs of black students. Second, student success, navigation, and support, equipping families with the tools to support their children's academic success. Third, family voice, partnership, and community connection. Strengthening authentic partnership so black families are heard and connected. These priorities live inside the superintendent's vision of strong schools, bright future, and inside the board and district commitment to goal one, guardrail one, and guardrail 2. From these three priorities flow three recommendations we bring to you tonight. Next slide, please.

Recommendation one, strengthen academic ownership. Black children are brilliant. Black children are capable of grade level work, of mastering literacy, of thriving in math. Our families knows this. Our children know this. Tonight, we are asking SFUSD to act like the district know it too. Thank you. All right. Uh stren uh strengthening academic ownership means our children are seen, monitored, supported, and kept on track not as an exception but as a standard. We are asking for three things on behalf of black students and families. Number one, black families deserve to know our children are doing how our children are doing. Progress monitoring should happen consistently with clear familyfriendly communication about whether our child is on track or off track beginning early in the year and continue throughout. We can't partner in our children's learning if we don't know where they stand. Number two, black children deserve the full benefit of the tools the district has already invested in. Personally, my third grade son, he thrives in the SFUSD learning uh resources. Um he is constantly exploring and teaching us how to navigate them. Tools like a mirror for literacy or LL must reach our children and be used consistently, monitored regularly, and followed up with real instructions. Number three, black children deserve grade level math instruction and the support to succeed in it. That means access to grade level work, timely intervention when they need it, and public reporting on whether our children are progressing. This is what academic ownership looks like for black students, and it lines up with what the board has already committed to, third grade literacy and student learning. Next slide, please.

As parents, we know our children thrive in schools grounded in restorative practices, where mistakes are met with repair and not removal. We know our black children thrive when they are in relationship with adults and peers who see them, know them, and stay with them. I want to name something clearly tonight. Apac has been recommending restorative practices to this district for years. It is reflected in our past recommendations, our advocacy and consistent community feedback. Our families have shown up. We have asked, we have pushed and still implementation remains uneven and our children continue to bear the cost. We also want to acknowledge that there are SFUSD staff working to expand and deepen the use of restorative practices across the district. They care deeply about this work and the students they serve. At the same time, this effort cannot rely on individual commitment and scarce resources alone. It must be supported by consistent funding and a clear systemwide commitment from the board of education and district leadership. So, this is not a new ask. This is a call for accountability on a commitment this district has already made. We are advancing three recommendations on behalf of black children and families. First, every child in SFUSD must have access to restorative practices. We need it implemented across all grade levels and at all sites. It must be embedded in the daily culture of schools, not only used after harm has occurred. Second,

restorative practices must be resourced as a core strategy. Our children deserve sightbased leads, dedicated funding, and a protected time for relationship building and repair. This cannot remain an add-on. It requires real investment. Third, families deserve transparency. Discipline data must be publicly reported and disagregated with targeted attention to schools where black students continue to experience high rates of suspension. We cannot address what we cannot see. This is what it means to serve the whole child and it aligns with the commitments this board has already made. Next slide, please. Recommendation number three, family partnerships. Black families are not stakeholders to be managed. We are partners. We are experts on our own children, and we deserve a district that engages us that way, consistently, transparently, and with follow through. As a sitebased APAC member, this is the recommendation I feel most personally. I see what happens when sites get this right. Black families show up, they stay engaged, and our children thrive. And I see what happens when they don't. Three things that we are recommending on behalf of black black families and children. One, black families deserve infrastructure, not goodwill. We are asking the board to fund the recruitment and retention of African-American staff, sightbased affinity spaces, and family partnership roles. Authentic partnership

requires real investment. Two, black families deserve clear district-wide expectations for how we are engaged. We are asking the board to adopt policy that sets the standard, timely followup, transparency and decision making, and meaningful opportunities for shared problem solving. When expectations are set from the top, schools have something to be measured against. Three, black families deserve to know whether those expectations are being met. We are asking the board to require the district to publicly report on how schools are partnering with black families and to act when the data shows commitments are not being kept. This is what authentic partnership looks like and it lines up with what the board has already committed to. Next slide, please.

Okay. On behalf of Apac families, thank you for your time and attention to giving us tonight. As a father, I want to leave you with these three asks. Receive these recommendations not as suggestions, but as lived expertise of the families you serve. Respond to them with action and with public accountability. Remember to do this work in partnership with us. As we have said since 2012, nothing for us without us. You can stay connected with us at apac sfusd.edu on socials such as Facebook at sfapac and through our newsletter at tinyurl.comacupdates and we close where we begin with the greeting of our ancestors and how are the children we look forward to the day when our collective response is

all children are well. Thank you for your time. Thank you. And before we get started, I do want to uh appreciate the fact that this was a little bit of a moving target, finding a time for you all to come to the board and and present. Uh you have a fierce advocate and Marishia, so I want to just name that. Um so, thank you for your flexibility, understanding. I'm very glad that you're here today. Um and especially presenting during a time when we have a guardrail 2 meeting. So, thank you. Um, I'll open it up for commissioners for questions and comments. Commissioner Ray,

u, my main question is more to staff, I think, because I had asked for, uh, I had asked about staff responses to the recommendations, and, um, I also just wanted to thank you all for taking the time to put this together and to come tonight. Um, does staff want to comment on any of the, uh, responses to the recommendations that APEC has? Aha. Um, yes. Responses to the recommendations um from staff. I am the staff that um supports APAC along with the support of African-American achievement and leadership initiative team. Um, as we have been working through all of the things and the changing systems and ways and bees and people that are in SFUSD, we are currently updating the way in which we track the responses to the recommendations and that we receive those responses. There has been a lot of work done on that and it has not currently reflected in the um recommendation tracker, but that is not to say that it will not be updated um by the end of this year.

Can I ask a follow-up question to that? I don't know, Commissioner Ray, if you're done, but um Miss Robinson, I really appreciate you being here on behalf of Apac and Ali. Um, but I would actually redirect that to the superintendent because while I appreciate the work of Apac and Ali, I would also like to recognize that the it's the job of every single one of us who work for SFUSD to be responsible for the outcomes of our black students, not just Ali and Apac. So, I appreciate that you're here and managing this and reporting on this, but I would also like to hear from lead. I would like to hear from um the folks who manage our schools and and see this work managed by them and accountability and ownership taken there as well as the work that's done by Ali and our partners.

Thank you, Commissioner Fischer. Um I agree that we should have this type of work um infiltrated or seeped into our bone marrow as a school district. Um, as our parents wisely said that when we lift the our African-American students up, we will lift the entire school district up. And we need to be able to do that. Starting with making sure that um we provide the adequate trainings for what we mean when we say we want to see our students achieve third grade literacy, eighth grade math proficiency, college career readiness. We've started with um a series of trainings for our administrators and we want to continue that training to deepen the understanding of our administrators in how they implement best practices around literacy attainments, best practices around supporting our students um to to really grasp mathematical concepts and of course setting our students up for ready for college career. and quite frankly life readiness. Um so training yes doubling down on that is going to be really important. I believe that the parents also talked about the fact that we need to reflect on our own culture on the fact that we need to put a mirror up to ourselves and say what it is that we are doing to support our students to support all of our students. How do we say that we're moving the needle uh on some of our students but then not all? So, it will require all of us. It requires me um and my entire team to make sure that we live to those commitments and the promise that we've made to our families in front of us, but to our families um throughout the entire

school district, all 50,000 of our families. Um, in terms of of our lead staff, I know that um our team have regular instructional learning community meetings um on a regular basis and I know that um our director of Ali joins that um Leticia Irving so that she can infuse uh the voices of our families, the voices of our um African-American leaders into these conversations. Um, but it cannot just be Leticia. It cannot just be Miss Robinson. It cannot just be some. It has to be all. And so we need to make sure that as we start changing the culture within the district, we are truly talking about all. And in order for us to move to all, we need to identify. And now this is my last point, the data point. We need to have accurate data collection of where our students are and who are furthest from success and how do we support those students and that is a commitment I've making as well building out our data team making sure that we allocate resources to um to identify where the gaps are. Thank you. If I can build on Commissioner Fischer's question, don't we have data on how our black students are doing?

We have lots of data and some of the ways that families are able to experience, review, and see district data through Apac is um being a part of our advocacy committees along with our um many community members and CBO partners who also participate in those. And the way that our advocacy committees exist is they are broken into subgroups of um of uh all different things that exist exist in the district such as LCAP, social emotional wellness and being special education, early education, black infant health, um uh maternal health, um all kinds of things, all of them. I can't list them off the top of my head. So

and I look at just for example recommendation to ongoing monitoring and accountability targeted reviews of schools with high suspension rates to ensure restorative practices are improving school climate and reducing exclusionary discipline. I mean we have those disagregated by school do we not accurately okay so sorry has to be engaged in the conversation here. Thank you. Um

yes sir. If you if I could just finish this one thing here and then I can um I feel like there are like concrete questions that come from operationalizing just this one point of we have learning walks. How are we incorporating the data that we have around African-American black students in our learning walks? We have those hopefully able to be disagregated by school. Presumably, we should be able to build a list of the schools with high suspension rates to ensure that we're doing a learning walk. Like I feel like there are some pretty concrete things that accom RPA and and Ali can very quickly do and then it becomes a question of putting dates to a calendar and just doing that, right? So like I I'm curious, has that happened? So yes, there are many of those when we talk about as you all know we are redoing the behavior matrix. So you can have the data but what is the response to the data and so we are looking at the data but we have to come up with the proper responses to it. We also have to start looking at that invisible data. So we talk about suspensions and who it's impacting and the push out of children espec especially black children that data isn't always readily available because there are silent suspensions. So we have to figure out better ways that we are tracking and better ways that we're responding and that is what we are embarking on with SFSD as we speak.

Thank you. That is incredibly helpful. And maybe this is where then I would say you know what I don't want to lose and you all started by saying essentially you've been asking for the same things year over year and unclear on all the progress that we are making like can we get a commitment to come back hopefully not a year from now but some sort of update that just simply has what is our progress to date for some of this work and I and and you know yeah

yes and and again I'm sorry I didn't mean to say we don't we're not collecting data I think it's really about the connection of data to change. We can keep seeing the same data and at some point we get desensitized to it. So we need to actually connect the data to actual measurable change and that is the hard work and I think that's the work that President Kim is asking us to do which is great give us the data and how are you going to change your practices to make sure that we are moving the needle for our students and yes we can commit to doing that

and I would just kind of put this last of like can we can we see it right like we we want to be able to tangibly hold that report, look at it, ask ourselves questions, ask the district questions. Um, because I I I I feel this way about a lot of our advisory council committee reports where the the consistent trend is we've been asking for years. We're we're making some progress here, we're not making progress here. And and and at some point, we just need to stop and ask ourselves where where do we have the pieces of paper that have all this information on it? Do we have a single place we can go to to see that information? And can we quite literally track our progress towards this information or kind of these goals here? And I would I would really encourage ourselves to think about how we're ensuring that systems like that are being codified, shared out, not just with our advisory council committees, but our board so that we know the next time something comes up in a progress monitoring meeting that we can say, hey, this is actually tied to a recommendation that came from a report to us by an advisory council and committee. So we can actually just kind of see that chain reaction. I think is what's really difficult in finding that through line in the work that we have. Mr. President, members of the board, I thank you for indulging me here and permit me to respectfully say that we have the moral and ethical responsibility to acknowledge that we've always had data, but we not had determination.

I have come to board meetings for now 50 years and I'm sad to report that we have not seen black people in this town. Steinbeck said, "I wonder how many people in my life have I just looked at but did not see. It is time that this school district and this city sees black faces as being human." Yes, I said that. I do not make this statement to be cute, but to be a trutht teller. I have newspaper articles going back to 1979 and the same thing was going on. Ali has done a great job. Miss Irvin, the superintendent's heart is in the right place. She is empathetic. But you have a moral responsibility. I tell you to do something. You don't need any more data. We had the red book on Rohos. We had the dream school under Arlene Acriman. We had students of promise even over in Martin Luther King Middle School and the union and some people kill that excellent program that could

have helped us to make a difference. And I not notice I said us, this is a we thing. We're not expecting anything to be done for us, but to work with us as a dream team. We just came through the reparations situation at the state level and at the local levels here. And after nearly 3 years collecting more data, what did the board of supervisors do? What does the state do? All they said was, "We sorry." Gave a cotton candy apology, but we don't have no money. We're not asking for money, particularly here locally, but just to use the infrastructure and get the just fair amount that should be coming to black people. We're not asking for anything from for anyone else, but just to be fair, to be decent, to be honorable, and to for God's sake realize that Asmar said, "America as a an ignorant cult will destroy itself." A great scientist said it. And you cannot make it with some people not being trained and others being privileged to get training. I end with this. I was at the barber shop on Saturday

and a young man out of this school district working in that barber shop overheard a conversation that there was a family from the Ukraine refugees. Do you know what this young man asked the other barber? What is a refugee? He's a product of Martin Luther King Middle School mission. And yet he didn't know what a refugee was. Why? Because in general in America, we don't read. We spend 17 minutes uh reading and 350 minutes on those gadgets. Now our children are glued to them. But the bottom line is this. I'm saying this passionately. I appeal to you. I beg you. I beseech you as a board. Hook up with the black church in this city. I'm not talking about proitizing. Not talking about going to heaven. But doing what the black church has always done historically, we made the difference when even the society and the system failed us. The black church in a nonpasting way with the freedom school up in Sacramento, San Francisco ought to be shamed. up in Sacramento, they have three to 400 children in freedom school because Kevin Johnson, the the mayor there, took the leadership and made education a top priority. Now, Mr. President, ask your colleagues, please, pretty please don't sit on this.

Don't ask them to come back for another report, another analysis. But we we hit the ground running and we join with the superintendent and we get with the freedom school model and we work with the black church and we won't be coming back to this board making apologies. But we will say look what we did and we will all be smiling and we be promoting more doctors and lawyers and scientists and even somebody to find a cure for cancer. Yes, we got some brains because there was a young lady who's black over in North Carolina who was with the lead team

Reverend Brown to give something for evil. Thank you very much. That pandemic we came through. Thank you for your time. Thank you for But Mr. President, don't keep the old man waiting. Let's get with it. Thank you, Mr.

Thank you. Um, I have two questions. So, first of all, thank you. Thank you for the work for the last 10 years and beyond here in community, in schools, in our homes. Um, grateful for it. Um, thank you. I Yes. Thank I'm sorry that this has been delayed. Um, I also think actually that the fact that we're talking about the whole child and you all are here and we're talking about ethnic studies actually makes a whole lot of sense. Um, I I have two questions and I actually I think I'm going to direct them to the superintendent because I think y'all did what you needed to do. Um, and so I'm going to direct this here and to whomever um, you think is appropriate. So, and this relates to data, but then the the what now, the what next. So, so the first question is about the what we know are these disproportionately high rates of suspension. This isn't new. We have known about this for a long time. I have a question. Are we tracking along with these high rate disproportionately high rates of suspension the loss of learning time? Because I wonder if our school sites or our district leaders knew that we were going to have to make sure that each kid got the amount of learning that they are legally entitled to, we might pause on how quickly we're willing to suspend someone. So just in terms of putting some tension there and maybe maybe having someone think twice about am I just going to suspend because of a microaggression or a macroaggression or just plain racism. I just wonder if that could be some place where we could say that could put a little bit of pressure and have some pause there. Um because that suspension results in learning loss. It results in a loss of learning time that we are legally required to provide. So that's one question. The other question um is about it. It relates to hiring. We know that representation

matters. Y'all, I thought I could be an actress when I saw Lisa Bonet and Rashidita Jones. I was like, biracial Jewish woman, I am her. Or I could be, you know, uh uh Rebecca Walker, Alice Walker's daughter. I could be an author. Representation matters. And I remember the last time we had this conversation, it was what is HR doing? What are we doing to ensure that we are out there recruiting folks that look like our community that look like our student body? I don't I haven't heard anything about it. So, but that seems like an real important action item and I would like to know where we are on that. Uh I'm going to invite our assistant superintendent Tony Payne to see if he can help with that first question. I think this is another um key data point of what does it mean when we we move a student from our school and how does that im how how does that how will that impact our students learning? Um we already currently track the number of students that are suspended or expelled but you're absolutely right that we need to actually track the minutes that we're that that our students are are losing um in learning. Tony, do you want to speak to that?

Is it working? Okay, there we go. Thank you, Superintendent Sue. We're going to be presenting tonight on uh suspension data in just a little bit here. And absolutely, outof class time caused by suspension has a huge impact. Uh our chronic absenteeism rate for African-American students is unacceptable. And when students are suspended out of class, they become chronically absent. So yes, there's a direct correlation between that and and we do owe that time to students. Are we currently tracking the learning loss minutes? Uh as best we can. We definitely need to do better on that as well

because I will say if we're not tracking it, then how are we making sure that they're actually getting those minutes? That is our duty. Thank you. But we should not rely on our community to hold to to do that. We need to hold ourselves accountable. And I certainly feel that we should. Let's look back. Let's go back and look at the data and let's try to see how we can track that because we do owe our students those minutes of education because we know that our students need that. Um, thank you. Okay, more to come.

More to come. Um, in terms of recruitment, I think that that's a excellent question, Commissioner Wesman Ward, because I I do feel that um our students need to see uh leaders and educators that look like them, that probably have some of their similar experiences so that they can see themselves um in this other person that's in front of them. And we need to also do a better job at making sure that we attract and retain educators and and leaders of color in the district. Um that is definitely something that uh I am working on with our um HR department so that we are out and uh out and doing very active recruitment. We already have existing partnerships with some of our local universities um and uh places of higher education, but we should do more. I think several months ago I shared that we attended our um the conference that was here in San Francisco um that was uh very focused on bilingual biiteracy um education and we had um our HR team there actively recruiting. We need to do more. Um, we need to make sure that we have staff that will help us move the needle on these big goals that we have for ourselves.

Um, thank you uh very much um for once again coming to us with recommendations um that you've given us before. And as Reverend Brown said, we have the data. What we have lacked is the determination. we've lacked the follow-through. Um, and I do think it's a cultural problem as a superintendent said and so it's it's sometimes that puts us in a in a negative mind state as well. So I want to ask a different question. What are the examples based on data of any kind that we have of black excellence in SFUSD? I know there are many a lot of them. What are the examples of black excellence? And then how are we cultivating those and growing those? what's our strategy for expanding them so they apply to all black students in our district?

Thank you. Um, that's an excellent question and I think first and foremost we have the amazing African-American Achievement and Leadership Initiative, Ali. And through Ali, we actually have a number of programs that really um, uh, works with and supports our African-American students. Um but through the leadership of the Ali team um we have spent uh uh a lot of time working with the educators that's in the room with our with the African-American students. And this year alone, we saw the largest increase in our African-American students literacy um uh attainment. And like I think was the largest in over 10 years of increase in our African-American students literacy attainment. And that's because we have a focus on making sure that our African-Americ our teachers, our educators um see the priority that we have because we actually called it out as one of our metric um in go in goal one. Um and and then also we have um our Saturday school program where we are bringing all of our African-American students and their families together to really build community um together but then also have our our um educators there. And so families and students are engaging together in a very meaningful way um to build confidence and comfort with all of these different materials. I've also heard that um in high school our sophomores and juniors um and and uh they are um engaging in uh um accelerated math and geometry. Yes. Um at a very very high rate because we have

again um leaders and educators who are providing that very focused and targeted support for them. There are a lot of bright spots that we are seeing already in the district and we're seeing the growth in our students um education. We need to do more of that. We need to be very intentional and again moving from what we s we're seeing in data to actually um identifying the bright spots, doing more and then identifying places where we're like okay not enough we don't see enough growth and so maybe we should pivot. But so far the things that we're doing um we're seeing that growth particularly in literacy and in math.

I I appreciate that and that's a great um exit listing of examples. I'm I'm going to ask specifically around the budget conversations over the next couple of months for specifics around what are we doing to invest in black student achievement. Um, you know, one example that's come up that I just want to mention is the, um, lesson study math pilot at John Mureer Elementary where we saw black student achievement on mathematics go from about 10% proficient to over 50% proficient over the course of about three or four years. But what I've heard, I don't know if this is currently the position of the district, is that perhaps that program is too expensive to really um to really invest in on a larger scale. My question is what does too expensive mean if that's the case or if not why aren't we investing or why aren't we choosing schools where at least where there's higher percentages of black students and making the investment there right so I mean I think I want to see in the budget strategic investments in resources that's very clear and so if we have data on a program like that how is it being expanded right and it needs to happen quickly it can't just be we're going to wait three more years and have them come back and give the same presentation year after year after year. So, I'm going to vote no on the budget this year in June, unless I see very specifically targeted and specific investments that are based on current success and are going to improve achievement for black students. And so, I just said that on the record, so please hold me accountable to that. Everybody, student delegates, I know we're getting close to 9:00. Do you want to share anything?

Just my very sincere gratitude for this very thoughtout presentation. Um like the slide deck in general and the way you guys presented. You guys are very articulate and I appreciated that. I'm inspired to speak well as you guys do. Um yeah, I think um this is this is something that's really important. obviously um for all grades like I know um at LOL we have a lot of resources for all of our students and we have like a black student union we have all we have a core four um groups that like participate after school and all all things like that and I think um like just thank you for putting this together and for all your hard work I read that like this is something like over eight years like that's pretty cool like I think that's longer than I've been in in the district. So, thank you.

I'm honestly I love what you guys are doing. I've seen how how students said I go to Burton and so our black student union is really good. Everybody all of my friends who attend it all the constantly say they love it and they receive that support that they need. Especially for SFUSD right now, not every not every student receives the support that they want or we don't have enough stuff to like staff to actually give that. And so having a community feel like they're being supported and have that extra support that they can't receive sometimes at home or outside of school or can't afford it in general is really really important and I've really really appreciate it. I've seen it do a difference in person. I hear about it all the time and I hope you guys expand and get what you guys really really need because it's it's amazing and it's and it's done a big difference and a lot of my friends got that extra support for AP testing really good. All of them got four. I'm really proud about that because AP testing is not it's not easy. Let me tell you that. So yeah, just keep it up and I'm ready to see a big change. So yeah, thank you Sorry. Thank you. Student delegates. Um I just wanted to add a couple of points about around hiring and um retention that although we can work with HR to make it happen, um Ali has had an invested interest um in ensuring that we are hiring and retaining um educators as well. But this also is a conversation for us to work in partnership with our unions around re recruitment and retaining them and um around diverse folks um bu bringing them into this space. And then the other thing I wanted to say is that um for the student delegates and for those that are listening in the general public, Ali um as well does do some work with our BSUs,

our black student unions and our um student leaders um in space spaces at the different high schools. And so all of I say all of that to say that as a department the ability for us I say all that to say that Apac was started before Ali pre-existed and because of that everything that Ali does and looks to and pushes and moves is based not solely is based on and is influenced by family voice because we Apac was the foundation um a part of the foundation for Ali and so When we bring in family voice, it is not just to empower the parents or to cultivate the power within the parents or to build the capacity of educational leaders but also to ensure that students have what they need and to build the next parent leader through those students in whatever may way it may exist. Um, thank you all for your work. I don't want to make you sit here later just to hear all of us um give our praise, but it's well deserved. Um, I will say we're nearing the end of the school year and I'm having a little bit of deja vu uh to the beginning of the school year when we heard from the Latinx Community Council um because many of their recommendations um like your recommendations I think are really highlighting things that we as a district need to do better to the benefit of all students. They are not things specifically to benefit any one community. They are things that we operationally need to improve systematically need to improve to the benefit of all students, but that will uplift our students furthest from opportunity the most. And so I'm just looking back at the Latinx Community Council and they were talking about things like analyzing the cost and

impact of current programs, making sure that we have evidence-based English learner curricula, things like that. And it to me echoes the things that you're saying around, you know, increased fidelity of district provided instructional tool use. Like that is not an APAC specific issue. That is what we were talking about at our you know goal one early literacy monitoring at our goal two eighth grade math monitoring. We have invested in these new curricula, but if we are not actually um having the system coherence to make sure that it impacts the students in the classrooms, it it's all for not. We actually have to make sure that we are holding schools accountable, which is another one of your recommendations, holding schools accountable for implementation. Um, and so I sometimes I think have mixed feelings about these presentations because I feel like they should maybe be part of just the regular monitoring presentations because these these are things that um don't stand alone um in a silo to only benefit certain students. So, thank you for the work that you're doing in uplifting all of our students. And I think, you know, the flip side of um Commissioner Alexander's point about like what are the specific programmatic bright spots um to uplift black students specifically is what are the systematic investments we need to make that will uplift black students as well. And so I think that's why you hear us ask about what is the district's response to those recommendations because um that allows us to I think hold the district accountable for saying well you agreed with that you said you know that is what we're trying to do. Um, and so I'm wondering if there are um partic like for example increasing

fidelity and district provided instructional tool use. You're highlighting Amira for literacy. You know, it goes directly to our interim goal. Are there specific things that you're seeing at school sites that you think need to change um in order to achieve uh to implement your recommendations? Repeat the last part of that question. Are there specific things that you're seeing at school sites in order to implement that need to be done or changed in order to implement your recommendations?

And while you're thinking, we'll thank the student delegates for being here and uh have a great evening. Thank you. I think as um we mentioned in the presentation and it may not have been said or called out explicitly but a sense of belonging for all it will dramatically increase academic proficiency. Um I think that uh as far as implementing the recommendation school sites um we have what 120 something of them they all move about this work in very very different ways and they all have high spo spots and low spots but that that is their stories to tell and I think that as a board uh that those are those their stories to tell and now that you all have preview to the recommendation and the things that are happening once you embark on your engage engagement with school sites and um whatever policy you may adapt into engagement with school sites, you'll be able to see what those things are that are impeding the progress into meeting the recommendations. Additionally, I wanted to add about um the reference to the Latinx uh presentation earlier in the school year. Um just like this system was designed to historically hold back those furthest from opportunity, their presentation was designed to co-lift all of our recommendations. We spend a quite a lot of time together as advisory liaison preparing and um supporting our families and building their capacity and figuring out what is best for all. I think the um most recent uh reflection of that was LCAP uh recommendations that were given last year that was done with advisory le um with advisory representatives from all of our 12 15 I don't know we got a lot and we and rightfully so we should um uh advisories and that was hard work that was done. It was unpaid work by

those parents and those families. It was long hours. They read through those LCAP plans. they did those things, but also what it did was build community and um within each other um as advisories so that we understand where each other is coming from and um know what our communities all need. But I will would be remiss if I didn't say this. Black voices get drowned out of most processes in this district and it is important and imperative that we are here to uplift our voice. Hey folks, thanks so much for this report. Really appreciate it. Marishia, thank you so much for all you do um across so many different levels. Uh and also thank you Leticia for all you do and some of the progress that we've made on on on this work especially around academic outcomes. Um I I always get a little squeamish anytime someone says we don't need data. Um just because to me we need that data for accountability for holding the school district accountable and you know to spend the funding on solutions that are clearly working for our students so that we can continue to understand where we you know we have scarce dollars. How are we spending our funding to make sure that we're supporting our students? we're doubling down on what's working and then also taking stock so that you know we're we're not leaving anyone. So again, thank you and I'll keep my comments brief. Thanks. Um I my first question um actually is just a curiosity one. I have uh attended events in the past that involved the algebra project which was uh founded by Bob Moses and who talked a

lot about math as a civil right um math literacy as a civil right and one of the things that uh that they do for instance is um I just double checked it they organize community focused hands-on math fairs and nights to promote math literacy and like family math math night with interactive games and stuff and I'm wondering if something like that would be something that that you families would welcome if that's a way to strengthen partnerships for instance or I'm just trying to get a beat on like what might be of interest and ways to you know to go beyond some of our normal strategies and strengthen the engagement there. It's my first question. Um uh again going back to uh I realize that uh we have a mixture of um knowledge base of Apac on the the the current board right now. And so we have always linked learning to home even though our timeline mentioned it in 2024. There has not been a general meeting that was not held with some type of academic component. We've always designed workshops and experiences that are not only educational but engaging and fun for families. Whether it be literacy um whether it be math, whether it be a steam night, we had one of those this year. Um so, uh yes, we do invite those type of activities and we have engaged in in them in the past. I think um what's missing from that component is um families being able to come back to their school sites and share the excitement and the knowledge that they learned. Apac in partnership with our um special advis our community advisory council for special education were the first to bring those experts in on the science of reading to families directly to families and not um just in educators so that our families understood the new curriculum and things that was going to happen and coming in. The same with um piloting our uh I'm sorry, the same with

exposing our students to um different tracks of math and um math supports. We've done that as well. But yes, um engaging fun family nights um with CBO partners who got a little bit of coin is always invited.

Freedom. I know work with comprehensive plan. We will be uh the Ali team will be engaging in freedom school this summer. So we are excited to launch that and serve over 200 SFUSD students do during a extended school year model during the summer. I'll see to Alita for a minute because now I have forgotten my second question. My apologies. Commissioner Ray, I feel like I keep stealing your time. Um but um I thank you all for being here as always. Thank you for your work. Um, I just I keep go I appreciate Commissioner Weissman Ward for some of the questions you raised earlier. Um, especially about learning loss. Um, and and the the themes that keep coming up about the the work that is ongoing that and we do not see the results of our actions. Um, we're I want to remind us all of CEACE, the comprehensive coordinated early intervening services and that's we are as a district sanctioned by the state because we are significantly not just disproportionate but significantly disproportionate and the definition of that is ongoing year over year over year into a very large percentage that we are significantly disproportionate in the number of African-American youth that we suspend um as well as the number of African African-American youth that we refer to special education for OI and ED which are the two eligibility categories related to behavior. They are the two wiggliest categories. Um

and this work has been ongoing for gosh over a decade since I've been involved in it. But I just want to highlight the 2021 report the root causes of cease that the CESACE team identified. Um, one, systemic racism and cultural dissonance resulting in a culture that lacks meaningful student relationships, culturally sensitive practices evidenced by explicit and implicit biases, low expectations and misconceptions. Two, lack of authentic partnerships with parents and families leading to compromised and marginalized relationships and distrust. Three, lack of a comprehensive multi-tered system of support, including inconsistent core literacy instruction. We're working on that. Tier one and tier 2 interventions and an undeveloped bridge between early education and early elementary. The fourth one, and then I'll stop. Lack of comprehensive multi-tiered system of support to address behavior supports. Tier one and tier two interventions are inequitable and inconsistent in discipline procedures and practices and an undeveloped bridge between early ed and early elementary. Not much has changed. That was five years ago. Um and so I think where I'm really excited to hear what we've heard tonight is that we're actually going to do more than admire this problem and hopefully put resources. When we talk about accountability, it's not blame and shame. It's how do we resource the solutions that actually drive change? That's what accountability is. Um, and so, Superintendent, with all the conversation we've had in mind so far, when when can we see the plan? When can we see the plan that includes the resources to Commissioner Alexander's point about not being willing to vote for the budget? Sounds like June is a deadline. Is is it reasonable to expect that that we could see some kind of like strategic work before then or what what can we promise to community?

Um, very easy question and and it pains me to know that this is something that has impacted our African-American community, our students for many, many years. I know that I've worked in the city for almost 20 years now and um have seen the persistent and very stubborn um data um that our students, our African-American students um experienced and unfortunately it will take time and it will take all of us. Um I do know that when you start at least you you're moving forward. Um so I commit to starting. I know that um last year I know uh Commissioner Fischer, you and I both joined a weekend retreat that kicked off the CES process. And in that meeting, um, we had many, many members of our African-American educators, um, and leaders in the district coming together saying that we commit to changing our behavior, changing the culture, making sure that we just don't collect data to collect data to check a box, that we're actually talking about moving the needle for students. Um, and that type of work does require focus and money and and we have to do better at that. Um, I know that we have a small but mighty team that is working on that because it's not okay. It's not okay that that we see so many of our African-American students suspended or moving towards expulsion nor moving into or making uh being recommended into special education. There is something else going on and we have to again

look in the mirror and and figure out what that is and make those change. Um I commit to making that change. I commit to starting um and working with our parents. Um, in terms of a fin of report, I've heard loud and clear from from both Commissioner Alexander and now Commissioner Fischer that you expect us to do better and make sure that the budget that we present in June includes something um in it that would um indicate that we are serious about about action um and about the the um what parents are asking us to do to support their students and support their families. Um, I commit to that.

Don't leave the rest of us out of that request. I remembered my second question. We Okay, please.

Um, it actually had to do precisely with resourcing and with recommendations. Part of what I was concerned about here and my question is directed to Superintendent Sue as a result is that we tend to say a lot that we can do things and if there are recommendations that parent groups are making that we actually don't think that we can do or that we can't resource for whatever reason I think that it would be more helpful for us to actually say that rather than saying that we're going to do it and then never do it and then somebody might be able to find other means of being able to resource it or move it forward in a different way and not just kind of be waiting around in limbo. So my question was around that like um are we sort of willing to um like is there a process or are we willing to actually say what we think we can and can't do at at a given moment so that people can act accordingly with that information.

Thank you, Commissioner Ray. I again I'm going to have to sit down with my team. I know that uh we have all of our assistant superintendent in lead is listening in and or in the audience. Um I know that we also have um our other assistant soups in here, our heads of our head of special ed here. Um it it will take all of us to come together to identify one with parents identify where the bright spots are, where we need to double down, what's working, what's not working um and and and start. So, I commit to doing that and I know I'm looking to see the nods from my team. Um, I know that um we are doing that. I will say there are some bright spots that's already happening within the district and so we need to do more of that. Um and and uh again I will bring back um more information and more detail at time of adoption uh budget adoption. Uh, speaking of needing to find plans to do more, uh, we're going to transition. Thank you so much for your presentation, for all your work. Um, thank you for being here after a few years of hiatus. Um, we know that your work had not stopped, so we appreciate your time. Thank you.

And thank you. You got something to say, say it. Yeah. I just thought you get one minute. They're clapping, but we just want to thank you for allowing us the opportunity and we look forward to working in partnership with you because again, nothing for us without us. And we are very strong and solid in in that stance. Um, we thank you for owning the need for accountability and for positive change and not just to name it, but to actually put the action behind it. Um, and we look forward to seeing what those actions are going to be because again, when our students rise, all students rise. Thank you, Mrs. Marshall. Did you want a minute?

I just want one minute. I just want to follow Revan Brown. Who can follow him? To thank Apac. It has been another amazing year of great programs, great parent meeting. I missed the last one. It sound like a retreat because I was out of town. So, y'all owe me that one. But thank you, Miss Marishia. Thank you to every parent sitting here on this Diaz. Thank you. And to Ali, to the amazing Miss Leticia Irving and her team, thank you so much. Veron Brown and I have followed Apac and Ali throughout the school year, whether it's a Saturday school program. The curriculum was absolutely fantastic. And my three grandchildren were in that program. They were mesmerized by the curriculum and also the food. One Saturday, the food truck got stuck in some parade or something. They would not let me leave the campus until the food arrived and they ate. So, thank you for that. So, for so my concern, superintendent and board commissioners, is that you fully fund both Arly and Apac. Thank you so much.

Thank you. Thank you so much. Okay, we will transition to item F, workshop on student outcomes. Uh, Dr. Sue. Yes. Um again, thank you APAC. Thank you parents. Um so now it's my pleasure to bring up our um our amazing student family services division as well as our research planning and accountability team to talk about guardrail 2 which is serving the whole child. I'm going to hand this over to our assistant superintendent, um, Tony Payne.

Good evening, commissioners. Uh, our report comes at a really opportune moment after we've heard from, you know, our amazing uh, African-American families. Gar to next slide. Okay. Go tou as you know covers attendance, sense of belonging and disproportionate suspensions. Um as we look at our first slide here on attendance as you can see the the blue line was our goal and the black line is our current chronic absenteeism rate. Uh, as you can see after last year where we had had made progress, this year our chronic absenteeism, excuse me, last year our chronic absenteeism actually increased. If you look on the right side, that shows our chronic absenteeism rate by uh period of this current school year. um you see in uh period 3 and period 4 around Christmas time and then into the new year uh there's kind of a usual spike but unfortunately this is on track to be even greater overall at the end of the year closer to 25% than over this year's 24%. So the news is not good. Next slide. So our our strategies to address this have been first of all uh uh crit uh sorry coordinated care team plans. So across all our schools we've asked them to put in place plans to uh support students to come to school. Uh they include tier one attendance goals and strategies and tier one is you know for all students and then a focus on relationships and reducing barriers to attending school. Uh central support has

included uh review of plans and feedback uh providing some professional development uh consulting with sites and uh tier three case management. So tier three is for those very few kids that um are are truent right have really uh large attendance issues. And then last piece is we work closely with lead to uh collaborate on implementing the CCT plans. Next slide. All right. So, we do want to share uh what's working and and what some barriers are. First of all, um the schools that have CT plans that are based on relational strategies. So, just as we heard earlier tonight where they build uh relationships with families and students have a better uh you know a better job of reducing their chronic absenteeism. Um but we see unfortunately of course that schools that don't have plans had the worst chronic absenteeism rate. So 27% of their students. Um so our barriers are we only have 64% of schools reporting full implementation. 36 are partial implementation and we have the 315 tier three students who have the worst attendance challenges are managed by one staff member. Um, this is when a wider context of chronic absenteeism has increased 75% nationwide since the pandemic and and obviously the like the federal context around our newcomer and immigrant students has depressed school attendance. Next slide. Uh we have an example of and it's been mentioned tonight some of our schools

despite all these challenges are real bright spots. Uh the the school started with data they identified kids that were less than 90% and found two areas of need. So for kindergarteners, first graders, they identified K1 students with low attendance. uh they asked families, they listened, built relationships and worked out solutions to get the students to come to school. Uh also newcomer family support. So they identified that newly arrived students were often missing school, asked why and listened. So identified housing instability, food insecurity, and trauma as key reasons why they weren't making it to school and were able to hire a family liaison to support with case management and addressing those challenges. Okay, next slide. I'm going to pass over to my colleague Carolyn Farley Norman. Thank you Tony. Good evening. I am sharing the slides on guardrail 2.2 which is sense of belonging. So this slide represents um as Tony mentioned the black line is our currently where we are with our performance data around sense of belonging compared to the target data for this year. So the good news here is that we met our goal for sense of belonging. I do want to point out there was a large increase in sense of belonging data from 24 to 25 and I just wanted to highlight one of the reasons for um that increase is that within the survey that the students take we removed the neutral response for the secondary students. So, we really wanted to get um a sense from our students if they feel more favorably for sense of belonging in the survey or less to their school and and how they feel um for those questions on the um culture climate survey. Next slide. some strategies that we'd like to share or highlight around building our sense

of belonging is really around a collaborative effort that's systemwide um from central supports but really focusing on school sites who are the ones who do the work every day you know with our students to ensure that they feel like they belong. Um one of the highlights is as Tony mentioned the coordinated care team plans. We really focused in the roll out of those plans that schools need to incorporate tier one goals around um in all three of the categories um for their goals for this um coordinated care plan. And all schools that did submit a plan for um and a goal for the sense of belonging indicated the relationship building was a key strategy um at their school site level between the adults and students. Next slide. some evidence. So as you noticed that this goal we have increased over the last four years with sense of belonging at our school sites. But I really want to highlight this slide includes things that were working and some key insights. But really this started in 2020 when the board resolution passed that all schools should have a coordinated care team at their school site. And so that was as a result of the pandemic um in which we wanted to ensure that schools were supporting students in the return of school from being out of school for a long time. So this work has been happening at the school sites to really re rebuild their infrastructure and support for sites to or for students to feel that they belong. Um and in addition that was in 2020 but since then we have the last three years really focused on that coordinated care team plan. um that all school sites um complete um and that you can see from the insights that strong relationships and sense of inclusion help support attendance as well. Next slide.

So we like to highlight best practices and relationships um and really particularly for relationship building for uh the sense of belonging. So these are two examples of some of our sites and the work that they're doing. one is a high school where they really highlight um schoolwide celebration, assemblies, um academic and athletic personal achievements. Uh and and the other elementary school also highlights student recognition and morning circles. They focused on an inclusive schools week programming at their site. And both of these schools had a higher than average um sense of belonging than the district. One was um it actually also improved like six% from their previous year and the other one improved um 7%. So they had some um great strategies that they were using at their site. Next slide. I'm going to pass it back to Tony. Okay, I get the bad news again. Uh this is Gar 2.3 which is disproportionate discipline. As Commissioner Fischer already mentioned, uh we are significantly disproportionate in our rates of suspension for African-American students. As you can see on the left, although our our suspension rate has gone down, so that's 9.13 for every 100 African-American students, we're not at our goal. Um on the right side, it's broken down by grade level. So on the bottom you can see in elementary school uh the suspension rate of African-American students is pretty close to the general rate for all students. But by middle school in the middle there and then into high school you see a huge gap between uh the suspension rates for all students versus African-American students. Uh next slide please. So, uh, we do have evidence, and you've

heard this already tonight many times, that, uh, restorative practices trained schools show lower suspension rates than non-trained schools at elementary and high school. So, we had, uh, 44 schools trained and uh, of that 13% reported inconsistent implementation. 74% of those schools had restorative practices in place and they reported active RP across the school and use along other side student discipline strategies. And then of course we had we were able to sustain a $400,000 grant to uh support uh our black students thriving. Uh this is trying to, you know, change our system and not quote unquote fix our kids. Next slide. And so we we do have a treat for you. I have the principal of Willie Brown here to talk about a bright spot at her school.

Oh, treat at 9:30 at night. Um, hi everyone. Malaya Mutan Fuentes, principal of Willie Brown Middle School. And um, yeah, I'm here to talk about what we've done. We've always believed in restorative practices at Willie Brown. That's not like something new for us. We always had elements of it uh in place at our school site. Uh but we recognized that we needed to make a really clear shift because we knew it was best for our community. We know it's not best for students to suspend them, right, and send them away. Um to be honest, right, when you're in schools and um you're underresourced and you don't have time, a lot of times the disciplinary means are much easier than the restorative practices. It requires staffing. It requires time. Um it requires a real commitment uh from leadership all throughout the school. Um, so anyway, moving from last year to this year, we decided like we're really going to um do restorative practices and we're going to really make that a key component of what we're trying to the shifts we're trying to make. We I did the training last year, which was really helpful. And um we decided to replace our restorative room, but it's it was really a referral room um where kids are being sent right when they're they're getting sent out of class for doing something. We had a whole um means of how teachers addressed it. It's not like you send a kid immediately out of class. There's a whole system to it, right? But essentially what was happening was kids were getting sent out. We'd see a lot of the same kids in the referral room or restorative room, the restorative room became a hangout, right? So we knew that we wanted to shift that. Uh and so we moved to a push-in system this year. It requires a lot of support. It requires collaboration between our counseling team, admin team. We're all on deck. Our

beacon um staff are in there. And so we're pushing into classrooms really again emphasizing like wanting to keep kids in class learning. Um and it also just shifts for the teacher too this thing of like now the problem is yours to deal with, right? But like it they stay in the classroom and we got to figure out how to help this support the students in the classroom. Um, we also created, and this was really the counseling team, I'm not going to take the credit, a restorative action menu for students, so they have a lot of choice in how they're repairing harm when there are incidents in school. Um, I think this year we're being really intentional about how we're supporting students after incidents. It requires a lot of followup. It requires like, you know, making sure that we're like, did we hit the green? Did we address this thing that happened? Um do all parties feel um confident that this was a this was the right approach and this was the right way forward. Um providing a lot of meaningful inter interventions, mentorship at the school site level. Um I think we heard it tonight. It's been a through line, but really a sense of belonging. I cannot emphasize that enough. Uh we have tons of student clubs from anything you can imagine. I mean we've had it all. We have D and D club, we have chess club, we have knitting club, we have spaces for kids to plug in. And then we also have a lot of leadership opportunities, especially for our bipok youth. Um, and I think that has been super important for us as a school in making this shift. Uh, let's see. We're not a perfect place, right? We still have work to do. So, we're going to continue training and supporting our staff to strengthen our restorative stance. Um and again like it really requires a collaboration of admin counseling team our uh beacon our CBO partners Coleman advocates has you know

they have been rocks for us. YCD the violence interrupterss have been really helpful this year really consistent and a presence on campus and then um also our partnership with uh improve your tomorrow IYT that's doing really uh targeted uh mentorship to our young men of color at school. So, it's a team effort, but I think I mean, I guess I'll just end with this, right? It's like one thing to say it. Um, but those of us who are at the site every day, day in and day out, doing that work of walking through that door, you know, when it's hard and um the work is is not easy, I think it it requires resources and it requires a real commitment. Um, you know, so yeah, thank you. Thanks Mia. We really needed that. Uh so so again you know the work is really hard but it it clearly can be done. Uh this last slide is about our plans moving forward and you know and again I think it's about uh really intentionally looking at what works and instead of relying on bright spots systematizing it across our district uh first with attendance. So standardize that relational approach uh support 100% according to care team plan submission and and make sure that we we give targeted support to our schools that haven't fully implemented uh for sense of belonging. Obviously we want to maintain our promising practices and progress. Uh we wanted to integrate identity and culturally sustaining practices into all schools and classrooms. We heard that from uh the APEC tonight. And then monitor equity gaps. Uh for discipline inequities, we want to

expand and standardize restorative practices training. We want to act on our our what we found in our research and then uh refresh the behavior matrix. And what that means is back during the uh safe and supported schools resolution when that first came out, we redesigned how we did discipline to get away from punitive approaches that that the data just shows just don't work and alienate kids from school to putting in place options for schools to address uh challenging behavior. Uh finally uh systems improvement. So implement an integrated data system. We've heard about data tonight and you know I agree that we have to measure things to hold people accountable but it's also really important to measure things that are working. Uh an integrated data system will let us track interventions and whether or not they're working so that teams uh coordinated care teams can have real strong time information to know if if the work with the student is being successful and whether they need to go deeper or shift that work. um staffing. Uh as you know, we've been under a really challenging budget uh time and and we frankly we've missed in terms of aligning our resources in this this time of declining budgets. Uh we don't have enough money, but we always have enough money to do right by students. And so one piece of that is to make sure that we staff in a supervisor of attendance and sense of belonging. Uh, next piece, partner with Spark SF to secure funding for their work and, uh, continue to work with our partners in DCF to look at funding a a really robust system of MTSS or or multi-tered supports.

Great. Thank you. That's the end of our presentation.

Thank you. Um, I'm gonna Great. Um, thank you so much for your presentation. Uh, Principal Points, thank you so much for being here. Um, I'm gonna mostly talk about uh 2.1 attendance in part because so much of 2.2 and 2.3 depends on the fact that our students are in our buildings. And so, um, I I apologize in advance in me just firing off some questions here, but, um, would love to better understand just kind of our orientation around our attendance work. Um, and a lot of this, I think, is in part because I mean, as a former teacher, the setting the tone at the beginning of the year was so critical to ensuring that the relationships ended up thriving throughout the year. And so I I actually have just kind of three wonderings around the strategies that we use around chronic absenteeism and the work that we do to ensure students and families feel welcomed and some of which we might do. I don't really know what's actually part of the CCT plan itself. And I think that's one of my questions is better understanding what actually goes into a CCT and if we're if we believe that that's actually part of the evidence of what's working. I'm just curious to know like what are the components of that that we believe are working. what evidence do we have? But broadly, I think about like chronic absism in terms of like three different sections. One around timeliness, another around methodology, and a third around touch points. So like from a timeliness perspective, like what is the frequency of our touch points that schools have with students soon after we know that a student's missing from school, right? So like I do have I have a question about that. I have a question around methodology. I I know this part is like a little bit up in the air, but like do we have any sort of like automated texting systems and how often do those get triggered and activated when we know that students aren't showing up? Um, and how does that

factor in versus like a phone call that's a touch, you know, kind of more of a personal touch? And the last round touch points. I mean, particularly around sixth grade transition, transitions to high school. Um, and knowing that the first two weeks are so critical, like what kind of expectations are there for us around the touch points that our staff have with our students? And and I say all of this with a a a big question of part of what Ali did was implement each and every where it was literally do do staff know the names of every single student in our district and are we making a personalized outreach to those students and we saw the power and impact of that. I'm assuming we learned a lot about the kind of relationships we can build through an initiative like each and every and I remember there being a conversation last year about how we should take some of that learning and actually build on it for us to continue to deepen our relationships between our staff and students. So I'm curious like does that initiative still exist? Are we spreading that work across the district? Like what what is the current state of each and every I guess in that regard? because I do believe in that context we talked a lot about how that might impact our chronic absenteeism and our attendance rates. Sorry that was a lot but it was exactly three minutes so I'm very proud of myself.

We're hi if we're going to talk about each and every um yes and it lives most successfully when we talk about literacy and goal 1.1 entering goal 1.1 um goal 2.1 it is a model that we have tried to frame our work after. So, we have spent time in our instructional cabinet trying to look at what worked in 2.1 and how do we do that for African-American students in math. I will just be honest and say, and I'm not exactly sure if it's being tracked through SFSD, but that has not been an intentional push on mine to look at the chronic absenteeism or um uh yeah, chronic absenteeism in for 6.1. We've been focusing on the academic part. We've been looking at the STAR test. We've been trying to model what is h what looking at what the professional development looks like looking at the observations from classrooms but not in that area. And so I appreciate the push for me to refocus on that but I will not say that that is not what's happening across the board for African-American children in uh for 2.1.

Okay. Thank you. And just the spirit behind that is just recognizing the kind of like reinforcing loop of you know if we can engage students in literacy work that's deep and meaningful and reflects the identities of our students and students have a tendency to show up more to school in class and if we can demonstrate that to our parents and there's greater investment to get right. So this reinforcing loop is I think what I'm most curious about and whether we have evidence of that actually working. just going to say it's certainly a model that we know works. Um, and it's just going a little bit deeper that I know that we can do.

There was a lot of questions. I'm going to try to answer a few.

Um, so one I heard you ask about um coordinated care plans and like what is actually in them. Um and so each school does um goals for all three in their including tier one, tier two, tier three strategies. Um some of those include positive phone calls home, the first month of school. There's a lot of strategies and we're working with partners in Berkeley um to do research on the strategies and if they have impact on outcomes. So that's um we can call um our research partners up later if you'd like to hear a little bit more about that research. Um so there's lots of different t types of interventions. Um schools work collaboratively within LEAD and some of the professional development to talk about CCT plans and how things are working um at school sites. So that's something that we've partnered with lead on um in previous years as well. Um you did mention um about texting platforms too around attendance. So we have our regular auto dialer. Um we used to have um a system that did preventative texts which weren't called nudge nudge texts. We don't currently have that in place um in the district anymore. Um that was in place for I believe just one year. Um and then for transitioning for students transitioning from grade level um we have the transition program which I don't know if you're familiar with but our social workers and counselors work together to fill out transition plans for students who are might need extra support in the transitioning grade level. That could be for attendance, that could be for behavior, it could be for whatever supports that they feel um the incoming school should receive before the students come on campus so that those students um are discussed in their coordinated care team and have a touch point um when they start the school year um before, you know, hopefully to catch them and provide supports before they they're they're needed. I don't know if we've missed anything.

Um, I know that our assistant superintendent, um, Jen Steiner is on the phone or on the line. She's virtual and, um, I know that she wanted to speak a little bit more about the coordinated care team. Jen, Dr. Steiner,

hi everyone. Sorry I'm not there in person tonight. Um, I was just going to respond a little bit more to um, President Kim's question on um, absenteeism, chronic chronic absenteeism. Um, every single week both the elementary, the middle, and the high school team each meet in a coordinated care team centrally in addition to school sites meeting at their sites. So, school sites meet weekly or sometimes bi-weekly depending on the school site and how that it's structured to to have a coordinated care team. We also meet centrally to discuss elevated cases. And so, one of the things we do every single week is discuss discuss cases of truency um among other things. And we have a staff member, we have a team. Phoenicia Jax is our team and she is the f is the person who goes through the tru and see referrals from the sites and then we talk about strategies to get students who are missing school back into school often um discussing the root causes of the reasons why they're not in school. Do we have to help them get a transfer closer to their home? Are they experiencing housing insecurity? And I will say that this conversation around chronic absenteeism and why some students are not attending school is something that we're constantly racking our brains to do better. Um, and is something that as we look at research and as we look at ways to do it, we're always trying to improve our structures for this because it's one of those um sticky problems that's really really hard to fix. It's not a strategy, especially as you get into the middle and high school grades where there's myriad reasons why kids are missing school. That is just a one-sizefits-all. But I appreciated you bringing it up and I just wanted to lift up that second strategy that we have at the district level.

And just one more thing to piggyback on that. Thank you, Jen. Um school set the purpose of the CCT plan is to revisit as Jenna was mentioning. You try an intervention, you come back and you change um based on the results or if things are um being successful or not. So, it's not something that sites use, oh, here's one, and it's done for the rest of the year. It is a plan that they do revisit um throughout the year with regular CCT meetings at the school site. Um I'll jump in front of you if it's okay, Commissioner Gupta, just because I think my question is related here. Um I really appreciate the focus on the coordinated care teams like the rap as as we heard you know from principal mount mountain fuentes the um muton fuentes thank you um um the it takes the whole wraparound team right and I think that's critical but I want to go to the part of the report I really appreciated this report oh my gosh thank you so much for the disagregated data thank you for all the Um, oh my my data nerd heart sung seeing it all disagregated. Thank you all very much. Um, the part in the report though that said that um, the loss of progress in reducing chronic absenteeism likely resulted from a sub substantial reduction in staff and resources devoted to improving attendance. I think that's true at the central level, but also at the school site level. Um, I my kid attends mission. I went to the SSC mission last week. We were talking about our data and we were talking about chronic absenteeism in particular and they've identified root causes at mission like we lost a clerk. We you know the the clerk that we had at our school used to be the one to call and follow up. She ran the BSU. She had the great relationships with family. She was part of the sense of belonging. The resources that we have for our wellness center aren't sufficient for us to keep

the wellness center open five days a week. And so kids that used to maybe go hang out in the wellness center for a period and reset are now instead calling mom and dad to pick them up or jumping on the train or getting on a bus to leave. Right? These are the things that the staff identified at the school. Um uh we have some kids who with a later start time and that's a state issue, not an US issue, but they have to leave early to go to their job that supports their family, right? Right. I mean, like we have a lot of So, the reason I bring all this up is and I also like and without a clerk, when you've got 50 kids on a field trip, who enters that information into the attendance system, right? Like we've got some So, there's some real systemic issues. And I my real question here is we say that we've got a staffing model that's quote unquote baseline sufficient. I would argue it's not. And in fact, when we say in our budget study session that chronic absenteeism is a bigger driver to our budget deficit than declining enrollment, we're cutting off our nose despite our face. We are actually some of these reductions are not only baseline sufficient, but they are adding to our structural deficit. So what are we going to So I would say like not what are we going to do with the resources we have? And I think Commissioner Ray, you were making this point in the last and and I think you were as well, Vice President Healing, like what are we doing to actually allocate the resources we need at school sites centrally to to c to reduce this problem? Like we this the resources we're putting there right now are not sufficient. So, how do we readjust our our resources to close this gap and and reduce this

problem and get kids back into classrooms where they can learn?

Um, thank you, Commissioner Fischer, for that uh question and and I think that is a real question. Uh we know that um some of the key drivers to chronic absenteeism is a sense of belonging and it's it's whether or not the student has made a a connection with a caring adult. But I would like to argue that that caring adult, could be the teacher in their classroom, could be the principal, could be um their their you know the librarian, could be any educator that is in that school. Um so yes, I know it's not I know that it would always be wonderful if we could have more more um staff and more people in a school. Um but we have to balance the the resources that we have. Um the other the other real issue to students um chronic absenteeism and you know staff please correct me if I'm wrong but I feel like particularly in middle and high school some of our students um have learned a certain behavior or habit that um has been hard to to break particularly during the pandemic when we close our schools and um they've just developed a different type of habit and we need to work very closely with our students um to emphasize the importance of coming to school regularly um and and quite frankly reestablish a new type of habit for them. Um and then the the final one um is unfortunately much larger than the school district and much larger than us is that there are real societal issues that our students face. Um, it's really hard for our students who perhaps might be underhoused or or homeless and for them to be able to get to school on time is is really hard or even show up at school at all. And I know um that principal um Muton Fues has

has I know experienced that a lot. Um and and you know maybe transportation is is a a problem or or a lot of other things that are are much larger than us. Um, so I I say that to say that chronic absentism is a multifaceted issue and something that I know that the team um is all working towards addressing. Um, and that and that in order for us to actually move the needle, we need to just be continue just to be very doggedly persistent in it. um continuing to look at the CCT teams um looking at the data making sure that we are pivoting when we need to pivot um trying our best to identify where the gaps are where the where we're seeing trends um so that we can be uh one step ahead and and then of course um at the end of the day we need to identify the resources to meet the needs of our students. Um, I know just just like last, you know, these past couple of weeks, we've been hearing about the city making some re some drastic cuts within their commun their nonprofit community. And I know that the our principal here has talked about the partnership that she has with some of our our nonprofit agencies. And um you know I got a very painful call from um the head of the department of public health saying that they can't continue certain programs um that that that I know that our students rely on. And so I think as a city we need to come together and really think about how we leverage our resources um because it cannot be just um the city the school district alone. Um, thank you all for this report and I also want to thank you for the followup in the questions because for those who who

took a look at them, congrats for going through all the materials, but I mean there was there was 40 pages. So, we do appreciate it. We do read it and it it provided incredible uh clarity even beyond. And Principal Mutan Fuentes, thank you so much for being here. I know there are probably many other things you'd prefer to be doing at 1000 p.m. at night on a uh on a Tuesday. So, Oh, well, please apologize to your son uh for us. Happy birthday, Sid. Happy birthday. Happy birthday.

Don't tap me. Um All right. Uh so so some of the questions I had, you know, are actually the questions I have stem from the Q&A and the followup and they're actually for the superintendent. Um because in here it lists an array of um options around the question that was posed on page nine in terms of consequences. What consequences are there for administrator staff or not submitting a CCT plan? I mean I think the general question is around accountability and there are there's an array of accountability options such as sites that do not submit plans um will be the primary focus linking CCT plans to SIPA integrating CCT implementation uh and so on so forth and I'm curious if there is one or several approaches that have been decided on this was very good and very diplomatic about saying here are an array of options and So, um I imagine it's the superintendent's uh prerogative to to uh to choose.

Um sure. Um I I I I only hesitate because I recognize that every school community is different. Um and that some schools benefit and thrive on certain things like maybe the the texting and the phone call is enough. Um but then whereas other schools you you would want more of the a buddy system where you've got the older the upper classmen working with their younger your the younger students to to do more of a peer-to-peer support. Um so so I I I uh I hesitate to say which which model would

Sorry, just to clarify I'm not saying you should prescribe the model. I'm saying that that presumably will be in the plan that they submit. But if they don't submit a plan, is there something that we are because it seems like there in in some of these reports guard rails as well as goals, there's an issue with, you know, there's an expectation that's set and then holding sites accountable be it, you know, whether we're talking about literacy or in this case this guard rail. So my question is more around how do we hold sites accountable?

Yes. Well, now that we have an assistant superintendent of student families and services division um where all of these CCT um reports come through, there is there's greater um accountability here. Um and and I do believe that uh uh carrot and stick but but I think that as as our school school leaders and school communities come together to identify what they need and as we as leadership come together to figure out how we meet those needs. We will then continue to promote our our school communities to submit the reports and to to really work hard to identify to work hard with the parents and communities to identify some of those strategies. But yes, I hear you. What happens when they don't submit the reports? Tony?

Yeah, I'll jump in as well. I you know before I I had the pleasure of taking on this role and and reading the bad news to you, I I spent more than a decade supervising sites and principles and and I want to be really clear that you know our principles are amazing. to take on that role and the work they do is is you know humbling and you know I was a principal for a while and and in my role of hiring them and supporting them and holding them accountable accountability isn't a bad thing right what it is is we all share the same goals for students and it if they're not um in a place where they're able to show up the way they need to in order of like their CCT plan or helping kids come to school and whatnot that accountability looks like how do we build structures in for you so that you will be able to do the work. Um, you know, we I started the year with with my high school principles and if their plan wasn't done, first you ask, right? And then at your weekly check-in, you say, "Hey, let's work on this together." And then once the plan is done, if the CCT team isn't up and functioning, it's a conversation about who on your team is going to hold this. How do we support them in putting in quality interventions? So, this menu is truly that's what it is, right? Some schools only need one or two things. Other schools need that additional support. And and you know, and again, I think that we have to be super careful in these time of declining resources of putting it all onto our principles. Um it it already is an almost impossible job. And they care, right? They care about every kid that shows up and doesn't show up. and unless we are able to provide them structures of support, you know, we're all holding ourselves accountable, not just her, I'm also responsible. Um that way they feel like they're part of a team and they can rely

on that to um to put the structures in place to serve students.

I was just going to add one other thing. Um, as you heard, um, Jen Steiner mention, all of LEAD, we do collaborate with all of the assistant superintendents of LEAD and executive directors who really do hold this work and monitoring the CCT plans with the school sites and um have I remember last year when I was in SFSD and you were in lead, you were like, I talk about it like we have collaboration types. I talk about it with my teams every time I meet with them. So, um it is around, you know, a collaborative district-wide effort and I think that's one of the reasons um that CCT plans are used um at the majority of our schools is because it is a collaborative effort.

I really appreciate that. I could not have put that better myself in terms of how we should be supporting and holding our sites accountable. So, thank you for saying that. Um and to that effect, I mean also how are we supporting them with the resources that are necessary? I couldn't help but feel like when reading through the report there was almost what I inferred was it was almost like we knew when we took away resources that this was going to happen. And so, so you know, and so I want to make sure that when we come back this year and come June, we're properly resourcing because I I I think I couldn't put it better than Commissioner Fischer in terms of this is an imperative on so many levels that that profoundly affects our, you know, our our student outcomes, our financials themselves. So, you know, this is something where we don't want to skimp at all for so many reasons. And I'm curious, how are we thinking about the budgeting? Will we have I guess it's kind of the same question that we had for uh for the initiative, you know, for what we just heard from our African-American families and aali where it's sort of how are we going to make sure that we are truly getting a package that that that really prioritizes this and and has those trade-offs. Um yes, again we have limited resources and we have to make really tough decisions. Um as I've shared before with the board, I'm I we made the decision to prioritize having a teacher in every classroom. Making sure that we are providing the supports and trainings for our educators so that they can be successful in the classroom. all of the additional supports to make sure that we build on sense of belonging um is going to should be there and and I think during this last last the last few months we've been talking about having social workers available in all of our class in all of

our schools um making sure that we have counselors in high schools and those are all things that we know that as we allocate a an additional counselor or an additional social worker it does take a little bit away from other areas. But based on what we're hearing from our communities, from our school leaders, from families, we know that there's priorities um that we need to meet. Um and and I I acknowledge that we would love to do everything. Um uh but we do have limited resources, which is why it's really important for us to lean on our city partners as well as our philanthropic community. Um and so we are really really fortunate that we do have city partners who are supporting us in building out um our MTSS model and we're really fortunate that we actually also have philanthropic partners who are providing some supports um around um hiring of the attendance specialists.

It is past 10 o'clock. So, I'm going to do a roll call vote here to extend. I move to extend the meeting past 10. Second. 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. Seven, yes. Um, anyone else?

Um, so I'm going to be the fourth commissioner to talk about resource allocation as we go into budget system, which I think is a majority. I'm just going to note um because under student outcomes focused governance, we do we always have limited resources. Always. That's but schools have never had too many resources in uh the United States and under student outcomes focused governance the priorities for those resources are the goals and guardrails set by the board and the superintendent sets the interim guardrails and chose chronic absenteeism as one of those interim guardrails against which you're going your performance is measured and so it was very concerning to me to read in the report that the district's capacity to address it has been significantly constrained by staffing reduction. And I will say that the whole point of student outcomes focused governance is to make sure that we are putting our resources toward the goals and guardrails toward achieving them sufficiently reallocating resources to actually achieve the goals. And I'm so excited that we were able to achieve the goals with respect to sense of belonging this time. I love the report itself, the quality of the report itself, but I'm very concerned by the um system recommendation that we're going to partner with SparkSf to secure funding for work. Um just to follow up on your comment um Superintendent Sue, I do not ever think that we should be relying on our philanthropic or city partners to fund our BS and gardener. that is the core priority work of this district and phil philanthropic philanthropic uh funding is for nice to haves but these are our need to haves and so I will not be voting for a budget that relies on outside funding that is

not you know guaranteed that we have seen attempts to fund raise outside for funding things like major decisions not come through in a timely Okay. And I will not be voting for a budget that does not adequately allocate resources to meet our goals and guard rails. And that includes things like relying on outside philanthropic dollars to address chronic absenteeism, which drives our inability to meet our student outcomes focused academic goals um and disproportionately affects our focal populations. So my question is what steps is the superintendent going to take to ensure that the budget recommendation that comes to us guarantees funding sufficient to meet this guard rail.

Well, I think we'll have to go back to the drawing board with the team. So, we'll come back and sit and um revisit this question about resources and um bring a budget that will be satisfactory to the board. I think that would be very well welcomed.

I'll recognize you in Phil's absence, Commissioner. Thank you. Did not want to speak out of turn. Um boy, when our report comes out about like the recommendations for progress monitoring, people are gonna have to change their questions, the things they talk about if they agree, if you guys agree.

Um okay, so I have uh several questions as well, which I will direct toward the superintendent. Um I'll just run through them and take them in whatever order you want. Uh the first question I had is around uh the the question I'm asking about in school susp suspensions here because it relates to attendance as well as the uh to both um aspects of the uh uh elements of the guardrail. So we have these out of school suspensions right and one of the things that does is it meant learning loss which we talked about you know students not getting minutes but it also means they're not attending school and so on and so forth. So in cases where we do for whatever reason need to do suspensions, is there any strategy such as inschool suspension, something we can do that would still provide students with um attendance and learning? It's my first question. Second, um I think our enrollment system probably exacerbates our problems with attendance. if people don't get their preferred school or it's too far away, are there strategies that we can adopt now to help uh address that issue. Um with my third question is uh related to the fact that California's chronic absenteeism rate has been going down. we are actually going the other direction and I don't think that can just be explained by national trends or by ICE raids or anything else because people are experiencing these difficulties in in many places. So um do we believe that the most significant reason is staffing like staffing is pointed to as a very likely reason. Is there anything else besides staffing that we think is a significant reason for why there would be that difference? um and if so, what would we do to address that? And then uh my last question is uh is uh around the resourcing. Um Commissioner Huing had

pointed out this concern about relying on philanthropic funding to do something as core as this function. And I agree that that was actually a real concern to me as well. Like I'm glad to have funding. I'm glad to have philanthropic support, but I worry if we're getting that from a not core source for ourselves. And I was wondering, I remember uh from the be here campaign discussed earlier this year that one of the things that was supposed to fund aside from like PR stuff was a dashboard or a tool for principles and schools to use. Um was that actually put into place and is it usable? Is that is that a viable strategy for us to improve attendance? Thanks. Um, I'm going to need help from staff regarding inhouse or in school suspension and what's the rate and whether or not that's a possibility that we have right now. So you're asking what is the rate of in

I didn't ask specifically about the rate but I said for students that we do need to suspend for whatever reason is in school suspension used instead can it be used? Is that a strategy to help with learning loss and attendance? Um well

I I mean I can say it's a definitely a strategy. It requires staff, you know, it requires that someone sits and supports a student. So, we do it. This year, we've relied on it a lot more. Um, because we're trying to not send school kids away, you know, we're trying not to suspend students, but it does require that staff are with the student, right, and supporting the student and getting the classwork and helping them, which then takes staff away from doing their job. Not saying that it's not important, right? But doing the other all the other things they're supposed to do within the role. But we have found a way to do that. I think um where I'm a concerned is that I know that uh the roles of counselors are shifting significantly next year. We found that out after doing our budget and so like I think uh my fear as a principal is like okay now it's going to fall on admin when we've been working really closely with our team. Um, and so, you know, I I don't know. I think it just it requires a lot. And my hope is that moving into next year, we can still figure out ways to to really collaborate with our counseling team. I don't know if I threw a wrench in it, but

No, I mean, and I also I want to emphasize that the goal is not to suspend students, right? that if if schools are able to implement tiered supports, we can get to a place create create a climate where students don't need to leave the classroom. Ideally, of course, but I'm trying to think about when we do what else

we do. Yeah. Yeah, we can do I we do it. It just requires, you know, it requires folks to be on deck, you know, and that might be a rotation of staff. Um, but we have you we have been using it this year more than last year for sure. Um and so so that's a strategy that we could use. Um I I do know that um a lot of times just young people just would need a moment to calm down and and that is enough sometimes. So I know that our educators are very wellversed with different strategies to support a young person before it even elevates or escalates to a point of suspension or any of that. Um you uh you speak about the enrollment system and perhaps that is a factor that might impact um absenteeism. I do think um transportation is definitely a factor. So sometimes our students do have to travel um across town or take multiple buses to get to where they need to be and and that does have an impact. And you know, I think we already also spoke about how um with the change in time or start times, some of our students might have to leave early for for work and that also impacts their attendance. Um but uh so yes, I do I do feel that there is an impact. Um but again, I think that there are many factors that impact chronic absenteeism. Um and then and then in terms of um how to how to support clearly staffing is um a big factor here. Um but then for the littles for the elementary school we can do some really simple ways of rebuilding engagement. Um having that uh that

greeter. I know that a lot of our principles um do have um the the greeter at the front door to make sure that our our students are feel, you know, they're they're seen, they're valued, they know that when they're not there that day, they they are missed. Um I actually shadowed I was with a principal this morning at a middle school and I spent an hour and a half with her and she every student that walked by her, she knew that student by name. She knew exactly where that student needed to go. Um, and that's that's what you that's what you want and that's what we have in terms of just amazing um caring adults that's in our schools. Um, and I hear the concern about using um restricted sources um to fund core work. Um however I do believe that you can use philanthropic dollars to seed um projects and ideas and I do believe that is how we should use philanthropic dollars because there are lots of different ideas um and things that our school community can try and test out and and that is the best way to use these dollars so that they can try and test out. And sometimes um we see really amazing results from it and sometimes we don't. Um but when we do that's when we start having to think about well how do we then continue these the the funding for this work and this project and and that is um something that uh we need to think through and and try to figure out um whether or not we have the resources to do.

Sorry, what happened to the dashboard? I can answer that if you'd like. Great. Um, so we did not the dashboard this year. Um, the proposal was for the supervisor of attendance and sense of belonging as well as a dashboard to support attendance and real-time data. Um, so neither of those were ended up happening this year. The position wasn't approved until middle of fall semester. We didn't have an assistant superintendent. So, I'm not I'm just the reality of sort of where we were in the fall with um our division staffing um that was not able to happen this year. Does that mean that the be here campaign money all went to

ads? Can you hear me? Okay. So um actually maybe month ago the superintendent's office asked me to project manage the dashboard project that I think is the same one we're talking about. I'm working with a company called agency um to do that with a very robust component of community engagement. I think what I want to point to is that in the be here resolution language it talks about giving this dashboard to staff um to support families. It also sounds like it's for families. I just want to be really clear that we actually have a lot of dashboards that exist now and have for a couple of years that are designed for internal use. Uh we roll them out at the beginning of the year that we update them throughout the year. Uh principles and other staff used to get data at the beginning of the year to plan for the year ahead and then another big suite of reports would come in the middle of the year. A couple years ago, we launched these dashboards so that they were getting data that's very nicely packaged and cleaned up. um as opposed to like going into synergy which is it's not at that very clean stage yet. They're getting this cleaned up nicely summarized data much more regularly than they were before. That's happening at a six week cadence right now. Um and again that's the that's the pretty packaged dashboard version. There are many other reports for example in illuminate at the student level and at the summary level um that that do allow staff to check attendance in a variety of ways every day. Um that is up to date there. So there are a multitude of tools. We also recently launched a dashboard that's very similar to the one that principles have access to for our CBO partners so they can see how attendance is looking for students that they serve compared to students that they don't serve at the same school. So we're actually pushing out a lot of data and a lot of training to go along with that data. I think when we're talking about this additional dashboard, this one is going to be focused on really being for the

community. And I think that's why it's taking longer because we're trying to do meaningful community engagement around the design of that dashboard before we roll that out to the public. But there are many different facets to that dashboard's design and the student outcomes including attendance is our number one priority as we roll this out, which should be in the next couple of months.

Thank you all so much. Uh thank you uh for being here uh and repping your school and uh really appreciate the report, really appreciate the presentation. Uh we look forward to seeing an update soon. Thank you very much. Okay, moving on to item G, action items. Uh commissioners just to review uh the items that are up for action items or for action today. We have action or we have item one uh around instructional materials. I will be calling item two and three the tentative agreements between IFT local 21E local 39 and SEIU 1021 together. Then I'll call um the unrepresented management compensation increases. Then I will call the employment contracts. We will be voting on all the employment contracts collectively as one. Uh before we go to our sixth uh action item around emergency declaration uh then approval of pips and waivers. Then I will vote we will do the vote on the student explosion matters. Then I'll return to item D the report out from close session. Does that make sense? No one's listening. Okay, great. Um, okay, great. Just checking. Just checking. Just checking. Uh, item 1,264-28 SP1 instructional materials adoption elementary and high school history social studies curriculum. Can I have a motion in a second, please?

So, move. Second. It has been properly moved and seconded that the board approves this item. I ask Dr. Sue to read bring this item forward.

Good evening, commissioners. Um, tonight I am recommending a a sweeping modernization of our history and social studies curriculum across both elementary and high school grades for your approval. This request um represents our first comprehensive update in more than two decades of a very important step to ensure our classrooms remain relevant, engaging, and academically rigorous. The materials before you are standards aligned, contemporary, and thoughtfully designed to meet the needs of today's students while preparing them for the future. This effort is grounded in our priorities as a district, strengthening student learning, supporting our schools, and maintaining a stable, effective school system. At its core, this is about ensuring each and every student has access to highquality, engaging instructional content. I am proud that we are delivering on our commitment to provide world-class education and positioning our students for long-term success. As part of this item, I am also bringing forward a recommendation to adopt a new ethnic studies curriculum. Ethnic studies is both an important and complex area of study and I want to briefly acknowledge its history in SFUSD. In 2008, the board at that time called for the first expansion of ethnic studies through a formal resolution. In 2010, SFUSD launched a pilot program at five high schools to begin developing and refining the coursework. By 2015,

by school year 2015 2016, ethnic studies was available at all SFUSD high school. In 2021, the board at that time approved an updated graduation requirement to include at least two semesters or 10 equivalent credits of ethnic studies beginning with the class of 2028. This aligns with California's statewide graduation requirement. Today, most students fulfill the requirement in ninth grade, and we are committed to providing meaningful options for students who may choose to meet this requirement in a different way. Overall, this work reflects our longstanding commitment to an inclusive, relevant curriculum, one that reflects the diverse experiences and perspectives of our students and our communities. I want to end my opening with just my my thanks and my gratefulness to the students and u family members who spoke today about the importance of ethnic studies and the importance that being aware of who they are and centering um themselves and seeing themselves in our curriculum, in our class, in our community, in our school was so important to them. um and and help them see the value of a public education um as well as seeing how far they can go. So, thank you and I will hand this over to our staff. Um would like to introduce assistant superintendent Devin Krugman um who is the assistant soup of curriculum and instruction as well as um assistant soup um Deina Goldwer of high

school and college and career. hand it to you for your presentation.

Thank you so much. Thank you. And thank you commissioners for the opportunity to present on the amazing work of our history social studies teams over the last few years. If we can go to the next slide. Um so the first place that we wanted to start was just a timeline review of the work that has in been occurring since um 2022. Next slide please. Um so our engagement in history social studies curriculum actually began in fall of winter of 2022 um with an initial RFI. Um we then went through the process of evaluating and piloting um and were in preparation to bring forth a recommendation for curriculum adoption. um which was then actually paused um and instead resequenced in order to both respond to fiscal priorities at the time but also accelerate the adoption of new K8 math curriculum. Um and so we then went through the process of extending the pilot um which has been occurring since that time period. And I'm going to talk a little bit about the programs um that were evaluated and piloted throughout this process. Next slide please. Um so first just as a quick overview um we had a series of rounds for history social studies. Um the first one started with a leadership evaluation which looked at a broad range of programs that were available um and narrowed down that list. Um we then had an evaluation committee who looked at that narrowed down list and selected a series of programs to move towards piloting. Um, one of the things I do just want to highlight is that, um, across grade levels and content areas, there does exist a pretty dramatic, um, range in terms of the breath of high-quality materials available. Um, and so you do see that show up somewhat in differences

by content area. So we tend to see more programs available in things like math or language arts. Um, and grade level, we tend to see more programs generally available, for example, in elementary. Next slide, please. Um the evaluation committee then met and as the rubric highlighted evaluated the programs in a number of areas. Um you'll see a lot of similarities in evaluation criteria um with history, social studies and relatedly to math and language arts. Um we take into consideration not just culturally responsive teaching but ensuring the materials um provide for equitable access and usability. So support for multilingual learners, students with IEPs, um support literacy. Um and so we definitely want to see for example in the area of history social studies that the materials support goal one, goal two, goal three for the district as well. Next slide please. Um so just as a quick pilot overview um this is the elementary program of inquire ed um which had very strong ratings um and staff found throughout their piloting really engaging content engaging for students as well um somewhat unique to a lot of programs we've piloted over the last few years. There was particular call out to organizational excellence. Um teachers really loved the structure and design of the materials and found them highly usable. Um there was a growth area identified in differentiation and accessibility um which has always been a consistent theme throughout all of our piloting and evaluation across grade levels and content areas. Um but we did have really robust um engagement and piloting for this program which was great. Next slide please. um at the middle grades. Um related to the reason we are not currently recommendation recommending um a program for adoption is that initially the program that received the highest

ratings at middle school was inquireed. Um which was at the time only available in sixth grade. Um as some may be aware in other districts, elementary school is often considered K6 instead of K5. Um and so initially that publisher had intended to develop in seventh and eighth grade. um and then did not move forward with that. Um we then went back to the um evaluation rounds and did not have a program that um outperformed the currently existing program which is TCI history alive. Um and so we will therefore in the interim engage in refurbishment and renewal of digital materials, refurbishment of print and physical materials while re-engaging in the RFI evaluation and pro and pilot process. Next slide please. Um, McGraill was the publisher um for US history, world history and American government. Um, with lots of strengths for a strong inquiry arc, student inquiry journals, um, really strong literacy components. Um, there was some growth around the integration of essential questions being revisited and integrated throughout a unit of study. Um, but overall very positive. And next slide, please. Um and as that work has been occurring in addition we have also been engaged in the work of um audit pilot and evaluation with the high school ethnic studies course. Next slide please. So, just as a quick timeline review, um launching in the summer of 2025, um we went through the process of engaging in an external audit, um piloting of the voices curriculum, um producing an RFI to search the field for additional program options to consider, um and then finally evaluating um with an evaluation committee. Next slide, please. Um that audit was externally conducted

by West Ed um which strong which found um a number of different areas both of strength and growth um and produced a final audit report which has been made publicly available. Um they found strong alignment to state standards but significant growth needed um in the depth and breadth of things like um lesson and unit plans and supports for um multilingual learners. Based on those audit findings, um, SFUSD, we decided not to move the SFUSD ethnic studies curriculum forward to evaluation. Next slide, please. Thank you. Um, and as we launched the pilot of voices in August of 2025, we engaged in robust pilot data collection. Um, so surveying of teachers, students, parents, or caregivers. Um we did interviews and focus groups as well as classroom observations. Um there is both full pilot report and summary slides linked. Um the overall feedback was very strong standards alignment to the California ethnic studies um guiding principles and framework. Um affirming materials, strong disciplinary practices. Um the growth areas identified were one. Um it is obviously a nationally published curriculum and so does not particularly provide for localized history and context and so that was one growth area. Um another piece is the desire for expanded materials. Um we tend to see in the lower grades like elementary um publishers providing for things like family letters home at the start of a unit. That's pretty rare for high school materials and so that was identified um as one area of potential growth um as suggested. Next slide, please. Um, after the review of the pilot data committee or the pilot data analysis, we then moved voices forward to the evaluation committee. Um, the rubric is

outlined here, um, with the overall committee scoring in each rubric category. Um and as again as you can see um strong alignment in those categories to other areas of review which is alignment to standards, culturally responsive teaching, support for literacy and then equitable access and teacher usability. Next slide please. Um and that evaluation committee um reviewed voices as the only program um because we had at that point determined not to move the SFUSD um curriculum forward. We also as part of the RSI RFI um did not receive materials that included both digital and print um and were for ethnic studies. Um that is the only program that moved forward to the evaluation committee. Um and in terms of overall evaluation committee findings, there was strong alignment to standards um and some priority areas for professional learning were identified as well as again um highlighting the importance of building out local context and history. Next slide, please. Thank you. And I am going to pass it to Deina.

Thank you. Um, so I'm going to talk about different paths for our students. And so I think this is best done just kind of imagining that I am a student and what all my possible paths would be. So let's say I'm a student and it is August. And the first thing I do, we'll pretend that I'm at Baloa High School and the first thing I'm going to do is I'm going to be super excited to go to my ninth grade orientation. And at my ninth grade orientation, I'm going to learn about all the courses. I'm going to learn about my locker, you know, all of the different rules of school. I'm going to meet my, you know, meet the staff and all of these different things. And I'm going to build community. Um, during that time, I'm going to have that opportunity to think about for myself and with my parents, like what is the right path for me to fulfill all of my graduation requirements? What are the courses that I'm required to take and where are there some, you know, flexibilities and options? And so, um, over the past year, um, and several years, we've worked hard to expand, um, what those routes are and like what all of our options are and being as responsive as we can to our students and families. And so, one option, um, if I'm a Balboa High School student, just like for any other high school student, is I'm just going to enroll and I get my schedule. I'm just going to enroll in nth grade ethnic studies if that's the sequencing that my school has, and then that's what I'm doing. Um, another option is I may be unsure if that's the right class for me, have that conversation with my family. I may not be sure at this time. I may decide to delay. I know that's my graduation requirement, but I may feel like I'm not ready to kind of take that on in 9th grade, and I may be interested in exploring other courses um that are available to me. at Balboa High School. There will there's another course um that also meets there's I think two courses at Balboa that meet the ethnic studies graduation requirement that um I would be a that would be available to me. So I could um talk with my counselor about whether those courses are the right match for my schedule and all of

my different priorities that I have. Um, or I can, um, be made aware, which every school will do for students, as they did last year, what other courses that may not meet the ethnic studies requirement because I just have to meet it by the time I graduate, not as a nth grader. There may be another elective course that fits into my schedule nicely and that I prefer to take. And so, I may go that route. The other route that I may take in meeting with my counselor is I may decide to enroll in a city college course or an online course through a variety of different schools. And so that interaction with the student and the counselor and in bringing in their family is really important because each path is different for every student. So um if I want to take that free course and the timing works out for me for City College, um that may be the path for me. If I really want to do this course perhaps in a different timeline over the summer and I'm the type of student that, you know, virtual learning works really well for me, then I may be guided that way. But it's really this conversation where kind of we're offering kind of for everyone one path here is what it is um that you know everyone is going to be enrolled in this path and then based on your own specific situation um how that plays out is going to be different at each school site. So, if I'm really excited because I'm going to a school that has, for example, lots of CTE pathways, that might be a constraint in my schedule. And so, I may have I may that may be my priority for myself. Like, I want to be in this biotech pathway. So, I'm going to have to consider with my counselor what are the tradeoffs to get the schedule that I want. And that's really not unique to ethnic studies. That's for all of our courses. So, every student has different priorities. and those priorities, you know, are shared and we do our best to accommodate their schedule. And it doesn't always work out 100% like the most amazing ideal schedule because there's those trade-offs either based on enrollment or staffing or what's

available. But what we're trying to continue to do and get better at is I'll just link on here of what families can expect to see. So, oh, sorry, I'm not controlling. Can you go down to the link? Like I'm controlling it on my own computer. Um, yeah, it's on the slide. Um, sorry. Um, back to the slide. There was a link the my slide. Sorry. Okay. So, yes. Thank you so much. Okay. Um, so we have what's called the high school course matrix and every year um courses change at every high school based on um student interest. I'll continue talking. We'll get it up soon. Okay. So, um this is just one page of the high school course matrix and this is the now new ethnic studies page to try to just be as clear as possible of what's available and transparent for families. Um and so in the high school course matrix that is a link that's available um online on our SFUSD website and also all schools can provide it and we also provide this information at the enrollment fair. You can see every school um what they're offering, what courses they have. Um the colors on here just pertain to this like this school type and the size. Um sorry that you can't see the key on here. Um but you can see what courses. So the c the page that you see has the SFUSD courses currently in this moment that also meet the ethnic studies requirement um and what schools they're offered at. Now you, like I said, you could take a different path and you can take a course outside of SFUSD. You can delay your requirement, but this is where we are currently. And so compared to last year, we have, for example, a lot of interest um at Okonnell High School. So next year they will have an African-American um AP studies class. And so that's based on student interest. And so that's something different than they had this

year. There's other courses that have expanded based on student interest. And so we'll continue to work towards that expansion of offerings um you know and have more to share you know as we move forward. But this is kind of a spot check of where we are now and what families can expect.

Yeah. Sorry about that. Um so based on the data information analysis that was just presented um running from the 2022 to the 2023 school year um we wanted to make sure to share the robust data collection and analysis that was done throughout um in order to provide high quality learning opportunities and materials um in alignment with district goals and guardrails. Um and to highlight um also on the board agenda for later are the contracts for approval. Um the total cost for those contracts is 7.3 million and which includes all of the following for five years um for the elementary and high school programs that we are making a recommendation for adoption. It includes all teacher and student materials as well as all um digital licenses and digital platform access. Um just as a reminder um similar to the recommendation for adoption with K8 language and literacy and K8 math. Um within these we do as is standard um multi-year contracts um in order to be the most cost-effective and access the high quality materials in the best way that is both fiscally responsible um and supports our academic goals. Next slide please. Um and so with that in alignment with guardrail 3 um and board policy 6141 um based on research data and evidence um the curriculum and instruction division is recommending the board formally adopt the following um which is inquire ed for elementary grades K through five and at the high school

level McGra Hill for US history world history and US government um including the AP course text for these subjects and Gibbs Smith for exethnic studies. Please. Thank you. Thank you very much. Uh questions and comments from commissioners. Seeing that just kidding a word. Sorry, bad joke. It's bad time.

I know. I'll be quick. Um no, just thank you. And I know that the process of reviewing curriculums and making recommendations for curriculums is something that um you take really seriously. Um and so appreciate the time and thoughtfulness um with you all with the others involved. Um and um yeah, I'm looking forward to supporting these curriculum changes. Thank you. Um, I also want to just give a huge thanks um, Miss Krugman to you and your team for not just piloting and bringing these recommendations to us, but for getting us back on track to be regularly reviewing and refreshing all of our curricula. Um it's was something I learned last year that um we hadn't updated our history curricula in 20 years. And so I think it's really exciting that we are like literally bringing our students into the 21st century. Um and that not only that but we have a you know cyclical plan to regularly review and refresh. Um, and I also think it's really great that we are using some of our one-time funds for our onetime expenses to invest in our academics and our um, student outcomes. Um, and I also just wanted to appreciate um, Miss Goldwire and her team for um, their development of a robust opt out for families. We know that we had very few students who opt out, less than 1% this year, but I think it's really important that all families understand that they have options for their students education. Um, and so the partnership with CCSF that, um, Superintendent Sue has only strengthened um, and having more course offerings at schools. It's great to see that there is at least one alternative um, for

students who choose to opt out. I believe I saw every comprehensive high school except mission. So, we're getting uh that expansion for students who want to do something on campus and then of course all students have the robust CCSF offerings. So, I'm also happy to support this curriculum adoption.

Um yeah, just building on all of that, I think, um I also wanted to thank superintendent and staff for your steadfastness in this. I know particularly around ethnic studies there's been a lot of political chatter. Um I appreciated the letter that was read earlier where they said this a couple educators wrote a letter said we know that the reason for the singling out of ethnic studies teachers is political and not educational. And I think given that we have the data, uh, the Chronicle did a good article about it a couple weeks ago, um, you know, that that this actually is a a databased evidence-based strategy to achieving goal three, college and career readiness. And we have it shows that it works. We have data showing it works over many years. And so I just just really appreciate I feel like I you know I was on the board back when there were uh you know I think there was valid accusations of the board making decisions ideologically based on political pressure. There was political pressure that occurred and it just is great to see that the board and the district and the superintendent said no we're going to focus on what's right for students. We're not going to make an ideological issue out of this. we're going to actually um you know look at the data and I think the the comments earlier from our students uh who had taken the course really eloquently reflected um those impressive student outcomes. I mean you can think you can sort of see they embodied why kids who take ethnic studies then end up doing better in high school and and uh having more success in college as well. So just wanted to thank you for like in that in a difficult and challenging context to not sort of fall prey to the drama and to stay focused on the basics which is teaching kids and ethnic studies is the basics and San Francisco should be really proud that not just SFUSD started in 2008 but back in 1968 SF State was where ethnic studies was

was founded. So, in the birthplace of ethnic studies, um, thank you for for, uh, your leadership.

I echo what my fellow commissioners have already said. Thank you so much. And, um, to pile on, Miss Krugman, um, to pull up more curriculum adoptions after we've had so many major ones over the past couple years. Um maybe one of these days we'll give you a break in a vacation, but I wouldn't plan on it. Um but thank you for your work. Um I I think the only question I really have and I appreciate that you highlighted it as growth opportunities is um UDL and the the lack of differentiated um options frankly in the curriculum. So, what resources are we going to apply or how are we going to address that to ensure that we're providing equitable access to all students to this curriculum? Thank you so much for that question. Um, we also really are excited to be in the starting process of our high school math adoption. Um, have to catch up there too. Um so in terms of UDL um one of the things that I would say is that um just across a multitude at this point we have looked at so many dozens of um publisher ready curriculum across content areas and grade levels and I would say somewhat consistently across um UDL differentiation supports for students with IEPs is consistent consistently a growth area. Um I'm not sure why that consistently is a growth area for so many publishers, but it is. Um and I would say in particular, um we are um incredibly privileged to have in SFUC such a breath of programming. Um and so when we say, um UDL, we're talking about a large umbrella of supports and students with obviously a very diverse set of academic, behavioral, cognitive needs, etc. Um, and so what I would say is that I think the benefit here of having published curriculum is that we can focus teacher professional development in that area and

differentiation that is responsive um to the needs of the students in their classroom. And so one of the things that we always say around adoption is that the really important part of having high quality instructional materials is that it shifts teacher time and energy from what am I teaching to how am I teaching. And when we focus on the how, we can be more responsive to student need. Um, so what I would say in particular is I think that's going to look really different depending on grade level and content area. Um, and so specifically when we talk about elementary, this is the same teacher um, who's teaching language and literacy, who's teaching math. Um, and so when they're talking about, for example, um, employing strategies to support reading comprehension, those strategies should be consistent for students and across content areas. History, social studies is one of the primary drivers of literacy. Um, so those UDL practices that are already in place, for example, a classroom teacher at elementary should remain consistent. Um I would say at the high school level and I know I've spoken to this before um we have spent a significant amount of time in CNI our time and energy in the last two years in particular focused on K8. Um, and I am very excited to rebalance some of that focus both with this history social studies adoption um as well as um forthcoming with math um to re-engage teacher professional development to partner with special education in the same way that we have in middle school so that an RSP is sitting with a history social studies teacher going through IEP goals and matching um instructional planning and differentiation. I appreciate that and that takes a lot of intentional resourcing and a lot more time for our special educators. Are we planning into that as far as either building out a PD schedule or planning more release time for our teachers or how are we going to resource that appropriately to make sure that it happens and implementation is effective.

Yep. So, one of the examples I'll give has been a highlight with middle school math. Um, so the first thing I want to do is give a tremendous shout out and affirmation to HR. Um, and sub coverage rates. Um, which in and of themsel uh, may not be like the clearest operational um, issue, but um, even three years ago or four years ago, we did not hold teacher release days because the sub coverage rate was so low um, that the vast majority of teachers did not actually attend because they didn't have sub coverage. There weren't ways to get them out of the building. Um HR has done tremendous work on the sub coverage rate both in general education and in special education. Um so for example um one of the things that I think is really important is not the sort of bifurcation of general education and special education as separate but the integration of both. And so an example of this is at the middle school um for middle school math where we've done release days which have had incredibly high attendance um we actually have both special education and general education teachers come together and plan together. Um so both mild mod SDC teachers and RSPs attend with the math single subject credential team. um and the RSP will sit with the school team and plan um or for example the SDC teacher will sit with a specific grade level team um that's cross school and plan together

thank you for that clarification

Ray evening everyone I asked my questions in the advanced Q&A so I'm just going to present some comments instead and uh I'd like to explain my vote whatever it may end up being. There seems to be a fair amount of misunderstanding of what is before the board tonight. We received an enormous amount of emails. We've heard a lot from people also in the public today. And some folks seem to have the belief that the board is somehow eliminating ethnic studies. Like most folks I know and have heard from, I support having ethnic studies in SFUSD. The question has long been how to do so, not whether to have ethnic studies at all. As some people may remember, I voted against the voices curriculum last summer, largely because we never did an appropriate review under our policies, procedures of the law. At that time, neither I or the public were even able to get a copy of the curriculum before the original vote. This year, I hope to be able to do something different after the district had time to do a better review, including auditing voices in our in-house curriculum, soliciting, evaluating other options, obtaining community input, and so forth. I I'm sorry to say I can't. I have several concerns, both procedural and substantive. First, the agenda does not actually list ethnic studies in any way that would be apparent to a regular person. Rather, it refers to the history and social studies curriculum, which was a separate process, as indicated from the presentation itself, from the ethnic studies process. This may raise legal concerns about public notice, but more importantly, I'm concerned about the impression this creates. We have a lot of work to do to improve transparency and trust in the district. And whatever the intention here, this looks too much like hiding the ball. I myself was surprised to find ethnic studies listed and folded in under the history social studies um presentation and rubric or sorry that that category.

These issues were avoidable and could still have been addressed after they were raised and yet here we are. Second, almost all of the information that I got about the committee process both directly and from members from members of the public who were on the committee and from reporting on the issue indicates that community members felt their voices were diminished or even disregarded. These are folks who have come and spent their time and tried to do what's best for kids in the school system. I can't this wasn't even a forum in which people were allowed to have there was no forum in which people were allowed to have substantive discussions about ethnic studies, the content, the framework, the two semester mandate. other districts have done that and I would ask why we can't. Third, I'm concerned about the framework of the ethnic studies uh excuse me, the voices curriculum. There are different approaches to teaching ethnic studies and one of those is known as liberated ethnic studies and that's grounded in concepts of power and oppression and that is what the voices curriculum uses. We haven't even tried out other curriculum. So, I'm particularly concerned about putting our kids into such a politicized course, especially when they're only in ninth grade when they have little historical context. Will you allow me another minute? Um, President Kim. Okay. Especially when they have little historical context for the material without even having had world history or US history to provide context. To me, this doesn't support critical thinking. It actually impairs it. I wonder how many kids will dare to disagree with the voices framing that they're given. If we're able to vote on these matters separately, I would vote yes on the history and social studies curriculum and no on the ethnic studies curriculum. If I don't end up having the option to do that, I will regretfully vote no given my concerns about the curriculum. I'm also formally requesting that the board agendaize the board policy on ethnic studies for discussion and public input on the two semester mandate that

has been a subject raised by countless people, hundreds, hundreds, thousands of emails that we've gotten. For me, ironically, this course and this curriculum is intended to elevate voices, but it doesn't seem to have done that. It seems to have suppressed them. And I I wanted to end with the words of a parent who came to the committee as a supporter of ethnic studies as reported in the SF standard. There was no room for my voice. And if there is no room for my voice in the review, what does that say about what happens in the classroom? Thank you. Um I'll keep my comments brief. Uh I think most of the questions were answered. I really appreciate the curriculum reviews that are going on given how long it's been. Um, and I just want to say I really appreciate our educators for implementing these. I know it's been fast and furious and necessary to get the curriculums up to speed and to get the results that we all hope for. So much appreciation to CNI, much appreciation to our educators and our administrators for implementing u we really really needed this um You know, I just want to make clear what we're deciding here is based on the criteria. Do we approve or do we not approve ethnic studies? I think at some future point I would like to have a conversation around whether it's one semester or two semesters. I don't think right now that is is the time. I mean I I understand we are going to eventually go at least in well I guess that's a middle school to 250 instructional minutes. We are going to have to incorporate financial literacy. President Kim actually sat down with me for an hour and explained some of the complexity around the master schedule. Um, and you all are like ducks with like feet going like that underwater and I

well I should say you all as well as our administrators and I think to do this change we should be doing it all at one time. So I would be in favor of having that conversation if and when we have to implement financial literacy. I think my vote really did hinge on whether or not we provided sufficient options. Uh, Miss Goldweaster, I really appreciate the work you did to make that clear to make that process transparent. I really appreciate you listening to the board and our feedback on being able to provide that option or that optionality to students who perhaps want to explore something different. Um, and man, those courses look really cool. I remember looking through all the courses across all the high schools. I really wish I had those kind of courses when uh when I was in high school. So, and I will be voting yes on this. I really appreciate the work that's that's been done and I look forward to future conversation on, you know, it sounds like a lot of students would take. I mean, you hear the students, you hear their enthusiasm, but again, I really think, you know, if there's anything I've heard over the last year, it's just uh students and families really appreciate the option to do that. Um, so you know, maybe at some point we have that conversation when we have yet another state mandate, hopefully this one funded. Thank you. Um, just given that Commissioner Ray has now at two meetings said on the record that she didn't have access to the curriculum, I do want to clarify that the publisher does make the curriculum available for a 14-day trial to uh interested members of the public separate and apart from the physical copy that was available at the SFUSD headquarters for review by any member of the public. and that I personally did request a complete digital copy from the publisher and received access to that within less than 12 hours. So, I just want to state that for the record. Um, and I appreciate um that we have

constraints because these are copyrighted materials. Um, so I appreciate the district's flexibility in working around that to make it available. Um, and that was before the August adoption that I was able to receive the copy. um of the pilot. And I also just want to say I am really proud to be a San Franciscan. I'm proud to be in a district that has so many diverse communities represented and languages and backgrounds. And um I think it's great that we are able to, you know, bring that forward through our curriculum for all of our students to benefit from. President Kim, since I've been specifically called out, may I respond to that?

Commissioner We're going to I'm just Can I make my comment? Oh, sure. I just because I was specifically called out by name, I would like to have the opportunity.

I don't Okay. Um, thank you for all your work. I appreciate the fact that we are now in a time where we are regularly reviewing our curriculum and I hope that this means that the as you've shared uh Miss Krugman the attention that we've been giving curriculum implementation at the K8 level is something that we mirror at the high school level. I know we've talked about this in previous times and the implementation of a of a curricula at the high school level I hopefully will allow us to have more robust conversation around our line PD coaching and materials um available for implementation. Um, I also think it's probably worth noting that um, uh, there is a significant amount of work that has led up to this moment. I appreciated hearing the long trajectory of our district in getting to this point. Um, and the reason I say that is because I think there's a lot of uh, attention in this moment about where we are right now. And to uh uh it is worth acknowledging the immense amount of effort that goes into not just selecting, vetting, implementing a curricula, but what it means for us to actually build a course catalog that actually meets the needs of as many students as possible. And to that end, I appreciate Miss Goldwer your um just clear articulation and laying out all the different options that students have at the high school level. It's something I care deeply about is that our students, you know, for any student who may choose to take a different course has the opportunity to do so. Um, but we should be proud as a district. And I and I think we are as proud as a district to be one that offers this course that does so uh in a way that um uh continues to reflect the great diversity of our city. And so, thank you for all the work that you do. Um

to that end uh that's the end of my comments. Thank you. May I respond and then make so quickly please?

Okay. I don't believe that as a board member I should have to go to a third party source in order to get something a third party organization. I should as a board member be able to get the material through the district which is what I requested repeatedly. and also that people should be able to get that material through the district which was not provided even though it was a even though the commitment was to provide it. It was not in fact provided before the original vote. I did after the original vote get uh a link and I could have gone and found the link myself but the point was people the board the public everybody is entitled to that information from the district not for going to an outside source. In terms of a motion, I would like to move to divide the two types of curricula so that we have one vote on the history and social studies curriculum and one vote on the ethnic studies curriculum. That doesn't go to the substance of any of this at all. People are free to vote however they want. Obviously, it's simply a request that we divide the vote so that we can, you know, our positions on these things can be clear. And so I can do as I had indicated that I would like to vote yes on the social studies and history curriculum and no on the ethnic studies curriculum. So I'm making that motion.

Just to be clear, you're making a motion to amend the item so that we vote on it in Yes. I'm making a motion to amend the item to divide the vote since it was not separately listed. Is there a second? I'll second that. Roll call vote, please, on that motion. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, no. President Kim, no. Uh, Commissioner Weiss Ward, no. Uh, Commissioner Gupta, yes. Commissioner Fischer, no.

Four nos, three yes. Um going back to the original motion then that we have on the floor of uh approving this item 26428 SP1 instructional materials uh adoption of elementary and high school history and social studies curricula. Um roll call vote please. Commissioner Ray no. Commissioner Alexander. Yes. Vice President Healing, yes. President Kim, yes. Commissioner Weissard, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Six years, one day. Thank you.

Okay. Um, moving to the next two items. Uh, Commissioner, just to note, I didn't touch you. Excuse me.

If you can go ahead and take your conversations outside, but we do need to move on to board fitness. Thank you. Okay. Great.

Thank you. Okay. Um, items two and three, I'm going to bring them forward together, commissioners. Um, I'll just acknowledge that these items, um, just per our standard practice should be Sir, if you're going to continue to disrupt our meeting, I'm going to have to ask you to step out. Okay. Um, as per our standard practice, um, moving forward, items like this should be in our consent. We've given that feedback already. So, just, uh, I want to acknowledge that this would typically be something that would be in our consent, uh, and we should be following this practice, especially given that this is a, um, progress monitoring meeting. Um, but we did not catch that in time, so I apologize. And so we decided to not change things up uh before the final deadline. Thank you for staff for your flexibility and understanding in that. And so we'll move uh to introduce these two items. 264-28 SP2 tentative agreements between SC uh SFUSD and IPFT local 21 and local 39. In addition to item 264-2AS SP3, tentative agreements between SFUSD and SEIU Local 1021, uh, Service Employees International Union. Can I have a motion and a second to introduce these two items?

Second. It has been properly moved and seconded that the board approve both of these items. I ask Dr. Sue to bring this item forward.

Thank you, President Kim. Uh I'm really excited to share after hopefully this positive vote uh we will have now um a signed agreements with all of our labor partners. Not only are we signed agreements, but they're multi-year agreements which brings a lot of stability and predictability to the district. And I'm just so so grateful to the team um of Amy and Paul um Gazada um and of course Chris for for making this happen. but more importantly to all of our labor partners um who sat with us, who worked with us, who grind through all of the details with us to get to a place where we um continue to honor our staff as well as make sure that we live within our means. Um so, it's with great honor that I'm going to share hand this over to the team, but I just wanted to say thank you so much. Um Paul,

thank you, Dr. Sue. Uh good evening, good night. Uh, President Kim, board commissioners, it is right. Uh, tonight we're bringing forward uh, for approval the tenative agreements and the corresponding AB1200 forms uh, for the TAS that were reached with our labor partners, International Federation of Professional and Technical Engineers or IFPTE local 21 and International Union of Operating Engineers Local 39. Uh both of those tenative agreements settle all bargaining between the respective unions and the district and it is retroactive to July 1, 2025 through June 30, 2028. So with that, we're available for questions. We have an item. Oh, okay. Thank you so much for this work. Maybe it's just worth naming for the record a very proud moment of our district where we have no active negotiations taking place and we have secured a wonderful contract with each of our labor partners. Thank you so much to each of you for your support in this um and our of course our labor partners for sticking with us. Um roll call vote please.

Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weisman Ward. Yes. Commissioner Gupta. Yes. Commissioner Fischer. Yes. Seven. Yes. Thank you. The next item on the agenda is two. Y'all are saying right. Okay. Great. Um the next item on the agenda is 264-28 SP5 employment contracts for district executive employees. I'm going to ask general counsel to read the essential terms for each of the executive contracts.

Look at that. Okay. Um, I will step back into item four, the next the previous item 264-28 SP4 SFUSD and unrepresented classified management compensation increases. Can I have a motion? Second. Second. Sorry. It has been properly moved and seconded that the board approve this item. Uh, we'll open up to comments and questions from the board.

I have one question. um in reviewing the salary schedules for underrepresented management um the step and column and uh the same for um the UA. I was wondering if because underrepresented management has a step up every two years whereas UAS's only has a step up every five years if adopting this contract would result in basically compounding um differences between administr um between unrepresented management salaries and school site administrator salaries. I'll start this and then when you use words like compounding I'll look to my friend Chris here. Um but to give some um some background uh the management salary schedule, right? Exactly. The management salary schedule uh was based on the the original UA salary schedule which had people moving every two years. um at some point uh many not I don't know how many years ago before my time UA bargained away the the steps that they had in that in their salary schedule so that each person could be compensated at a higher level with fewer steps. Um that's something we've been talking about at bargaining this year and we've actually contracted with school services. We're in the uh process of doing a salary study on our management salary schedules to see if they um could be improved. But I'll let you speak to the compounding part.

It's it's exactly as you're stating, right? If you don't adjust them all at roughly the same rate, you have compression as as well as uh compaction, right? Uh so you do have board policy that says that folks supervising other folks need to be paid more than them. And if you don't continuously follow that up, you basically lose the ability to maintain that board policy. Uh it makes it uninforceable. Thank you, Commissioner Alexander. Commissioner Rick,

um can you just uh give me a brief description of what essentially what positions are encompassed by unrepresentative classified management? Thank you. Somebody's going to read the list. It's on page 32.

So, it's actually uh many positions. uh education policy analysts, executive assistants to the board of assistant to the board of education, information systems manager, information systems director, all of our manager one titles, all of our manager two titles, all of our project manager one titles, all of our project manager two titles, our maintenance and groundskeeper managers, our directors, all executive directors, um our senior executive directors, uh senior deputy attorneys, project manager threes, assistant superintendent, associate superintendents, department heads, uh, including the four titles that you see there, uh, which is, I'm sorry, head of staff, head of technology, head of human resources, and head financial officer, our general counsel, and our superintendent. Um, and in those, so some of those might not have clear titles. So, for example, I can just give examples from my many or orgs. So for example, my supervisors of custodial services and my maintenance and ground supervisors fall in those manager one titles, right? So so pretty much all managers uh responsible for large teams of people in the district follow these groups.

Okay. So if I'm uh if I'm understanding this correctly then like all the way up to the superintendent is included in this. Um, I want to ask then about how do we address the conflict of interest that would be that would appear to be inherent in this? If if folks are bargaining with folks, right, then they're effectively bargaining for their own raises, right? That's a conflict of interest. What do we do about that?

Interesting. I I mean, there's a number of ways that it's addressed depending upon the district. Most districts uh for non-represented employees have what they call corresponding uh bargaining units. Meaning that whichever most closely represents that unrepresented group applies to the to the uh I'm sorry with the represented group that's most closely associated with unrepresented, it applies to them. Um does it create a conflict of interest? Uh it's a good question. I don't think I've had that that question before. We're required to bargain with everybody. were required to bargain uh vigorously on behalf of the district. Uh I believe that the unit that is considered the the only corresponding management unit, which is UA, we went all the way to factf finding and needed a mediator to settle with us. So it was not a it was not a a a a bargaining that lacked contention and disagreement over over the amounts that should be given. uh and we went just short of actually uh going to a factf finding report uh and the factfinder uh actually settled uh with us uh all in the same room that night. I believe you all would recall that. So it was not a a process that lacked spirited debate and contention throughout uh and in fact it closed at the last minute as a result. So, I guess the the process speaks to uh it not it not being just a givein. Um it was it was a fairly spirited process. I I was only brought back brought in at the end, which is typically where I'm brought in to see if there's something that can be done.

Is what's being asked for tonight um time bound and limited? Uh part of the reason I ask is because you give the example of this being something that went all the way, you know, far along in the process. That doesn't always occur. And so, um, is this is this intended to be something that would be applying going forward or only for this particular time frame?

So, it's only for this time frame, but they all do move forward. So, this these are changes that are made to the salary schedules based on uh bargaining, the results of bargaining. So they do move forward in time which is what allows us to be competitive in the marketplace to be able to recruit new new folks. Um so regardless of who the person is in that role it resets the salary schedule uh for anybody entering into that classification. I believe that's what you're asking. Okay. So maybe just try to get us into the time frame here. Are you essentially would this essentially last as long as the bargained UA contract lasts then? And it would it would could be different after that.

Yes, that's correct. It can it can always be different. And I I also want to differentiate for the board. Um and Amy, please jump in on this, but there are other ways. Uh so if if one of the concerns and and this is the group that has been hit certainly hardest by the layoffs and and the reductions in the last couple years, there's fewer and fewer in this group. Um but if the board is specifically interested in for example not having managers of largecale areas then they simply don't hire them right now and that means those functions cease to exist in the district but that is a possibility if we're interested in curtailing the expense of managers in the district there's multiple ways of doing that legally um right so you can do uh basically uh sorry my brain just went thank you we can do furlows in year which can be extended to a permanent partial layoff in the out years. What does that mean? So, so this group works 260 days. It's your it's your highest number of work days in the year. So, we could reduce the number of days and reduce the amount of compensation accordingly both in the short term through a furlow, long-term through a reduction as an example. So, there's many ways of getting to that, but you're talking about a relatively at this point small group of of folks that keep all of those essential functions. So, I don't know that it would be a big financial gain, but there are ways of getting to it if that's of interest to the board.

I'm not I appreciate that. That's not my particular concern. I'm more concerned about the structural um issues here and the incentives because in terms of thinking out for a longer period of time, we have no idea who will be here, what negotiations will be, what will be going on. And I I the conflict of interest concern really gave me a lot of pause when I looked at this. So, um, to the extent that it's time, you know, time bound limited to this UA contract, I'm okay with that because I know that there was a long stretch, but I personally would be concerned if it was going beyond that because we just can't predict out. Thank you.

Um, thank you. I just wanted to make some comments to explain my vote. Um, I am definitely in support of appropriate raises for all of our employees and I'm particularly grateful for tonight for many of our represent management and unrepresented management, Ali, CNI, student and family support. We're all here and doing exemplary work tonight. And so um the issue I have is making significant investments um without a clear strategic rationale backed by evidence. When this item was first posted, there was no rationale. And then a memo was posted in response to a commissioner question, but that memo has some false information in it. Frankly, the there's a sentence in there about how the practice was paused in 2023. Um, and that the stated rationale was that represented employees should be compensated before unrepresented employees. That was not the rationale. The rationale was that the board thought that a meto clause linking unrepresented management to other labor groups was not a strategic way to allocate resources. We hadn't thought of the conflict of interest issue, but the conversation really was around how much should we pay our underrepresented management. Maybe we should give larger raises to some of them and smaller raises to others depending upon the competitive nature of other districts, right? So, we asked for comparative data. We never got it. Um, and so this has been an ongoing sort of point of tension. Um, there's another sentence in that memo that says that inflation, health care costs, housing costs, and other basic living expenses affect all employees equally. That is also false and probably offensive to some of our lower paid employees. You know, I mean, the the even the lower end of unrepresented management is starting at $110,000 a year. That goes up to about up to almost 300,000. So those folks are making 9,000 to almost 20,000 or more $20,000 a month. whereas, you know, our our educ our our teachers make six to $7,000 a month. Paris is even less, you know, average rent of an apartment is, I don't know, almost $4,000 a month. So, I just I just don't think that's true. I

mean, so again, I'm not I think that these raises could be defended and and I'd particularly love to see comparative data that showed, hey, look, our managers are making less than the ones across the bay. We're losing people. Here's a rationale or but there's none of that. This is just saying give the exact same raises that we give to the administrators. And I think my colleague's point about contra conflict of interest sort of is related. It's like why why are we doing that? It's not strategic. It's not targeted. It's not based on the needs of the position. Maybe we need to give some of them larger raises than our administrators. I don't know. I don't see any evidence of any of that analysis having been done. And so I'm going to vote no. But I would ask but I do think our underrepresented management deserve a raise. And I would ask the superintendent if this doesn't pass to come back um with a more evidence-based plan which I would be happy to support.

Just have a a follow-up question on that. So is there anything separate that is compensation for per that's performance-based? I mean is is it sorry I I like is it impossible to do that? Is it is it not feasible to actually I mean because we're we're talking about our our our top management, right? I mean it I'm I'm befuddled if there's not an ability to you know to differentiate based on performance.

Can can I answer that just really quick? Yeah. Oh,

you you you will notice across government agencies and I don't I don't know if anybody else in this room. I've actually worked in the city of Los Angeles. I've worked in the county of Alama. I've worked in school districts. So, I mean I and I've worked in private firm across the state. You will see this structure in government agencies primarily because there's uh consciousness effort to avoid getting into possible discrimination. Discrimination either by gender, by race, um to to really just look at a salary schedule and say for the purposes of this governmental agency, the pay is going to be set this way and and let the chips kind of fall where they may. But once you tread into that direction, you potentially open up a can of worms that a lot of governments are are not interested in going down that road. Now, I don't know if it's impossible. I'm just saying I haven't seen it. And I know that there's other folks who've been in the business a lot longer than I have. No, it's it's not commonly used in in the state of California in any in any public education. and that includes the the community college, the CSU, and the UC system, which I've done them all. Um, the only the only time that that's different is is people, frankly, uh, like me that are more mobile in the industry for specialized work uh because there's multiple districts um that need that kind of work and there's a there's a scarcity of those resources, but that's a bit more unusual. that usually only applies to superintendent, uh, deputy superintendent, and sometimes, um, the heads of HR, which are the three hardest job classifications to fill in the state right now.

So, there is a model, um, on the city side where it's it's it's negotiated through the unions um for a set aside, but it's it's negotiated. So it's not it's there's a set aside that um the the management um labor partners uh put aside a a pot of money that um at the end of the year is merit-based um that that there's a committee that makes this selection and that is how but it's it's very small and and that's that's negotiated as part of the the the management team here. um we don't have a ma a we we don't ha like all there is a unrepresented team of folks here that um that do not have the ability to even negotiate that. Um so similar to how you know in the mayor's office that the mayor's staff are are all unrepresented and they don't have that. Um whereas there's the managers which you know I was a former manager um similar to how our our our principles our administrators are are managers and so they there's a union there that negotiates um their salaries. Well, there are some models. I mean, DC, Dallas, Houston, Denver, just like I just want to say like they all they all look different. Uh, but performance-based pay is not like I mean it it is not common, I would say, but it is I mean there are some major urban districts that do uh well, I guess there well actually they they do for mostly those are are represented folks. Yeah. Where they've bargained for that. Yeah, you're you're actually referencing states that do teacher performance pay as well as principal performance pay, which is a very different

but but I mean the trade-off here is that unrepresented management, it's most usually at will. Correct. So that's the trade-off as a former employee of the district who was at.

And to be clear, I mean, you know, that list the the graph that was shared obviously there there are two sets. And so, you know, I I get it if you're talking about say a 6% raise, you know, that's that's talking about, you know, a lot of our analysts that sit in central office that have been heavily impacted. And then there's, you know, I think to Commissioner Alexander's point, it's not necessarily, oh, you know, we're withholding this from executives. It's quite the contrary. If someone's doing a great job and we want to retain them, then it it feels like there should be an opportunity to, you know, potentially go beyond that or incentivize that that in a way. So, yeah, I don't know. I mean, in most of my career has been in the nonprofit sector, which is missionbased, and even we're able to do that. So, you know, it's it's not just a pure profit private sector thing. Um, given the time I'm going to ask, are there any other questions that I haven't asked this in a while and I really need to bring it back more often. Um, are there any questions that will influence the outcome of your vote?

See, can I ask one? Sure. Um, so just I want to confirm this. Um, this is not a precedent setting or at least from this is not a precedent setting matter. Correct.

That's correct. And just as a reminder of the background, the board did have policy, but it's been suspended, which was what was pointed out last time. And I'm sitting here pondering your conflict of interest because I can't let questions not rattle around in my head. Uh, so, ironically, I was called in for factf finding, and I won't say if I was important to that process or not, but I helped lead that process for the district. They haven't been in that place in a long time, and I have some expertise there. And I was not aware of this practice during factf finding. Uh in fact I remember council bringing the practice to my awareness after we had concluded uh and I was pretty clear that that would have been helpful to know before but it clearly didn't have any impact because I wasn't aware of the policy until after I actually brought UA to conclusion with the team. Just something that occurred to me.

Okay. Can we do a roll call vote please? Commissioner Ray, yes. Commissioner Alexander, no. Vice President Healing, yes. President Kim, yes. Commissioner Weisman Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Six, yes. Monday.

Thank you. Moving to item 5264-28 SP5 employment contracts for district executive employees. I will be asking the general counsel to read the essential terms for each of the executive contracts for assistant superintendent of lead high school and college and career readiness, assistant superintendent of lead middle school and K8, assistant superintendent of curriculum and instruction and head of special education.

Thank you, President Kim. I apologize if I take them in different order. I have them written down differently. The board will consider approving an employment agreement with Devin Krugman, assistant superintendent of curriculum and instruction. The agreement will commence on July 1st, 2026, and run through June 30th, 2027. The salary placement for Devon Krugman will be salary grade six, step seven of the managerial salary table. Next, the board will consider approving an employment agreement with Deina Goldwer, assistant superintendent of high school and college career readiness. This agreement will commence on July 1st, 2026, and run through June 30th, 2027. The salary placement for Deina Gowaser, assistant superintendent of high school and college career readiness, will be salary grade six, step seven of the managerial salary table. The board will consider approving an employment agreement with Jennifer Jimenez Payne, head of special education. This agreement will commence on July 1st, 2026 and run through June 30th, 2027. The salary placement for Jennifer Jimenez Payne, head of special education, will be salary grade seven, step seven of the managerial salary table. The board will consider approving an employment agreement with Dr. Jennifer Steiner, assistant superintendent of middle school and K8. This agreement will commence on July 1st, 2026 and run through June 30th, 2027. The salary placement for Dr. Jennifer Steiner, assistant superintendent of middle school and K8 will be salary grade six, step seven of the managerial salary table.

Um, I'm going to seek a motion to approve the executive contracts collectively. Can I have a motion or a second? So moved. Second. Any comments or questions from the board? Seeing none, roll call vote, please. Vice President Healing. Thank you. Okay. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weissman Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Unanimous.

Thank you. Item 6264-28 SP6. Emergency declaration and de delegation to superintendent or designate to enter into contracts for emergency removal and replacement of the field turf at Thood Marshall Academic High School. Um, can I have a motion to second? Pardon me, folks. Uh, uh, executive director Casada is is unclear. Uh, was the vote for both SEIU and local 39 called the same item? That's what I heard. He's asking whether that was correct before he leaves the day. Okay. Yes. Make sure you're Thank you. Yes. Um, sorry. Can I just repeat that? Can I have a motion a second for item six? So moved. Seconded.

It has been properly moved and seconded that the board approve the emergency declaration. I asked Dr. Sue to bring this item forward. Thank you, Paul, by the way, for everything. President Kim said, "Thank you.

Thank Thank you for your service. It's it's late. Yes. Um due to the hours of the night that we're in right now, I I will um just very quickly share that uh unfortunately uh Third Grade Marshall Academic High School experienced a fire in their newly renovated field um uh during uh the week of April 4th or 5th and um it completely destroyed their beautiful field um that was just renovated. And um what we want to do is seek um an emergency um approval for a procurement waiver. Yes. Um so okay, an emergency declaration so that we can very quickly bring on um a company to help us renovate and fix the field in time for school um in the fall. I'm gonna hand this over to Katie Bole to share with you more.

Thank you. Do you or just vote if it's not Do you have a present? Are there any comments or questions from the board? Just wanted to save you some time. Seeing none. Okay, we'll do a roll call vote, please. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weissard, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. And thank you, Miss Po, for being here till 11:30 to present and then not present. I think she meant to say, "Sorry, Miss Poy, for staying here." Congratules.

Yeah, you don't get an apology, Chris. You deserve every minute. Uh, moving to it Just kidding. Um, moving to item seven. 264. Yeah. Yeah. Yeah. 264-28 SP7. Approval of PIPS and waiverss. Uh, yes. Welcome back. Um, can I have a motion in a second? So moved. Second. It has been properly moved and seconded that the board approve this item. Any comments or questions from the board? Sorry. Did you want to say any a few words? It's

just that I so appreciate this is the last item every night. It's not actually for tonight, but um great. Debate is now closed. Roll call vote, please. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weissard, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Unanimous.

We can come up with questions if you would like. Um yeah. Um moving to item eight. V vote on student expulsion matters. I will also combine this with item D, the report from close session. So I'll read it all and then we'll go through with our votes uh from close session. So item D1, report from close session, the matters of anticipated litigation concerning PL, the vote by a vote of seven I's. I say that board by a vote of seven eyes gives direction to the general counsel in the matters of anticipated litigation concerning AL. The board by a vote of seven I's gives direction to the general counsel. Matter one, the board by a vote of seven eyes. The board authorizes general counsel in one matter to initiate litigation based on facts and circumstances not yet known to the opposing party. Matter two, the board by vote of seven eyes, the board gives instruction to the general counsel in one matter on whether to initiate litigation based on facts and circumstances not yet known to the opposing party. In one matter regarding employee discipline, dismissal and release, the board by a vote of seven eyes agrees to accept the resignation of employee 38949 through a settlement agreement and gives direction to the general counsel in one matter regarding employee discipline, dismissal, and release of the board by a vote of seven eyes, agrees and accepts the resignation of employee 91572 through a settlement agreement and gives direction to the general counsel. We'll move on to vote on expos student expulsion matters and move for the approval of the stipulation expulsion agreement for one high school students high school student matter number 2025202623 for a one-year expulsion period until April 28, 2027. During the suspended expulsion period, the student will attend Youth Chance County Program. Can I have a second?

Second. Roll call, please. Commissioner Ray, sorry. May I ask you to repeat which matter this is? Sorry, I've got this. I don't have a number, but Okay. Okay. So, just I didn't write down the numbers. Yes. Commissioner Alexander, yes. Vice President Heling, yes. President Kim, yes. Commissioner Weissart, yes. Commissioner Gupta, yes. Commissioner Fischer,

yes. I move approval of the stipulated expulsion agreement for one high school student matter number 2025-2026-24 for the remainder of the current spring semester through June 3rd 2026. During the suspended expulsion period, the student will continue to attend downtown high school. Can I have a second? Second. Roll call, please. Commissioner Ray, sorry. Yes. Commissioner Alexander. Yes. Commissioner Vice President Healing, yes. President Kim, yes. Commissioner Weissman Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. So, yes.

I move approval of the stipulated expulsion agreement for one middle school student, matter number 2025-2026-25 for a one-year expulsion period until April 28th, 2027. During the suspended expulsion period, the student will attend a comprehensive middle school from two school options provided by SFUSD. Can I have a second? Second. Roll call, please. Commissioner Ray, yes. Commissioner Alexander, yes. Vice President Healing, yes. President Kim, yes. Commissioner Weiss Ward, yes. Commissioner Gupta, yes. Commissioner Fischer,

yes. I move approval of the stipulated expulsion agreement for one high school student matter number 2025-2026-26 for the remainder of the current spring 2026 semester and the following fall 2026 semester through December 19th 2026 during the suspended expulsion period. The student will continue to attend Galileo High School. Can I have a second? Second. Roll call, please. Commissioner Ray. Yes. Commissioner Alexander. Yes. Vice President Healing. Yes. President Kim. Yes. Commissioner Weiss Ward. Yes. Commissioner Gupta. Yes. Commissioner Fischer. Yes.

I move approval of the stipulated expulsion agreement for one elementary school student matter number 2025-2026-27 for the remainder of the current spring 2026 semester and the following fall 2026 semester through December 19th, 2026. During the suspended expulsion period, the student will continue to attend Sanchez Elementary School. Can I have a second? Second. Roll call, please. Commissioner Ray, no. Commissioner Alexander, no. Vice President Healing, no. President Kim, no. Commissioner Weissman Ward, no. Commissioner Gupta, no. Commissioner Fischer, no.

It fails. Thank you. Uh we'll move to consent. President Kim has a standing recusal from the consent calendar due to his employment with the city and county of San Francisco, which is a frequent contractor with SFUSD in order to avoid any appearance of a conflict. Uh before uh the consent calendar is moved, superintendent, are there any amendments or changes?

Yes, there's one. I would like to move um item 17 on the consent calendar off the consent calendar so that we can take a vote for it. Okay. With the uh removal of item 17 from the consent calendar. Is there a motion to approve the remainder of the consent calendar? I move to approve the consent calendar. Second. We have a roll call vote, please, Mr. Trillo. Sorry, that was you and group that. Okay. Consent calendar minus item 17. Commissioner Ray, no. Commissioner Alexander,

yes. Vice President Healing, yes. President Kim. Commissioner Weiss Ward, yes. Commissioner Gupta, yes. Commissioner Fischer, yes. Five eyes, one a one two ns. President Kim is it recusal? I don't absent. Okay. Um byebye when they went absent.

President Kim, in your absence, uh the superintendent made a modification to the consent calendar. Item 17 was pulled so that it could be an action item separate separately. So then we will go back to having an action to item 17. Item 17 amendment

third amendment to the ground to the ground between the district and ground. Yes. You know what is words? um ground lease between the district and DBJPM20 2016 SFC San Francisco Center LLC for the property located at 865 Market Streets. Can I have a motion in a second? So moved. Second. It has been properly moved and seconded that the board approve this item. Roll call vote, please. Commissioner Ray, no. Commissioner Alexander, no. Vice President Heling, yes. President Kim, yes. Commissioner Weiss Ward, yes. Commissioner Gupta,

yes. Commissioner Fischer, yes. Five. Yes. Two nos. Thank you. Uh, thank you, uh, Mr. Madas. Um, oh, yeah. Yeah, the meeting is adjourned at 11:44