San Francisco Unified School District Board - Regular Meeting

Okay, for recording purposes, we'll start from the top here. The regular meeting of the Board of Education for June 9th, 2026 is now called to order at 508 PM. Roll call please.

Commissioner Alexander here. Commissioner Fisher here. Commissioner Gupta here. Vice President Hewling here. Commissioner Ray here. Commissioner Weisman Ward. President Kim.

Yeah, thank you. Commissioner. I will be participating virtually tonight as if usd will provide child care for regular board meetings and monitoring meetings on the first floor in the enrollment center. Oh, my God. Am I always up there? Sorry. Sorry. I just don't stop. In the enrollment center 555 Franklin Street from 630 to 9 PM, or the close of the meeting, whichever comes first childcare is for families. We'll be attending the regular board monitoring meetings. Space is limited, and we've provided on first come first serve basis for children ages 4 to 10 for questions. Please contact the board of education office at 4152416427 or board office at edu. At this time, before the border goes into closed session I call for any speakers to the closed session items listed in the agenda, there'll be a total of five minutes for speakers are the new speakers public comment.

There is not.

Seeing that I now recess meeting at 5. Oh, 9pm.

My name is Vanessa. I am a first grader at Sanchez. We are here today to deliver a letter telling you that it is a really bad idea to combine six of all classrooms into three. The math you are using is wrong. Please read all letter to find out why we want six of our classrooms back.

hi i'm angel i don't think it's fair to combine our classes at sanchez because we're going to have to do double the work first we're going to have to learn fourth grade stuff again and then we'll have to learn fifth grade stuff please i'll help you change your mind and not combine our classes

Hi, my name is Shana and I want to tell you guys that it won't be fair to combine at Sanchez classes. We have to spend a lot of money to buy snacks and it's not fair because combining classrooms, what if people needs a lot of help and who's going to control the other part of the class? It's not going to be fair because teachers have to work extra hours and so do We also, it's not going to be fair because kids want to learn as much with less teachers and more kids. Thank you for listening.

This is the letter that they were referring to. You all got an email last on June 2nd.

Hola.

Hola, mi nombre es Miquel y estoy en la escuela Marshall. Para mí, a veces, la escuela puede ser difícil But Mr. Chris makes me feel calm when I feel stressed or when my emotions are too big. He helps me calm down and focus on my break. When I don't know how to integrate, he plays with me and makes me feel part of the group. One important thing is that when I was hungry, he gave me food from the cafeteria. Please don't take Mr. Chris from the school.

Your name is Marcos. What's your name? Miguel.

Hi, my name is Mikkel and I sometimes have difficulty at school. Mr. Chris helps me calm down when I'm feeling stressed or when I have big feelings. He helps me to focus and calm down at recess when I don't participate. He plays with me and makes me feel like I'm part of the group when I've been hungry. He's fed me from the cafeteria. Please don't take his job away.

Thank you. I call on Donovan, Sarah Dominguez, and Alexis Morales.

Confidence, support, growth, guidance, affection are aspects that if Mr. Chris inspires me, please Thank you. Good afternoon. Good afternoon.

Confidence support growth and affection. These are the things that Mr. Chris inspires. Please let his example continue going forward for all of us.

My name is Sarah. I'm a Marshall School student and I feel worried because they told me that the substitute teacher, Mr. Chris, won't be at our school anymore. And that's not fair because he helps us a lot with math, takes care of us during recess and helps us with everything to be safe at school. Thank you.

My name is Sarah and I'm a student at Marshall and I'm very worried because Mr. Chris, our substitute teacher is no longer going to be at our school. I don't think that's fair. He helps us with math. He takes care of us during recess and he makes sure that we are safe at school. Thank you.

Hello, I'm a Mission High sophomore and I took ethnic studies last year. It was my favorite class. I learned about the Guatemalan Civil War and the United Fruit Company. I bet none of you learned in high school about what our government did there. You should know about it. It's important history. These people fighting ethnic studies got a glorified version of American history and their ignorance shows to all of us who have taken this class. Keep ethnic studies as a place that gives facts and stories that our media suppresses. Tu ignorancia es fea.

Okay, um, if there are no more students, we Oh, more cards. They didn't turn in card. Yeah, because they don't. Okay. Oh, they didn't write student on their cards.

They can come forward now if they if they're available.

Hola a todos, soy Ana Victoria, estoy en Marshall en tercer grado y vengo a hablar por mis compañeros. Queremos pedirles por favor que no nos quiten a Mr. Chris. Él es un maestro super amable y divertido. En los recreos juega basquetbol con nosotros, pero también nos cuida y nos ayuda a resolver nuestros problemas cuando peleamos. Además, cuando nuestra maestra se enferma, él va corriendo a nuestro salón a darnos la clase con mucho cariño para que no nos quedemos solitos. Mr. Chris hace que nuestra escuela sea un lugar feliz y seguro. A veces los adultos toman decisiones pensando en números, pero nosotros pensamos en nuestro bienestar y en nuestra felicidad. La escuela Marshall necesita a Mr. Chris para seguir siendo una gran escuela. Por favor, escuchen la voz de nosotros, los estudiantes, y no dejen que se vaya. Muchas gracias.

Hi, my name is Anna Victoria, and I'm a 3rd grader at Marshall, and I'm asking you to please keep Mr Chris as our teacher. He is 1 of the funnest and kindest teachers that we have. He plays basketball with us during recess, but he also makes sure that we're safe. he helps us solve our problems when we argue when our teacher gets sick he rushes to our class to make sure that we're not alone and teaches our class with a lot of affection school should be a place where we feel happy sometimes adults make decisions thinking about numbers but you should think about our happiness and our wellness Marshall needs Mr. Chris. Please hear the voice of your students. Thank you.

Hola a todos, mi nombre es Serandi y estoy en quinto grado de la escuela Marshall. Como ya me voy a otra escuela, podría quedarme callada, pero no puedo irme sin hablar por Mr. Chris. Durante todo el tiempo en Marshall, él siempre ha sido un maestro increíble que nos apoya, nos cuida y nos hace sentir seguros. Hoy hablo por agradecimiento por lo que hizo por mí, por mi grupo, pero siempre todo por mis hermanos menores que se quedan en la escuela. Thank you.

Hi everyone. My name is at Andy and I'm a fifth grader at Marshall. I could stay quiet because I am going to another school, but I couldn't leave and stay quiet. Mr Chris is an incredible, supportive, caring teacher who makes us feel safe. I am thankful for what he did for me, but also for what he does for my younger siblings who are still at the school. I want them to have the opportunity to keep having a valuable teacher don't let Mr Chris leave Marshall needs to support Mr Chris we need a teacher like him.

Okay, we'll now we excuse me, we will now move on to adults for agenda items when you hear your name, please come up and you have one minute, please watch the red counter up in the corner and I forgive me any for any mispronunciations Jihan. Joyce Zhang. Abby Chao. Justin Uphold. Albert Chao. Would the first person please step up to the mic?

My name is . I've been a turn on my mic.

Oh, OK. Hi, my name is Jia Han. I've been a resident and taxpayer in San Francisco since 2012. My husband has been here since 2010. We fell in love, we married in San Francisco when we were starting our family. We discussed whether it would make sense to move somewhere else where we could get a little bit more space. And one of the key drivers for why we stayed in San Francisco is because the sheer number of options. Uh, in Chinese bilingual education in the city, where the envy of so many of our friends across the country that we have Mandarin immersion and Cantonese immersion and Alice phone you like Mandarin in Cantonese together options. And we were really proud really wanted to be able to avail ourselves of that. Um, these are considered gems across the country for being, um. how early they'd been and how established these dual immersion programs are. And it is how I wanted to educate my multiracial children in the diverse city that we live in. My husband and I are also proud public education graduates.

And so all the time now.

Yeah. Okay. So we just really want to make sure that the school that's been promised is actually going to happen. And we'd love to see that.

Thank you for your comments.

Hi, everyone. Thank you so much for this opportunity. My name is Joyce saying my husband and I have been residents of San Francisco for over a decade. We have 2 children, 1, who's a rising kindergartner and 1, who's 3 years old. And even if this school is not ready in time for our children, we really do believe in the importance of diverse education of preserving heritage of making sure that. Given so much demand and given such a large wait list at Jose Ortega and Star King, there are other options for families in San Francisco who want their kids to have this and who perhaps cannot afford private education. And even among private schools, there is a very large wait list. There are many families that are turned away. Their scholarship programs can't cover the families who really need a public option and who don't have that. And it's something that I think is a jewel of the city. Given our diverse population, given the large number of Chinese Americans, and those who want to learn Chinese, it would be. A really great opportunity to have the school come out earlier if possible for even all the way up to 1st, 2nd, 3rd grade, but any school would be great. Thank you.

Thank you next speaker please.

Hi, my name is Abby Chow. I'm here to support the Mandarin Immersion TK through eight. I'm the mom of three kids, three and under. I'm also one of the organizers of the Friends of the SF Mandarin School, which represents over 800 families and over a thousand students who want this school. Today, over 80 members of our community are here in the room or on Zoom. As, you know, all 7 of our school board members support this effort. So thank you so much for that. The school is also supported by the mayor's office and by 9 of 11 supervisors. So, to me, the question is not whether this school should open it is whether we can open on time in 2027. So, school board, I urge you to push for more clarity on a timeline for choosing the location and for conducting proper community engagement. I urge you to direct the district to focus on a temporary site instead of a permanent 1. I commend the district for their vision and now believe we need a concrete plan and real action. Thank you.

Thank you.

Hi, everybody talk back to follow. That's my wife. uh my name is justin appold uh i'm a local firefighter uh father to three chinese american children uh three under three um and i'm here tonight to speak in support of the proposed mandarin immersion tk-8 school my wife and i also founded friends of the sf mandarin school to organize the parent community and support the district in its efforts to launch the school and i'm proud to say that over 800 families are now with us I'm here tonight because I'm worried about SFUSD's plans or lack thereof to open this school on time for the next school year. Um, especially in the wake of the district's recent 3 year push back of the reorg that all of you were told was going to happen. We are 2 months from the drop dead date created by the enrollment fair yet. There is no site, no public engagement and nobody knows what needs to be voted on. Please make sure that the district delivers on this promise and we don't have the same stake happen twice in a matter of 2 months. Thank you.

Thank you.

Hi, my name is Albert. I'm running for district for supervisor. I'm also a small business owner, a native San Franciscan and I have 1 son of 2 that's already in start going to start thing right now. 2nd, greater and. The numbers what I see right now. We have 66 slots for Mandarin class throughout the city. And we have over 400 as some of these parents have already expressed 400 plus students that want to go in. You know, you guys have complained about, you know, the budget problems. Of campuses closing and worried about the budget not being right. But if you are able to open this campus, I guarantee you, you will get students and students will fill your campuses. Students will get get more teachers and we will have a win win situation. it is already tough enough for us here 40 grand to do public private school if you're lucky to get into there please help please vote for this and support to open on time thank you thank you please have the next four speakers come up to the stand here uh Haiyan Yang Junius Ho Nick Scandi

Cynthia Mao. Please begin speaking.

Okay.

My name is hyena young i've been a San Francisco resident for 20 years last week. My daughter, who's a student at West Porter Elementary, she's taking after-school mentoring program, and we learned that the district shut down the school, which has been running for more, 21 years, and there's panic, parents are in panic, and we now learned that the current assistant superintendent is leaving tomorrow, and the new assistant superintendent is, coming on July 1. And for any new provider to provide after school on campus, mentoring program, we really need your help to find a way to review and approve the process so that our students can continue their mentoring education in the fall. And this is the second hit after teachers strike a couple of months ago. Thank you.

Thank you. Next speaker, please.

Good evening, Junious Ho, the father of two young kids who will be entering TK next year and eventually in a few years. I'm here to support the Mandarin Immersion School. The demand is clear. And more importantly, I'm here to offer the support of the community. I think the biggest thing that you're hearing here is that we'd like to have more transparency, more clarity on the risks to this opening, right? Without that, in that vacuum of information or vacuum of loss of information, we don't know what the risks are and where we can help, whether it's a funnel of new teachers who are qualified and certified to come and teach. Lots of people here know folks who could be attracted and pulled here recruited to san francisco to help with that right so this is actually just extending an olive branch to please give us the transparency give us the clarity that we need to help and be involved because we know you can't do it alone and we're here to do it with you together thank you thank you next speaker please

Hi, my name is Nick. I live in the Mission with my wife and toddler daughter. She's great. You love her. I'm here to speak in favor of the Immersion Mandarin School. Previously, I spoke in favor of the Dragon Gate Academy. If anyone remembers that, didn't go through, that's fine. More than happy to put all the momentum behind the K-8 program. What I really want to say is there is so much demand. We've heard it from everyone else. I don't have a new point there. But the most important thing is I'm expecting another kid in a couple of months. So I'm doing a 100% increase in head count. Okay, and so there's an enrollment challenge. But I'm doing my part, so if you do your part, we can solve this thing together. Also, on a personal note, I just really, really, really don't want to move to the suburbs. I don't want to wake up in Milpitas one day. Please, just for me. Thank you.

Thank you. The last cards within this agenda item, again, calling for Cynthia Ma, last name Murphy. Cheryl. Cheryl tongue.

Yeah.

He teased. Okay, excuse me. And Adam went live Lovato.

I'm not able to speak on me. You can speak on both.

Hi, I just wanted to extend my thank you to the special ed CAC who's going to be presenting tonight for the SELPA. And I'd really encourage the superintendent to listen to the SPED CAC. We have the experience, I used to be on the board, well, in the group, and there's a lot of experience there. That needs to be listened to and I want to just say that I am really disappointed that the superintendent has not elevated the, the head of special education to be in the executive board. I find that that's a sign that. Special education is not as important as it needs to be, especially considering how big of a budget item it is. And we are always talking about budgets. So, um, please fully staff our schools that impacts our special education kids. Disproportionately, thank you.

Next speaker, please. Thank you.

Hi, my name is Adon LeWeveno and I'm a school psychologist with the district. I'm here to discuss agenda item F3 and the school psychologist allocations for the coming year. A request was made to increase the allocation of school psychologists to address the backlog that was created during the quarantine. However, that decision was denied. When the decision was made to deny it, no information or data was collected from district school psychologists, nor was there an understanding of the assessment requirements in San Francisco Unified School District. I asked the board to consider funding this increased allocation so that we can address the backlog of assessments so that students needing special education services can get the services that they need and we can meet the strategic goals for our district. Thank you very much.

Good evening. My name is Cheryl Theis and I'm the Director of Education at Support for Families of Children with Disabilities here in San Francisco. We are the designated Parent Training and Information Center and Family Empowerment Center. I'm here tonight to talk about the need for listening carefully and creating strong protections for and boundaries for the Community Advisory Committee for Special Education. The CAC exists to provide independent advice to the district on its special education program. That independence is essential. It's often a parent voice that needs to be heard and protected. As a SELPA that operates within but distinct from the San Francisco Unified School District, the district has a particular obligation to ensure the CAC's independence is preserved, free from the institutional pressures that can arise when oversight and operations are housed in the same structure. Meaningful family engagement requires respect, access to information, and clear boundaries that protect the CAC's ability to advise without interference or pressure. Thank you.

Present can that concludes the agenda, uh, speakers, uh, when I move on to non agenda items, uh, with the following, uh, individuals please step forward. Uh, Dr Amos Brown. Helen Parker Lee, Sarah, so Donna. Natalie. Alejandro Martinez.

Mr. President, members of the board, ladies and gentlemen, I have been coming to these board meetings over half a century. And I rise tonight to appeal to you in our time to keep faith with ethnic studies. The philosopher says, know thyself, but it's not enough to have self-knowledge. We must know others in order that we might live as civil, humane, decent human beings. Dr. Martin Luther King, my teacher once said, if we don't learn how to live together as brothers and sisters, we're all going to perish as fools. And no one likes to be called a fool. But Asimov, the great philosopher, said, America, in 1980 he said it, is a culture of ignorance. The good book says, my people perish because of a lack of knowledge. And we need to know a whole lot about persons from different lands, different religions, different backgrounds. For diversity doesn't mean deficiency. We are the better as a society when we become a beloved community. So keep ethnic studies going.

Thanks.

Thank you next speaker, please.

Good evening commissioners district leadership. We are principal colleagues of Dr Franklin principal at Drew elementary, and we are here to advocate for stronger, more equitable systems in. We are here tonight so that she and you know that she does not stand alone in the challenges she faced. This district has made public commitments to hiring leaders of color and to anti-racist policies, but communities not supported by equitable systems will not bring us toward true equity. Tonight, we asked you directly what systems are in place to check for bias and disciplinary decisions, not just in theory, but as it plays out in investigations in outcomes and in who receives the benefit of the doubt.

What systems are in place to support site leaders in the complex realities of budget management and procurement and to intervene and support when they have challenges? What systems are in place to support schools that don't have volunteers to run a PTA? We haven't seen these systems yet as principles. We must not lose passionate, capable, instructional leaders and community builders because we failed to support them when they needed help. Equity cannot stop at hiring. It must extend to support how we correct, how we retain leaders that we say we value. We stand ready to be partners in these solutions and to Dr. Franklin directly. We see you, we see what you built at Drew and what you gave to that community. Thank you.

Thank you next speaker please.

Thank you for the opportunity to speak. My name is Natalie and I'm a parent at Marshall elementary school. I'm here because I am very concerned that Marshall is losing its high potential school designation and with it our core substitute position. I would like to make 3 points. 1st, we do not understand why this happened. We have been unable to find clear information explaining how schools qualify as high potential schools, or why Marshall no longer qualifies. We are asking for transparency and a clear explanation. Number 2 Marshall serves some of the highest needs students in the district. Many of our students are English learners. Many come from low income families. and a significant number are experiencing housing instability. Our students need additional support, not less. Third, the timing of this decision has put our school in a difficult position. Earlier this spring, the district told Marshall we would receive funding for a core substitute. Based on that information, our staff and parent leaders made difficult budget decisions, including cutting another position. Months later, we learned the substitute position may be taken away. Thank you.

Thank you. Next speaker, please.

Good evening. My name is Alejandro Martinez. I'm right here with my wife. We are parents of a student at Marshall. I would like to express my concern about the decision to eliminate Mr. Chris's position. Our school serves many students who are learning English and families who have recently arrived in this country. This these children face unique challenges and needs adults that can trust. Mr. Chris has been a consistent and positive presence for our students. The children know him feel safe with him and know they can turn to him when they need support. In a school community where many students are adapting to a new language and new culture, these relationships are essential. We are also concerned that the decision was made after the final budget for this next school year had already been presented. As parents, we believe that decisions that directly affect our students should be made transparently. And with careful consideration of the real impact of our school community, I respectfully ask that you reconsider this decision to listen to the voices of family students and the staff who have been who have seen firsthand the value of Mr Chris Chris brings to school every day. Thank you for your time.

Thank you can we have the next 5 step up. Maria Esther Diaz, Tanya Weisman, Mariana Tejada, Alejandro Martinez, Ara Victoria Arredondo.

Thank you. Good evening board members this year. A teacher at Marshall elementary observed a colleagues classroom for the 1st time in 5 years. That was made possible. Thanks to Mr. Chris. My name is and I'm a kindergarten teacher at Marshall elementary. I'm here to ask you to reinstate our core substitute position. because of mr chris teachers across every grade level observed each other collaborated and participated in inquiry cycles that made us better educators we attended care team meetings and advocated for our students with the highest needs And Mr. Chris didn't just support teachers. He supported kids, as you've heard today. He covered emergencies. He gave struggling students a moment to breathe and regulate. He sat one-on-one with students who needed it most. Without him, those observations don't happen. Teachers have fewer opportunities to attend meetings. Kids in crisis have one less person to lean on. According to you, we don't carry the hypothetical label.

Thank you.

Thank you.

Next speaker, please.

Okay. Hi. Hi, I'm Tanya Weisman. I'm a special education teacher. I've taught in the district for 30 years. I work at Marshall and Marshall is on 15th and cap, which is about a block from 16th and mission. Um, we did not have any mental health provider this year from the district. We are arms provider didn't come until 1 month before school was over. Um, we have a large special ed caseload. We have a large newcomer population, and we have 40% unhoused families at our school. Um, we have three split classes. All our four fives are all split classes. Um, and we lost our high potential status for some reason, which no one has been able to explain to us. Um, we're also losing our core substitute, Mr. Chris, who is gifted and beloved by everyone at our school, all adults and children alike. Um, he's keeping us afloat. There's a lot of emergencies and things that come up that we need him for. And we hope that you will consider giving us high potential status back.

Thank you. Next speaker, please.

Uh, good evening. My name is Mariana. I'm the community schools coordinator at Marshall elementary in March. As you heard Marshall was allocated funding for a core substitute teacher in May. That allocation was removed because we were told that we no longer qualify as a high potential school designation with no publicly available definition. If I lay, if I label determines which schools receive critical staffing resources, the criteria should be clear, public and consistently applied. At Marshall more than 83 of our students are low income over 40 are experiencing over 40% are experiencing housing stability and we serve about 50 newcomer students. Our core substitute is not a luxury. Mr. Chris is. is an essential part of our school community, filling classroom vacancies, covering staff absences, and ensuring students continue learning without disruption. He helps us meet the needs of our most vulnerable students when staffing gaps arise, which is very often. We respectfully ask you to restore Marshall's core substitution allocation. Thank you.

Thank you. Would the following individuals please come up? Robert Schneider, Ashley Ahern, Kirsten and Kristen Coleman.

Robert Schneider, I am one of a few people who are representing a group of people that are within district called tech and check. Robert Schneider, And i'm going to turn this over to other people who have more to say than I do tonight, but largely our concerns are surrounding technology and policies that are just has in place.

Hi, good evening. My name is Ashley Ahern. I'm a parent of a kindergarten student in SFUSD, and I'm here tonight to urge the board to take action regarding excessive and unfettered screen use in our schools. We are asking the district to follow the recent example of LAUSD by revamping its policies around student technology use and to incorporate specific enforceable limits and evidence-based practices. The data on this is very clear. Screen-based learning is not improving outcomes. In fact, sadly, today's kids are the first generation who are testing as less cognitively capable than we were at their same age. And this is largely due to excessive screen use both at home and at school. The number one determinant of learning for anyone is the ability of to pay attention is no secret that screen use undermines this critical skill for anyone of any age. And it's not fair to our children to put them in front of devices that are designed to be distracting and expect them to learn. Thank you.

Thank you. Next speaker, please.

Hello, I'm a parent and an educator, and I'm advocating for an intentional technology resolution, which includes an immediate removal of YouTube from student one-to-one issued devices. The equity issue of the new digital divide is defined by passive digital consumption and not device access, and screen-based learning isn't improving outcomes. I have seen firsthand students' fragmented attention span and activity online from hiding behind sorry okay screen based learning isn't improving outcomes it fosters distraction dysregulation and fragmented attention rather than digital literacy i have seen firsthand students attention being fragmented when they are lowering their brightness on their devices or closing tabs only to return to spotify youtube shorts gaming or passing notes in google workspace when an adult walks away teachers cannot monitor 22 devices at once i make a conscious effort at home to promote digital balance only to have it undermined by one-to-one devices in schools to hear my child tell me they learned how to delete their browser history or that they saw classmates watching the movie scream during instructional time it truly breaks my heart this isn't about being anti-technology it's about recalibrating one-to-one device use in schools thank you thank you

Hi, thank you. I'm Kristin Coleman and I'm a parent and educator who's concerned with the way in which educational technology is being pushed into our elementary classrooms. I have two main asks that no AI programming and educational apps are used. And if they are, parents are informed and given an opt out and no screen time for K-5. i have been an educator for over 20 years and i have a rising first and third grader at lafayette elementary as independent private schools have made a concerted shift away from screen exposure it seems that sfusd has done the opposite the science on brain development is clear and i have seen it firsthand as a teacher and with my own children that screen time has negative impacts on creativity attention executive functioning critical thinking and reading aptitude Worse, the science now shows that screen time has impacts on brain structure similar to smoking cigarettes because the dopamine hits from tech's addictive design features cause similar damage. Our school should not be exposing our students to these AI programs. They're doing harm. Thank you for listening.

Thank you. We have the next five. Please step up. Stephanie Balkenstein. Austin Quigg-Gutterman. Again, I apologize for the mispronunciation. Blanca Catalan. Roberto Guzman-Rivera. Myrna Vasquez.

Hi, my name is Stephanie Falkenstein. I'm the parent of a current fourth grader at Yikwo Elementary School. As I started touring middle schools, I noticed wildly inconsistent environments for both learning and socialization driven by the presence or lack thereof of student electronic device policies. In September 2024, California passed the Phone Free Schools Act, requiring all districts to adopt a policy limiting student smartphone use by July 1st of this year. Yet SFUSD has still not introduced a comprehensive district-wide bell-to-bell policy. Further, delayed action risks a rushed, minimal compliance policy rather than a thoughtful, effective standard that truly supports our students. And furthermore, it pushes current policy development and enforcement to principals and teachers. Do we really need to load them with anything else? This is unacceptable. SFUSD does not even need to start from scratch. Thank you.

Thank you. Next speaker, please.

Good afternoon, board members. Before my public comment, as a mom, I support books before bots. Good evening, board members. My name is Blanca Catalán, and I am a parent organizer at Coleman Advocates. I work closely with families at Dr. Charles Drew, especially families whose primary language is not English. I have seen firsthand how Dr. Franklin has built trust with students, families, and staff. She has supported families facing difficult circumstances, connect them to resources, and help create a school where parents feel welcome and valued. Many families are deeply concerned about her removal. Drew serves a community with significant economic challenges, but under Dr. Franklin's leadership, family engagement has grown. Students have been supported, and the school community has become stronger. On behalf of the parents of Dr. Charles Drew, who I work with, I ask the district to listen to the voices of the families most affected by the imposition.

Next speaker, please.

Good evening, Board of Education. My name is Roberto Guzman Rivera, SFU parent of three. Tonight, I ask you to remember the principles of color remain far too rare in SFUSD. We should be investing in, supporting, and developing leaders like Dr. Franklin, not like the men of our schools. Many families view Dr. Franklin as a dedicated leader who fought every day for the students and historically underserved communities. Before removing a principal with a proven record of service, the public deserves transparency about the facts, the process that was followed, and the impact this decision will have on the students, families, and staff. If policies were violated, accountability matters, but accountability must be fair, consistent, and applied with understanding of the reality facing the schools that have been under the resource for decades. Results, relationships, and service to children's moods also matter. I urge you, this board, to listen to Dr. Drew's community. Thank you very much.

Good evening board. I'm Mirna Vasquez. I work with Common Advocates and I'm here today supporting the community. In my work, I have learned that strong schools are built in relationship and trust. Those relationships take years to build and only a moment to break. The Druth community who are here today, they are not defending a tile. They are defending a leader who has transformed their school community and who they believe in. When parents, staff, students, and community members are united in support of a principle, that should be matter. their voices should carry weight in the decision. I respectfully ask the district to reconsider the removal of Dr. Franklin and work with the community toward a solution that keeps her leadership in place. The community has spoken today and please hear them. Thank you.

Next speaker, please.

Hello, my husband Austin was called, but he had to go home with a very cranky toddler. My name is Daphne Adam. My son Philo is a first grader at Marshall. He is educated under an IEP because he has been diagnosed with ADHD and autism. The board cut Marshall's allocation for a core substitute, and I'm asking you to restore it. Good instruction rests on relationship. Kids learn from adults they know and trust. That is particularly true for kids like my son and for kids like the community at Marshall. mr chris has spent a year building that with these children and for a child like mine it's the difference between engagement and shutting down on a spreadsheet this is a line item in a classroom it's the adult the child has learned to trust and what it saves is nothing next to what it costs these kids please restore the allocation

President Kim, I'm sorry we're past time. We need to move to Zoom. My apologies to the folks who were not able to speak.

Indeed, I said 755. We already went past time. I gave more time for in public comment. We have 15 minutes typically at the end of public comment for online public comment. So we'll move to that right now. We have, I think, nearly 40 comment cards, so we're just not able to reach all of them. Thank you.

Individuals who are on Zoom, please go ahead and raise your hands. You will be called in the order that you are listed. Thank you. Oh, with students first. Sorry. I'm going to lower the hands on the Zoom, so forgive me. Okay. And right now, could folks on Zoom, students only, please? Students only, raise your hands. okay students going once going twice all right uh now adult uh anyone on zoom please go ahead and raise your hands we will call you in the order received just a reminder that zoom speakers you also only have one minute and we will be limited to the first 15. virginia marshall

Thank you so much to President Kim, Board Commissioner, Superintendent Sue. I join Reverend Brown in support of ethnic studies. We also want to congratulate all SFUSD graduates, especially the 350, more than 350 African-American graduates. We're also here tonight to support Dr. to support the principal at Dr. Charles Drew. I've known Ms. Franklin for more than 25 years in education. She is a stellar educator. She has taught her, she's implemented a system and taught her students how to read, especially African-American students. Whatever you did behind closed doors tonight, if it did not reinstate Ms. Franklin, please do so. The community wants you. begs you, requests that you reinstate Ms. Franklin as a principal of Dr. Charles Drew. If she made some missteps, it is your responsibility to help her. The NAACP stands ready to help Ms. Franklin. Thank you so much.

Daisy Young. Just one moment while we unmute you.

Good evening, board members. My name is Daisy Young, and I have a student in Rosa Parks in the special day class for mild to moderate autism. I'm here to ask the board to adopt a maximum cap of 12 students in special education classrooms because of the number of students that are coming into Rosa Parks. It looks like one of the education classes is going to have 16. like a third more than what they should be having. Every extra student, especially in a special ed class, means that the teachers are having a much harder time. I know that they get a stipend. You cannot buy more time. You cannot buy more time to get to know the students that are in your room. I also think that you need to consider preventing any of the special ed classes from combining four grade levels into one classroom. A second grader and a fifth grader are completely different and have different needs. And I would urge you to, again, cap students at 12 for special ed classes and to please make sure that you don't combine four grade levels in one classroom.

Thank you, Ms. Yang. Next is Sarah Meskin.

Hi, my name is Sarah Meskin. I am a parent of a James Lake middle schooler and an outgoing Daniel Webster elementary school student. I'm also an educator in a nearby district. I wanna echo the voices of other parents and educators speaking out about adopting some kind of an effective tech-free policy that actually works on a district scale. My district is faced with the same conundrum. And last year, my site became the first in our district to adopt Yonder Pouches. And the only thing I can say is that it has been like life-changing. It's not perfect, but it's changed the culture of our school. Kids are socializing. They're talking to each other. They're playing hacky second lunch. My big ask for the district is to adopt and develop a clear, consistent, and firm policy that works across the district. And this is for the kids. Thank you.

Valerie Pascal.

Ms. Pascal, are you there? Okay, we'll come back.

I'm here. I'm sorry, can you hear me? We can hear you now. Thank you, I'm sorry. I want to express our deep disappointment that the All-Star Mandarin Center, ASMC program was dissolved without meaningful input from the community that it has served for the past 20 years. For two decades, ASMC has been more than just a program. It has provided students and families with opportunities to learn, grow, and connect with one another. It has broadened horizons, encouraged understanding, and celebrated the rich diversity of our community through sharing of culture, traditions, and experience. The impact of ASMC cannot be measured only in numbers. It can be seen in the confidence of our students, the engagement of our families, and the relationships built across different backgrounds. Decisions affecting a program with such a long and positive history should have included the voices of those who have participated and benefited from it. We respectfully ask that the community concerns be heard and the greater transparency and engagement guides future decisions. Thank you so much.

Tina Perdiz.

Good evening. Thank you for taking my virtual comment. My name is Tina Perdiz and I am the current vice chair of the CAC who will present our annual report tonight. I am sorry that I am not able to participate in person, but I am extremely appreciative and proud of my fellow board members who are representing us. I'd like to emphasize that meaningful progress in any of our priority areas cannot occur without significant improvements to staff recruitment and retention. In my professional life, I am a school psychologist in a neighboring county. An excellent former SFUSD special education teacher joined my program in December. She recently confided that the pressure had become too great at her previous school due to the stress of covering multiple vacancies and other staff climate issues. While this is a boon to my workplace, this is a great loss for our community. Competition for special education staff is fierce. The district simply must do better. Thank you.

Brianda Batiste.

good evening board commissioners and superintendent stew and everybody intended tonight I am just calling in as a parent and a member of the african-american parent Advisory Council but tonight my own words will be stated I stand once again full-heartedly in support of ethnic studies and also with THE PRINCIPAL, AND I ASK THAT YOU ALL LISTEN INTENTLY TO THE PRESENTATION OF THE CAC AND IMPLEMENT THEIR RECOMMENDATIONS. THANK YOU. .

Hi, it's Mark.

My apologies, I didn't see the unmute. Good evening, Commissioners. My name is Philip Dokas. I'm a parent and member of the SSC at Sanchez Elementary. On March 30th, during spring break, the district sent Sanchez an updated site allocation eliminating three of our 12 teacher positions. Most people in our community didn't learn about this until mid-April after these changes had been committed in the budget, which is not the meaningful consultation at the inception that Guardrail 1 speaks of. The Enrollment Center kindly shared with us historical data, along with projections and current assignments for next year. We found that the district's projections show steep enrollment drops in these specific classrooms, drops our actual assignment numbers don't support, and that have no historical precedent in these higher elementary grades. Last Tuesday morning, I sent a letter to the board, signed by members of the Sanchez PTA Board, the ELAC, and the SSE, presenting our analysis and a discussion of how this process has not faithfully followed district guardrails. We have not gotten a response, and I'm here tonight to reiterate that we would like to work together to find a more inclusive and equitable outcome. Thank you.

Sammy Greenberg.

Hi, can you hear me?

Yes, we can hear you.

Hi, I'm a parent who sent her autistic child to Claire Lillienthal for kindergarten this past year. Unfortunately, our experience highlights serious concerns about how special education services are implemented across SFUSD. As you listen to today's special education presentations, I urge you to think beyond compliance on paper and focus on accountability and practice. How is the district measuring whether IEPs are actually being implemented with fidelity in classrooms every day? For example, how many students have real ongoing data collection tied to their IEP goals so parents can meaningfully participate in educational decision making? How many IEP meetings are held within legally required timelines? How often are accommodations written into IEPs actually implemented consistently across the school day? Families should not have to fight to obtain basic information about their child's progress, services, or supports. Accountability metrics should not only measure whether meetings occur, but whether students with disabilities are truly receiving the education they are entitled to. Thank you.

Lawrence.

Yes, hello. Good evening board members. My name is Lawrence Lee and I'm a San Francisco University School District alumni and I want to talk about a couple things. First 100% support the Mandarin mission program and hopefully can start on time. And second, I am very much in support of trying to keep Doctor Franklin at Drew Elementary I'm a volunteer there, and it's amazing what she's done with the kids. I see it myself every day. And it's a school where it could really use a lot of help. Let's have it go forward, not go backwards. There's over 800 signatures to support Dr. Franklin and keep her. And the kindergarten class I work with, they said it themselves. Let's keep Dr. Franklin. Thank you.

Parents for Public Schools.

Good evening, everybody. This is Dr. Vanessa Marrero with Parents for Public Schools. We've been a leader in San Francisco for 26 years. I'll be commenting over the public hearings, but specifically want to speak to our commitment to anti-racism. I do wanna make sure that all of you understand that there are patterns that are developing, that are displacing our black leaders, specifically women. And it is incumbent on every single board member to work with the community to resolve this. Thank you.

Chris Clouton.

i'm chris klaus sped department head at washington high school i'm relieved that dr sue has been working hard to defend ethnic studies and the fantastic supports that sfusd offers to our minority and queer students and their families this is personal for me because many of my students are queer and from immigrant families i think of one student in particular who was on my iep caseload and needed school support to gain the confidence to come out to their non-english speaking parent as trans this student spent all of their high school years battling suicidal ideation. Thanks to supportive educators, they learned about other immigrants and queer figures in history that built their self-confidence. In the weeks before graduation, they were able to safely come out to their supportive parents. I often criticize the district, but the supports that helped that student learn that there was absolutely nothing wrong with being a trans immigrant with autism kept them alive so that they could thrive and do what they love. This is literally a fight for the lives of our students. So, Dr. Sue, please don't fail them.

Thank you. This concludes. We are out of time.

Thank you. I invite Cassandra Curiel, President of UESF, to provide remarks.

Good evening, Cassandra Curiel, United Educators of San Francisco. A couple of items that I think that were really well spoken throughout this evening, but would be remiss without highlighting yet again, especially because the fight for the schools our students deserve, the campaigns that UESF has engaged in for years, and the contract that we've achieved outlines and specifies many of the achievements to making sure that we have an equitable, inclusive, diverse school district are what is on the stand at the federal level tomorrow. And every single day that we're in our classrooms and challenged with issues that limit the freedoms of our students and families to express themselves, to be who they are. I've talked often over the last month and a half with folks who have brought up concerns around what's going to happen. You should know that the folks that are working in schools, the folks that are attending schools, the folks that are looking to send their students to schools are relying on every level of our leadership, whether we're elected board members or staff and every single leader at school sites in classrooms and of entire schools are going to require the fortitude and backbone to defend everyone's right to be who they are in the next coming months, if we're lucky and very likely to be years, to be honest. and we've been doing that for many years to acknowledge that the fights have been happening they show up in different ways defending immigrant students and their sanctuary is a requirement in this city and is now a requirement of our contract to be able to advance and protect that For our LGBTQIA identifying, and those who are unknown at this point, no matter where they are or who they are, what school they're at, or whether they're looking to move to San Francisco because it's a space, a place in this district, is a welcoming and inviting. And one of the freest locations that we have in our current political climate in this country, free to be who we are, also requires defense, also requires all of us to stand up for that. And luckily it's in our contract, but there are going to become pressure points that exceed shutting down emails because of a litany of flooded emails. It's going to exceed what we have seen unfortunate outbursts in school board meetings of the past, we hope to not achieve. It's easy to say that we support when we're in a room of highly supportive community, because this is who represents. And during the hard times, I'm calling in that we're going to have to fortify ourselves to be able to do that together, because that's what everybody deserves. Whether they're in a classroom yet or seeking a safe place to go to school, we can be the beacons for how SFUSD is a welcoming and inviting location for everyone, no matter our backgrounds, our language, no matter how we express ourselves. This shows up in small ways day to day. Where schools in our system are not getting systemic supports and approaches to how we implement and achieve academic outcomes, that is the charge of our entire district. In order to do this well, means that we have to defend everything that invites students and families to entering and enrolling in our schools. to know that they have a safe space to come to, that those educators in the classroom and the school leaders are going to defend that because the school district and the board is going to ensure that those things remain as a tenant of our exercises day to day. It shows up in other ways. It should be noted that while we're sitting and standing in support of not just LGBTQ or trans or name any number in our section of supports that are needed to uplift and visibility, but also when we're talking about attacks for ethnic studies and DEI, our ALI program, African-American student achievement outcomes, our Samoan student outcomes, many of the PACs that have missed one, all of the beautiful PAC presentations that we have that represent our school cultures, where we're talking about language programs and access and representation. And that includes being able to recruit and retain educators of every level. That includes Dr. Franklin. It should be named. It should be named that the identification and recruitment of educators from every background continue to turn out at a higher degree if they're BIPOC into our profession, let alone inviting that in. So we have to do some introspection and some investigation on how we can achieve our outcomes while also including every community member to be part of our solutions and to be part of that achievement. And there's ways to do that that are both preventative. There's ways to do that that are in advance. of knowing that there's a problem. And so I know that when we've got community members that show up in force multiple months in a row asking for solutions, we need systemic approaches to how we address this moving forward so that we're not repeating patterns, so that we're not telling folks that that isn't happening, and that this isn't the only place during Pride Month where we're proud, right? We have to be proud every single day. and we need the guidance and the leadership at every level to reflect that and that's what we're a partner into so looking forward to this work because we continue in what is likely to be a long political fight with with folks that we didn't ask into this conversation to be honest but nonetheless education is going to happen and we're happy to do that good night

Thank you to members of the seas. There we go. Thank you to members of the public for joining us tonight to share your experience and perspective as a reminder board rules in California law do not allow us to respond to comments or answer questions during the public comment time. But we appreciate you taking the time to be with us here today in person and virtually. Um, staff are tasked with providing a draft of each agenda 12 days in advance for board members to review. Once that draft is made public on our website where members have made a commitment to submit clarifying and tactical questions and staff have made a commitment to respond to those questions in advance of each board meeting. This Q and a doc is linked into each agenda on board docs today and item E, 2, and we invite the public to review those questions and answers alongside our discussions today. Moving to item D, reconvening to open session, closed session items. The board approved proposed resolution and article be to anticipate a litigation of close of closed session by unanimous seven zero votes. The board approved the settlement agreement al versus usd by unanimous seven oh vote. The board approved the settlement agreement and HP versus usd by seven oh vote, the board continued student matter number 28 until the next board meeting. Item E, opening items, land acknowledgement. We, the San Francisco Board of Education, acknowledge that we are on the unceded ancestral homeland of the Ramatishaloni, who are the original inhabitants of the San Francisco Peninsula. As the indigenous stewards of this land and in accordance with their traditions, the Ramatishaloni have never ceded, lost, nor forgotten their responsibilities as caretakers of this place, as well as for all peoples who reside in their traditional territory. As guests, we recognize that we benefit from living and working on their traditional homeland and we wish to pay our respects by acknowledging the ancestors elders and relatives of the romantic community and by affirming their sovereign rights as for as first peoples. Moving to item for student delegate report at constant nuggets crews in mind to share report, if you have one.

Hi, good evening, everyone. So right now, SAC is kind of focused on summer. So just kind of setting up everybody on the council for a teacher help out if we do have any teachers in the crowd or know of any teachers who might need any assistance to just tidy up classrooms before kids come back to school. Feel free to reach out, we are open and have one that's available, which we have a Google form you guys just say the dates what you need help with how many students, do you think you need. And we will be there, so I just wanted to mention that, just in case and yeah we just have that going on right now we are wrapping up and student delegate moon is going to kind of back up on that real quick.

Yeah, so where you can find the form is, um, we're on Instagram, give us a follow, like, the post up, repost it, share with the people, you know, um, get teachers to sign up because it would be more than happy to help out. Um, we have a lot of students who are available, like, early August, right before school starts to help set up classrooms. And then my last to sound announcement is, um, that we're doing interim board elections soon. We also sent out like applications for a while back. So we're gonna go through that and then also, like, prepare and set up the new board and the new before we all leave. Yeah. And then this is our last meeting. So just wanted to give everyone a big shout out. Oh, thank you.

in recognition of your last meeting oh are you done i just wanted to say thank you oh Thank you. On behalf of the board, I want to thank you so much for both of you for your leadership. I had the pleasure of being at Commissioner Cruz's graduation ceremony, and we locked eyes on stage. But congratulations. Best of luck. We have some gifts for you, and I'm going to invite commissioners to come out front here, and we'll take a quick photo with student delegates, and then we'll be on our way.

I have gifts too. I didn't know when was a good time to give it. I was going to

Hopefully they're under 20. Can you share for Commissioner Weisman-Ward what you're doing?

Yes, please.

Commissioner Weissman, these are graduation photos of student delegate Mon with a note and thank you card. So you will see that in your mailbox.

Thank you so much and good luck to both of you all.

All righty. um moving to the superintendent's report um as folks are aware dr sue is not here tonight uh she wishes she could be here but she is testifying tomorrow in front of congress uh and therefore is in washington dc uh we wish her the best we know that she will represent the district well um and in her place uh we have uh deputy superintendent who is acting superintendent uh chris mount benitez thank you for being here Just a big note of gratitude for staff for stepping up while we know that Dr. Hsu is preparing in DC now. Okay, moving to item F, uh, public hearings for local accountability plan 24 to 27 and recommended budget fiscal year 2627. Um, I'm gonna do a quick voice over for commissioner. So we're aware of just the protocol for these, um, and subsequent items. I'm gonna be calling up the L cap together. Um, uh, so the L cap advisory committee alongside, uh, the superintendent's proposal for all cap. Um, we will, uh, kind of take them in order, and then we'll answer questions together, or ask questions together as a body. Then we'll take the superintendent's proposal for the fiscal year 2627 recommended budget as a standalone item. Note that these are public hearings are not here for action. So we're just opening it up for comments and questions from the public. We will engage in an opportunity for public to comment on these items. and then commissioners if you'd like to comment at this time you're welcome to but know that you will have an additional time to comment at our next meeting on June 23. I'll do a similar style for public hearing and adoption of the CAC and SELPA and the PEEFCAC and the PEEF budget expenditure plan uh well I will call both items they will both be presented and then we will engage in a conversation and question um afterwards um commissioners if there's no objection here I will request that we move action items up and replace it with item H so we'll start with item I action items take those and then we'll move to discussion items and as I have previously shared I am very much hoping to end at an appropriate hour and so for items that are remaining we we may need to move but my hope is that we will get to the major decisions update proposed TK Mandarin immersion before we close today any questions on process cool okay we will move forward with item F public hearing for local control accountability plan 2427 recommended budget uh the LCAP advisory committee recommendations for school year 26-27 and uh item two the superintendent's proposal annual update to the 2427 local control and accountability plan for the San Francisco County Office of Education and the San Francisco Unified School District first reading We'll start with the LCAP Advisory Committee, and then I'll open up the public hearing.

Good evening commissioners. My name is Christina Wong. I'm the executive director of local state and federal programs. Um, join with me are the members of some of the members of our advisory committee, an incredibly thoughtful and committed group that have spent hours throughout the year in developing the recommendations that they're going to be presenting. Um, so I'm just going to kind of go through, I know you have it right in front of you and it's not. Um, yeah, so our objectives tonight is to share the work of the advisory committee. Um, but before then, I'm going to provide some context and information so that we're all aware of what the entails. Um, and how, when they provide the recommendations, there's also alignment to, you know, in terms of their recommendations to the update. So the LCAP is a three-year plan. We are currently in the 24-27 cycle, three-year cycle. And next year, we are going to be starting the development and the planning for our next three-year cycle. In the LCAP, there are goals and actions and also associated expenditures. And there's also analysis around the metrics, what's worked really well, what hasn't. and our plans for improvement. The annual LCAP development timeline takes the whole year. So we start in the fall when we have the LCAP approved by the CDE and sites begin to actually implement their actions within their SPSA that's also aligned to the VBGGs as well as the LCAP. In the winter, we receive from the California Department of Education the dashboard updates that's based on the previous year, and we use that data to really help inform what our actions for the year will be. We have our school planning summit in January, where school sites begin to look at their budgets and plan for the following year. And in the winter, we also provide an mid year report and that's using the dashboard data and also the expenditures and our progress with every action. We were able to provide that to the board in the spring is when. It's a combination of all of the different advisory committees that have met, that have presented before the board on all of their different recommendations. All of that information is gathered and analyzed by the LCAP Advisory Committee. And there's also representative on the committee as well that's sharing that information. Staff synthesizes all of that information and present a draft LCAP that's a working document. And right now we're before you as the first reading of the draft LCAP. And during the summer, just to kind of close up, during the summer, we're going to start planning for the next three year cycle. Just to share on slide 6, the LCAP goals and VBG alignment, we have a total of 5 goals in the LCAP. The first one, the goal 1, is around student achievement. It's around literacy, math, and college and career readiness. And that directly aligns to our own VBGGs of goals 1 through 3 and Guardrail 3. Goal 2 is the serving the whole child that directly aligns to our guardrail 2. Goal 3 of the LCAP is strategic partnerships, which aligns to our guardrail 1 and 5. Goal 4 is the underbelly of our of the work that we do towards anti-racist culture and equitable supports. And that is basically aligned to all of our goals and all of our guardrails. And goal five is operational coherence. This is directly aligned to guardrail four, which is really, most of it is around our facilities, human resources and business operations. To give folks a review of our El cap advisory committee, it is composed of 10 of our advisory committee representatives eight of our school site Council representatives to student representatives and also our Labor partners. On slide nine, you'll see the delegation representatives. These are all of the delegates or all of the committees that have shared their recommendations before you and that where their recommendations have been analyzed. There is a link at the bottom where we have mapped all of the recommendations aligned to our LCAP goals and our VVGGs. And now I would like to have the members introduce themselves one by one as they share their recommendation.

Good evening. My name is Bernice Casey. I am one of the CAC members on the LCAP. One of the things I'd like to talk about today is our first recommendation, which is staffing stability, strategic recruitment, and retainment. But actually, the students and parents you heard from today already said what this recommendation is about. When you want to maintain staff, do not make changes to school sites if you're not consulting them. This happened with Garfield, Moscone and today we heard from other mission based schools. We are trying to make recommendations so that teachers want to teach here to retain teachers. You need to have more staffing and HR so that when the application process is happening, people are getting contacted right away. They know what the process is. When you think about how to manage SF USD, you need to recognize the value of having both small and large schools.

hi i'm jessica agnos seiu union steward and community schools coordinator at star king elementary i want to preface my statement by pointing out that the lcap recommendations are essentially the community schools framework roughly half of school sites in sfusd are already doing this work so this seems highly redundant the state of california has committed billions with a b of dollars to this model because it's a well-researched and successful approach it seems as though the district should adopt the community school's mindset instead of doubling the work given that recommendation number two is ensuring sustained support of belonging mental health wellness and whole child supports i want to highlight action one suggested action one behavioral emotional and wellness supports for students are a critical need when students are dysregulated or in crisis and there are not enough adults in the building it puts everyone in survival mode It sets up a vicious cycle where schools can't thrive or meet the goals laid out for them, which makes students and families feel less secure, which leads to people leaving and less revenue for the work or for the school. Middle school wellness centers are critical, but if students aren't getting their needs met in elementary school, they may leave the system before they even get to middle school. And President Kim, I remember you stating that the data shows this is an exit point for our families, both going into middle school and in high school. action number two all school staff need need to be focused on wellness including a full-time nurse when considering staffing models for each site consider there may there may be different levels of need based on data about student behavior and attendance Number six, cultural awareness and sensitivity training must be required for all educators so that they understand how culture plays a role in student behavior and attendance. And finally, you know, I was asking my school psychologist at Star King, what would you say if you were in front of the board, and he just kind of chuckled, because there were too many things. But the thing that he highlighted most is tier two support, which again, lays under action, action, suggestion nine. Thank you.

I hope you're well and happy and Dr Jessica Mosher, the mother of three girls, six, four and two who attend Jefferson and San Francisco public Montessori and an active Indian education pack member. In response to the initial admission of American Indian Alaska Native students in this report, I'm recommending that we should expand our resources for cultural trainings available, for example, in advance of American, American, Indian, Alaska, native cultural heritage month in November, I would recommend the district incorporate trainings available through the government's office of tribal affairs. Another resource available is through Medicare management care plans that have travel liaisons who are required to provide such trainings. Also managed care plans required to reinvest in the communities that they serve. So, any of the actions could. potentially be funded uh under them as part as long as it's not uh billable under cal aim so it's outside of cal aim billing next slide please i would also like to explain suggestion number three on this list at some point during the enrollment process valid data that incorporates indigenous social determinants should be collected based on the data the district needs to conduct outreach interventions to change the process from damage control to getting ahead with the problem. For example, in San Bernardino County, every foster care child in the Head Start program is required to engage with a therapist. I would like to also expand on number seven. There is a need to understand cultural reasons that a student is absent, cultural ceremony, tummy of age ceremonies, et cetera. In the absence of a relationship with the family, mistrust may exist. please recognize the need to meet the people where they are at especially the high touch communities already mentioned to build trust there must be consistent communication that focuses on relationship building beyond automated text messages and phone calls incorporate more community-based organizations into the education ecosystem to support families and sorry and be able to connect them with resources choco etesia Next slide, please.

In my native tongue of Tongan, that is hello. My name is and I am part of the advisory council in SFUSD. Tonight, I will be presenting on my recommendation for build staff capacity anchored in cultural awareness and inclusivity. To build staff capacity that is rooted in cultural awareness and inclusive activities SF USD. must invest in cultural awareness, responsiveness and communication training and required for all teachers, there are many resources that have been adopted, for example, the second step curriculum, but they are encouraged rather than required. responsive classrooms should be a requirement a seasoned instructional coach said it changed her entire way of teaching the district needs to make a commitment to put teachers through the same level of cultural responsive training as what is what is needed for literacy and math Sylvia Jones, Children only know their culture in my own Pacific islander culture if a child is not listening or to the teacher, the teacher can call the parents and the parents will address the issue with. Sylvia Jones, The child, this is because the child values and respect and listen to their elders. I recall an incident when my daughter was a student at SF USD where she was suspended and I had to take her back to meet with the principal and I was sitting in the meeting and. Between the principal and the Vice principal they had stated that my daughter is such a is she's loud and. And she's active, but in this meeting she was very quiet, and so they had interpreted that as a as her guilty that you know involved in this incident, but what they don't didn't realize that in my culture, when a parent is. in a meeting with other adult children are always quiet not as a um not as in to interpret it as as guilty but to show respect to our elder so um By anchoring staff capacity in cultural awareness and inclusivity, schools can create an environment where all students feel valued, supported, and empowered to succeed, both academically and socially. This approach not only improves student outcomes, but can also strengthen the school community as a whole. Thank you.

Um, in closing, just wanted to share some of the upcoming activities. Um, the draft of the 2627 has been posted for 1st reading. The draft is still a working document advisory committee recommendations and other feedback are still being reviewed and incorporated into the update. So, there is a period of time until June 16th when we are going to be receiving. Any type of public comment, the form link is in board docs and then on June 23rd, the board will take action on the 1st on the final 2627 update as long along with the federal addendum and the 2627 budget on slide. 20 just wanted to to to basically share that. We that through the may revise and the budget office is actually going to be sharing more of this, but just wanted to let the board know that we are committing 12.5Million to support strategies for students and staff. This is not yet in the budget, but we are beginning to align some potential strategic actions to our cap goals. And this will help support the implementation of our cap. I will leave it to the budget office to provide more context, but I'll be available to answer any questions. And that concludes our presentation.

Thank you very much. I'm going to go to item two and then we will engage in a discussion shortly after that. Thank you so much for your presentation. Moving to item two, superintendent's proposal on the annual update to the 24 to 27 local control and accountability plan for the San Francisco County Office of Education and the San Francisco Unified School District first reading. I now open open the public hearing at 833pm we will take public comment on this item as reminder speakers have one minute to speak miss chain, are there any speaker cards for this item.

There are no speaker cards.

And if you're if you'd like to make a comment, you can come up and make a comment right now. that's fine you can you can go ahead and comment now. Thank you. Let me put a one minute time around, please, thank you.

hello hi i'm em i'm also on the lcap and i just wanted to say thank you to the lcap for presenting that was an amazing presentation um give it up if only you were all the school board that we would have a totally different district but Your opportunity is not gone though. You could follow all these amazing recommendations, especially about the staffing stability, strategic recruitment and retain it. This is very, very important. This is impacting even my school site where three, we lost three positions. And the reason why is because we are forced to move To the middle of the forest, and we have mainly a mission school and so since we're in the middle of the forest, it's 6.5 miles from where my house is in the mission. I can only imagine for some other families. And so we're being hold harmless, even though we should not be held harmless. So we lost 3 staff because we have less enrollment. So I just want to say I really agree with the staffing stability. I know we're SFUSD. We can do way better. This is not our best. We can be even better. Please listen to LCAP. Follow everything they say. They know what they're talking about. I'm on LCAP.

Thank you. Can I just give a brief thank you to all of our volunteers?

Yes, I actually do have a question. We don't have any online public comment, correct, for this item? Oh, we do. Okay, go ahead. One minute, please.

Ms. Marshall, please speak.

Thank you so much. I just want to appreciate this presentation from the LCAP. I hope the district implements what they have said. I especially like the idea that what they said about staffing and culture. Cultural plays a very important part because we all know that in certain ethnic groups, especially African-American children, they don't fulfill that the teacher did not like them, they won't even turn in their homework or they won't even do the work. So I hope that you all will implement all the recommendations from LCAP. Thank you so much.

Thank you, Ms. Marshall. Parents for Public School, you're up next.

OK, thanks. Good evening. I'm going to focus this on goal number four, which is anti-racist culture and equitable supports and guardrail related to resource allocation. I'll email you my full public comment, but in a nutshell, we feel that there is definitely inequitable inputs, that we are not supporting leaders of colors and strategic ways coaching, collaboration, observation, feedback, et cetera. You have business right next to you. Well, we need work around how can schools fundraise via their PTAs in a way that is in alignment with the school district. I'll send my entire public comment to you all, but please implement this because we will continue to lose leaders of color and we cannot afford to do that. Thank you.

there are no more uh thank you I'll turn it over to Acting Superintendent Chris Mampanitas I just wanted uh just quickly interject to thank all of our volunteers and I know staff you work really hard with volunteers and each of you represent so many other people many of which I've met and I appreciate you coming and all the work that you do in support of our staff and our district and I just don't want that to go unmentioned for all of our advisory committees and volunteers this evening yes uh so we will now transition uh to the budget hearing again this item is not a vote uh it is a hearing uh this the second reading and the vote will happen at the meeting on the sorry is there enough representation yes christina thank you

Wait, really sorry, just to confirm, because I haven't closed his public hearing yet. So, um, so that was all just 1 presentation from all correct. Okay, great. Um, at this time, if there are any commissioner questions or comments, uh, we have 3 minutes to speak as a reminder. This is.

There is, can we just clarify is there a step? There's no staff presentation here. We're moving.

It was all it was all 1. okay. Thank you.

Thank you.

I haven't opened up budget yet. So this is just for LCAP still. Commissioners, if you have any comments or questions, three minutes each, please note this is the first hearing, so you'll have another opportunity to ask questions both in RFI and at the next hearing. Any commissioners?

Go ahead. I thought that the LCAP Advisory Committee recommendations were very thoughtful. What I don't see or understand is what is our staff strategy and aligned investments in these areas and how those recommendations are reflected in the budget. Slide 20 mentions $12.5 million, which is very little in our budget without any specifics. So I guess I'm wondering from our acting superintendent, for these recommendations, what's the strategy and what are the aligned investments?

So I'll have El cap folks speak to that. Christina, if you want to bring in i'm sorry there seemed to be a little confusion. So thank you for doing both presentations at the same time, and if you want to bring any of your advisory folks up to help you answer any questions you're welcome to My question, just to be clear, was not for the advisory committee.

It was for the superintendent and staff as to what is the staff superintendent. What is the superintendent's strategy to implement the recommendations and what are the aligned investments? That we will that we that are in the budget. That's the part I don't understand.

So, everything that's in the cap is budgeted for except the augmentation that I believe miss long spoke to, which is an additional 12.5Million dollars based on some of the that. requests that were made a little bit later in the process so that we could afford to implement those requests for this coming year.

So let me use an example. So recommendation one is staffing stability, strategic recruitment and retainment. What is our strategy to do that? And what are the budget aligned budgetary investments? How much are they? What are they being spent on, et cetera?

I would have to have the LCAP group speak to that. That's their document. It's not something I've worked on actively with them.

But I'm asking, so that's the advisory committee is advising you. Right. So I'm not, or whoever you want to have assist you, but I'm saying it's not that it's not the LCAP advisory committee's job to make a budget.

So the LCAP is written outside of budget, and we reflect any of their requests in the budget. So Christina can speak to it. But I don't actually work on the development of the LCAP by budget for it afterwards.

I guess I'm asking in your capacity as acting superintendent, like, I'm asking what the superintendent strategy is on these recommendations. I'm not asking for you as as. Deputy I'm asking you're representing the superintendent is somebody here who can explain. The superintendent strategy for implementing these recommendations. If the answer is no, that's okay. I just I'm curious.

So, um, let me, um, explain the, the process that we're undergoing right now. So, we received the recommendations from the advisory committee, and now we're beginning to map. Um, some of the recommendations are actually already embedded in the cap. Some will actually provide some clarification in some of the actions that are outlined in the cap. And others may cost more money. So that's the analysis that we're undergoing right now. And we're hoping to have that ready by this week so that we can share it by the draft agenda. But that's what we're doing right now. But so I would say that most of it is already in the cap. There are some nuances that we want to be able to also enhance. provide clarification and also at some point some of the actions it's about prioritizing and really clarifying how we're providing like cultural responsive pedagogy how are we supporting the different focal populations that we have and being more specific about that i don't know if that helps yeah i mean absolutely but i mean and this isn't your job so i want to be really clear miss wong like you you've been here for a long time these are not new ideas so so staffing stability strategic agreement entertainment was the first recommendation

second was the pain sustained support of mental health wellness and whole child supports increasing academic intervention support and building staff capacity and cultural awareness these are all things we've talked about for years what i'm asking is is there a strategy with aligned investments in our budget that is because if the answer is no i'm going to vote no on the budget and that actually is my responsibility as a board member and the lcap i'm not going to support because this is not and i've been on the board for five years we've been talking about this we've and so so if there's no strategy we're never going to meet our academic goals right this is fundamentally about achieving our our academic goals for every kid and our responsibility as board members is to ensure that our budget is a strategic document that aligns resources with priorities and so none of this is new so the idea that we're kind of working and responding to their recommendations is not that's not what we what i'm asking i'm asking is do we have a strategy and again if the answer is no then that's really unfortunate but i'm gonna my vote then now on the lcap is going to be no just to be clear and and staff then need to go back and do work in my view i don't know how my colleagues feel but but again if there's a strategy that i'm not hearing with aligned investments i'd love to hear about it

um i thank you i my questions are very similar to commissioner alexander's you know almost like i my notes are this is not new i mean in fact i sat on the lcap when it was called the task force um you know uh eight nine years ago and one of the presentations that we as the joint advisory made at the time was just we outlined three years worth of recommendations and how they were almost exactly the same and made that presentation. And frankly, I feel like that's exactly where we still are. Ms. Wong, I know that this is you have taken on the LCAP in addition to all your other job duties. Deputy Superintendent Mount Benitez and your staff, you are all for the majority very new, right? And so like and and yet here we are. asking the same strategic questions yet again um and it's like someone used the reference earlier of Groundhog Day when we were in a different part of the meeting um that really resonates right now um So I I agree. I I think my biggest frustration is that we're talking right now about aligning the resources to the the the El cap. Advisories recommendations, as Commissioner Alexander pointed out. These aren't new. These should have been used to build the budget in the El cap for years. So to add on to Commissioner Alexander's question of strategically what resources, what initiatives, but also my bigger question is, what are we doing differently moving forward to make sure that we're not here in exactly the same situation where we're waiting until May? to implement the recommendations of it. Like, how are we using this to strategically build the budget from the ground up? How are we changing our budgeting practices, not just with LCAP, but everything? The LCAP is very much aligned to the best practices guide that we've got from the Council of Great City Schools and Student Outcomes Focus. It's almost exactly the same process, right? Like, how are we shifting our processes, not just around LCAP, but around everything budgeting to make sure that what our community is asking for, what our staff is asking for, you know, that what we need to actually improve student outcomes is front and center in how we're developing initiatives, staffing, and funding things. So that's a question bigger than the LCAP, but it's going to be a theme throughout the night.

Oh, sorry. Student delegates, go ahead.

I just wanted to say thank you to LCAP and their presentation because I understand. I see the strong mothers who are here to speak for those who can't. I see those who are really strong leaders and are trying to speak up for students who actually really do need this help. And I hope that the district can see what you guys, your vision, your point of view, because this is really serious matter. It's actually really sensitive for myself as well, because I have a younger brother. It's really hard for him. So I understand that these are resources we need. And you were very strong to speak about your daughters, because I see what you were trying to say. And we need to change things. And as my last meeting, I do want to say that this has been an issue for a very long time. And I hope we get this done with, I hope that changes are being made. I hope as commissioner Fisher had said, what do we do to change and make this different? I think that we should just start listening to teachers to parents to students who have said this over the years for a lot of clients. This is something that we need to change. and implementing this in elementary is really important because a lot of students stop going to school. A lot of kids don't feel safe in school. They don't feel that connection with their teachers. They don't feel that they're being heard. And that is really, really important because these habits, set back a supply to them they're really young because they are not being listened to they're not having that extra attention the extra resources that they need and this is really important and i hope that the district can make a fair budget to get this done with because it is really important it is really important for future sfusc students for students who are already enrolled it's really important that we can help them and get the the education I deserved and I really really want to say thank you to LCAP for committing to this over the years and seeing that this is a really important matter and I hope that we can get this fixed I hope that we can add dedication it deserves because it is really important so thank you

Similarly, want to echo everything that Melanie said. I think she spoke very beautifully and thoughtfully about a lot of things that we've been talking about for the past year and the term that Melanie and I have served here. I've learned a lot throughout all these presentations, like a lot of like New words, and you process this and you like numbers to look at. Um, so thank you so much to the outcap and to all the other advisory committees and all, like, literally everyone else who presented in the past school year for all of us. Um, not only for me to learn more, but I know they're like, people watching online from their beds very warmly and I'm sure they're learning a lot too. And it's very helpful for, um. A student like me, I don't think a lot of students generally are involved with this type of thing and know exactly what's going on. So I really, I've been really grateful for this opportunity to learn a lot about this. Um, and yeah, I want to echo everything that Melanie and commissioner Fisher and. commissioner alexander said um we've had a lot of these presentations and i've always wondered and i think this is like a great alignment i'm sure you guys did it on purpose the lcap and the budget recommendation on the same night um and yeah thank you and i really urge some more action some more action let's get it going yeah thank you uh

I don't know if you want to respond, or I can move to commercialize more. commercialized more.

Thank you it's always hard to follow the student delegates. But I will try, um, I think my question is, um. Related to the questioners, the questions that, um. Commissioner Alexander and Fisher race as well. So, and it relates to the to 12.5Million budget distribution. And the $12.5 million seems to be directed towards strategic actions, including chronic absenteeism, professional development, career pathways. And given the scale of the committee's recommendations, such as expanding wellness teams across all grade levels and providing substitute teacher coverage for one-on-one literacy testing and increasing family liaisons, my question is, does the $12.5 million fully cover these requests? Or is there an assumption that we will have to prioritize a specific subset of these actions, at least for the 26-27 school year?

Okay. Within the LCAP, there's already expenditures for wellness, for social workers, for coordinated care teams, and a lot of the aspects that we've already committed to in this three-year LCAP. The $12.5 million is an addition. Well, it's a set aside that we are wanting to commit to bolster some of the actions and goals that we have. Uh, we know that, you know, we always could do more that. We're always continuously trying to improve our practice and add more resources. And that's what's the intention. It's not the 12.5Million is not intended to cover everything that the advisory committee. It's it's to supplement to support, um, ongoing continuous improvement and bolster what we already have.

Thanks and maybe just 1 follow up. I mean, I guess though, but do you anticipate and understanding this 12.5 is in addition to and not that not anticipating that you would need to. That it covers everything, but is that additional 12.5. Is that sufficient to quote bolster and cover. What is listed or or or would you have to say we're going to prioritize 1 over the other. Like is it enough to do what you want to do with the bolstering?

Commissioner, we'd have to quantify each of those requests and then also determine, you know, to be thoughtful about what is realistic to implement and what the timelines would be to implement those items. So we don't have a definitive answer, but the 12.5 is intended to be a starting point. And so, like, should there be additional, uh, commitments to make, then we would add at a later time.

So, um, sorry, commissioner was that all your question?

That was my question. I mean, maybe it goes then back to that. That was my only question. I'm not. Yeah, I'll stop there.

I, I just want to maybe pick up on this here of. I think that is the ask of the Board is to actually quantify some of the strategies that are being recommended by our Advisory Councils and committees and our LCAP to understand what the cost is of adoption of any specific strategies and what that looks like in our budget then, so that we can protect that. And on the other end of the spectrum here, if we are going to be strategically abandoning certain initiatives, positions, parts of our What are those that we are strategically abandoning, and why, so that we can be clear on on where we're going, and whether that lives in the El cap? Well, that lives in the budget, whether that lives in a separate document that explains our strategies tied to our goals, the cost of those strategies, and what that looks like in front of our budget. I think the reality is that I would like to I think what we're hearing is that we're we're not seeing that level of clarity in how we are strategically aligning our resources to the goals and therefore the strategies that we believe or the superintendent believes are going to lead us to our goals. And I think. Commissioner Fisher alluded to this, but I think this will be the overarching theme of the day here of what is that? Right and ideally we have that clearly articulated with then a budget that reflects those priorities and those strategies and that uses that same language to articulate what we're moving towards and why. Um, and I, I'm not, um. And so I just want to, like, double click into what you just said of, like, I think that is the analysis that we're looking for and that we would like to see to better understand how we are allocating our resources towards our goals. I would imagine that requires a team effort far beyond just the folks in this room. And so I... Christopher McConkey- Again, I, I want to just be clear that this is perhaps a moment where it's right in front of us and we're talking about numbers so maybe there's an alignment there, but this has been a consistent ask of the board for some time so i'm i'm I think that's where I think we're misaligned bit.

So just to help clarify, and Christina, maybe you could add some color to this. The folks here tonight are not the strategy and the implementers. They're the ones that are reporting out on what they've collectively gathered and what the priorities are that are surfacing, which is what the LCAP is intended to embody. Christina, could you speak to a little bit, and frankly, budget came up before their budget presentation, but they are supposed to fund whatever is called out in those priorities. But could you speak to a little bit as far as the implementation What part of Ed Services, if not all of it, is involved in implementation of the LCAP priorities?

every part of that services is part of the implementation. So for example, if we were to look at, I'll just use an example as for goal one, right? That is actually aligned to our VVGG's goal one through three, and also our guardrail three. It talks about basically ensuring that our literacy, we're trying to meet our, towards meeting our literacy goals, our math goals, college and career, and also providing the appropriate curriculum and instruction that every student deserves and needs. And so all of the different within the LCAP, we have an analysis of what the overall implementation was throughout the year, some of the changes and shifts that we are hoping to have in 26, 27. And then in the action section under each action, there is a natural expenditure for that action. Now, it doesn't it's not some of the initiatives are there, but it's not exactly the initiatives, the initiatives that were aligned to the interim goals and guardrails for example was established in december of 2025 and so the lcap that we're actually implementing right now was approved by the board in this summer of 2025 but yet the lcap does have all of the structures the infrastructure to be able to implement an initiative and so i think that as we move towards developing a new lcap it will be a great opportunity to get the guidance from the board and have some of that alignment even more crystal clear. But right now we do have the goals as they are. The actions can be adjusted, but the actions are actually quite strong and it really supports the implementation of our goals.

And I want to clarify, we have quantified the goals and actions. It's not that we haven't quantified anything in the outcome. Um, I just want to clarify that piece and if there's additional strategies outside of the account. That need to be added into the budget. That's something that we'd have to go back and quantify.

Yeah, I'll just kind of and then I'm going to pass it around to other folks here. Um. I appreciate that. I think I think there is this, maybe the proper term would be like a crosswalking exercise of all the different things that go into the LCAP, the budget, the sped budget that we have to understand You know, when we say that, that we want to illuminate how we are investing our resources in particular strategies, I'm sure that. Strategy shows up in multiple different places, whether it's an interim goal, whether it's an, whether it's language found in the. Probably less the budget and tax code, but nevertheless, right? But the question becomes, like, how are we as a system shifting? Because I think what we're interested in understanding is what are we doing to shift? I think I, I totally and absolutely recognize the monumental work that has gone into bringing the L cap to where it is today. But I, I think what we're asking for and and I. What what I've heard consistently from our board is, well, what are we going to be doing differently? Because we know that so far we have not actually had a demonstrable impact on our student outcomes in the way that we are intending to see for some time now. And we now have the data to show for the past at least 2 years. We have not been seeing the changes that we want to see. So. So in order to either double down on the work that we are doing and therefore invest more deeply in the strategies that we're already focused on, that would be perhaps a rationale that we want to hear. Or are we pivoting away from existing strategies into something else and saying that we're going to be doing this instead? And again, we're going to reflect this in our LCAP. We're going to reflect this in our budget by doing this thing. And I think that's the gap I still have. Also, my timer should be going. Sorry. But I think I'll stop talking at this point. And I just want to say, I think it's less of a question because I recognize that we are at a point now where we're looking at near baked products here. But this continues to be the question I think that I have around the work that we were doing as a district to understand how we are moving strategically as a system that I just am not seeing. So it's more of just a wondering around when we might be able to see something like that because it's just something I haven't yet seen. I'm going to pass it over to Commissioner Ray, and then Ms. Reston-Huehling.

Commissioner Ray Reston- Hi, everyone. Thank you so much for all of your work on this. I know this must be a tremendous, tremendous lift to even just present what's here, given the length of the LCAP, all the recommendations, all the moving pieces. I guess three questions so i'll just list them and folks can take them in whatever order seems best and as acting superintendent here, Mr mount bonita as may. may be able to speak to these as well. The first thing I wanted to ask just for general reference and context here and to help folks understand is for a basic explanation. about the relationship between the LCAP and our VBGG, particularly our student outcome goals. Like, what is that relationship and how are we cross-referencing or merging those two? Because ultimately, we want to be meeting our student outcome goals. My second question is whether there is a user-friendly way to show the investments that are being made towards our goals and the various interim strategies that are interim goals and strategies that are set forth by the superintendent and staff in order to meet our ultimate student outcome goals. I think part of what's going on here is that there's a feeling like we can't identify what money is going to what And, like, I know there's a lot of very specific detail in the El cap, but that's incredibly hard for for folks to wrap their heads around. I mean, I read the whole El cap. It was very difficult for me just even to read. And the third question is also just to set context here. What are the consequences of of the board? Should we decide to do so? What are the consequences of the board? not passing a budget by our deadline. And I have asked some of these questions in, in my advanced q&a. But I feel like it might be helpful to provide some context here. Thanks.

Sorry, Commissioner, I just really quickly, you received responses in there were insufficient, and therefore you're asking for more clarity or the question about the consequences.

If you don't want if you I'm trying I'm just trying to save time. So we can, of course, if people want to read the question, the question I asked you directly because I just wanted to to know what would happen if the board didn't pass a budget. There are answers in the Q. And a on that. i always try to understand different angles of things so if you don't want that question that's fine but i think it would be helpful to have a general sense of the relationship between the lcap and student outcome goals and a user-friendly way to show how investments are put toward each goal like including the interim goals that the superintendent sets and the strategies that are associated with those

So the LCAP, we actually set the goals in the LCAP. We do have some parameters that are set by the state, but we have the power to basically set our goals as long as we are following the state priorities. And so when the goals were set, the VVGGs were also established as well. So we have been able to directly align the VVGGs to the LCAP goals within the parameters of CDE's requirements. Much of the LCAP is actually in reference to the ongoing student outcomes governance and the Um, progress monitoring that happens throughout the entire year. So, a lot of the analysis is directly borrowed from all of those sessions. Um, the plan activities that established. Staff is planning to implement in both this year and 2627 are also included as well. So we try to align almost to everything we could, um, because that's what I mean, the cap is supposed to be reflective of and also the county office of it's reflective of the work that we do every day. Um, so it shouldn't be kind of distinguished or thought of as simply just a state requirement. It is the way that we are supporting, um, and achieving our own goals and guard rails.

in response to this a simplified way is there a user-friendly way to show the investments that are being put toward each of our three student outcome goals like by the interim goals the strategies listed under those is there a way to do that

We have already set the way that we've done the mapping for our actions. We could do a simplified way to sort of at least group the different actions and the expenditures that are aligned. It won't be perfect because there's other aspects to it that are not part of Um, it won't be a new mapping, I guess that's what I'm saying. It'll be the same mapping, but we could try to create a a chart that has that. And I just wanted to kind of with that caveat that it's not going to be a perfect mapping.

Thanks and I, I fully echo commissioner, Alexander, commissioner, Fisher's comments. Um, I, I feel like we are collectively, I think, a bit, I will say for myself, I'm recognizing collective frustration with the board because we have as a board given guidance. We have set goals. We've set guardrails. A year ago, the superintendent was charged with setting her own interim goals and guardrails that she would be accountable for. That's before this budget development process even started. And now we are at the end of the budget development process. And so just to take, for example, recommendation two related to chronic absenteeism, the superintendent set a goal to reduce chronic absenteeism. We as a board have been monitoring it. We've seen that chronic absenteeism has gone up. It's gone up commensurate with budget cuts to positions that support reducing chronic absenteeism. And I will say for myself in leadership, in briefings with other commissioners, and in public board meetings, the board has as to my observation been absolutely consistent with the superintendent and her staff that we want to see investments made to support reaching the goals and guardrails and that we will you know, we will take the political lumps potentially for making cuts in areas that might need to be cut in order to realign resources to meet with the golden guardrails. So we see in Recommendation 2 that reducing chronic absenteeism is an action. But what we don't see is what are the actual actions being taken in that action and there's a number of follow-up questions in the commissioner questions and only one central office position is identified and i'm sure better data from the central office will help but that's not actually who checks in kids that's not actually who calls to see what's going on and how the kid can get to school and our budget is actually more impacted by chronic absenteeism than by declining enrollment. So we should be and it is financially responsible to invest in getting kids in school and that also invests in them actually learning and meeting our student outcome goals. And so it's very frustrating to see an LCAP presentation where staff have not identified we are spending X amount of money to do Y thing to follow Z strategy to reduce chronic absenteeism. That is what the board has been asking for. It's just a consistent narrative of what are we doing differently to invest in our schools, to get better outcomes for our students. And it is absent right now. And many of the answers are, well, that needs to be decided by a deputy superintendent who's not here, or that's for the superintendent. But it's our job, I think, to hold the superintendent accountable for having those answers And we are not getting those answers, despite repeated consistent unanimous pushing on those issues, and that is what is frustrating, not the wonderful work done by our El cap. volunteers, but I think we're collectively all going to see that change.

Yeah, I just want to follow up. Thank you, Vice President Hewling. I think that was a really great example. And just to reference how meaty this document is and how difficult it is to read, like the action items, the analysis that talks about goal two starts on page 41, right? But so action 2.04, improve attendance. So this is from the LCAP. Opportunities for improvement despite positive movement.

Fisher, if you can.

Okay, um, so the, so we state here the need for more targeted support, refining data practices and expanding mentorship. And I think for me to fully align, right? Like, we just had a whole data presentation on guard rail to where we talk, you know, where the central office analysis there was, well, we've cut staff that's not represented anywhere here. and so that's where like making sure that all the alignment across all of our budgeting documents and is going to be critically important right making sure that our monitoring reports match our lcap match our and we're we're doing all that interrelated we shouldn't have different analysis in different documents frankly if we're going to be successful in the work we're doing it's got to be much more aligned That's one minute example in a 132 page document. Um, you know, but so I don't mean that to. As a as a knock on anyone here. Again, you're all doing, but I just want to point out the opportunity for alignment.

Uh, commissioner.

John Pimentel, yeah I mean I I can't put it better than some of my fellow Commissioners have so i'm not going to try, but I agree with Commissioner Alexander our job is to not pass this if it doesn't pass muster right now, this does not pass muster in terms of being able to point out. Goals activities, and then how that's related to budget. Uh, the ironic thing is, is actually, if you look at the document included in the materials, effective goal initiatives, it actually gives pretty much a template that we would expect to see. So, like, it's all there, you know, so so if I, what I'm hearing is the work has been done. there is this document it's just put into this incredibly dense you know clear as mud kind of you know uh compliance document and it's just a matter of turning it into this then hopefully that should be pretty easy but i think you know the other piece of this is who does have accountability for doing that because i i do hear a lot of sort of that's what this department does that's what this department does and i really hope we can crosswalk that together because hopefully i mean that's what all the departments are supposed to do So I I would highly encourage the superintendent staff to take a look at effective goals initiatives that was included in this for what what's expected.

It's all there just real quick. I just want to emphasize this point that it's not just about aligning documents. I think it is, as as Mr. Gupta and Commissioner Fisher said, And it's about understanding, all of us understanding the strategy, right? So when we say, what's the strategy to deal with chronic absenteeism? You should be able to ask any principal in SFUSD, what's the strategy for addressing chronic absenteeism? And that principal ought to be able to rattle off, oh, more or less, here's what it is. one or two sentences right and to know oh yeah the board and the superintendent have made x y and z investments they've hired new attendance liaisons whatever i'm making this up right and we know where they're at we know what they're doing and we're all behind it and we're going to look at the data and we're going to see whether or not it's working and if it's not working we're going to change the strategy and if it is working we're going to double down on the strategy that's what we're asking for it's not And it needs to be able to be explained that simply and if you can't explain it, it's not a strategy. Like, it doesn't, it's not going to work in a system this size unless and then, of course, it needs to be supported by these by all the supporting documents and actual investments. But we also just need to understand what it is. And I haven't heard anyone be able to articulate a strategy around any of these things.

um before we close this i do want to just acknowledge you know lcap task force thank you so much for your work christina i know this it takes mountains to move to get to where we are today so by no means are we suggesting that the answer is necessarily in this room per se i i want us to make sure that we provide the right feedback to the right people so that we actually get the resources and the communication that we need to better understand exactly how we are allocating our resources. And I think what you're hearing is a reflection of our continued persistence that is culminating in some frustration now that we are talking about the budget and we are talking about allocation of resources so overtly in the form of our budget approvals. I will just end this and move on to the next item by by just acknowledging, I think that there are some folks who are who are not in this room right now that we, we do need to make sure are continuing to hear this. Christopher McConkey, And folks who who are, I mean, I think, at the end of the day, it takes a lot of folks to kind of come together to develop a. Christopher McConkey, coherent strategy on how exactly allocating our resources across the district, not just in terms of dollars, but in terms of people and and beyond, so I do want to just thank you for your your work Christina, thank you to the task force for coming today and presenting and we, we have some work to do so, I thank you. Well, they're there. We haven't even gone to the budget item yet. So I know. So so so I will thank you in just a second. So I will now close this item or public hearing at 918 Pm. And move to item 3, the superintendent's proposal proposal. For fiscal year 2627 recommended budget. I now open the public hearing at 918 Pm.

I'm sorry, but we were supposed to dismiss.

Like, no, it is the last I now open this public hearing. Just kidding. Student delegates. Thank you so much for all of your brilliance. Appreciate you and where those sweatshirts probably.

Thank you so much. Also, I'm so sorry. I got emotional halfway. I didn't intend to.

Love that.

No, it was just something that I care a lot for. And so I did some teardrops that come down. I'm sorry about that, everybody. But yes, but yes, thank you for having me.

Passion is your strength.

And me and Shuna are very grateful for the opportunity. And we also want to ask if we can take these home.

I believe you can.

Okay, great.

But leave the medal, please. Budget cuts. Thank you.

Thank you. It's going to go up in my dorm. Oh, okay.

Even if we take it, we still stay here. Yeah, you know what?

Thank you. Okay. Thank you so much again. Oh, yeah, there really are just multiple ones of you. Okay. Great. You're never leaving us. Okay, I will now open the public hearing for the superintendent's proposal for fiscal year 2627 recommended budget and 919pm. We will take public comment on this item. As a reminder, speakers have one minute to speak. Miss Ching, are there any speaker cards for this item?

Yes, I have to. We are on the budget. Gracie Estrada and Austin quick Hartman. Okay, so are there any other?

Are there any members of the public who are here to speak in person? If you could please introduce yourself before speaking, you have one minute to speak. Thank you. Can you put the timer on? Thank you.

I'll go faster than that. My name is Bernice Casey. I'm a parent of two children, one who just graduated from SFUSD. And before you start this presentation, I think it'd be helpful to look at the 2025-2026 budget recommendations that Dr. Su put out, where she stated that she took feedback from the parent groups And the budget hearings, which I attended the majority of, and none of those comments, none of those suggestions were in the budget when I glanced at it again today, I don't see the recommendations that I've heard repeatedly from the African American parent advisory committee. So I appreciate, uh, um, commissioner Alexander's comments.

Hello, I am Jessica. I'm a parent at Star King and Aptos next year. I would also like to point out similarly that the budget and I appreciate a lot of the comments made that the budget isn't necessarily aligned with the recommendations of things that aren't new. And I would really like to double down on the community schools aspect. The strategies are there. 68 schools in the district are doing that work individually. so you have a model it's adopted california invested five billion dollars the city set up the student success fund to double down this these are strategies that work you are doing it in the district adopt it district wide and then you won't be doubling the work i am losing my mind because when i look at the lcap recommendations i'm like that's my job description it shouldn't be

Thank you at this time, I'll invite staff or the budget presentation.

We have, um, 1 virtual.

Oh, so sorry. Yes, please.

Parents for public schools.

Hi, thanks for recognizing me. I wanted just to highlight something that I'm hearing again, which is a lack of strategy and a lack of integration between the LCAP plan and the budget, which is the hearing that's in front of you right now. You know, and that is super frustrating because there has been so much staff transition. Sites have had to sacrifice FTEs to be in alignment with this vision, and they're losing out while we're kind of displacing things on other folks. So I think you all need to vote the budget down right now because you don't have alignment. And there's obviously not system coherence yet, despite all of the talent in the cabinet. Thank you.

That concludes our virtual.

Thank you. Now I'll turn it over to staff.

I'm assistant superintendent slash head financial officer and, um, I'll be reviewing the 2627 recommended budget. Next slide Chris. Okay, so, um, an overview of our presentation will be going over the budget timeline. the assumptions of major updates. I'll quickly review the recommended budget and multiyear projections and then go over next steps at the end. Thank you. Okay, so thank you. This is an overview of where the budget fits in our short-term metrics. Next slide. Um, so this is obviously where we are in the budget timeline. Uh, we have budget adoption, um, and coming up in this next fiscal year, we also have the state enacted budget, which I'll be explaining in a few minutes. Um, basically, uh, after the, uh, budget gets adopted, um, then we get more information from the state for the 2627 school year and we need to update the budget based on that information at that time. Um, Chris next slide. So, these are the guiding principles for our budget. We've aligned funds to achieve district goals and 3rd grade literacy, 8th grade math, college and career readiness, um, allowing staffing with enrollment. Um, we have other, um, principles under student achievement and budgeting with equity investing in our workforce. We've, uh, successfully closed tentative agreements. with all of our bargaining members, our labor partners. And lastly, we are working on protecting fiscal sustainability for our district. Next slide. So, I just want to briefly touch on the fiscal improvements that we've made this year. We've identified savings and efficiencies that have resulted in an increase in our district's unassigned, unrestricted, and in balance. Um, so some of these strategies touch on a strategic budgeting of both revenues and expenditures to reduce the year and budget to actual variance. What that means is that we've coached our staff to use industry standard tools, such as the calculator. Um, and other tools, such as the thick map projection pro to make sure that our projections are more accurate that we don't see a bit huge variance at the end of the year. We've also made sure to align our staffing the way we cost our positions, aligning salary and benefit costs. To actual expenditures, um, we've also maximize the use of restricted funding where possible. So, in previous years, there were positions added to the budget with little evaluation as to whether they could be budgeted under our restricted funds. Um, we've also reduced reliance on contracts. Um, we've reduced the contract budget in order to help pay for tentative agreements. And lastly, we've identified opportunities to align positions between the county and district funds. Thank you. So here's an overview of the, um, information we received at the May revision and how that informs our budget. So, uh, 1st of all, the may revise funds, the statutory 2.87% lcf cola. Um, it also funds something known as a super Cola, um, at 4.31%. And the state has said that this, I'm sorry, forgive me. The governor has said that this super cool is intended to help fund a mandate for paid pregnancy leave of up to 14 weeks. Um, the may revise also, uh, provides 1 time funding for the student support and professional development block grant, which is set to expire in June 2029. um, and this, uh, resulted in an additional 32Million and 1 time funds for our district. And last, but not least, we're also receiving an increase in special education funding at the base rate will be increased to more than 1300 per and this translates to an additional 15Million annually for our district. So, um, 1 thing we want to highlight that the may revision is. Providing us with good news, but it is not final right? The final information comes at the state and active budget. What that means is that the legislature goes back and reviews that may revise. They send the recommendations to the governor and the governor and the final budget in July. Um, so. Even though we do use the information for the May revised and former 2627 budget, there may be changes again over the summer. Um, so what does that mean? Amounts can change and also that the allowable uses for funds can change. So, for example, the student support professional development block grant can be used for any purpose, even though it is 1 time. However, the legislature could come back and impose additional restrictions on those funds. We have to be flexible and note what those changes are. Um, we also want to note that there's a 10% reserve cap in effect for fiscal year 27 that could hypothetically change. Um, and we're continuing to monitor the situation. Um, lastly, and we'll get into more detail about this. Um, federal funds are also at risk of reduction and consolidation. Next slide. So this is an overview of the Trump administration proposal that was released in April. So the Trump administration has identified certain federal grants that could be eliminated or consolidated. Um, they've stated that they plan to increase IDA state grants and also maintain title 1, but there are several other grants that benefits from such as title 2 title 3 title 4 for full service community schools. Um, as well as. Migrant education, and the sum of all of those programs is approximately 12.2Million for a context. The district currently receives 48Million in federal revenue. So, um, 12.2Million is the estimate of only those federal revenues that could be, um, at stake. So we won't know unfortunately, the fiscal year for the federal government starts October 1st, 2026. So we won't truly know the full impact of these proposals until September. Next slide. So the district's 10% reserve cap, this goes into effect for 2627 and the impact of this is that the unassigned unappropriated fund balance and fund 17 cannot exceed 10% of the district's total Joe funding expenditures. We do intend to meet the reserve cap requirement for the 2627 budget for the budget. That's up as it says. Next slide. Okay. So here are some commitments as a result of the information that we received as a result of the May revise. So number 1, the May revise said that we have to fund paid pregnancy leave for up to 14 weeks. That is a commitment that we are recommending at this time to fully fund that mandate. So secondly, also because we just received this information about the federal government, possibly withholding or consolidating Title 2, Title 3, Title 4, as well as migrant education. We're also recommending a commitment of 12.2 million to protect against any federal funding risks that in order to protect our students and our families and our staff that are currently funded by those programs. And lastly, um, as a result of the may revise, we're also recommending that we commit to a point 5Million to support strategies for students and staff. Um, and these strategies, um, are to include to reduce chronic absenteeism, improve outcomes for a focal student populations, our teacher and administrator, professional development, recruitment and retention of educators and implementing career pathways for potential special education and my multi label teachers. Uh, this is a side that shows our enrollment forecast. Um, we are projecting a loss of about 500 students per year annually and this is based on this is after consulting with our demographer and our Department of finance estimates for the county of San Francisco. Next slide here's an overview of the assumptions that we incorporated in our multi year projection in order to make our forecast. Next slide. And I also want to emphasize that we were able to successfully close our tentative our tentative agreements with our bargaining unions. These are the implications of those agreements. Those are the raises that we are incorporating as well as full health care for our partners. Next slide so this is an overview of the staffing model. The staffing model helps directly informs the budget. We do make sure that classrooms are staffed according to our collective bargaining agreement and any legal requirements. We also line after the allocations to projected enrollment under this model. We also look for opportunities to maximize efficient use of restricted funds. Um, and lastly, uh, some schools receive additional allocations based on size school level program need as well as their percentage. Next slide. Okay. So now we'll quickly review the financial applications for next year. So the adopted budget doesn't have a certification. The State does not assign certifications to budget adoption. But if it did, the district would be able to certify as positive. So, the adopted budget shows a positive funding balance for the current for the 2627 year and the subsequent 2 fiscal years, which means the district is going to meet its obligations for basically the next 3 years. 26272728 and 2029. We do anticipate to be able to certify as positive at 1st interim. And at this time, no fiscal stabilization plan is required by the state. Thank you. I'll take it. Okay. All right. So you'll notice that the unrestricted general fund for 2627 looks a little bit different than 2526. I do want to highlight the work that the team did. You know, big things to Jennifer Schuster and Danny Muniz and our team. They really did a lot of work to clean up this budget to make sure that we were not over budgeting that we're tightening up positions and non labor costs according to actual spending. So, what you'll see here is that in 2526, there's still an operational deficit of about 100 more than 130Million. But in 26-27, that deficit goes down to $1.2 million. Some of that is because of the good news of the May revise, and some of that is also because of the work that the team was able to do in order to bring down unnecessary non-labor costs, as well as any overinflated budgeting for positions that are not filled. Hey, next slide. So, um, this, this slide shows the projection for the next year in the next 2 years. You'll notice that we are very close to wiping out the structural deficit by year 2 by year 3. we're projecting a small deficit of 26Million. However, our funding balance will still be positive. We're still projecting to have at least. 63 million total in our ending fund balance. And this is even with implementing all of the salary and healthcare agreements based on our tender of agreements with our partners. Okay, thank you. So, in this next slide, this is also an overview of our restricted funds. You'll notice that there's a very minor deficit in 2627. that's because we are projecting to fully spend the revenues that we receive for in alignment with today's dollars for today's kids. We're trying to make sure that we spend money based on the students that we have now. So we do plan to fully execute the restricted budget. There will still be an ending balance, and that's because we have a big beginning balance. So then in the next three years, I also want to highlight the deficit will come back. That's because of health care. However, we're still projecting a positive ending fund balance in the third year. So that is good news for us. Okay, I'm sorry, can you go back Chris? I just want to highlight 1 more thing. Um, the 3rd year anticipates that will be renewed. Um, so obviously this will change, um, hypothetically, if the person tax is not renewed in 2028, that 2029 number will look very different. Thanks and this is these are the sites for the county next slide. I think we can go through these because of time. Go ahead. Chris. Yeah, keep going. next okay thank you here's an overview of our other operating funds okay thank you chris next slide okay thank you that concludes our presentation

All righty. Thank you so much. I'll open it up for Commissioners for questions or comments. I will just remind folks, I think we had a robust discussion in the last conversation, much of which can apply for this related conversation around our budget. So I encourage us to either ask different ones or continue to bring up different questions. And that being said, we'll open it up. Public comment. We already took public comment for this.

Okay. Yeah.

Oh, yeah. Um, we do have CDE here. Did you want to. Speak really quickly before you go into questions and public comment. Thank you.

Um, I did just want to take this opportunity to tell you that does commend the district for, um, all the work it's done on the positive movement on the budget. Um. On its financial status, you know, you're in a much better position than you were than when CD first came in to place and with the staff, you know, and you mentioned it earlier between maximizing your restricted resources, closing some vacancies. Adhering to the staffing model, um, and reducing overall expenditures. You really have positioned yourself as, like you said, to have a positive certification with your 1st, in a report in December, which is great news for the district. However, as Nero also said, the budget is based on the May revised proposals, and we could see that change before the governor signs in the end of June. So, we didn't expect some of these revenue enhancements. So, you know, who knows what's going to happen when it is finally approved in addition. The projections are based on assumptions for 2 years out. We're assuming there's a certain Cola that might not come to fruition. So we just urge you to be cautious with your financial decisions as you continue to mitigate declining enrollment. increased cost, fiscal insecurities, uncertainties, and that deficit spending in the third year. But we do want to congratulate you, the superintendent, the deputy superintendent, staff, on all the hard work and effort that went into this budget. We think you did a great job. And I think Elliot might want to say something also.

Yep, I just want to ditto everything, want to thank you. Can you hear me?

Yes.

Okay. I want to thank you. I want to thank Mr. Mampanitas and his team for really pulling together a budget that does balance. I think that's critical. I think what Tina just explained is very, also very critical. And, you know, as we looked at it, we did see alignment between the budget and the LCAP. so and and CDE will also be reviewing that they typically review both together so I you know again congratulations um keep up the good work and don't spend more than you have thank you um and much gratitude to CDE for your

Partnership, if you will, um, getting us here today. Um, okay. So, again, as a reminder to commissioners, please, uh, I encourage you to ask questions or provide comments that are different from the conversation we had before. Um, I will bottle this by kicking us off. Um, what I would, I want to draw our attention to our 2 resources, um, provided to us by the console great city schools that I asked be attached to this item. Um. That 1 is a document called effective budget alignment. The 2nd is 1 called effective goals initiatives. The effective budget alignment document. Um, I, I appreciate just the conciseness of of what is intended here and, um, and I want to just lift up. A series of questions that I think are incumbent upon the board to continue to ask. around does accomplishing the goals appear to be the focus in the budget? Is there a clear framework around which the budget has been crafted? Where and how the budget prioritizes improving the quality of instruction in the areas of our goals? Where and how does the budget prioritize improving the quality of instruction in the areas of our goals? Is there a logic model flow from the outcomes to inputs to outputs to inputs? What evidence is the superintendent relying on to suggest there is alignment between the goals and the budget? And so on and so forth, it also asked does the budget demonstrate returns on investment measures using cost per student or something similar. And it most importantly, I think, asked the strategic questions around which new strategy are being added which strategies are being continued increase decrease or banded, and it is a red flag if there are no items identified for strategic abandonment. And then budget adoption part 3, the superintendent needs to convince the board that this is indeed the 1st priority of resource allocation. To accomplish the goals that we have, and that the budget accomplishes while honoring the guardrails. To be clear, it is a superintendent's job to convince the board. It is not the board's job to be easily convinced. I share that because I cannot underscore enough and I, and I know that the term superintendent is all over this. I recognize the immense amount of work that the finance team has done to bring us to where we are today. And in many ways, this is not even feedback necessarily around how we are presenting even our sacks report or the presentation to the state around our work. I think this merely is not merely this is foundationally a question of what our priorities are. And how we're funding that and and and and I. explicitly asked to attach these documents because I think on the second document, effective goals initiatives, it even provides an example. I know Commissioner Gupta alluded to this on slide 17 of just what that looks like across departments and initiatives for us to understand. This may not actually be something that is given to us in a budget presentation at budget adoption, but it is something that we need to be able to understand and internalize how we are using our resources appropriately and aligned to our goals. And so I just want to use my time to continue to illuminate kind of where these questions are coming from where the pushes are coming from the board. Because this is genuinely where the board is intending to bring our district towards and without evidence of those strategic shifts it's hard to see how we are making progress in that in those areas, so I just wanted to name that. Commissioner Ray.

Um, at the moment, I just want to ask a general question for, um, Mr. and, uh, and folks here from staff. And again, I really want to thank you for all of your hard work on this. I know it is a huge, huge lift. With regard to the documents that, um. That were attached in that President Kim was just talking about. is it possible for um for you staff etc to put together answers to us for those key questions in those documents it would really help us to understand if you know what the strategies are what's being abandoned what's not being abandoned what we're doubling down on you know and and what resources are being allocated um In that respect, so sort of an extension of the question I was asking before about, can you identify a user friendly way of showing us that information? Can you use these documents to and provide us with a set of answers?

Thank you commissioner. Um, I'm, I'm happy to, uh, meet with, uh, the folks that actually do the implementation as well as the budget team tomorrow. I don't think that they've seen this document in particular before. I haven't, um, and ask them if they can do something like that for the commissioners. Uh, however, that has not been, uh, the direction previously. And remember when we're doing budget, it's a, it's a, it's technical work. And you're actually not approving the presentation from tonight. Uh, you're actually approving the sex forms, which I've tried to remind the commissioners of and it's a technical approval of. Are all the books aligned? Really? That's what the budget is about all of the strategy and the implementation. Uh, the tool we use is the, which is what was discussed tonight, but what I continue to hear and I know I've heard it from commissioners before. Right where is the strategy document and can it be cross walked? I think it can I appreciate. Being given a form, and I can certainly pull the 7 leaders of ed services that do the implementation together with the budget folks to see if they can create a map. However, uh, we're talking about very, very little time, uh, to be able to to do. Any of that, um, especially with the work that's already on staff's plates. Uh, but I will certainly make the effort, um. Using the document that you provided, uh, with staff, and we'll ask Christina to rally the ed services leads to do that work.

Christopher McConkey- Be sure, if I can just quickly name, so thank you for that I appreciate that and. Christopher McConkey- I will just I don't know if he's actually on the call right now, I think, part of this work has. Christopher McConkey- has been asked if both by ourselves and AJ AJ I know that you have had an opportunity well, I guess, I don't even know are you on the call. Christopher McConkey, Yes, oh. Christopher McConkey, Just to confirm, because I do want to, if there are areas in which there is gaps and communications, I just want to make sure that we address that. Christopher McConkey, Have you had an opportunity, I mean, I want to make sure that you rather you do have the opportunity to meet with staff appropriately to be able to kind of analyze. Christopher McConkey, And be able to utilize them to the best of their extent.

Yes, I have had an opportunity to meet with the superintendent and her cabinet to go over the document that you have that's labeled effective goal initiatives and that describes one strategy that the staff could use for demonstrating alignment between the district's investments and the board adopted goals.

Christopher McConkey- Thank you and i'll just affirm you know to AJ to the staff here, if anything, we can do to partner as board leadership or as a board as a whole, to ensure that we try to. Christopher McConkey- Better internalize this information in a way that aligns to our synopsis focus governance work we'd be more than happy to partner. Christopher McConkey- Sorry, Commissioner, I didn't mean to thank you for that time.

Cora Bennett , it's totally fine i'll hold any other questions I have for other folks.

not a question but just an appreciation um we have a new deputy superintendent of business budget services we have a new cfo we have a new position control christina you're covering lcap um you know and i missed i'd miss i gave you the wrong title i'm sorry deputy superintendent um uh i don't know if it was a razor promotion but um it wasn't the title okay okay um uh or anyway All right. So but I do really just want to acknowledge like the the huge turnaround. This is for us from a fiscal outlook, and you know, and I'm grateful for the hard work that we've done to invest in good tools that get us to this point. And so thank you all for the hard work and then moving us forward. We really, really appreciate it. So I will just stop there because I have plenty of hard questions for you coming up. So thank you.

I'll echo that praise around the budget systems. Even the presentation tonight on the assumptions was super detailed, and so that work has been really exemplary. I think, again, the question that I have is more around the strategy and the alignment. which may not even be your team's work. I don't know how you all organize it internally, but that's not, but again, what we need to stop doing is, you know, all of us need to take responsibility, including the board, right? We all have to say, you know, that we need to do this properly. So I want to ask about specifically about guardrail for the superintendent will not allow resources to be allocated without transparently communicating how the allocations are baseline sufficient to operate all schools while addressing inequitable inputs and creating more equity and excellence in student outcomes. I asked a number of written questions about sort of equity factors and how we're providing more resources to students who need more support so that we can achieve our academic goals. And most of the answers I received in the written Q&A document gave examples of strategies, but none of them were connected to numbers. So again, I think what I'm looking for is, again, quantification of strategies. And maybe I'll just use as an example for my question, what we heard in public comment earlier from Marshall Elementary, a school with, they said, over 80% low income, almost half the kids are homeless or have been homeless, a lot of newcomer students. So what is the strategy there? What is our budgeting strategy with respect to the school site allocations that resulted in them losing a core sub? Like, how do we explain that strategy?

So just to be clear, I don't think that that was associated with the strategy that was part of this year's negotiations. With the history of the core subs, there's some reverb. I'm sorry, I'm not sure what's going on. Is it working now? The history of the high priority schools and then the priority plus schools is basically the background was when they couldn't get substitutes and so permanent subs were assigned to those sites. However, the sub rate and the sub crisis that we saw during and after COVID has abated. And so part of negotiations this year was to go back to the original allocation of just the higher priority schools. So it was actually just the budget team following negotiations.

But but my understanding was that that strategy was, I mean, Marshall got that allocation because it was a school with high needs, and then we decided to take it away. We could still offer it even if it's not in the contract. I mean that's not a something prohibiting us from. So a strategic decision was made by the superintendent, or you all. Somebody made a decision to take those away and not budget for them. and it seems like it's having a negative impact on students at Marshall. So I guess I'm trying to understand how do we, I don't see a strategy there. Is there one? So no. So I guess to me, and then, that that to me is just a huge red flag like then because i also don't see where we used to have an mtss system that allocated uh resources strategically to schools it was it classified schools in tier one tier two tier three tier three were the highest needs they got additional resources like core subs tier two schools got a little bit and tier one schools didn't get additional allocations it was just the base core staffing allocation i don't see anything like that in our school staffing model I don't I see something in in the again in the written Q. A. that says schools got more based on needs, but I don't see a formula. I don't see an explanation. We have schools saying we don't know why we lost our course of to me. It just feels random and not strategic again, and I think It's really deeply concerning if at this point, after the board has raised this over and over and over again, our most vulnerable students are being negatively impacted because we don't have a strategy to support them. That is is deeply concerning to me. So if it's not the case, I'd love to. To know what that strategy is.

Thank you commissioner. So we do have formulas in place to make sure that we are allocating. So, uh, primary example is our social workers. We did follow a formula to make sure that we're following. We're looking at, uh, socioeconomic status as well as chronic absentee rates in order to allocate those resources. Um, there's other cases in which we did give supplemental teacher allocations and we looked at the percentage. In order for this to make that differentiation, but we can quantify those supplemental resources that you've asked about. We list them out and we can give the amounts. That's not a problem. And we can also give the formula in which how they were determined. I understand that it may have been too high level, but we can give this specific.

I think it's really important because school communities need to know. I mean, again, the Marshall community was here tonight saying, why did we lose our core? What was the rationale for us losing our core sub? So that's why that is so important. So if there is a strategy, like I said, everyone needs to know, not just us, the schools need to know. If a principal doesn't understand that, it seems to me it's really troubling. And So, if that exists, that would be phenomenal.

Thank you. And I also want to clarify this issue with the course subs. occurred after budget development had closed. So there was no appeal process, which we now realize there was no process for schools to appeal the course of. But once we open this again for the 10-day count, the appeal system will open again and we'll review those requests. And schools have the ability to make those requests if they feel that they should have something restored. The UPP percentage will be reviewed again and the need at the school will be reviewed again. So we will have to take a look at this once budget reopens.

For the school year, so, but again, like, the beloved course of I forget his name is going to be gone and Marshall. Thank you, Chris. Oh, you're saying it's going to be gone at Marshall by that point. So just again, that's a very. Pardon my I don't mean to be disrespectful. That's a very bureaucratic response when it's again. It sounds like. People were just following the rules. It was like, oh, the union contract change. Let's take away the core subs. There wasn't a strategic decision. Like, if that was not a strategic decision, I would challenge you all to say, do we really want to do it? We obviously, we already had it budgeted before and like, we have 12Million dollars sitting there again. Those are things that's not the board's role to make a decision. That's a staff decision, but. Again, if there's no rationale, if there's a real rationale, we said, look, you know what? Core subs don't work. Sorry. We'll take the political heat, as Vice President Hewling said earlier. If there's a real argument and rationale behind it, but if it's just like, oh, we were just following a rule and there was no strategy, why would we do that to these children at Marshall? I mean, that to me is just wrong. It's morally wrong. And for us to then say, oh, well, we'll review it in the 10-day count, like that's To me that's just that is not an ethical or responsible or strategic way to run a school district, and so I just think we need to do much better collectively.

Oh.

So as a newer commissioner, this is my second budget season, and I want to say that it is night and day from last budget season. It's amazing to have an actual Cbo in place. It's amazing to have an actual Cfo in place. It's amazing to have director position control in place. It's amazing that this is being built out of frontline and actually connected to our Hr. And staffing systems and the actual costs, and not essentially various Excel spreadsheets being stitched together with sweat and tears. And so we have done an amazing job, I think, as a district in more accurately knowing what our numbers are more accurately predicting what they are. And I think that is Wonderful because it, when we know what our resources are, then we can better align them to our values and we can invest them in our schools. And so, you know, from, I think the CD perspective from the. You know, financial and accounting perspective, we have come leaps and bounds. and that was very necessary operational progress and it happened very quickly and honestly more quickly than Mr. Mampanita has promised us. So thank you for under promising and over delivering it. That's a wonderful experience to have as a board member. And then there's the but. The but is it's necessary, but it's not sufficient because I feel like I was elected to help turn this district around, not just from an operational standpoint, but from a student outcome standpoint, from family experience standpoint, from educator experience standpoint. And that involves making our budget a value statement and knowing where we are putting our resources to serve our community's values and protect our community's values. And so now that we know accurately what the numbers are, we know where they are, we need to be able to actually make those strategic investments and those values decisions to serve our community. And I think that is where this budget is not there yet from the perspective of student outcomes focused governance, where we view our budget as something that the superintendent needs to convince the board that she has a plan. We don't get to micromanage the plan. We don't get to line item edit it, but we need to be convinced that there is a strategy to meet our goals and to equitably invest in all of our schools. So when we hear that LCAP recommendation one, that there's a lot of concern about combo classes. And when we hear that we have more combo classes at some of our schools where students are furthest from opportunity, but we don't see an articulation of how are we investing to reduce combo classes, that type of thing is where the tension arises, where we need to have strategies for how we're going to get better outcomes and do things differently to do that.

Okay, thank you so much i'm going to go ahead and close this public hearing at 10 oh 1pm. Yes. Is it a it's a hearing to ask a question.

So I want to recognize that part of why we're back at positive, we will be able to self certify ourselves as positive next year is because we have made huge. drastic painful deep cuts over the past couple years right so we're feeling them we're paying for them right and it was a it was a calculated decision to get us back to positive fiscal certification as fast as possible so the in that pendulum swing from um a structural deficit now to positive certification i would posit that We made some drastic and severe cuts that hopefully, as we center that pendulum back in what is right, we can undo some of them. So I think that's part of what I'm asking for moving forward. What's the antidote to the fiscal stabilization plan that writes us that centers equity in a way that still doesn't put us back at a structural deficit. There's some middle ground here, right? And so I think that's my ask. What is that?

Are you wanting it?

No, not for tonight, but as we move forward to our meeting two weeks from tonight, I think that's the strategic question that I would like to see answered.

Okay, I will close this meeting or close public, I wish I close this public hearing at 10 oh 3pm and with that much gratitude to the team, Daniel Jen near Thank you so much for all your work appreciate all that you do, thank you.

Christina and swill President Kim man motion to extend the meeting past 10pm now.

I will make a motion to extend the meeting.

I'm not going to second it then. I'm kidding.

I'm kidding. Please go forward.

Move to extend the meeting beyond 10.

I second. Can we do a roll call vote, please, quickly?

Commissioner Alexander?

Yes.

Commissioner Fisher? Yes. Commissioner Gupta?

Yes.

Vice President Hewling?

Yes.

Commissioner Ray?

Yes.

Commissioner Weisman-Ward? President Kim?

Yes. Okay, we're moving to item G, public hearing and adoption. For these items we are moving to adopt two items. One would be the SELPA and the second would be the PEAF expenditure plan. I'll be calling up the CACs for their respective presentations as well. They'll be presenting first. There will also be a time for public hearing where individuals may speak on these items. And Commissioners, I will just remind you, we have 45 minutes for these items in addition to the other items that we have on our agenda. So please be cognizant of your questions and your timing. Item G1, Community Advisory Committee for Special Education CAC Annual Report. I will turn it over to the CAC.

Thank you. Good evening, everyone. My name is Melanie Villino-Balzon, incoming chair of the SFUSD Community Advisory Committee for Special Education. I do have a little one at Eldorado Elementary School who's transitioning to Viz Valley as a sixth grader. So hi, Kyrie. Congrats. The CAC is honored to present our board report as a state mandated mandated advisory we advise the SELPA and this board on special education programs and priorities. This year, the CAC included 19 members representing families of students with disabilities adults i'm sorry next slide please. adults with disabilities, SFUSD staff and communities across the district. Our membership reflects the diversity of SFUSD, including families from many different cultural and social economic backgrounds living in every neighborhood in our city. We are grateful to our CAC members for their time and advocacy this year. Next slide, please. And I will pass it on to Irela.

Good evening, my name is Ayrella Vailu'u and I serve as the Secretary of the Community Advisory Committee. Throughout the year, the CAC held monthly meetings with special education leadership to monitor priorities, staffing, and family feedback. We strengthened collaboration with district leadership and labor partners, helped inform the 26-27 special education budget and SELPA LOCA plan, and advocated at the state level for increased special education funding. We also ensured consistent communication with families through our monthly newsletter. Next slide, please. Parent education is a key priority. This year, we hosted 11 monthly community meetings with an average of 46 attendees, providing families with timely information and support. We also partnered with DLAC, Parents for Public Schools, and Support for Families to share updates on reclassification changes for multilingual learners with disabilities. In addition, the CAC proudly co-sponsored the Annual Information and Resource Conference, which brought together over 500 families, staff, and community members. Next slide. The CAC was proud to welcome families at the enrollment fair, partner with APAC to address disproportionality, and support Inclusive Schools Week. We were honored to host the Advocates Worthy of Excellence Awards, recognizing individuals whose dedication has made a meaningful difference in the lives of our students.

Thank you, and I will now pass to Lillian Lim. My name is Lillian Lim, and I'm a CAC treasurer, and I'm a parents of student with IEP. The has a responsibility to advise the district on the sample local plan, focusing mainly on the special education budget. The advice aligning special education funding staffing locations and reporting with separate local plan requirements and legally mandated services. Over the past month, the CAC met with superintendent, special education leadership, finance, and HR to review the special education budget, staffing, and service obligations. Per California Act Code, the support director has the responsibility to ensure that funds are distributed in accordance with the local plan. Budget development must be a collaborative effort under the direction of the support director. The CAC continues to recommend ongoing review of allocations, IEP service requirements, staffing needs, position control, compensatory education, and assessment backlog to ensure students with disabilities receive timely and APPROPRIATE SERVICES STARTING JULY 1ST FOR THIS UPCOMING SCHOOL YEAR. IN ADDITION, THE CAC RECOMMEND A REVIEW OF MPA CONTRACTS AND MPS LOCATION TO SUPPORT ADEQUATE FUNDING AND INTERRUPTED SERVICES FOR STUDENTS WITH IEP. THANK YOU. I WILL NOW PASS TO MELANIE. NEXT SLIDE, PLEASE.

The CAC believes inclusion is about more than physical placement. It is about ensuring every student has a rightful place in their community. This perspective is central to our first priority, inclusion, breaking down silos to build one integrated system that benefits all students. With this in mind, we have the following recommendations. Fully implement an integrated multi-tiered system of supports to address students' academic, behavioral, and social-emotional needs with fidelity. Promote the inclusion survey through intentional collaboration with the community, using the feedback to improve inclusive practices. Strengthen mainstreaming initiatives by ensuring students with disabilities are actively participating and fully integrated in classrooms and the broader school community. And ensure all new administrators receive training on disability awareness and inclusive practices. By prioritizing a cohesive district-wide system of support, we can improve student outcomes by ensuring students receive timely support, reduce referrals, and over-identification for special education services, lessen the burden on educators, and lower financial costs to the district. Now I'll pass it back to Lillian. Next slide, please.

Student with disability depend on qualified and consistent staff their learning safety and well-being currently the district has 35 certified special education teacher vacancy and 96 paraeducator vacancy these shortages directly impact iep services student support and staff workload to address this the cac recommend the district Improve recruitment by expanding hiring fair, streamlining hiring processes, and starting recruitment earlier in the year. Straighten retention by meaningfully addressing turnover through exit interview with a forecast review of school experiencing high vacancy and turnover. Partner with State and local stakeholders to strengthen the teacher pipeline and expand pathways into special education, including parallel to teacher pathways. Increased training, mentoring, and collaborative support for new and emergency credential staff. Work with labor partners to ensure equitable caseload and manageable workload and staffing structure that allow educators to effectively support student needs. Retaining qualified staff must remain a top priority to meet student needs and fulfill our legal obligations. Now I will pass to Harvard. Next slide, please.

Hello, my name is Haba Kelly and I'm the former CAC chair. We continue to see mental and behavioral health challenges intensify and surface at earlier ages. Compounding this trend, chronic absenteeism among students with IEPs has increased again to 36%. Additionally, out of those students, 61% are eligible under an emotional disability. For these reasons, the CAC recommends providing parent friendly resources and guidance for all tier two and three social, emotional and behavioral supports that this district might offer. Move beyond behavioral focused approaches towards trauma-informed and culturally responsive strategies, starting with implementing the Safe Schools Resolution. I think that was six years ago. I'm not sure. Improve access to wellness centers and school social workers specifically for students with IEPs. Address chronic absenteeism. by implementing a comprehensive wraparound plan. This includes things such as attendance goals, family supports, and calming spaces. These recommendations are critical to address the needs of our most vulnerable students. Next slide, please.

According to the students with disabilities, continue to perform at low levels. Only 20% are proficient in English language arts and 17% in math with minimal year to year. Growth these outcomes underscore the need for continued investment for these reasons are our recommendations are. provide disaggregated student progress data, monitor the effectiveness of interventions offered, and provide co-training for new special and general education teachers. Implement evidence-based Tier 2 and Tier 3 interventions to address dyscalculia and other math-related challenges. Expand writing curricula and interventions to address dysgraphia, written expression, grammar, and spelling. Expand training and targeted interventions for middle school students, including SPIRE 6th to 8th. In short, we would like to see a strong MTSS framework supported by progress monitoring, accountability, training, resources, and targeted intervention so that students with disabilities can achieve academic success and thrive. And remember, it is not our children who fail. We fail them when we lower our expectations. Me again. Academic success is not only about performance in the classroom, it is about preparing students for meaningful opportunities after high school. While we are encouraged that the graduation rate for students with disabilities increased from 71% to 77% overall, graduation rates for this student group have remained persistently below 80%. In addition, only 33% of students with disabilities are UC ready. Our recommendations to address this are increase access to co-taught college and career pathway opportunities and strengthen collaboration among curriculum and instruction, special education, and college and career readiness departments. Expand career internships, peer mentoring and workforce development opportunities through stronger partnerships with city agencies, community organizations and employers. Increase school year and summer internship opportunities and invest in additional staff to support students annually. Monitor early warning indicators for students at risk of not graduating and strengthen access to school counselors and transition supports. And increase communication and outreach to families regarding graduation requirements, transition planning, college and career options, and services available to support students as they transition into adulthood. Next slide, please. Back to Irella.

We would like to thank the superintendent, district leaders, parent advisory groups, and community partners for their collaboration and partnership with the CAC. We extend a special thank you to Jenny Payne for rejoining the district, strengthening our partnership and for your ongoing dedication and commitment to students with disabilities and their families. Please visit our appendix for resources and join a CAC meeting anytime. For further questions, please feel free to email us at cacspedsf at gmail.com. Before we close, remember, representation matters, belonging matters, and every student deserves a rightful place in our schools. Thank you.

Thank you too much, too much. Never too much Thank you so much sped cc i'm going to go ahead and call the next item and then we'll enter into the discussion so much appreciation. Moving to item G to 266 dash nine SP one public hearing and adoption of this up a local plan and the annual budget and annual service plan. For special education for the San Francisco unified school district and the county office of education and I opened the public hearing at 1019pm. We'll take public comment on this item now. As a reminder, speakers have one minute to speak. Ms. Ching, are there any speaker cards for this item?

There's one speaker card, Wendy Rhodes.

Thank you. Again, I'm Cheryl Theis. I'm the Director of Education and Support for Families. I want to thank the CAC for all their hard work. Having attended most of the CAC meetings this year, I also just want to emphasize again the importance of their role in providing an independent voice to support the SOPA director, the special education director, and in bringing in a multiplicity of voices into a conversation that we hope the district will take very seriously. These goals are about our kids, and you notice from the report how student-centered it is, and I just want to appreciate that. Thank you.

I'm Sam Murphy. I'm a parent of two children with IEPs. This austerity has been harmful, and many won't be made whole again. It has harmed my children. Inclusion needs to be funded. The National Association of School Psychologists says there should be a 1 to 500 ratio. How are we doing on that? These folks are needed to fulfill assessments, the assessment backlog, and fulfill current IEP students' IEPs. You heard the data on who is absent. How's the backlog going? What is it? Any delay leads to IEPs being out of compliance, and y'all know what happens in that closed session when IEPs are out of compliance, lawsuits. I will spare you the moral implications. We cannot continue to ask current staff to carry this caseload. They have to witness children falling through the cracks. We burn out our school site psychologists, teachers, support staff as they scramble to fill the gaps. The school psychologist at my child's middle school helped him with his emotional regulation, something an outside contractor who's unfamiliar with the community and the friends and teachers he's reacting to would have failed. Fully staffed special education.

My name is bernice Casey. I'm a parent of a grad student that just graduated, and a incoming seventh grader was Ip. The slide presentation previously about the budget. Please review slide fifteen, where it talks about how they spend money to comply with the law. I have successfully filed two complaints. The district is not complying with special education law. They are breaking the law every day, and because I have the capacity to stay at a meeting at ten thirty, because I can flex my time in the morning because I speak English, and because I've been a bureaucrat for thirty years, it's super easy for me to navigate the system. The district purposely puts up places where people cannot cannot complain. Do not feel that they have a voice. look wayna vista itself sam could speak to this the district has lost 575 000 because 23 kids have left sfusd to go to parochial school and charters where their parochial school where their special education needs are being met

again dr jessica moser a tremendous thanks for including the american indian alaska native statistical analysis in terms of a minority population we are over represented in special education i encourage you though to break down the category of multiracial to better account for students that are at a higher statistical risk some districts have approached the american indian alone or in combination approach that ensures you capture any individual who selected american indian regardless of whether they also checked other racial categories thank you

Hello, my name is Laura Kennedy. I'm a parent at Yikwo Elementary. Yikwo is home to two programs for students with extensive special needs. Like one of the other public comments, we're seeing combo classes and exceeding our class caps. um for our school program which is great but it puts undue burden on our teachers like many schools last year across the district we were impacted by a lack of a teacher that meant nine kindergarten students who are the same age as my son were without a kindergarten teacher for the entire year This year we've been without an RSP when that RSP returns, like many RSPs, they can't handle the hours and case load, I guess, in the context of the budget discussion stuff that's coming centrally. I don't advocate for more staff. It's more transparency, consistency, and making sure that the math math with respect to filling allocations, filling hours. And then I would love to advocate to just bring back the fall. SSC Summit, which elevates organizations like CAC and LCAP to share best practices and learnings for people who are learning on the ground. Thanks.

Okay, we will move to the online folks. And we will start with Tina Perdicis.

Hi, this is Tina Perdizas. Again, I am the CAC vice chair and a local school psychologist. I am pleased to uplift the comment of an SFUSD psychologist shared earlier this evening advocating for authorization of the 18 requested central office-based psychologist positions. Adding overdue and overflow assessments to the existing duties of site-based psychologists is not viable. A legally defensible special education assessment requires an average of 20 work hours, so any addition of assessment cases will have a large impact. Without sufficient staffing, the quality of SFUSD psychoeducational evaluations will decline, the costs for independent educational evaluations will rise, and the ability to attract and retain psychologists will deteriorate. My own child's triennial assessment will be due this coming school year. I do not want his evaluation to be compromised because his school psychologist is overwhelmed by extra referrals. Thank you to the CAC board members and the SELPA Director, Prane, for their dedicated work throughout this year. Thank you.

Thank you. Parents for Public Schools,

Hi, good evening. This is Dr. Vanessa Marrero. I wanted to highlight the SELPA goal number three, which is building inclusive and effective special education practices. It says that you all will strengthen professional development and provide clear guidance on special education instruction, leveraging grants, to ensure quote unquote rightful presence. And it is clear that based on the public comment given earlier, we are actually not doing that. So again, I'm going to ask and, you know, the board, it is incumbent upon you all to be accountable to make sure that superintendent is implementing structures in order to do this in a way that is effective. And that is a concern that we have given the consolidation of some of the FTEs that were stated as well as the push out for leaders of color that we're seeing. Thank you.

Thank you. That concludes our virtual.

Thank you. I would like to turn it over to Steph for your presentation.

Good evening, Deputy Mount Benitez, President Kim and Commissioners, and welcome to our public hearing on the SELPA Local Plan. Tonight, we will provide you an overview of the special education programs in SFUSD, share the proposed special education budget and the annual service plan and the recommended goals and actions for our SELPA. Now I will pass it over to Ms. Martin, our special ed ombudsperson.

Thank you. In California, special education funding is distributed via special education local plan areas, or SELPAs for short. Each one of the SELPAs on this map is responsible for ensuring that state and federal funding is used to support the needs of students with disabilities. San Francisco, as we all know, is unique because it's both a city and a county. It's also important to note that it is a single district SELPA. All SELPAs are required to submit a local plan to the California Department of Education. That plan includes a summary of services available to students across the SELPA, the budget needed to provide those services, and signatures certifying if that is the case from the CAC Chair, the SELPA Director, the Superintendent, and the Board of Education President. We also recognize that tonight we will be speaking and using lots of acronyms and complicated terms within special education. So we have included a glossary in our appendix. Next slide, please. Because our SFUSD Special Education Department is also our SELPA, we are responsible for providing services to all students with disabilities who live within the city of San Francisco. The majority of the students that we serve do attend our SFUSD schools, but the remaining students in our SELPA are students who attend our charter schools, our non-public schools, our private schools, our parochial schools, as well as our students in our county schools. 73.6% of the students with IEPs in our district receive services, receive their special education services in general education classrooms. The chart on the right lists the primary IDEA eligibilities of our students with IEPs. You will notice that specific learning disability is the most common. That is where you see our students with dyslexia. Autism, speech and language impairment, and other health impairment, which is where you see our students, many of our students with ADHD, are also commonly seeing eligibilities. Next slide please.

This slide is a demonstration of the enrollment trends we are seeing in our district. While the overall district enrollment is dropping, the number of students and the percent of students with IEPs as part of the total enrollment continues to increase. This reflects a statewide trend among our SELPA districts. But please note that these numbers are from Synergy and do not include all of the students in our SELPA, which we track in SACE. This year's budget reflects several significant changes. First, the newly bargained UESF contract increased salary and healthcare cost. In addition, we have added additional related services position to the budget to increase the number of SFUSD staff and decrease the number of agency staff who are serving our students. We also utilize the new collective bargaining agreement caseload review and allocation process to better align staffing with student needs. Another important change is the inclusion of special education transportation cost in the SELPA budget projections. This year, transportation represents approximately $32 million in expenditures that are now reflected in the SPED budget. Looking ahead, we continue to prioritize the implementation of the fiscal crisis management assistance team recommendation, which includes request for position process, which we started implementing in December 2025 and ongoing collaboration with position control to ensure staffing decisions are aligned with student needs and service requirements. And now I pass it over to Ms. Neeraj Jayaraman.

Thank you. Thank you, Jenny. So, um, we'd like to go over really quickly. The major changes in the sample plan budget from last June, the June 2526 sample plan as compared to the 2627 plan. So you'll notice that the total budget presented last June was 279Million this year. We're presenting a budget equivalent to 352Million. You'll also notice there's a considerable increase in FTE of about 80 FTEs from last year to this year. Most of the changes in the FTEs are due to the new UESF contract. The UESF contract requires us to staff SLPs Under a new mixed caseload model, we've also looked at all the data given to us for various related services and made sure that we are complying with the contract, which requires us to budget for these positions in full. So, in effect, some of these dollars that are being used to open positions. Are coming from the contract budget, which is what the contract asks us to do. It requires that we take, we look at what we are contracting. We budget them as and that is how we're starting the year to make sure that we are bringing services in house instead of relying on external contractors. So that is 1 major change that explains the 40M variance in the 1st row. Next you'll see a slight variance in go back. Sorry. Thanks Chris. Next you'll see some variances in other categories. There's a 10M variance and contracts for the reason. Um, that I gave previously, um, we need to adhere to the contract and as such, we, there's a reduction of about 10Million here from last year to this year in order to support positions as required by. Um, lastly, the other major change is transportation, which we mentioned, uh, that is an addition of 32Million. So, if you were to take the 352 and subtract, uh, 32. That gives you 320. there's still an effective increase of about 40Million dollars to the special ed budget from last year. Thank you next slide. So this is a breakdown of the same information in the previous slide. Um, you'll notice most of our, the special budget goes directly to supporting students and schools directly. Um, you'll notice here. Sorry, forgive me. I'm having trouble reading the numbers. You'll see that about 1.3% goes to ESY, 13% goes to operations and transportation, and about 70% goes directly to site salaries, totaling the $352 million.

Next slide.

And I'll hand this back over to Jenny.

Thank you. In the year ahead, we will focus on compliance, student services, and systemic improvement. We will continue to implement FCMAT recommendations and address CDE corrective action plans to strengthen data and compliance practices. We are also focused on reducing annual IEP backlog and tri-annual and initial evaluation backlog. To improve outcomes for our students, we are implementing the Comprehensive Coordinated Early Intervention Services Action Plan to address disproportionality in special ed, launching a new county program for students with extensive support needs, and piloting a stronger pre-referral intervention processes to ensure students receive appropriate supports before referral to special ed. In addition, we are investing in staff capacity through monthly compliance training, supporting nursing and 504 services, and leveraging the SIPP grant to strengthen inclusion, belonging, and attendance for students across the district. Our first SELPA goal is to strengthen identification for special education. A key part of this goal is the creation of a pre-referral process for initial assessment request. And the reason for this is we need to better follow IDEA to ensure that no child is deemed to have disability due to insufficient instruction in general education. Next slide. Our second goal is to expand and strengthen continuum of service for this upcoming year, as I presented during the last board meeting, we are opening a new county program starting school year 26 and 27. We are going to hire experienced teachers with behavior background and classes will incorporate evidence based and ethical behavior strategies and behavior interventions. The program will use teach down curriculum for academic instruction and prepare our children for college and career readiness. Second, we will assess a special education participation in general ed. We need to do better on this. We are going to monitor SPED participation to make sure that it is increasing rather than decreasing. We are looking to review study skills in our middle and high school to ensure that our rising students have the skills and services needed to remain in the general education. Next slide. SELPA goal number three. We are going to build inclusive and effective special education practices. One area of concern is the inconsistent implementation of IEPs across schools, often driven by varying level of understanding of compliance requirements, inclusive practices, and specialized instruction. To address this, we are strengthening our professional development system for both teachers and administrators through a monthly mandatory comprehensive special education training to improve instructional practices, promote consistent implementation, and improve compliance. We are also leveraging supporting innovative practices grant to expand inclusive practices and support the rightful presence of our students with disabilities in general education settings whenever appropriate. In addition, we are developing a stronger instructional guidance for specialized academic instruction and expanding mentorship and support for new special education teachers to build capacity and improve student outcomes across the district. And now I just want to direct you to the appendix, which has more information about our local plan and that completes our presentation. Thank you.

Thank you very much, Finance Team, SPED, and the CAC for your information and for your presentations. Commissioners, I will turn it to you for three minutes to speak and ask your questions and provide any comments on both items.

Commissioner Ray?

City Council Chambers, Thank you, I just have one quick question, and that is about the workload model, I understand that under this the cba with the usf contract that there's a caseload model, but the CAC is specifically asked for. a workload model. And so I would like to get some information on the status of any efforts to pilot a workload model or shift to a workload model, and what it is that the CAC would like to see. I understand it's not what we're doing right now, but the only when I asked about that, there was just a reference to the CBA, and I'm trying to understand what the CAC wants.

Thank you Commissioner, did you want

the sped team to answer that or did you want this um the CAC or the or the sped team whoever is appropriate um I I would just like an answer to what they're looking for and what efforts if any of the district is making toward that so is it okay if we start with the CAC sure planning what they're looking for sure of course then we can check

No, I know we just agreed like, so weird answer.

Yeah. So, regarding workload, um. The 1st, and foremost is that we supported. The, um, negotiations and the labor contracts 2 years ago, maybe it was 4 years ago as well. Um, and recently. to specifically address workload management and move away from caseloads based on the number of students. It's just not sustainable. And the reason why we support that is twofold. First, because it's not sustainable, we're losing a lot of teachers. There's a lot of turnover. And second, because it's not sustainable, they can't actually fulfill IEP service needs. So it needs to be address full stop and we understand that the law is not quite caught up and we also understand that the sister has a lot of financial limitations and there's a lot of work that needs to be done to get there. But we know we need to start doing that work. Just that simple.

Yeah.

Make sure I raise or anything else.

Does staff want to comment on any efforts or thoughts about moving to a workload model?

Right now, that is not what we are implementing as part of our allocation process. We are using this the latest CBA, which is a 26 for RSP. Um, we are looking into. how we can support our staff with their workload, hence the provision of the 2 million that the SPED joint committee can work together to support our staff.

So I do want to add, we are actually implementing a mixed model for SLP. Not for all of the providers, but that has been that is being implemented for 26. Sorry, can you elaborate the allocation does rely on a mixed caseload model. So, a mixed caseload workload model that does account for different needs. It's not as straightforward as the others, but this is 1 thing that the district is moving towards.

Thank you for the presentation. Thank you for all the work you do. Jenny really appreciate all the work here. Um, I have a follow up on 1 of the questions that was answered in the Q and a, which is around the 15Million dollar implementation and I'm curious. Um, obviously this, this clearly seems to be a, a. Large issue that, uh, that the is identified in terms of a fully integrated system for all academic and social, emotional services and supports with fidelity. And I see there's a 3 year plan, uh, for a 15Million dollar implementation. I'm curious. Will we have. you know what the goals are as far as you know how we will meet uh you know certain recommendations of the cac uh when we will meet those kind of a more elaboration on that three-year timeline and in the 15 million dollars i think i'm actually going to ask assistant superintendent tony payne

Um, because I, I think I answered that before getting the clarification from him that I think what was promised is 15Million, but I think. It's what is received is 2.5, but I'm hoping that in close collaboration as part of our SIM plan, um, that we are making sure that our students are supported, uh, with tier 1 and tier 2 implementation of strategies. whether it be interventionist, whether it be a social worker, that all of those are done with fidelity before they are referred for special education identification.

Uh, yeah, just added that we have been working with and student success fund money for a 3 year grant. Um, initially we had talked about 5Million a year. Currently, it's 2.5Million for the 1st year to build out robust systems of student support. We already have in the district, but the idea is to strengthen our systems around sense of belonging attendance and, um. You know, supporting students before they're identified for special ed with tier one instruction.

Got it and and part of the question as well is just, you know, will we see metrics again things that we hold a reoccurring theme on this on this board? You know, will we have metrics that we all hold ourselves accountable to?

Right 1, really exciting part of this grant is for a robust data system to track student interventions right now. Unfortunately, we can track suspensions and attendance essentially, but this is to build out, um, um, being able to track both academic and social emotional interventions for students with fidelity. So that's one piece of it. The grant also includes funds for data analysis to be able to identify promising practices and scale them.

I want to follow up on the MTSS question because I I'm confused. And I guess maybe the thing that's confusing me is that we used to have a very clear MTSS system that was connected to school site allocations. Is that gone totally now? Or like, what is our current state of MTSS? I see people on the committee saying, yes, that's gone. Is that true that it's gone? That's gone.

Yeah, and I want to clarify that, you know, MTSS is multi-tiered systems of support and And I think in the way that I'm referring to it, all schools have that. So what do we do for all students? What do we do for some students and what do we do for a few students? And a few years ago in the district, that was kind of extended to, you know, what resources do all schools get? Some and then a few. But that language hasn't been used to, you know, kind of categorize schools or align resources for a few years.

so is there any alignment of resources that's designed to support students the most vulnerable students to ensure that that again on this over identification issue do we have a resource strategy around mtss or is it just like you said um it's what we do as educators we obviously we do that but is but are there targeted resources to support the tier two and tier three

Well, I think one great example we heard about tonight is student success fund in community schools. That's targeted funding for our least reach students at schools that have a preponderance of those kids.

But within LCFF, we're not targeting funds using an MTSS strategy. It's okay if the answer is no. I'm trying to figure out where we're at. No, we're not. Okay. All right. That's really concerning to me. I'll say just I want to put it out there publicly. I just, I think that is a huge gap in this budget. And in and I don't Again, there's a moral aspect to this, obviously. We have a moral obligation to serve all of our kids, but there's also a very practical, if we want to achieve our student outcomes, we have to give more resources to the students that need more support. If we don't do that, we're going to lead to over-identification for special ed. All of those things, it just seems like common sense to me, and I don't understand why that seems to not be

conversation among the executive cabinet that that seems it seems like it ought to be a priority in a school district and I don't if there's any explanation for why that's the case I would love to know what it is this is kind of what I was alluding to earlier when I said the pendulum swing because of our fiscal stabilization plan right we wiped out the weighted student formula as a way to staff schools and we went to a CDE approved staffing plan that wiped out our tips. The staffing allocation meant that the only support staff that our schools got was a literacy specialist. It wiped out a lot of the other, anyone else who did tier two strategies in our schools. And we are absolutely paying for that now. And so this is what I'm talking about in the pendulum swing back to what needs to be a realistic way to support our students. so this is the strategy that i'm hoping to see moving forward in two weeks is like what course corrections to your point commissioner alexander like what course corrections do we need to make strategically if we want to talk about implementing mtss r2 rdi rti whatever we want to call it like what i appreciate the pilot this is great and it's insufficient to meet student needs at the same time right so thank you And how do we accelerate it with strategically knowing that, like. It's causing harm to not have MTSS right now. It is causing harm.

How do we undo that harm the rest of my time and we now have resources, right? We've identified at least 12.5Million and there's probably more we could get because we have a much better budget situation to me. It's unacceptable to say. we're waiting until the fall or we're waiting until next year. I mean, I think one of the things that you're hearing over and over again from this board is we want, we've set really bold goals. We want bold action, right? And we're willing to back you. If it's reallocating resources, That's great too, but right now we actually even have some additional resources to say we have 12.5M, but we haven't even thought of a plan yet. We maybe are going to do 2.5M on this. I mean, it just seems like everybody's thinking really, really small. And that's not going to help us achieve our academic goals. It's just not. And so I just, I want to. Say that and and say that to the superintendent, I know she's not here, but to everybody, like, if if we don't see that we have 2 more weeks, we need to see something bolder in this budget. That's that's again a strategy, not just bold for the bold sake, but a strategy aligned to our goals and respecting the guardrails. And if we don't, I, for 1, I'm going to vote no on the budget and. Well, I'm going to recommend that we have a special meeting on June 30th. to come back again and you know if it's not good enough on the 23rd because i just think we have we owe it to our kids and we now have we at least have again the new resources we have identified there at least should be a plan for that 12 and a half million that should not just be like committed maybe we'll think about it next year right so anyway that's my point of view

Commissioner, um, so to use the rest of my time, because God forbid, I not use every 2nd of my 3 minutes. Um, no, I just really. The, I appreciate the question about the caseload model, and I appreciate, um, former chair Kelly's point about. When we're using a caseload model, instead of a workload model, we are out of compliance. We are out of compliance. We are not meeting our students needs. Um. The other point I want to make I want to highlight the data point 73.6% of students with disabilities spend the majority of their day in gen ed classes, using an rsp model. That means that those kids are general well all of our students with ips are general ED kids first and foremost, but when we're talking about improving services for students with disabilities. we need to talk about the gen ed environment, not just the special day classes, not just like, this is where students are receiving their services. This is everybody's responsibility, not just the SPED department. This is everybody's responsibility. And so I really appreciate the focus on inclusion, inclusive practices, universal design for learning, more training. But I still, there's still a lot of questions in this budget. That I don't think have been sufficiently answered and the has raised a lot of questions and I really, really, really appreciate the advocacy. Um, and I want to recognize we are a very unique district in how we prioritize our. CAC parents SELPA-wise compared to a lot of other SELPAs in the state. We are in a, I think that's a, I appreciate that from a parent of a kid with an IEP. Parent voice is included. You know, it's written into Ed Code, meaningful participation, and that extends to the CAC level and the SELPA level as well. Having said all that, President Kim, I think This is because this is a voting matter. I don't necessarily think we have all the information here to appropriately vote for the SELPA budget. I think there's a lot of unanswered questions and the CAC has raised some very good questions about additional budget categories that still need to be clarified before they can sign off on this. They have to sign off on this. So I'm hoping we can table this until the 23rd and have those questions answered so we can vote yes to adopt this SELPA budget. and local plan.

Before we do that, I have one, two quick questions regarding the psychologist positions. So have have has a conversation taking place around psychologists? What is the status of those 18 that are outstanding for the request for those?

It is still outstanding. And we need to still collaborate with our fiscal team on making we haven't made a decision on that.

The CC also mentioned $31.1 million of allocation for MPS MPA consultants regarding this work as well. Is that still under discussion as well?

No, I don't think there was a and disagreement internally on the 31. I think we explained it, the 31 million budget for NPS Is based on the assumption that all of our will be filled right? And that is what is required from the contract. So, once we see what the results of our hiring efforts are, when then we would need to rebalance the budget, but the line items between our and our contracts, that is what. is required as a result of a UASF collective bargaining agreement. So I hadn't heard any other input internally that we needed to increase the contract amount.

Without due respect, I did actually share more information today about some confusion and some very specific numbers that do not align with the $31.1 million. So I still think there's a lot of room for clarification here to make sure that we're all on the same page.

Christopher McConkey, i'm counsel quick question something going on. Christopher McConkey, Hello okay console quick question before we do anything to that extent. Christopher McConkey, What is the ramification of actually tabling this to the next meeting on June 23.

Um, practically speaking, you would have to vote on this particular item before you vote on the budget on a spot of the June twenty-third meeting. So it'll have to be sequentialized. But the Board has the option to move it to the next board meeting and get additional data, and and then move from there. I mean, But in terms of the budget adoption before the board votes to adopt the budget, this action would have to be cleared or a vote taken before you move and vote on the budget on the 23rd.

Because I think the request that I would make is for the and the finance team and whomever else internally wish the superintendent were here to be able to. Christopher McConkey, facilitate this conversation, if you will, maybe as acting superintendent you can potentially do that. Christopher McConkey, To answer some questions and get additional information so that we can we can vote on this with with confidence. Christopher McConkey, And so, if there's no objection here i'm happy to table this to the next meeting.

David Plylar, Can I just say really? I don't object. In fact, I support that, because I think two years ago, David Plylar, I just want to remind everybody who wasn't on the board what happened when this very similar issue occurred, where there was a disagreement between the Cic. David Plylar, I think sped staff on the one hand, and the fiscal staff on the other, and the fiscal staff cut the sped budget against the recommendation of the sped staff and cac and it resulted in a horrible scandal frankly because they were all these kids that didn't get services on the first months of school because positions couldn't be hired uh you know all kinds of things couldn't happen because there was no budget because the budget had been slashed by the by the fiscal team so i know you all are new and weren't of course weren't involved in that but i just want to make sure that our fiscal folks know that that We have a very recent history of that occurring, so it's critical, I think, that you all sit down with them and ensure that you follow the guidance of our SPED experts. And obviously, there should be a dialogue, but we can't have a situation where we're just saying, cut the budget, because that's really dangerous, and we've seen what happens when we do that. And on the other hand, if we're committed to changing the budget,

as you mentioned around the contracts if we're going to come back in august and increase it if we need to then maybe there's a way to address that but i just want to i just want to make sure that that has all been worked out before we vote on this so i want to emphasize no positions are being cut in this budget right we've added 60 positions we're growing the budget from 279 to 352 there's no proposals for reduction at this time it's really just a rebalancing of line items And we're trying to do right by our labor partners. Actually, this was a request from them to make sure that we have fully budgeted our FTEs and reduced reliance on contracts. That is what we are trying to do here. So I just want to emphasize we're committed to both supporting IEP needs and to you supporting our labor partners. And that is effectively what we're trying to do. So I'm a little... I I just don't think that this idea that we're cutting hundreds of positions applies in this case. I understand that's what happened 2 years ago, but that is not what's happening here.

Yeah, and I recognize that the budget is actually increasing. So it's not that that's the concern. What I would say is Based on the outreach we've received clearly there is some need for there to be continued communication and clarification on where things stand. It could be that nothing actually changes with the budget and the self plan itself. But if more conversation can be done so that there's the utmost clarity and alignment from the CAC in this work, so that we can vote on this with clarity and confidence, I think that would be much appreciated. Okay, that being said, I will go ahead and table this item to a future meeting it's. Late so i'm going to just move forward in this and i'm going to appreciate staff both finance teams bed team CAC appreciate all your efforts here and we look forward to picking the conversation back up in the next meeting. Thank you very much. Moving to item. G4 to six success oh nope G3 PEEF CAC annual presentation, I will turn this over to staff to bring this forward.

Okay, uh, good evening commissioners, uh, deputy superintendent, um, my name is and I'm the director of the public education enrichment fund. Um, and. Today, uh, on behalf of the public education enrichment fund advisory committee, uh, we thank you for the opportunity to present our annual report and recommendations regarding the 2627 expenditure plan. Uh, next slide please. Tonight's presentation summarizes the work of the during the twenty five twenty six school year. Materials include the recommendations memo and the district's formal responses to the memo. Um, I'd also like to acknowledge the service of the members and thank the office for the support, uh, for supporting the committee throughout the year. Next, oh, before I say it. And joining me tonight are Sarah Kern, who is a PFCCAC member, and on the Zoom call is our newly elected co-chair, Elisa Schneier. Hopefully we can get her at some point to help answer any questions you might have. Now, next slide. Thank you so much, Chris. So very quickly, um, the peak cap was established to serve as a bridge between and the community regarding the use of local, uh, resources. Um, since the past, uh, since the passage of proposition age in 2004, the committee has provided, uh, oversight and recommendations regarding the annual expenditure plan. Next slide please. The CAC serves as a conduit between students, families, staff, and community members and SF USD leadership. The committee reviews program information, examines budget proposals, develops recommendations, and helps increase the public awareness of the PFUDs. Next slide. This year, the cat consisted of representatives appointed by the board of education, the student advisor Council and. USF united separate educators of San Francisco, while the committee continued its work successfully vacancies remain throughout the year and highlighting the importance of ongoing recruitment and appointment effort is really important to the body. Next slide please. So, highlights and lessons lessons learned, um, during the year members met with P funded program leaders, uh, reviewed program proposals, engage with superintendent Sue and district leadership regarding budget priorities. The committee appreciated these opportunities for engagement while also identifying areas for improvement. 1 significant challenge this year was the committee membership. Sorry to. Keep hitting this piece is we're planning to hit it again a little bit later. But while the CAC is authorized for twenty four members, it received only a few appointments this during the year, resulting in numerous vacancies. Members noted that fully staffed that a fully staff committee would bring a broader range of perspectives and experience to the recommendation process and strengthen the quality of the committee's work. The committee also participated in a joint meeting with the LCAP Advisory Committee. Members found the shared opportunity to receive financial presentations informative and appreciated that opportunity. to better understand how the funding, the state, local, and federal funding interacts with student supports. At the same time, the CAC members wondered whether there might be an opportunity to deliver the shared financial information without requiring both advisory committees to give up dedicated meeting time for the same presentation. Members expressed the interest in exploring alternative approaches that preserve collaboration while maximizing each committee's time that it has for its unique responsibilities and statutory obligations. Finally, members expressed a desire for earlier access to budget information, more detailed fiscal data, greater opportunities for meaningful two-way engagement regarding major spending decisions and funding priorities. The committee believes these improvements would strengthen its ability to provide thoughtful and timely recommendations to the board and the superintendent. Next slide, please. The CACS recommendations are grounded in five guiding principles, and that is that programs should provide immediate benefits to students and families, advance equity and social justice, support student wellness, encourage creativity and innovation, and demonstrate a long-term sustainability. Next slide. And now I'm going to turn it over to Sarah, who will share the CACS recommendations.

Sarah Kern, I'm a teacher librarian I've been in the district for 15 years and I'm a member of the I'm going to read the 4 recommendations that we put forth and I will also share the district responses to those recommendations. Um, the 1st recommendation. Since the peace slam departments receive dedicated guaranteed funding, spending within those departments should not be subject to the same restrictions as those outside. The recommends that the district not impose a staffing model on slam funded departments. And instead allow individual departments to determine their own staffing needs, including central office positions. and site allocations as long as they remain within their respective budgets. And the district response was, we appreciate the CAC's recognition of PEEF's unique role in funding SLAM programs. We agree that each SLAM department should have the flexibility to determine its staffing structure and allocations within its PEEF designated share. We are committed to maintaining transparency and ongoing dialogue with SLAM department leaders to support strategic use of funds while balancing fiscal responsibility. Next slide, please. Recommendation number 2, the CAC raises concerns of a large share of PFunding going to mandated special education services. Um, 25Million dollars projected in 2526 and in 2627, accounting for 23% of the P fund. We recommend that the district identify more sustainable cost controlled funding sources for sped and investigate current. private contracting expenses to determine whether they are necessary or whether expenses could be reduced by prioritizing the filling of vacant positions. And the district's response is, the district acknowledges the CAC's position that PEEF should primarily support enrichment programs. Additionally, due to ongoing structural budget challenges, a portion of PEEF has been temporarily used to cover mandated SPED expenses. We will continue to explore and implement strategies to reduce special education costs. SFUSD is committed to providing a free and appropriate public education to students with IEPs while managing the escalating impacts on the district's unrestricted general fund and restricted resources such as PEIF. Our goal is to ensure PEAF investments remain aligned with SFUSD's strategic vision and have the greatest possible impact on student enrichment and equity, while also providing the services our most vulnerable student populations need. Next slide. Recommendation 3 He requires that 90% of funds pay for student facing services, the CAC recommends that the district prioritize funding for specialized service professionals, such as school social workers and school district nurses. Over programs that do not provide direct services to students, such as elementary instructional coaches. the district's response. The district shares the CAC's belief in the importance of student-facing services, particularly those that support student health and well-being. We are actively working to transition school social worker funding to Title I and other restricted sources, ensuring these critical services will not be discontinued while honoring the terms of available restricted funding. This strategic shift will allow PEAF resources previously used for school social workers to be redeployed to support Tier 1 priorities, potentially including site-based staff such as instructional coaches, noon monitors, and T10s pending further analysis and input. Next slide. Recommendation for the cap recommends that the district and appointing bodies fill all 24 seats and that the district and forest board policy 1220 regarding participation. To ensure the is in compliance with the outcomes of the, our children, our families council. We also recommend that at least 1 member serve on the council. and the district response the district appreciates the cac's commitment to shared governance and agrees that a fully engaged committee best serves sfusd's goals we continue to partner with appointing bodies to fulfill their appointments the district is also engaged in a broader realignment of advisory structures examining how district advisory bodies including the pfcac can be better supported and integrated to strengthen equity coherence and student outcomes we acknowledge the importance of board policy 1220 and we'll factor the feedback's participation and governance recommendations into the advisory alignment strategy currently underway while ocof appointments are made via a separate process the recommendation to include ppac voices will be elevated during these cross-departmental conversations

Uh, in closing, um, the cap appreciates the partnership with the board of education, superintendent sued district staff and community stakeholders. They remain committed to ensuring the funds continue to support programs that advanced student equity success and community priorities. Thank you for your time and consideration and. Open to any questions.

Thank you. Um, I'll roll this right into the next item for the public hearing and then we can go into questions and discussion. Um, will you both be presenting for the next item as well? So, um, so item, uh, G4, um, a public hearing and adoption of superintendent's proposal, acceptance of the public education enrichment fund expenditure plan for school year. 2026 to 2027 and now open the public hearing at 1116pm will take public comment on this item, and as a reminder speakers have one minute to speak miss chain, are there any speaker cards for this item.

I do not have any speaker cards.

Any members of the public here in person, want to comment on this item. Seeing none, are there any members online.

Yes, there is parents for public schools.

Oh, good evening. This is Vanessa again. I appreciate the recommendations. I think they're thorough, except for. Special education. I wanna remind everybody that students with disabilities are all of our students. So funding does need to be shared, especially in a time when public education at large has been underfunded. so i'm gonna you know remind the board it's incumbent upon you all to make sure that special education and students with disabilities is funded first and then funding happens in trickle downs later thank you that concludes thank you um okay i'll turn it over to commissioners for any questions or comments regarding these items commissioners you have three minutes to speak

Friendly reminder, it's 1118 Pm.

Hello there, and thank you so much for continuing and being up this late with us. We really appreciate it. And thank you also to Elisa Schneier online for being here as well. My questions relate to at the moment to the composition of the pack and what's going to be done for continuity. So, um, there's been a lot of concern expressed about the number of folks and I understand that number has dwindled significantly. So, um, I wanted to ask what we can do to assist with that and, um, also confirm how many, uh, Do board members, um, have 1 appointment each, or can they appoint more members who else can appoint members? Um, you know, and needs to, you know, within within our system. And also. I don't think I'm saying anything that's unknown, but, um, I understand there's going to be a transition in, uh. um in staff support are we allowed to just okay um so I want to thank you for your service Mr Diaz and also ask what's going to be done to support the uh the PEEF um you know the PEEF CAC in this period thank you should we address Edwin or do you want to

So, would you like me to address that? Sure. Yeah. So as far as the support, of course, we'll be assigning additional folks from the budget office. Uh, Edwin has, uh, decided to leave and go closer to home after a number of years of service. And so, uh, Jennifer will be assigning additional budget support to the. Um, as far as membership, could you adjust that Edwin? I, I think it's a little. Annette Haworth, Board President, vague, but there is lots of room for appointment from what you continue to say every time you're in front of the board. So why don't you address that?

Annette Haworth, Board President, So regarding the appointments, board members can't appoint two members. Annette Haworth, Board President, Uesf has Annette Haworth, Board President, three. If I remember correctly, the student delegates get two each, and the superintendent gets three.

I think that brings us up to a total of 24, and so can I just quick each board member can appoint 2 members?

Each board member can.

Okay, thank you. That is really helpful to know. I will appoint a second because I have one right now.

If I can just encourage us to ask questions related to the budget itself and the expenditure plan, and then a lot of the questions related to staffing and commission or appointment supports, we can bring through an RFI. Are there any other questions about the expenditure plan or the budget?

I have a question about the use of for instructional coaches is the district viewing instructional coaches as student facing supports and there's a disagreement between the district's view and the view or. Are is the district viewing them as not student facing supports, but they total less than 10% of the budget.

So there has been an update since we uploaded this item to board docs a couple of weeks ago. We subsequently have moved a few items around in the budget. And hearing the feedback from the CAC, we shifted the instructional coaches to a different grant. And then we were able to reallocate those funds within the current budget.

within the current portfolio so we heard the correct feedback you know prior to and we were able to make that adjustment before we came to the meeting so i just wanted to share that update okay seeing no other comments um can we have a roll call vote please on item g4 public hearing and adoption of superintendent's proposal for the acceptance of the public education enrichment fund expenditure plan for school year 2627.

Ann Marie Buerkle Roll call vote. Commissioner Alexander. Yes, Commissioner Fisher. Yes, Commissioner Gupta. Yes, Vice President healing. Yes, Commissioner Ray. Yes, Commissioner Weisman Ward, President Kim.

Yes, I now close this public hearing at 1122 Pm.

Thank you both so much for all your work much appreciation to the CAC and Edwin.

Thank you so much for your years of service. You're welcome. Thank you. It's been an honor. Um, commissioners, I am going to go ahead and table item H1 board of education, make yourself evaluation. We will pick this up either on June 23rd, or I'll convene with commissioner or vice president healing to find a time. That's more appropriate than 1123 PM at night on Tuesday, June 9th. um what I will do is quickly bring forward item H two major decisions update proposed TK eight Mandarin immersion school because we have a small cadre of super fans who have been waiting very patiently for this discussion um and as we do that um Commissioner is just a friendly reminder that we have two action items in front of us, in addition to consent and an appointment. Hello, and thank you and apologies. Please take it away.

good night commissioners members of the public are so excited to hear it sorry I don't I should have brought my water up I'm like starting to uh fall apart um we're really excited to be here tonight to talk about um to give you an update on the project that began back in July um we hope that these align with both family desires and also um A program that will leverage our expanding language programs. You can go to the next slide. Oh, and I'm here with my, my colleagues who will all introduce themselves as they go along because my articulation has. Significantly decreased as the hour has progressed. Um, as, you know, we, um, always ground ourselves in our vision values, goals, guardrails on our mission. Our goal is to ensure that each and every student receives the quality education. and equitable support to thrive in the 21st century. And we believe that these language programs will help us get there. You can go to the next slide. Back in July, as you recall, there was a decision to expand language programs. We really want to grow access to these Chinese dual language programs in our school district. In addition to expanding the access, we want to really think about our educator pipelines. We know that in order to expand our access, we're going to have to ensure that we have strong partnerships Um, to develop our bilingual teachers, and to ensure that that teachers have the proper credentialing. Um, and then finally, we'll have to strategically align our partnerships. We've been working closely with the association of Chinese teachers, or the tact, the association of Asian American administrators, or the. No, I'm just kidding. And then also the Asian packs in order to ensure that we are sorry. I normally go to bed at 8 o'clock, so this is really tough for me. Also, I'm just trying to keep you all awake. And so we are continuing to align our partnerships to ensure that we can develop these programs effectively. I didn't go to the next slide. Thank you. Um, so we are planning to launch in the 2728 school year. We're super excited about that. Um, we have a lot to do in order to get there. And so 1 of the things that we really want to do is ensure that we, we start out, right? Um, we, we don't want to start out with too many classrooms. We're, we're thinking about starting out with 1 and 3 kindergarten classrooms. I think that's right. Um, and that way there's a phased approach that phased approach will allow us to do a couple of things 1, it'll allow us to ensure that we've attracted the right candidates. We have sufficient credentialed quality teachers in the classrooms too. We can look at quality control as we grow the, the school into the full immersion program. And then three, we want to attract students into this program from outside of the district. Part of this strategy is who's not right now choosing us and how can we attract them? We don't want to just play musical chairs with the kids already in immersion programs. And so that's our plan for the twenty seven, twenty eight year and then to grow incrementally for years going forward. And then finally, we get to work with Lena Sito, who I have had the pleasure of working with almost my entire career. my former colleague um and we're really excited that she's come back because we know that she's the founding um principal of the first Chinese immersion program and so we're really hoping that this new program follows in these amazing footsteps and I will pass it on to Vienna

Well, thank you, Jen. Um, I wanted to say good evening. I think it's almost good morning. Deputy superintendent, president Kim commissioners. I am really grateful, though, to have this opportunity to be included in this project and very excited to help plan and launch this long awaited school. So, I'm just going to talk a little bit about the proficiency goals in terms of the Chinese language program design. Language proficiency, obviously, would be the center of all the lesson planning. We'll use the American Council of Teaching Foreign Language, or ACTWO for short, as a guide when we design language objectives. In addition, we'll also use a California state education seal of biliteracy requirements as a goal to the so that the students will be eligible to receive this certificate when they complete the program. In terms of academic goals, the state required content standards will be used as we plan the units of study and curriculum. Students will be expected to meet grade level standards in all content areas outlined by the California State Department of Education, even though many of the content areas will be taught in Chinese. Last but not least, culture and language, as we all know, are intricately linked, so appropriate cultural knowledge will be integrated in the program design. Next slide please this slide describes the methods of delivery, namely students will be actively engaged in the lessons using all modalities and not just sit and listen. The project based learning integrated instruction across content areas and using technology as a tool or strategy strategies that will be part of the curriculum design so i'll turn it over to Devon.

Thank you so much. To follow up on what was previously shared regarding the launch and the gradual addition of class sizes over time, we wanted to start by providing a comprehensive picture of overall enrollment when the school has grown to scale. So in this case, we are anticipating one to two TK classes, three classes per grade in K-3, and then two classes per grade in fourth through eighth grade. This maintains I am also having an 1130 moment. This maintains a stable, sustainable enrollment across grade levels such that students do not have to enter at the midpoint and can continue language acquisition over time. In addition, we are actively working with the enrollment center to ensure that we follow best practice with regards to enrollment in language pathways and programs and making sure that enrollment policy is also equitable in its openness and allowance for all students to enter and succeed within the program. I'm going to pass it to Katie for the next slide.

City Council Chambers, Good evening commissioners, I will keep this brief so everyone wants to know where we're going to put the school. City Council Chambers, So the considerations when we're looking at a facility with the size of the school that we're anticipating we need a minimum of 24 classrooms. City Council Chambers, it's also the composition of the classrooms that we need, we need about 10 of them that fit this tk to code compliance, which requires special egress tk kinder is also required dedicated restroom space and dedicated. place based on the schoolyard. So we've narrowed down the list of schools to what buildings can physically fit it. And then from there, looking at doing a deeper dive into what are the schools, if we locate it, that surrounding schools, neighboring schools would be able to absorb any special programs that are displaced, any general education that is displaced, Or are we looking at co-locations? Obviously, we don't want to delay the process. Ideally, we're looking for a permanent location. But we are also looking at temporary locations to put one TK and three kinders so that we can get it off the ground in 2027. Yep. And I will turn it back over to Devon.

Thank you so much. And as was named earlier, one of the key components to making the successful program is really strong recruitment and in particular retention of staff. One of the benefits again, just to name what was said earlier of the staggered approach is that we can recruit over time and add teachers into the building by starting with really strong administrative teacher and support staff culture and climate. Um, and we have actively begun engaging with community outreach for teacher pools, um, strengthening teacher pipelines for those that are, um, appropriately credentialed for the program, um, and collaborating with institutions of higher ed and teacher prep programs for additional recruitment.

And to conclude, I just want to share two Chinese proverbs that I lean on often over my 30 years, 40 actually, years of service at SWUSD. The first one is, it says , loosely translated is with any new endeavors, the first step is always the hardest. And the second one says , teach you more things and actually if you were it's been one year already we're at the mayor's office or the board of supervisors um ceremony I share this with the city as well um I really uh like this reminder it has a whole long folktale behind it I'm not going to tell the story right now though but the key takeaway is grit and perseverance can overcome all obstacles so thank you very much we are here for just a few questions.

President Kim.

Thank you, Ms. Seto and team. Appreciate you and appreciate the families who are sitting in the back who have waited this entire time. I will open it up to questions and hopefully a few comments from commissioners. Commissioner Ray.

Thank you all. really, really appreciate your perseverance and grit in remaining here and delivering the presentation. I have some specific clarifying questions that I'm still not sure what the answers are to. My first question is about whether or not we don't have the superintendent or Hongmei Pang here. We have the acting superintendent, all of you. I hope somebody knows the answer. But my first question is, is a vote by the board needed and planned on the opening of the school? I just want to know the answer to that question. Is it needed? Is it planned? When is it coming up if it's planned? Second question is, is community engagement needed and planned if it's needed is it planned and my third question is uh and also if there needs to be community engagement how will that occur before any vote if that is needed um unless folks are are saying that we don't actually as a board need to vote on on this uh and so my third question is around just the timeline for all of this to happen can we get um can we get a timeline to help you know both me as an individual commissioner the board as a whole the community understand when things are going to happen and hopefully have some confident you know be able to have some confidence and trust in this project going forward thank you

Christopher McConkey- And i'm happy to answer this question at least take my step, from my understanding and staff, if you want to add in here, because I do think this has been answered. Christopher McConkey- In some different capacities, because we're not opening a new school site with a new school code, this is not really legally require a vote of the board, however. This is a major decision of well, this is implicated as part of our major decisions of the board of which we have said we do need to take action on. So we will vote in part because we have named this as a major decision. But this won't require a legal vote in that there's no school code being established for a new building for a new school. So I I think your question at the very end, though, is totally fair and appropriate and a similar question that I have had, too, around, well, when would this vote need to be coming to the Board? And we've already named, I think, Commissioner or Vice President Hewling has said several times, if this is to happen before an October enrollment start date, then presumably we would need to vote prior to that but without having a governance calendar that lays that out without having clarity from the superintendent on that process we actually don't quite know yet if and when that would happen that's my understanding um want to check with staff if that's yours as well that's that's our understanding it is not legally required but there should be at least a symbolic vote by the board since this is one of their priorities before enrollment begins can i just clarify so so it's not the plan is not to have it be a new school it would be part of an existing school then so my assumption here and i'll just say that assumption because i think this is an important assumption yeah because is that this is not this would not be a new school like a newly established school in that there's no School ID that's going to be created for the creation of this program generally.

So it is a new school, but we are allowed to repurpose our existing CDE codes to start a new program at an existing school site, which is how we would do that.

But repurposing an existing school would mean that it wouldn't be a new school, it would be coming out of an existing school, unless we're

it's it's a bit of a technicality, so the part that would legally require a vote by the board is if you're creating a new CD code to establish a new school, since we already have existing codes we'd be repurposing one but starting a new school.

okay i just think i think if that's what we're doing i think that it's i mean it's confusing to not vote on something like that because i think it's every repurposing a code to me feels like starting a new school so i don't i think it's more than symbolic is what i'm saying because i think then we're if there's a code that was used for x school that no longer exists do you know what i'm saying I mean, I do, I mean, again, I just want to be clear, this is the new school, I think we'd be clear with the Community can have a principal it's going to be it's not it's not a even if it's co located it's it's going to be a new school yes yes okay that's what I was trying to get.

And there's the ultra technical answer of what's legally required by the states that's kind of different from what we're talking about right now, which is why the answer is still yes we're going to vote on it regardless.

I think, Commissioner Ray, you had some timeline questions, and there is a yes, community engagement when that would occur, how it would occur before the vote, and a timeline in general for the for the opening of the school to provide accountability, milestones, confidence from the community.

Yeah, I mean, to to commission to present Kim's point, if we are planning to include this in the enrollment process in October, then we have to backward map from there. And while we don't have a timeline today, we will have a timeline shortly that will include those things. There's been a number of engagements already that Leanna can talk about. Um, but in terms of, you know, once we make a, um. Draft decision on temporary versus permanent location. Leigh Anne Touzeau- etc, etc, like those kinds of engagements. Leigh Anne Touzeau- We need criteria in order to determine which which way we're headed and then we needed, we need to figure out which Community engagements will need to happen, depending on if it's a temporary or permanent location. Leigh Anne Touzeau- So that's why we don't yet have that today, because we haven't actually made those decisions, but I can leanna can talk about the engagement she's already done this year so far um.

Yeah, we, we have done the town hall with the friends of Mandarin group our parents in the back here for the science. uh actually a very well attended town hall and also we met with the asian pac um uh group of parents and and i think they're here too uh still um and uh we are in the process as jen mentioned um engage responding and engaging with um leaders school leaders and and and those communities that have reached out um and um and we when it's I'm sure in the in the next couple weeks we'll have a more clarity about um I know the the million dollar question like where where would it be like um and we we want to We want to move along in a strategic and sensitive way so that we are including many stakeholders and parties in the conversation. And I can assure you that the working group is working very, very hard in considering all the variables and the factors.

Of the students who apply to our current Mandarin Immersion programs and are not admitted and don't come to SFUSD, do we know geographically where those families live in the city?

We we do. Most of the students that speak Mandarin are in the southeast side of our city. But what we know about the students that go to the schools is that they, I mean, for the most part, kids travel for language programs. While we are looking at the Sunset, the Excelsior, the Bayview, those areas where kids are clustered, Viz Valley, we know that they'll travel. From what we're seeing in enrollment patterns, they'll travel for programs like this.

How many sites are being seriously considered, for example, have been visited by district staff or investigated beyond just a hypothetical fit that it's been potentially narrowed down to for citing the school.

I want to provide a little caution. Um, so staff has been, uh, very carefully considering quietly because of the unintended consequence of disrupting an existing community, uh, for the size of the program that was previously described. So. I would ask that until a decision is made there a little circumspect so as not to alarm. anybody unnecessarily, which is part of why I think they're being so thoughtful in that decision process, as Dan indicated. So I just want to be a little cautious with that. I see everybody sort of going, oh, what do we say?

Well, I think part of why I ask is because I am curious whether a decision is going to be made, and then a community is going to be informed or whether there are a range of decisions and communities are going to be engaged at the inception. In compliance with guardrail one, as this is a major decision as the board has directed because to my mind, this is a program that is you know very needed has the potential to. offset some of our enrollment decline, serves our diverse communities in important ways, and could potentially be derailed by a failure to adequately engage the community, especially if the plan is to, which I'm curious if it is, because my concern is that the plan may be to site this at an existing school and essentially uh cease new enrollment to that existing school turn the code over to a new program and then have the new school grow in as the old school grows out and if that is the case I think it's really important that that school community or potential school communities are engaged at the inception because I can if that is the plan of the superintendent, I can anticipate significant community pushback. And we have seen a failure to engage the community at the inception derail a number of good and needed plans by the superintendent. So what is generally the plan for community engagement And how does that align with decision making? Like, are we going to narrow it down to 3 and then engage those 3 communities and then make a decision? Are we going to narrow it down to 1 and then break news? How is this roll out? Let me outline and I'll.

give a general idea of where the group is and then katie and actually all of you might have some color to add to it so the first thing to do when you heard the number of classrooms that are needed and actually the biggest constraint is specifically the requirements for the tk through two right for the extra egress etc and size of the rooms uh the first step is to do an analysis of which facilities could actually serve those needs that exist and have enough classrooms, just as an overall facility, right? And then it has to go through a process of narrowing down which facility would serve, that we could prepare from a facility standpoint, the physical facility, in a timely manner and then cause the least disruption to existing programs. So that's exactly the process that's going on. And I think that's where you are in the process, but if you want to add any additional color without upsetting whatever the analysis is.

yeah i think uh all of your points are well taken and echoed that um we are not like narrowing down and deciding a school and then going to surprise a bunch of people that that's going to be the announcement we are very much at the point where we are looking at at least from the facility side just looking at the buildings and looking at sheer feasibility and then providing those with the with the understanding that there is going to be community engagement And so there has been no decision about like, where are we putting this right now? We're very much just doing the ground truthing of like, what could what could actually support a system like this? And what would the impacts to the existing programming be if there are any? So to your point, if there is going to be impact, what is what is the engagement that needs to happen if that site is selected?

I mean, is the plan, though, to cite this potentially with another school and then repurpose the, you know, the programming of that school code? Is that just generally aside from what specific site it is?

i think the short answer is no that's not the plan at this time and so what i would say is i want to be really careful about the language is that co-location of two schools doesn't automatically mean an interdependency of those two programs co-location is not completely common in san francisco it is very common in many other districts that are short on space I've worked in buildings where there's like three high schools in one building and each get a different floor. And that's like a whole thing unto itself. Right. So I want to like I don't want to make that relationship seem interdependent when what it is is a condition of shared facilities. And there is some relationship development, but it doesn't mean an interdependency of program.

I mean, we currently have a co-location, right? Buena Vista, Horace Mann and June Jordan currently share a footprint and they are two separate schools that do have some codependencies because when the fire alarm goes off in one school, it goes off in the other, which, you know, you can talk to Amanda and Claudia about how they feel about those things happening. But I will say that as a previous principal of a school that was merged, you know, when Buena Vista moved to the Horace Mann campus, it did take over Horace Mann and closed Horace Mann. And I don't know that like that, plan I came in after it already had moved over um took into consideration the questions that you had and I think we learned from that place I mean I personally was there in a very painful place where the last two grades of Horace Mann were growing out as they could no longer come there because they didn't speak Spanish um I mean not some kids spoke Spanish but they hadn't been in an immersion program so I think we've learned the lessons from that Painfully, and we're taking that into consideration. Um, and I think in terms of engagement of communities, you know, there's a weird sort of tension, um, to the point made earlier that we don't want to alarm anyone to say, hey, this school might be coming to a neighborhood near you. Right? Like, that that can be alarming to a community because it can feel like it might be taking over. We have to look at facility sizes. We have to look at the interest of initially the leader. Is the leader even willing to let us come visit? But that's not the decision, right? Because I could be the leader today of a school and not the leader tomorrow of a school. So we can't depend on the interest of a leader as the way we make that decision. Once we can look at facilities and see this could work, then we need an engagement plan. So to your point earlier, we need to backward map that timeline. And that's next on our list from the working group. And we don't have it yet because we needed to see How many sites really this could fit into? Like how many, you know, if we really only have five or six sites that eventually it's going to fit, it's going to narrow the choices significantly, versus if we have many more, or if it's going to cost us so much more money to, to make it I won't say the words that Katie will say compliant with what we need. I mean, I think that all of those are considerations that we're currently weighing as we as we think about the next steps for engagement.

I just hope that those are worked out before the enrollment fair and before this comes to a vote and that communities have been adequately engaged because, you know, we did see with the Academy moving without a board vote, we did see, for example, Ann Marie Chischilly, MEC Newcomer Program moving without a Board vote, and where it seemed like decisions, it was after the fact, but it came to the Board's attention that Ann Marie Chischilly, Enrollment Placement Center had essentially not been enrolling in that program long before the Board was made aware of that. And so I just want to say, I hope that the plan does not

rely on epc just making enrollment decisions and that this is a transparent uh process compliant with garter one um the the quick comment that i'll make um i think there's four meetings five in the fall before the enrollment fair takes place i'm assuming the first meeting october is probably too late for there to be decisions around this so there's really four meetings I think my concern is that we have 2 months essentially in the fall when we return for there to be deep engagement with any school communities that are considered. And I think this goes back to a concern around just like insight into the timeline for what people can expect. And we don't have that right now. And that's somewhat concerning to me, knowing that there's going to be probably a flurry of activity come fall. And what we have consistently been pushing is not doing a flurry of activity come to a final decision and so I again I would implore the district to really think through what that plan looks like and at least even if it's not a detailed timeline of like this is what's going to happen when by week by week at least giving folks some runway to understand what they can expect come fall because I think that will be a very quick turnaround and I'm concerned around our ability to bring some community partners along in that I'll just continue to say for the record, and this has nothing to do with the work that you all are doing here. I'm super excited about the Mandarin Immersion Program. I continue to believe this is the wrong conversation we're having about major decisions. I continue to believe that we need to be having a conversation around enrollment. and portfolio planning more strategically and holistically, of which this is one of them. But I will. I just want to continue to name. I think we are having the wrong conversation. I believe that we should be having a conversation around the things that we believe are going to be critically important to set a path forward for stability in our facilities, specifically our portfolio programs and enrollment system that we aren't having right now and so again nothing to do with you all in this topic in particular I am grateful for this presentation I just don't think that this is the thing that we are needing because this is a non-controversial fully supported by the board initiative that we are very proud of so I just want to say that Commissioner Gupta

I'll just build on that. Um, so 1st of all, thank you. Thank you everyone for being here. So late. Um, you know, I, I, I do have questions related to. Okay. How does this relate to the facilities conversation? How does this relate to bringing in? Is this actually being considered in? when we consider tks when we consider enrollment specifically around who is trying to enroll into say mandarin immersion schools so it does feel very very related um i share the concern around the timeline is it reasonable to expect you know we only have one more meeting before Everyone goes on break right, and we know that Community engagement doesn't really happen in an authentic manner it's very hard to have with our communities over a summer break so can our families at least expect a timeline for the June 23 meeting. That that's worrying how to say.

Can I ask a follow-up question? So I think one of the, and maybe I'll sort of like share my, make my thinking visible and then ask a follow-up question, is I think there are a couple different components that we've talked about this evening. And so there is a piece around facilities and location. There is a piece around enrollment policies and practices. There's a piece around program and instructional design. And I am making the inference. Then, when you say timeline that there is a little bit of like the timeline for the development of each of those pieces right? What is the process for recruiting and staffing? What is the process and timeline for identifying the site, knowing that all of those things are on like an eighteen month cycle and sort of peak at different points. So I just I want to clear just like

because i only represent cni and we all hold a different piece of the puzzle um just name or to ask like when you say a timeline is that is is that what you are asking for i i think the the primary timeline that i mentioned that i've heard community members ask for is if we are going to open this in the fall of 2027 and we recognize we need to have a fully viable plan by the enrollment fair that happens in october then as you all have said, backwards mapping that. And so the critical decisions, and particularly as they may pertain to community engagement, and what the plan is for that community engagement, and probably even more particular to the facilities, the sites, and the the school communities that would be affected by this. I think having a detailed plan as far as what that would look like even more detailed than, say, some of the pieces that may then flow into place between you know that that we know may take a little more time that you know may relate to curricula for example um between fall of 2026 to fall of 2027 but giving the community and giving the board enough confidence that this is actually going to then happen come uh fall of 2027 that's that's really what what everyone's looking for

I can I can kind of jump in on that there. Um, so I think I think we can have a framework of a timeline for you by June 23rd, um, at least in terms of, like, the facilities. I do also just to allay some of the anxiety about, like, getting a decision and getting all the um getting all the community engagement done by the enrollment fair this is also one of the reasons why we're looking at both temporary and permanent potential locations because we recognize the the investment that needs to go into meeting with communities and impacted communities so we don't want to just go in and say like surprise we're taking over your school or we're putting this other school in there And so recognizing that we're looking at what facilities could accommodate this right now, analyzing what are the impacts that would be and what is the engagement that needs to happen. And so if there's a permanent location that we think, no, we cannot announce this and do all the meaningful engagement by October. We have other avenues where we can say we can open the school in 2027 the four classrooms that we that we said that we're committing to, while we do this meaningful engagement to move into a more permanent location.

Annabella Krautman, I think that makes a lot of sense, and I appreciate that. And just to kind of carry on here with Annabella Krautman, you know, again, trying to illuminate my thinking. It was very helpful for me. Appreciate it. Annabella Krautman, I think one way to think about this is like, What is the information that the Board would need to be confident in voting affirmatively to open this school? And what would a Annabella Krautman, parent or community member need to know to to enter into enrollment there and be confident in saying yes to this school? Right, because there's there's 1 part here around where is this school and how many spots are there right? Because there's the viability path there and then there's a. Do we see enough information that builds confidence that a school actually open? By the fall, right? And and I think those 2 bodies of information are, I'll just say it from what we've been sharing with the superintendent. Those 2 bodies of information are kind of important for us to be able to make a decision around whether this is a viable plan that we that we, the proverbial board can get behind, right? Like, do we know where it is? And is there a demonstrable plan that actually shows that it can be operationalized by the fall? and and I and I think there's different levels of granularity in this right there's some will want to know more about curricula others want to know about hiring but I I think I will just say selfishly I just want to know that there is a plan that we can see it and that we have we can build confidence in it right and that to me is sufficient for at least for for a decision to be made by the board to build confidence and support behind that plan I just want to be really clear and transparent about what feedback we've given the superintendent and her team around around that

And given that the governance calendar will be released presumably June 23rd, it'd be great to slot this in in the governance calendar, multi-year governance calendar. Thank you.

Thank you. Just thank you for your work. That's all I'll say. And go buy a lottery ticket because that's all I'm saying.

Christopher McConkey, I want to again thank you all so much for your presentation and your work to the parents behind you and the Community leaders, thank you for your advocacy and support here. Christopher McConkey, And kudos to you all, we look forward to kind of picking this back up and engaging more so much. Christopher McConkey, Okay, seeing it's now Wednesday um. We're going to fly through these action items we have to executive employment contracts for district executive employees and some votes on student explosion matters several actually and so i'm going to engage Council on this on these matters moving forward. Item I 1266 dash 266 dash nine SP three employment conscious or district executive employees and emotion in a second so. Second. It has been properly moved and seconded that the board approve. There are 2 items.

There are 2 items and I need to orally recite the terms.

Um. And so it's been probably moved in 2nd to the board approve. I'll say these items. So the script is a little off. Um, and I'll pass this on to the council general council.

Um, thank you President Kim. We've got 2 items here. We've got 2 executive contracts. The 1st executive contract is head of staff. It is for and it's a 2 year agreement. Um, the terms of the agreement are that she would be placed at grade 7 step 5 of the, uh, management salary schedule. She would receive help benefits and all other related, um, benefits that are provided to management employees in the district. The buyout provisions for termination without cause under this agreement would be six months. The second agreement that the Board will consider today is the Head of Operations Agreement. It is for Candy Poyle, and again it's a two-year agreement. The agreement calls for placement of the employee uh on grade seven step eight of the management salary schedule again uh the contract guarantees all the health benefits and all other benefits that are related um and uh similar and same as other management employees and the bio provision for without cause um termination is six months as well so that concludes the oral report for those both of those employment contracts thank you any comments from the board

Seeing none, uh, debate is now closed on the motion to approve item 266 session 9 SP 3 employment conscious or district executive employees roll call vote. Please.

Commissioner Alexander yes. Commissioner Fisher. Yes. Commissioner Gupta. Yes. Vice President healing. Yes. Commissioner Ray. Yes. Commissioner Weissman ward.

Yes, and apologies for missing the earlier votes and, um, temporary technical issues. But, yes, on this.

Vice President Kim.

Vice President Kim. Vice President Kim. Vice President Kim. Vice President Kim.

Vice President Kim.

Vice President Kim.

Vice President Kim. Vice President Kim. Vice President Kim.

that is possible. We just want to make a notation that we have removed item for student number 28. And we've continued it for the next board meeting.

Okay, great. For the remainder of the items, then have a motion and a second.

So move.

Second has been properly moved and seconded that the board approved item. Well, these votes on student expulsion matters. I any comments from the board? Seeing none debate is not close on the motion to approve these items. Roll call vote please.

Commissioner Alexander.

Yes.

Commissioner Fisher. Yes. Commissioner Gupta. Yes. Vice president healing. Yes, commissioner Ray. Yes, commissioner Weissman ward.

Yes.

Present Kim.

Yes.

Commissioner, 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. Deputy Superintendent Mampanitas, are there any alterations to the consent calendar from the superintendent?

None that I'm aware of, no.

uh that i motion to approve the consent calendar is there a second second do we have a roll call vote please commissioner alexander yes commissioner fisher yes commissioner gupta yes vice president healing yes commissioner ray yes commissioner weisman ward yes that's it

okay um final item uh k3 discretionary advisory committee appointments by commissioners i believe there's one appointment uh yes thank you president kim i would like to appoint adla chisti please to the parcel tax committee thank you um great this meeting is now adjourned at 12 0 7 a.m on wednesday june 10th good night