tv Government Access Programming SFGTV August 9, 2018 12:00am-1:01am PDT
[end of translation] [ gavel ]. >> good evening, everyone, and welcome to our last school board meeting before our summer session. today is tuesday, june the 26, and this meeting is now called to order. roll call, please, miss casco. >> clerk: thank you. [roll call] >> clerk: thank you. >> please join us for the
pledge of allegiance. thank you. >> clerk: hi. section a is accessibility information for the public. section b are opening items. we have the approval of our board minutes of the regular board meeting from june 9, 2018 and june 12, 2018. i need a motion and a second, please. >> so moved. >> second. >> thank you. any corrections? hearing none, roll call vote, please. [roll call] >> clerk: six ayes. >> thank you. so speaker cards for the regular agenda and for closed session are necessary if you wish to address the board of education. members are reminded that an individual can complete a speaker card prior to the item being called. we will not accept cards after
the item is already in motion, and please present those cards to our executive assistant, miss casco. importantly, according to board rules and procedures, speaker cards will not be accepted for an item already before the board. so i would ask you please also, when you give your board -- when you give your cards, to be as explicit as possible about what you a're going to be speaking on, and if it's a for or against, if you could add that on there, as well. and if you are speaking on more than one item, i need a card for every item that you're speaking on. so instead of getting the 100 cards i got last board meeting and trying to sort them out, i would really appreciate it if you could help us identify what items you're speaking on and what it is that you're speaking on, and if -- and if you're speaking on more than one item, to please fill out more than one card.
item 2 is our superintendent's report. dr. matthews. >> thank you, president mendoza. good evening, everyone. >> good evening. >> this past sunday, the san francisco unified school district for the second straight year had a large and enthusiastic contingent in the pride parade. [applause] >> our district has been a national leader in providing lgbtq support services and inclusive curriculum for nearly 30 years and about 175 san francisco unified san francisco marchers, including students, families, alumni, teachers, other central based office staff, board of education commissioners and i were excited and proud to celebrate and represent our core values of social justice, diversity, and inclusion. thank you to everyone who participated in this fun and
positive event. we are in the process of hiring great people. if you're interested in becoming part of the san francisco unified school district team, please go to out website, http/www.sfusdjobs.org/current openings for a list of our current postings and join our team. all of our district offices will be closed next wednesday, july 4, for independance day, and school will be back in session from summer recess on august 20, 2018. finally, later this evening, i'll be giving my 90 day progress update report, and that is my report for this evening. >> wonderful. thank you, dr. matthews. tonight, our student delegates
are not with us. hopefully, they're doing something fun for their summer before they're off to college. item 4 is recognitions and resolutions of commendation. we do not have any tonight, but item 5 is our recognition of all valuable employee awards. dr. matthews, you have someone for this award. >> yes. this evening, our chief academic officer, brent stevens, will be coming forward to give this award. >> good evening, superintendent,
inventive, resourceful and decisive, even when times are rocky. there's many more comments here that i could read, but in the interest of brevity, i'm not going to. i just want to personally extend my congratulations to you rob for your many years of service, and like the employee, i personally thank you for all you do for our students. so with that, i'd like to welcome you up here. the mic is live, and it's all
yours. [applause] >> thank you, dr. stevens, thank you, dr. matthews, thank you board, thank you friends and people here, and especially the students of our school district and especially the ones that revel in the arts and arts education. good evening. i'm rob daniels and i'm humbled to be the recipient of this award. it's a long way from the farm in lake odessa, michigan, where i grew up. my dream and my career became a reality because of the arts and arts education which include all the amazing people and experiences that an artist encounters on their journey. it is my firm belief that all of us and especially all of our students can also reach for and achieve their dreams through the arts and the amazing opportunities that arts, the creativity and artistic expression offer them. i have been very lucky my whole life to have been surrounded by
artists, staff, family and friends who share the dreams of what the arts can offer. i'd like to thank my arts staff colleagues. i couldn't begin to name you all. my fellow teachers, the administration, and of course the board of education, six superintendents, yes six, our amazing students and especially the voters of san francisco for their continued support of the public education enrichment fund which is the major funding for the vapa department. thank you to my sons and my husband of 35 years together whom i met in poland of course while teaching arts and education at the american school of warsaw for ten years. [speaking foreign language] >> and translating from polish,
transition at thurgood marshall. >> good evening. my name is aleta fisher, and i'm the chierm of the advisory committee, and i -- chairman of the advisory committee, and i'm a parent of three children. first of all, we'd like to thank you very much for hearing us tonight. dr. matthews, president mendoza-mcdonnell, and commissioners, thank you all for your time. we'd like to start with a bit of an overview of special education just as a reminder. i think we've presented this before, but students receiving special education services makeup 12% of sfusd's total population. that's over 7,000 students, and the majority of those students,
actually 75% actually receive their services in a general education setting rather than a special day class. so by supporting special education students, we're supporting all students? special education is actually by law a service, not a placement. and the supreme court decided the andrew s. case last march. i'm sure you're all well verse -- endrewf. case last march. i'm sure you're all well versed in that, but we provided you some documentation of that that the fact that the new court decision confirms that students should have goals in their i.e.p.'s that are appropriately ambitious? and what the previous deminimus
standard of barely moving forward is no longer acceptable. one of the things that's new here that we're highlighting is some of the performance indicators from our lcap that were presented at the data forum in november november. we wanted to highlight our high school indicators in particular because some of these are actually quite alarming. a couple that stood out to us, when you look at our sbac math scores, if you look at all of the 11th graders who took the sbac, only 12% of students with i.e.p.'s were able to score proficient, only 12%. and while it's not an official lcap indicator, something that sfusd monitors is our readiness for high school graduates? only 30% of our students with i.e.p.'s graduate ready for
u.c. and state schools. a >> and now onto our accomplishments. for the 2017-18 accomplishments by the c.a.c., i want to point out that we're made up of parent volunteers. we take time off our work to go to legislative visits up in sacramento, to attend sfusd meetings. we realize that without doing that, it would be hard pressed for us to really be participatory and collaborate with the district, so we take that time off because we're committed to our children's education. also to the point with he have significantly increased our attendance at c.a.c. meetings this year? i specifically want to point out that back in february we had a family empowerment assignment summit where other
families came together and we worked together in regard to our concerns that we have for our children in special education. other advocacy workshops at school sites, we've done -- we've had presentations at the information resource conference presented by support for families of children with disabilities. it's an all day saturday event where multiple workshops are done, and with our workshop, we've provided information to both professionals and families about the c.a.c. and what we're doing in special education. in addition, we've been involved with outreach at what used to be called edrev, but it's e.h.c., education revolution. on a state level, we've had participants attend the government's ad row casey, and also the board for advocacy for special education back in april where our chair, lee fisher has
participated and learned about a lot of information covering the budget and its impact to our students' education and special education and how we recognize the fact that there is an inefficient amount of budget that supports the needs of our children in special ed. our 2018-19 priorities for the c.a.c., some of these may sound familiar because we've referenced them before in other reports. in addition, other advisory committees, the joint advisory committee has also reported on the two items that we point out -- the first two items we point out, which is the reading inventions. we would like to implement consistent reading interventions at all tiers for all students who are struggling with their reading. in addition we would like to see social and emotional supports for all students to ensure that students are feeling safe in their school environment. we also would like to point out as a priority that we would
like to create a staffing stability with high quality professionals. we do realize that there is a lot of professionals leaving the district, and there are impacts to not just our students but also to the budget -- special education budget when we have such instability. >> surrounding the priority of reading intervention, one of the big issues that we found is the inequity in intervention at various school sites. we've got many school sites who can fund literacy specialists on their own, others who are short staffed or staffed by teachers on emergency credential. and so we're exceptionally grateful for the curriculum and instruction department this year and their phonological processing program that supported ten schools in reading interventions?
and dr. stevens has been supportive of us, very patient with our questions/pestering and was kind enough to meet with us and explain how the program will move forward in the 2018-19 year? we're excited that the program will be rolled out beyond the ten pilot schools but one of the things that we wanted to point out is rolling this out, this is a -- this is a pilot program that will provide reading interventions to all students, whether or not they've been identified for special education but make sure that all of our readers are -- are getting intervention services to come to grade level, which there's no more critical thing that we can do for our students to prepare them for success in the 21st century than to teach them to read. and if you look at studies of prison literacy rates, for example, there's a study done
in huntsville, texas, of inmates. 80% of inmates at the state pen that were studied, 80% were functionally illiterate, and of those, 40% had the rapid naming haulmark signs of dyslexia. this is a critically important issue for us to address. however, rolling this out to all elementary schools, means training 2700 elementary schoolteachers. it also means providing additional specialists who have higher level of credentialing, particularly a reading certificate, and another program that's being rolled out is a great start. at dr. stevens mentioned, it gets us to 70% of the stayed
guidelines, the dyslexia guidelines, but that's not going to be enough to support all students. we need evidence-based researched programs that support interventions like -- like dyslexia. these are expensive programs, though. they're not easy. so one of the things that the c.a.c. recommends is that rather than reinvent a program from scratch, look at what our schools are doing that are doing this well. we've already got some teachers who have gone out on their own and gotten trained with linda mode bell, and make sure that we're using the existing expertise at school sites and expanding upon it and making sure that everyone at all levels of the district buy into this as an equity issue, and that administrators at all sites are also trained so that
they're able to help with the implementation and the support and the additional hours of training that are going to be required to implement a program like this. >> we'd also like to address some of the social and emotional challenges that our students are facing. in specific, social acceptance, bullying and inclusion issues are a consistent challenge for our students and their families. when we looked at school climate surveys, we saw that one in four students in general don't feel safe at their schools right now in san francisco unified, but that number jumps to one in three students for students who have an i.e.p. and these aren't acceptable numbers for our children. and there's also not a clear path of action around student
safety and belonging when families have concerns, so we'd like to see more specific training on things like specific practices, social skills, deescalation, specifically to special education teachers and general education staff because all of them are supporting our students with i.e.p.'s, and all of our students, not just students with i.e.p.'s, need these kinds of support. we have to ensure that social interaction is facilitated in the classroom and not just expected. we need to increase professional development for all educators around restoreative practices because it's something that's mandated in a board resolution that we passed i believe more than four years ago and we'd like to see it implemented with fidelity at all of our school sites? this also includes including a study and act cycle? which means we look back to see
how we're doing with implementation of these programs. we need to make sure that board resolutions are followed through with systematically and not just as an expectation. we need to increase communication, action and support for children with i.e.p.'s and their families who are reporting bullying? we have to consider a process that supports the ongoing communication between families and district staff when an incident is reported. we have to provide training for all educators and cultural competency and implicit bias so that these teachers feel prepared to educate all students that they come in contact with in their classrooms and anywhere in their schools, and we have to use existing structures in our school district. things like the middle school redesign or a beacon expansion or our office of family empowerment to make sure these
are addressed effectively so we don't have to reinvent the wheel when we're addressing these issues. and we also have to address the staffing stability for our students. we have to make sure that we prepare our educators to stay and be successful in the district that they choose to come and teach in or to support students in. we have to make sure that all of our educators, special educators, general educators, administration, paraprofessionals are trained in awareness, special education and practices, another board resolution we have to see implemented with fidelity? positive behavior interventions and supports and restoreative practices, again going back to our safe and supportive goals
resolution, everybody needs to be trained to the point they can implement these in the way they're expected to be implemented at our school sites so that they're prepared to support our students because our students' success means our teachers' success which means they'll stay in this district for a long period of time. we have to look at the staffing guidelines that are leaving many schools challenged to support student effectively? and this includes this service codes for paraeducators in our i.e.p.'s which have recently changed leaving huge gaps of support in the measured minutes of services that our students receive from their paraeducators. we have to address that, and we're going to talk about how. so beyond increasing the professional development for things like universal design for learning, making sure that our general educators have the same level of understanding of
support that our special educators have, we have to fully fund coteaching in the middle and high schools? because at the secondary level, coteaching is absolutely necessary to ensure that our students with i.e.p.'s graduate with all of their 8 through g requirements. we have to provide the staffing allocations for that teaching as well as schedule a school day so that those coteachers are allowed to coplan lessons. we have to ensure that our school site councils include special education in their planning process 'cause when parents and staff connected to special education have a seat at the table for the school planning, inclusion becomes a school wide priority. and finally, we have to address the service codes. the 900 codes, if you guys like to talk about service codes, which i do, have impaired paraprofessionals in our
district. we were asked to stop using it because that's not the purpose of it, and instead of finding another code to appropriately specify the service that our paraeducators were offering to these students during that time, it was put in as a supplementary aids and services which means we don't accurately capture how much time these paraeducators need to be spending with these students to appropriately support their success. so we recommend looking at the codes that already exist, and you'll see some of the codes that we found that being aratley depict what our paraeducators do in the classrooms. we have to make sure we appropriately staff the service minutes to provide the accurate allocations to our school sites when we're looking through at the beginning, middle, and end of the year to make sure that staffing can support these actual services that are being provided to our students.
>> we are looking forward to 2018 and 19, another year of comparing. our immediate -- [inaudible] >> so this past year our popular topics were disability in college, know your rights, and executive function. at our june meeting our topic is artists and support. in two days, we'll have the meeting. so our c.a.c. meetings are open to public, and we would like to invite all of you commissioners to attend. over 2018-2019 meeting topic, i would like to point out april meeting. the topic is advocate worthy excellence award, which i would like to invite all of you commissioners to attend to that
meeting. notification to our meetings are sent to all parents of sfusd students with i.e.p. [inaudible] >> and parents of children with general education school site staff, central office staff, and community members are also welcome to attend our meeting. meetings are fourth thursday of every month as support for families, 1663 mission street. and free child care, interpretation, and light dinner are also available. >> we would like to acknowledge that there have been quite a few people in the district this year that have gone above and beyond to support our learners that have i.e.p.'s, and so we're using this slide to do that. so we wanted to thank the
curriculum and instruction department for all their work this year on the processing pilot -- phonological pilot processing program, and we look forward to working even more closely with them in the 2018-19 school year as the pilot rolls out into a full-blown program. and we'd also like to thanks the family empowerment and engagement office, rack will wells, kashina turner pierce, and shem corngold, and previously isaac tan, as well, for all the work they've done to develop the s.p.a. curriculum, which will be training at all schools this coming year as part of the beacon expansion. we'd also like to thank student family and community support. we'd like to call out kevin
truitt and salary lopez for their support as well as bill sanderson for all their work that they've done to increase awareness of students with disabilitied on the s.a.c. and that's going to be one of the focuses for nominated members on the s.a.c. is to have more student representation among students with i.e.p.'s and 504's. and also our felly advisory committees, our collaboration this year has been amazing and as mentioned earlier led to a family alignment and leadership summit. and so thank you to the fellow advisory committee leadership teams, but particularly to georgia brat williams, to danielle williams, to maggie zhou for their support and guidance. and finally, we look forward to seeing you in the fall. our website has changed. we are no longer a .org, we are
a .com. i'm sure you have us book marked, so change your book mark, and our e-mail is there in case you have any questions. >> okay. thank you so much for the report. from the commissioners, are there any questions or comments? commissioner norton? >> commissioner norton: thank you, and thank you for the report. it's always nice to see you all. i'm actually really interested in the discussion of the site codes, which, you know, you and i might be the only people in the room that are interested in that, but i am very interested in that, and i would like to request some background from
staff about the -- our use of the guidance that we're giving schools about the use of the site codes and why there are some of these adult support codes that have been underutilized, so if i could request that, mr. superintendent at some later time from staff. i see miss robertson in the back, and she's nodding. >> and before any other comments from the board members, i have two public speakers that are signed up, so megan potemki and katey russell. >> good evening. my name is megan potente, and i'm here to speak, to express my support for the recommendations from the c.a.c., particularly related to
the phonological processing parent. i am an sfusd parent as well as a parent of a child with dyslexia, and i've also worked in education for 20 years. the last seven years of my career have been with sfusd. so for decades now, we have had overwhelming scientific consensus on the best way to teach kids to read. these best practices are summarized by what works clearinghouse in their recommendations for teaching foundational skills. instructional programs that are aligned with these findings are described as evidence based. we must ensure that any materials that sfusd invests in for reading skills are in fact evidence based. for children with markers of
dyslexia, early identification is crucial. so quote from the e.l.d.-e.l.a. framework from the california department of education, the most effective intervention occurs at the first sign of difficulty and much can be accomplished with immediate action. so it is imperative that all students learning to read in sfusd have access to evidence-based instruction and foundational reading skills, and that universal screening for markers of dyslexia is a priority. students with signs of dyslexia must have access to structured literacy at first signs of difficulty. the e.l.a. and e.l.d. framework for california and the california dyslexia guidelines were developed to support districts in instituting best practices and ensuring access and equity for all learners. so let's all ground our decision making in these documents to assure that students have the learning
opportunities they deserve to unlock literacy. thank you. >> thank you. before the next speaker, aleta fisher. >> yes? >> so you have a card here for public comment and for -- to speak on the c.a.c. special ed. [inaudible] >> okay. so it's not -- doesn't have -- okay. got it. thank you. >> i can get up and talk more if you want. >> no, no, no. i'm trying to manage this, so i'm trying to see if i'm going to let you speak again -- no, i just want to put you in the right category. thanks. >> good afternoon -- good evening, commissioners and superintendent. this is from a parent who could not be here tonight, jim -- kim stewart. i'm reading on her behalf. dyslexia is soul crushing, not just for the kids but for the whole family. my daughter got in the car in january lamenting about being the tunedest one in her class.
she's in therapy for low self-esteem and lack of confidence that results in high level of anxiety. my daughter wants very much to go to charles armstrong school for dyslexic kids so she can be in a class of kids like me where i can learn. the school has said that getting violet to a level k by 2019 is ambitious. she is making incredible progress with tutors and is currently reading at level k because of the tutoring and the work we do at home. i'm a mom, not a teacher. i follow the directions of the school, and for two years tried reading with her in a way as it turns out is ineffective for dyslexic children, and she continues to fall behind and frustration grew. the frustration has grown and the relationship i have with hi kids has -- my kids has been damaged. i really want what is best for
them. they are incredibly bright, but they hate school, and they think they are dumb, and they have been suffering in their friendships as well because of it. it's summertime, and we spend an hour a day working on reading, writing, and math. in addition, they have tutoring sessions just to help them catch up. and they are catching up, but they -- because they're bright, and they're being taught appropriately. a lot of kids get to play soccer, dance, and music lessons after school. that happens if you can fit into the schedule of more than three hours of tutoring a week to catch them up. the system is setup to wait until they are so far behind they give -- before they get appropriate help. the early intervention window is then closed so it's harder, and the goal of the district sets are only to mack a year's worth of growth, not to close the achievement gap. my kid will learn to read, write, and do math. i'm not worried about that, i'm
worried about how they feel about themselves. the low self-esteem and lack of confidence that grows inside them. it's a lot easier to build a child than to fix an adult. the early intervention window is closed for my kids. they already suffer from low self-esteem and anxiety. i had a really horrible night last night with kids and working with them. it's incredibly hard because i'm their mom, not their teacher or tutor, but they need to do work at home to catch up because they really can't afford -- because i really can't afford daily tutoring. i'd really like to make the meeting tonight -- she couldn't -- but i just can't. i'm incredibly spent. i felt like throwing up my hands and giving up altogether. i think this is a really sad and telling statement. having a dyslexic student myself who's just graduated from high school, i can attest that all of this is true with
my child, too, and she still suffers from lack of self-esteem. so, you know, i'm glad we're working toward this end, and really very happy about what the curriculum department is doing. and i just want it to continue because it is a very difficult project that you guys have embarked upon. thank you. >> good evening, commissioners and superintendent matthews. i'm susan solomon, executive vice president of united educators san francisco, and i just wanted to say thank you to the special ed c.a.c. this is becoming a happy annual event. thank you for their tireless advocacy on behalf of the kids. and our goals in uesf are so much in alignment of the goals of the c.a.c. that i look forward for the opportunity to
working together, so thank you. >> great. thank you. any other comments by commissioners? commissioner walton and then commissioner merase? >> so of course, again, i just want to thank you for your time dedicated to this work. i know it's all volunteer, and i know you do it for the love of your children, but for all of our children, so thank you. on slide 5, i guess this question is more so to the district, in terms of -- have we cost out any of the recommendations on slide 5 around reading interventions or just for all the recommendations in general or is that something that we're going to work on just to see what the recommendations would cost us as a district? >> at this point, i know we don't have that fully costed out. i know with have a budget associated around the dyslexia curriculum and others for implementation next year, but these additional
recommendations will need more work. >> thank you. when we ghet a chance, i would just like to see what work we do around trying to figure out what we could do to achieve some of these supports and recommendation as a district, and at least know what the cost could be so we could try to prioritize. thank you. >> can i address that slightly, as well? so as a corollary, when supports are not available within sfusd, a family -- the district is required to provide services. so many families receive within their i.e.p. compensatory education. the school will pay to send students to programs like literacy. my question would be how much are we currently paying with those contracts or m.o.u.'s or whatever to support students
outside of the district now versus what it would cost to provide the sservices internally. [inaudible] >> we know that price tag, but thank you. >> may i ask something, as well? there are many parents who don't want to deal with the process of having to literally fight for those kind of reading programs? i myself was one of them and had fought to get reading in my daughter's i.e.p. on a regular basis. threw my hands up and ended up paying for it out-of-pocket for a few years. the increase -- my daughter has autism, and sometimes she can't read how she feels. but the fact that she started reading and stringing words together and seeing the things around here increased herself esteem. i can imagine what it's like for families if they can afford to pay for it independently if
they don't want to wait for the district and the months of including it on an i.ee.p. there are many students going without that necessary instruction for reading, and i just want to emphasize that because of the fact that i've seen it myself, and the fact that i also had a teacher who suddenly recognized my daughter was reading who said oh, your daughter is now reading, and i was upset, and i thought well, no thanks to you. i had to do that myself. i'm not a teacher, and i had to go hire a tutor for that. i'm just one person. imagine how many other people are out there struggling with their reading. so i just want to share that with you. [applause] >> commissioner merase? >> thank you very much for your always very thoughtful presentation. i know it represents a considerable amount of work and having been to your c.a.c.
meetings, the dedication members is so impressive. i just had two comments. one, i was trying to access your website and there seems to be some kind of problem. but i want to make sure that the school district is also linking to the right website. so i believe that might be in our public information office, so make sure that we connect that way. and then secondly, just a plea. generally, sfusd, we have a shortage of teachers who can capably teach our students with learning differences, and we need more paraeducators, as well, so whatever you can do to spread the word that we are hiring, as the superintendent said in his remarks, we can really use the help in that regard. thank you. >> thank you. commissioner sanchez? >> commissioner sanchez: thank you, and thank you for the presentation, as usual. you did provide us with a memo or letter on charter schools. did you present that in your
presentation? >> we did not. it's in there just because we know there's some similar agenda items on -- on tonight's agenda. >> commissioner sanchez: would one of you like to just mention it, what's in it, because if you're not prepared to, i'm happy to. >> i would be happy to. so in the packet of information we provided you tonight, the last item is back in january , the c.a.c. board wrote a physician statement on charter schools and ratified it with our whole membership, i believe, in february . but our position on charter schools is that charters are not necessarily bad. in fact, we have some great charters here in sfusd such as gateway and leadership that were designed to support students with learning differences, students with alternative needs. where we have challenges with charter schools is those that
choose to participate outside the governance of sfusd. there's a whole separate special education local plan area that i think is made up of 300-plus charter schools out in el dorado county. and our whole organization is built into the framework of special education law to provide parents oversight, accountability, to provide a voice and help hold the district accountable. we are active partners? we hold meetings every month, we -- we're here, presenting to you. el dorado slpa, we've talked to parents who are very frustrated with the engagement process. they meet three times a year via conference call for an hour. there's no feedback mechanism at all. you type your comments into a chat box and nothing ever happens.
there's no public -- there's no -- at our meetings, the special education department leadership team comes and special interacts with families around challenges and issues? so we -- we struggle with some of the marketing material that we're seeing right now that's -- innovate, for example, just released a special education plan a couple of months ago, and their actions and their words and the fact that they are a for-profit corporation that doesn't allow any stakeholder engagement or feedback is just very frustrating for a group of parents who have been fighting for years to get to the point where we are to have a voice with their district. we are strongly caution families that are looking at charter schools to make sure you ask a whole lot of questions before you buy into slick marketing.
>> miss fisher, thank you. >> does that fulfill your comments on public --? okay. any other questions or comments? okay. we just want to thank you very much as always for bringing us up to speed and for sharing your thoughts and ideas and for continuing to do the amazing work you do for the sake of our children, so thank you all. have a great summer. >> thank you. you, too. >> thanks. all right. so our next item is item c, our consent calendar. >> madam president, i do have an appointment to make. is that at this time? >> yes. so item 2 is any appointments to advisory committees by board members. i'm sorry. commissioner merase? >> i would like to thank my appoint eastbound, tagej shah
for her four years of dedicated service, including as cochair of the oversight committee. she is termed out as of this month. i will be appointing josephine jau, family liaison as hoover middle -- at hoover middle school to that committee. >> thank you. any other appointments to boards by board members? all right. minutes approval, i need a motion and a second. >> so moved. >> second. >> thank you. i do not have any public comment on consend calendar items that have been withdrawn. >> there is one item withdrawn tonight being withdrawn from the consent calendar is number 75, architect contract number 2339, modification one for s.v.a. architects, inc. >> okay. thank you. any items removed for first reading by the board?
seeing none, any items severed by the board or superintendent for discussion or vote tonight? seeing none, thank you. roll call vote on the consent calendar, please, miss casco. >> clerk: thank you. mr. cooke? >> yes, except on item 53, i want to disclose that i am the c.e.o. of mission bit, and i therefore reaccuse myself from this vote to avoid any conflict of interest. >> clerk: thank you. [roll call] >> yes, except for item k-58 which was the only retroactive, so thank you to everybody who got yours in on time, but i'll be voting on that one. thank you. >> clerk: thank you. >> okay. item d is a discussion and vote on consent calendar items
severed and considered for -- set for separate consideration. the next thing i'm going to do is move some things up because we have some really big agenda items and we've got some kids that are waiting in the lobby. these are two items that are going to be quick, but they have some folks that are going to be speaking on it. if the board would indulge me, i'd like to move items i and k forward to be heard and then we'll go back to the regular agenda. does anyone object to that at all? all right. thank you. so item j is the introduction of proposals and assignment to committee. we have two proposals. so the public and board comment on proposals, and i have several people signed up for those. i guess we're going to hear those first, so item j, this is on the board members proposal
186-26(a) 2 in support of increased support and transparency for charter schools, being introduced by commissioners sanchez and cooke. so we normally spend just a few minutes on public comment on this, but i have several speakers. so i'm just going to give you each a minute because there's several of you, but if i could get deidre elmsumi, guadalupe, darren, mana moreno, and saba aguilar. this is section j, and this is the public comment on the two items that we'll get introduced after public comment. so come on up, and we'll give
you each a minute to speak. >> good evening. my name is mildred coffee. i'm here in support of passing this policy, but i want to make sure that all charter schools are held to the same standards that all sfusd schools are held to the same -- you know, same standards. and i understand that we do have children in our organization that do go to charter schools, and i do want to make it clear to you guys, and we as coleman advocates want to make it very clear to everyone here tonight that we're not opposing charter schools: schools. we want to make sure, like i
said, that they're held accountable, just like sfusd students. we do the same thing for them. and also we want to make sure that if there's funding, that it's not taken away from public schools because we also need much more improvement in that area for our students. they need more resources. we need to quit joking around, playing around. you know what? i want to give you guys positive thoughts. you have worked hard to get us where we are, but we still need a whole lot of improvement. and i want to let you know also for the safe and supportive schools, our african american children, we also, our parents and the families, we also need to be felt like we are safe. that's the most important thing for us right now. not just the point that they get their academics 'cause we are aware that this is not happening at some schools. we can talk about the data all we want, but there is still issues concerning our schools. and for charter schools, they need to be held accountable
'cause we need to know what's going on with those african american students in those schools. that is all we are saying. [applause] >> thank you. >> thank you. next speaker, please. come on up. [speaking spanish] [voice of interpreter] >> good evening. my name is guadalupe martinez, and i'm a member of pmac. i want to make sure that all charter schools have the same standards that schools at sfusd
have. we've fought very hard to get approval for resolutions regarding safe schools and other policies that create safe school environments and support. but charter schools don't have to comply with this. we want to make sure that you are doing right by our latino and african american children. [end of translation] [applause] [speaking spanish] [voice of