tv BOS Joint City School District and City College Select Committee SFGTV October 11, 2020 8:10am-11:01am PDT
assessed value. in this case, it's 50%. this means 50% of the property will remain at its existing value. meanwhile, the rest will be reassessed at market value. so the new taxable value for this property will be 50% of the existing value, which is 200,000, equaling 100,000, plus the portion reassessed to market value, which is 50% times $700,000, in other words, 350,000, with a total coming out to $450,000. a similar program is also available for prepping transfers fl interest r from grandparents to grandchildren. if you're interested in learning more visit our website or
>> thank you mr. chair, we're ready for the meeting. >> this meeting will come to order. welcome to the october 9, regular meeting of the joint city, school district, and city college select committee. i'm supervisor haney, claihair the committee. do we have any announcements? >> yes, due to the covid-19 health emergency, to protect board members and the public, the legislative chamber and committee room are closed. members will be participating remotely. this is pursuant to the local state and federal orders. committee members will attend the meeting through video conference and participate in the meeting to the same extent as if they were physically present. public comment will be available on each item on this agenda, depending on your provider,
cable channel 26, 78 or 99 or sfgov.org are streaming the number across the screen. each speaker will be allowed two minutes to speak. you can call the number streaming on your screen, 415-655-0001. the meeting id is 146-032-3750. press pound and then pound again. when connected, you will hear the meeting discussions and then you will be muted and in listening mode only. when your item of interest comes up, please press star and then 3 to be added to the speaker line. best practices are to call from a quiet location, speak clearly and slowly and turn down your television or radio. you may submit public comment in either of the following ways,
>> selby absent. we have corium. >> are there any changes to the agenda? >> there are no changes to the agenda. >> madam clerk, will you please call the first item? >> yes. hearing of the impacts of covid-19 on san francisco unified school district and city college of san francisco. and members of the public who wish to provide public comment on this item should call the number streaming on the screen. the meeting id is 1460323750.
please waited until the system that indicates you have been unmuted when we get to public comment. mr. chair. >> thank you. i appreciate that. so committee we have one item, which is an item that we are very familiar with, the general update from each of the respective institutions about the education that is accessible and available to children and families and young people and our residents during covid. this committee has been incredibly useful for us to provide answers, to problem solve, and to discuss solutions to meet the needs of students and families during this very difficult time. today, this is the only item so you know, i don't expect that
long of a committee, but i do appreciate as always the many different representatives and institutions that are here with us. i know there is a lot going on and people are working really hard and we appreciate you spending time with us and working very closely with the members of this committee. we will hear presentations and updates from city college of san francisco, the department of public health, the department of children and families in that order. again, we have to balance a lot of schedules here so i want to note that the d.p.a. representatives need to leave at 11:00 as does the director, but he may be able to return at noon if there are further questions. again, i want to thank everyone for their time and all of the work they're doing during this very challenging situation for our city and its students. so with that, i would like to jump in, but are there any
committee members who want to comment on this item before we begin? seeing none, i would like to bring up our first presenter, which is the city college of san francisco, if the presenters will please state their name and affiliation before beginning the presentation. thank you. >> good morning, this is tom. i am the vice chancellor of academic and institutional affairs at the college. i'm joined today by two of our deans, dean lopez and dean cayhill. i see i've been promoted to presenter so let me put up my slides. hang on a second.
great. so today we wanted to make a brief presentation about the impact of covid on our non-credit programs and really two of our major non-credit programs, instruction in english as a second language and our transitional studies high school program. so just a couple of quick background steps. city college offers credit courses in a variety of areas, 80% of the students live within san francis san francisco and the two biggest areas is english as a second language and transitional studies. i'll note and i know we had presentations of this in the past in addition to serving adult students, it collaborates
with our colleagues to offer credit recovery classes for high school students. these non-credit programs are an important part of our college and important to the residents of san francisco. the american community survey, we have about 75,000 adult san franciscans that do not have a high school diploma and 165,000 san franciscans that report to the survey that their level of english is less than very well. about 20% of the population. so, these are important programs for us and i wanted to give dean lopez and cayhill a chance to talk about how we have been managing during the time of covid with these non-credit
programs. so dean lopez to talk about english as a second language. >> hi everybody, how are you supervisors and everybody there in the meeting today. so, in the area of e.s.l., we had a few challenges in this new semester. we also had wonderful success as well. we generally have registration each semester on campus, and usually how we done that is when we are in a certain semester at the end of that -- like the last week, we register them the following semester. so when we had to leave the institution in late march, we were not able to do that this year, so we had to really rally around everybody on campus instruction, academic affairs,
student services, you know, everybody on campus really had to help because of historically what we offered is usually on campus, on site. you know, with a lot of our e.s.l. students, a lot of them have resources available to them. so in terms of the areas of technology, we also found that it was a challenge because a lot of them had no wi-fi, had no internet at home. a lot of them were working, you know, with others, within a household and as you may or may not know, a lot of the people that we serve are living in small apartments or an entire family is living in one room. so just having the resources available to them, a lot of them are using cell phones, which is not usually high-tech,
obviously, but we have that as well. a lot of those who are in the e.s.l. classroom as well had to really learn how to use online resources because a lot of those who are hired at the college have worked there years. so a lot of them are use to the on campus work only. lastly, we really had to go by -- we had to learn as we went. you know, it's really a wonder to me and in terms of an institution so large and that is in a hub where we have earthquakes and other natural disasters, that we never had all of these wrap around services and resources that we were able to have in case we have a huge earthquake in san francisco and now we can actually move forward
in a way if there is another pandemic, hopefully not, if there are earthquakes, et cetera. we're able to really rally around what we actually impleme implemented there at the college. as someone who moved here a few years ago, living in l.a. i thought, our institution was the hub of just high-technology. we really aren't there yet. in terms of our successes at the institution, what we found as i mentioned earlier, we rallied around each other at the colleges where we worked sometimeses with individual s o silos on campus at an institution so large. we really unified in such a way where academic affairs is working with admissions in records and they're working with academics and it really is very important now with all of the
institutional initiatives and those in sacramento, we really can no longer afford working in individual silos in higher education. in terms of flexibility, i amount of the opinion because i was raised with a mother who was not able to go to school because it was either work or go to school, this is actually helping us in terms of flexibility because for a woman who is a working mom, who is maybe living in a homeless shelter with her family or the head of household who is working two jobs, you know, remote instruction is not necessarily a thing we should look at negatively. it gives those the opportunity, if they're able to you know, register remotely and you're able to work, and it gives you
an opportunity as an instructor and as somebody enrolled in the class. i mean to really enjoy the learning process with those in your household because if you're a mom or dad learning english and you're in a remote learning environment at home, you can work on homework assignments with those living at home with you who are either in elementary school or high school. then lastly, in terms of equity, you know, if we really wanted to talk equity in higher education, in the workplace, we really have to give those at our institution the equitable service that we offer on campus. we can't just offer, you know, embedded tutoring, advising on campus. it has to be for veterans, for non-credit e.s.l., for working moms, for working men and women
who need, you know, advising on an evening weekend where you're not able to do that because you cannot go, you know, there to the campus. so, what we're really seeing is just a huge shift in higher education, not only within our institution but all over the u.s. really, it's really a very important time for non-credit e.s. e.s.l., non-credit high school programs to look at that, rather than being a negative, we can't serve those we want to serve. we should look at it in a light where how can we help those, as well as help those who we serve on campus? with that said, i'm going to leave it over to my colleague.
>> thank you very much for having me. it's a pleasure to be part of this meeting today. similar to that challenge, you know, the transitional status department at city college of san francisco had similar challenges for our students. for example, claiming the ram i.d., which is something that the students need to have in order to access their learning platform. summer 2020 marked the fourth year of partnership with san francisco unified school district. we offer a 40 credit recovery course for our students. from that experience, we learned that our students need a lot more support. so what we did is create a virtual help desk through our
non-credit admission office, the transitional studies department itself, and we also had instructors who had dropped in. all of this happened a lot. it was intense at the beginning of the semester because we believed that's the time we needed to help and support our students. the first week of school, instructors dropped zoom hours for their students. in terms of faculty challenges, and all the support, you know, teaching online is not easy for anybody. shifting and moving from in person to teaching remotely is not easy. i am happy to say that transitional status was already ahead of its time. beginning in fall of 2019, there were almost five transitional set of instructors that went through the instruction to online teaching and learning.
they already had the training to teach classes online because we believe we have a lot of students that are older students who have family and they cannot come to the campus to take their classes, so we were slowly thinking already on offering online courses. so when covid hit, we had to shift and the office of online learning offered training, so our instructors went through the temporary remote distance learning instruction. you know, we had instructors in the summer who were using the platform, so what we did is for the fall semester is paired some of the struck -- instructors who felt comfortable and strong in teaching online with those who were starting to use the platform for the fall semester. so there was a nice collaboration with those who knew more with those who were
just learning. we also have a dedicated faculty who was assigned to work with the instructors, helped them develop and create their teaching modules and that was also positive. this time, you know, we are in a challenging time. transitional studies enrollment is good despite our current situation. our lowest class has 15 students and the highest is 47 students and the average is 20 to 30 students. so we -- this situation is helping -- i mean it's pushing us to think differently, to be able to not only support our students but also our instructors. now in terms of class schedules, you know, there is always a challenge of taking classes online for our students. if there are too many people in the household, there may not be enough computers for everybody to log in at the same time or
the wi-fi bandwidth may not be sufficient. in terms of schedule and flexibility, we can also say that now that the parents or students are able to take classes, they don't have to walk back and forth on the center , the admission center to their home so they have the flexibility to take their classes when it's best for them. in terms of technology, the college has provided the chrome book loan program and it has personally helped a lot of my students, transitional students and those go on the website and help them fill out the application to get the chrome book and many of them did. so there is fill a lot more work to do in the area, because there are still students that don't have access to a computer or wi-fi. that is still a work in progress. that is something we need to prioritize and you know, and
facet sill at a time this for our students so they can attend classes. in terms of family responsibility and remote instruction, so we have a lot of older students who have family. if they live in a smaller place, you know, it's difficult to take classes and especially they have small children because they come first. so we are working on right now, the city college family resource center and the mission campus family resource center are collaborating and working on a plan so we can offer limited daycare for our students. it will be limited, but at least that's something that we're offering to our students so the parents will come to the college with younger kids, leave their children at the daycare, and then they have to stay on campus, so they have a place to do their school work. we're hoping that it will be another support that we're
offering to our students. now in terms of transitional studies and immaterial -- improving transitional studies, it has been difficult to communicate with our students. we have been doing it through e-mails now, besides e-mails an phone calls, we created a very simple gmail web page. our college web page is wonderful, but it has its challenges. so in the meantime, we have the gmail website where we're hoping to have it ready soon and send the message to our students on how to reach us, whether they are trying to take credit recovery classes or just our regular transitional status courses. this past week i met with the head of the students affairs and we have talked about improving through her office, we're going
to be able to improve our college website and we're going to have clear steps of how to enroll in our transitional studies program. then in terms of partnership as i mentioned in the beginning, we have been partnering with san francisco unified school district which has been amazing. based during our experience during the summer, we noticed that we have a lot of students with learning differences that need accommodation. so what san francisco unified school district did is signed teacher assistance for the classes. so they help the students, the unified school district students in the transitional studies courses. they have access to the student portal, whatever the students need to do in the class. there is somebody helping in the class and we're hoping to
replicate that for our college, our city college students. so in terms of college-wide support, you know, we have been collaborating a lot with our students affairs department, the i.t., the non-credit office has supported us a lot in terms of helping the students register and getting the paperwork necessary to get them into the classes. lately we have been talking about -- i just became part of the next gen implementation because we noticed our transitional studies have had a difficult time accessing their educational plans and their transcript, especially for those who need the hours to qualify for ab540 or ab68. this afternoon we have a democracy know -- demo of the transcript and the student transcript which is great. the next step is to get all the
forms, the educational plans and any of the other forms that we use in transitional studies and make it fillable, do it electronically so it's easier to communicate with the students and it's easier to process the paperwork. also, i'm very happy to share that in collaboration with student affairs with city dream, the non-credit admission office, the counselling unit, we are currently working on bill -- the assembly bill 554, where students in a high school deemployee that -- diploma or equivalent can enroll in community college part time and those courses count towards their college and their high school diploma. this is something that we're working on and hopefully soon we will be able to implement and
offer this amazing support to our students, our undocumented students. with that, i complete my presentation, thank you. >> thank you so much dean kayhill and dean lopez. briefly, the city college serves 24,000 students annually and non-credit, but there are more san franciscans that can benefit from these programs. i'll mention that right this second, we are starting up a cbo summit. they have been invited to participate in the summit, to learn more about the college. we love to see some more folks join us. with that, that concludes our presentation. we will be happy to answer any questions. >> great, thank you so much for
that and for your work and we appreciate those updates. i see trustee randolph has a question or comment. >> yeah, thank you chair haney. i want to thank both of the deans for their presentation. we had a similar discussion yesterday at the student success and policy committee, which was really exciting to see all the work that both of you have done respective to the department and centers you're overseeing. i want to go into detail on some of the community partnerships that you have to kind of support the various initiatives that you're doing. i know that dean cayhill, you have a close relationship with m meta and other organizations and we work a lot in chinatown with the ymca and self help for the elderly and other organizations.
so, i know there are about 200 organizations today at the summit, but maybe you can explain a little bit more about how we're working with some of our community partners during this kind of global pandemic. >> thank you for the question. dean, do you want to say a couple words about the work in the community. >> yes, i just started a group meeting and conversations with meta, which are working and have a partnership with mission higher. our goal is to -- besides looking at the data, to find a way to create a bridge where students from those two high schools will have an easy access to city college. we're already doing amazing work at city college, but i know we can do more. we can always improve and the goal is you know, we will create -- well, those two high schools are close to the mission
district, so that's why i'm focusing on those two. our goal is to create a seamless process where our students can take the city college classes and go from there. we are at the beginning stages of the conversation but that's something i'm looking forward to discovering more. >> great, thank you. >> thank you. >> supervisor fewer. >> thank you very much and thank you for your presentation and your work. so is the bulk of the non-credit classes for high school students credit recovery? >> yes. >> okay. so have we ever thought about -- so it's credit recovery for high school credit, is that correct? >> that's correct. the credit recovery classes are targeted towards high school
students that may not have passed a class and need to stay on track to graduate on time. >> okay, so have we ever thought about combining as i think what the dean was saying and make it more of a -- instead of just a semester of credit recovery, but more of a program that actually is a smoother transition to city college. so we have talked in this committee before about the dual credit, right? normally we talk about students who are already achieving at a very high level, that will be able to take a college level course. i am wondering if there is an opportunity here with credit recovery to actually be a program which transitions into college credit. so they can actually see this credit recovery leading actually
to a pathway of something else. i don't know how that would be, but i am also thinking about the same thing, the credit recovery about your two year certificate programs and how we can make this a smooth transition because most people who want to also take classes to beef up their english skillings that are looking for greater opportunity in employment areas. i'm wondering if we can do credit recovery and connect it to our two year, your one year or two year certificate program that can lead to more opportunities afterwards. so that is incorporated with it. so i just want to say i'm just putting that out there. i don't know if you put there out there already. i was one of those students,
full transparency. i barely graduated from high school and went to city college, but i think this connection from getting these credits to graduate and seeing this pathway to something at city college -- it just gives you hope and pathway. most of our high school students who need to make up credit are wondering what is my pathway. to take an s.a.t. or to go to california state college, they don't see a pathed -- pathway to that. i wanted to mention that and i wanted to thank you for your work. thanks for listening. >> i don't have anyone else on stack or in anyone else has any questions. i do want to move to our next
presentation. i don't know if you can hold your questions for city college or maybe there aren't more as we're balancing a lot of time constraints. it doesn't look like there are other questions, so thank you so much city college and deans and we really appreciate your work and your time and we will see you in a couple weeks and there may be more follow up questions then. thank you so much. >> thank you for the opportunity. >> thank you. >> so we want to move on quickly to the next presenter from the department of public health. >> good morning commissioners, thank you for allowing me to come. i don't have a slide deck. i'm coming to give a brief update on any changes to our directives or guidance since the last time we met.
the update is related to city college so we expanded the services that higher ed and adult ed is going to serve so that if there are any outdoor or remote instruction that is not possible because of the need for specialized space or equipment then indoor, in-person instruction is permitted, as long as there is the completion of a prevention plan and that higher education program that can complete this prevention plan and can self certify that and post all the requirements can begin operation and that we are no longer limiting indoor instruction to the category of core essential services, we did put a limit. we removed the limit of two hour
instruction for outdoors and so classes can be as long as possible outdoors, but the two hour limit still does apply for indoor instruction and then we included updated recommendations related to testing into the directives for higher ed. that was the most major update. we have no updates to our out of school time guidance or directives, which is what the community hub falls under. we did make an adjustment to the school directive related to testing and making sure that any schools that are working with testing labs, that they are certified with the state and the cal re cal ready program so we can receive the results as a local health department. we have had some reports of schools working with labs that are not cal ready certified and
then we don't get the results and that's not the intent of working during this pandemic. we amended that in the directive. those are the main directives i have. i do have to leave at 11:00 for another critical meeting, i'm sorry. are there any questions? >> supervisor fewer. >> yes, thank you very much. i do have some clarification on the two hour limit for indoor instruction. are you saying that they can be indoor, no longer the limit is for two hours and then if you were to take a break, could you do another two hours of instruction? >> it's per class.
>> so if you have one class with two hour instruction. so if you cleared out everyone from the room, take a break, and then could they come back after the break of an hour or two hours and have another two hours of instruction. is that possible? >> i -- >> i just want to say in an instructional day, you could really have eight hours of instruction. so what i'm wondering is, because i'm hearing there is a two hour indoor instruction limit, is that for the morning and then a two hour instruction limit for the afternoon or is it a two hour instruction limit for the whole day? that's my question. >> i am pulling up the exact language in the directive right now, so i can better answer your
question. my understanding is that it's a two hour limit for each class, per day and that is in accordance with all the other layers in the prevention plan, making sure the schools have adequate ventilation, adequate cleaning protocol, and that everyone is using face coverings. the idea being that if the class goes longer than two hours, it's the same cohort and there's no cleaning and there are no mitigations in between, there is a commutative effect of the droplets in the room. that's why there is a limit of two hours in the classroom. >> so say they cleaned the whole area, could you have instruction two hours later, let's say after lunch, after whatever, apoth
apothem -- and then come back for two hours of instruction. that's my question. i also wanted to know if it requires any temperature check before actually people enter the two hours of instruction. so for the facilitator of instruction or for the students. >> we are asking for schools to do symptom checks, not just temperature. all the symptoms related to covid. looking at our guidance, it does say that the indoor, in-person instruction involving two or more students or instructors requiring the use of specialized space and equipment, such as indoor laboratories may be offered with the posting of a prevention plan. there doesn't seem to be a limit to indoor classes and programs must be scheduled to conclude in no more than two hours. higher ed programs must prohibit
students and personnel from congregating before and after the scheduled classes and programs. that is the most we offer about the two hours. it doesn't say if you can have two hours in the morning, two hours in the afternoon. we're not that prescriptive with the schools. we wanted to give them flexibility on how they set their schedules, but making sure there's a mitigation plan and prevention plan in place. >> okay, personally speaking, i think that's very vague. because it doesn't allow -- the city college actually to fully plan an instructional day, if they were to, just f.y.i. i just sort of, you know, the two hours of instruction, i am just wondering if there could be then a series of two hour of instructi instructions throughout the day. i think that's my question. >> so, to be clear, the indoor
instruction is very limited. it is only for classes that cannot be held outdoors, that need specialized equipment such as chemistry, biology, or anything that has specialized equipment that can't go outside. so it is not for the full course offerings that one would typically see for a full college offering. so it is a limited amount of classes. >> okay. thanks. >> supervisor ronen. >> yes, thank you. i was wondering if d.p.h. is working directly with the school district on meeting its -- so the school district has laid out a series of conditions that it has to meet prior to reopening the schools.
the last time when we were speaki speaking, she explained that they didn't have information yet and hopefully we will get it today on where they are on meeting all of those conditions. i'm wondering if dph is working directly with the school district to trying to help them meet those conditions and if you're monitoring at all your progress in meeting them. >> we are working with the school district and helping them with the meeting our guidance and directive about school reopening. we're not monitoring the -- another not monitoring, but helping them achieve the conditions. i'll just editorialalize this for a second because it doesn't seem like this is happening,
that children and families are suffering enormously right now. i do not believe that we are doing enough to help every single family. i think there is almost nothing more important to our economy than getting kids back in school so parents can work. i'm getting more and more e-mails every single week with parents in tears because they can't work and educate their children properly. children are not learning because they -- because remote learning doesn't work as well for small children and because families often live in conditions where it's impossible to learn from the home. the achievement gap is growing and this is an endless future that we have in sight. it's 100% unexpectable.
we need all hands on deck from the city side to help the school district open back up so that families can have some relief and children can be learning. i just don't know and haven't seen quite frankly on either side, but i'm going to focus here on d.p.h.'s side that we are doing everything in our power to help the school district achieve its conditions so that it can reopen. i'm wondering what we need to do in order to get there. >> so we are working to support the school district and we have a safer schools reopening task force within covid command and it will be finalized next week, drafting how we're going to operationalize testing, contact tracing, case investigation, and outbreak matter of minutnagemen
schools when they're reopening. we're researching testing labs, seeing how that can be extended to the school district to cover some of the testing requirements. so there is a lot of effort being -- >> wait, i'm sorry. so there is a testing r.s.p. going out? that's for what? don't tell me that we're providing the tests for private schools open. >> no, no. the city has released the general r.s.p. on testing, the testing lab and we are using our r.s.p. resources to see if we could see how those services can be inclusive of the school district as well, with the testing lab. our requirements with the directive and guidance is that if a school is charging tuition,
they are to enter into a contract with the testing lab themselves to cover the testing cos costs. so we are not covering the cost for private schools on testing. >> thank goodness. so one thing we're doing is creating a plan for testing and contact tracing we will provide to the district at no cost to the district. >> the plan will be of no cost to the district, right. >> okay, and we're very close to being able to implement that, that plan should they meet the other conditions to open? >> we are assembling a team within covid command to make that all happen, yes. >> okay, is it possible for me to join that team? >> i would have to go back and ask. we can give you --
>> i'm making a personal request to join the team, so if you can send that back and i'll talk to mary ellen as well. in my opinion, we are not prioritizing this enough or moving fast enough for the level of heartache and damage that is happening to children and families here in san francisco. i want to join every committee just like i joined this one to put pressure and work. i'm willing to join and do this work myself, but we all have to step it up, including me. we have to step it up. i want to see how d.p.h. can assist the school district to meet every one of their conditions as quickly as possible to reopen schools. so, i look forward to making sure that the testing plan is up and running and seeing what else we can do so that we can provide any assistance to the school
district that we can. so i appreciate that and i look forward to working with you more closely on this effort. >> trustee randolph. >> yeah, thank you for that. a quick question, since i heard something about testing, i wanted to make sure. i know that the college board, city college hasn't really had any information yet around testing and i'm really excited to hear and see your guideline that allows us to bring back some classes in person, specifically some that you can online, like the labs and some of the allied health classes like nursing and e.m.t. that you have to have in person instruction. i know that part of that is kind of community spread and keeping that low and testing is an important piece. so when you discussed testing
and charging for testing for educational institutions that take tuition, is that only for k-12 or how are you going -- >> those requirements are only for k-12 schools. >> so what are the testing requirements that you have laid out for the city college of san francisco or higher education institution? are we expected to potentially pay for testing or equivalent things or is that going to be provided by the city students as well? >> that is not as strict of a requirement about requirements for testing as for k-12 schools. the language and the directive and the guidance is asking schools to consider scheduled
periodic surveillance testing for screening for asymptomatic students and staff, especially for those living in school owned housing. the programs are encouraged, if it's feasible to cover the cost of testing. it is worth noting that all teachers and staff are considered essential workers by the state department of managed care and those tests are then covered by health insurance. there are labs that are now setting up testing that can directly bill health insurance at no cost to the institution that is setting up a contract and that would be we are working on getting a list of recommended labs that we can share that out, making sure again that they are certified with the state and meet the basic requirements that we are asking for testing.
>> okay. so basically if somebody has insurance provided by city college of san francisco, whatever the city plan might be that is offered as part of the employment, they will be able to go and get tested and have that charged to the city college of san francisco provided health insurance. >> yes. >> okay. what i noticed because i did look up some of the city's testing sites that are currently offered. city college of san francisco is not considered an employee as part of the list. you just said that our staff and faculty is considered essential workers, but when you go and have to enter a new employee, the city of san francisco is not listed and the prompt is are you a city employee and when you answer yes, you have to have a d.s.w. number, which i don't think city college of san francisco staff of faculty have, but wouldn't they be considered semi public city college, semi public city employees or how
would they manage that? >> i think it's actually a bigger picture than that. it's that while it is not just what's at our city sites, but any one that has any health insurance, the state department of managed care has changed their policies to all teachers and staff can get tests and get covered for that. so it's not just through our labs, it's everywhere. so it's up to the -- and that's why we're encouraging everyone to go to their primary care provider because then it can get covered by their health insurance because the state changed the requirements to make this much more accessible. >> is there a way to include city college of san francisco as one of the employees that are listed on your drop down menu when you try to go to one of the
cities' testing sites? >> i will have to take that back to the people working with our testing labs and see if that's feasible. >> because that is one of the concerns that i received from one of our classified staff that they were trying to get tested and they were confused on the sign up project because they couldn't find city colleges and employees. so thank you so much. >> commissioner collins. >> thank you. i appreciate the questions that are being asked and this is a really, really appreciate supervis supervisor ronen's comments and questions. i'm speaking to many parents across the city and i think we're all very clear about specific populations that are in need of school and struggling with distance learning so i appreciate the urgency on that.
i guess, this isn't specifically directed to -- well, i guess i had one specific question with the hubs because i know that's now something that we're trying to do to meet that need and i was wondering if d.p.h. could release the data for under 18 cases in their programs, so we can have a sense as a public, i think there's also families that are going to be more likely to want to return to either participate in the hubs while we don't have them or participate in hybrid learning, but we also needed to have a sense of safety and just get a sense of what it looks like with kids in programs now. so can you release -- is there data you can release to the public so we can see how that's going? >> i'm sorry, the data related to testing? >> yeah, for cases under 18, for children under 18, so we can get a sense of just what's the data
. >> and i'm seeing a whole bunch of them that are basically just falling off the radar, but because they seem independent or they seem like they're doing okay, we have no communication systems with high school parents. we have laws, as well, so just, chair haney, i've been doing research on a.b. 77, which is a law that gave the school
districts extra money, but then requires we do extra outreach to parents when we see kids are absent. we have even huger absence rates for kids participating in distance learning at all levels. so that's just something that's on my radar, and i wanted to have a follow up where we can really address -- we're looking at pulling kids back into school, but there's going to be a group of students -- i don't see when they're going to come back to school in the near future because they're not the first ones on our list, and yet, they are still also in great need of their education, so that means offering a high quality distance learning program and making sure that we're doing anything and everything that we can to support them, and i'm seeing problems with kids, you know, not knowing how to turn in
homework and things like that. i just wanted to put that out there. >> supervisor haney: and maybe it's something we can have a future meeting on. and also, i'm going to call up sfusd next. i know that our presenter has to go for an important 11:00 meeting, and director su had to go, so we had somebody from dcyf who will present, and we may get director su back, but we're going to have dcyf go next. >> hello. good afternoon, commissioners, and trustees, and members of the board of supervisors.
today, the presentation that we'll be providing is the community hubs update, information around the enrollment. we were able to obtain from dcyf the number of students enrolled in the sfusd hub, so we'll be able to provide the population demographics related to that enrollment. we don't have attendance information at this time because we will be presenting that to our board of education commissioners first probably at our next board meeting, and we'll be bringing that to the select committee. so my presentation is relatively short, and then, i'll certainly take questions that members of the board of supervisors or school board commissioners have. dcyf has designed the hubs for community school-aged children, and i think we are four weeks
into the first phase one. next slide. and as you also might remember, i can't remember a few joint select meetings, we presented that the board expressed their support that dcyf and sfusd work together with the hubs. we are continuing to look at needs for space with dcyf if we need to continue the conversations on space. next slide, please. then, the other thing that the board of ed commissioners expressed support for was that sfusd would support communicating registration information on the second phase, and i'll talk a little bit about that later on in this
presentation. you can go to the next slide. so what we were able to receive, if you look at these two -- this slide, the upper table shows you what our fall sfusd demographics is for pre-k through 12, and the lower table shows you the enrollment sfusd students who are enrolled in hubs. we don't have attendance data yet, so we can't tell you out of the sfusd attendance who is attending the hubs, but i'll give you a quick update. but it shows that we are reaching the students that we wanted to. this is a time when we say usually, disproportionate, but it's not. 84% of the students in the hubs
are elementary school students, and that's compared to 49% across the district. the enrollment in the hubs for african american students is 15.6%. same thing with latinx. 37% enrolled in the hubs, and we have 27% enrolled in the district. pacific islander, it's 1% versus 8%. for english language learners, it's 27% versus 24%. foster youth -- i'm sorry. i cannot see that. i'll go back to that.
for students living in public housing, 18% are in the -- 18% of students enrolled in the hubs are in public housing versus 4.3% in the districts as a whole. for students living in s.r.o.s, 4% compared to 8% district wide. and i think -- yes. so those are the comparisons, so we are reaching the priority populations that we were hoping to reach in this first phase, and i believe it's 980 students in the first phase. go to the next slide. so phase two is only going to include 340 slots, and that's in the k through 6 grades, and
dcyf provides us a number of slots and the zip code, so we have to do some matching in the last few weeks [inaudible] when we took all the information we had, and we could compare it to the 340 slots by grade level and zip code, we were able to match -- can you go to the next slide. i think that has the data -- that we'll be sending out invitations next week to families both by mail, e-mail, and then, schools will be reaching out individually because we'll be providing this information individually to each of the school sites, and their coordinated care families will make sure that they
receive it by e-mail, mail, or they'll get a personal phone call. of the 340 slots, 141 of the students being provided are in public housing. 139 are english language learners, 31 identify themselves as homeless. 192 have less than 40% of [inaudible] and then 251 are low s.e.s. and as you can tell by these numbers, that means a number of students are more than one of these categories, if that makes sense. and then, next slide. this is also the breakdown by ethnicity and race of those 340 invitees. and next slide. i think that may be it. so i mentioned this already. we're doing the outreach, translating the letters into all the different languages in the district, and then, we are going to continue to monitor applications come in, and we'll
continue to work with dcyf if space -- if sfusd is needed if warranted by demand. and hopefully, the person from dcyf might speak to some of the other factors re space besides demand. so short and sweet, and i'm happy to take questions. >> supervisor haney: supervisor ronen? >> supervisor ronen: yes, thank you. i am a little bit disappointed because i thought you were going to come back this week and report on conditions for reopening. >> mm-hmm. >> supervisor ronen: that was my understanding that you were going to do that this week. perhaps i misunderstood for that update. >> well, i misunderstood because i thought this was the update. as i spoke the last time, we
were developing, because of our board of education commissioners' request, a dashboard on reopening our schools. dr. matthews mentioned that last tuesday, that we would bring that into our october 20 board of ed meeting. that will be the dashboard on where we are in the reopening. with respect to -- i mean, there's a lot of operational indicators and testing. we have met with kaiser and other health care members. we've been meeting with d.p.h. the past couple of weeks talking about how d.p.h. and others can meet our testing strategy. in the last few weeks, we mentioned how d.p.h. can provide guidance for that. we're meeting with d.p.h. later today to discuss that. i don't have anything much closer, but those are the
activities that we have been involved with. we are waiting for information from d.p.h. for example, a directive came out just on wednesday with a whole bunch of other information we have to do with testing, as ana mentioned, so as soon as information comes to us from d.p.h., we're making plans as quickly as we can. >> supervisor ronen: so chair haney, is the next join city, district, and college meeting the 23rd? >> supervisor haney: it's the 23rd. >> supervisor ronen: so by the next meeting, you'll be able to share with us the dashboard -- >> we'll be able to share that. >> supervisor ronen: in the next meeting, we'll be able to discuss where we are.
and in the last meeting, we discussed the need for parents to just know what you know. are you able to say that you believe we are going to open this semester for any students? >> that, i cannot say for sure because there's so many different parameters, and i hope that on the 20th, we'll have at least where we are and how close it is and whether it's feasible. but again, totally understand how frustrating this has to be not knowing this information, and i definitely hope that by the 20th and -- that we can start communicating with families. at least you'll know it'll happen or we're hoping it'll happen, like, some tangible information so folks can plan, so we're well aware that that is the request, and i apologize that we don't have the details today. >> supervisor ronen: okay.
but by next meeting, we will have a detailed presentation because i've been communicating with mary ellen carroll, who's the head of the director of the emergency operations center, and it looks like i will be joining the safer schools committ committee at the e.o.c. i want to push those programs forward at the city's end so you can get every assistance needed and there's no delay on our end, but we need specifics in order to get this, and the public needs specifics. parent families need specifics, educators need specifics. we feel like we've been given the run around for a very long time now, and it's time to give clear information. and if it's bad news, we'd rather have the bad news and know it than everything up in the air constantly, so i
appreciate that you'll come back to us with that information. now getting back to the hub, since that's the only thing we've got helping parents at this point and families at this point, i visited a couple of hubs. i know that supervisor haney, chair haney did last week, as well. one of the hard things about it is because there's such limited involvement from the school district with the hub, that the kids all have different schools, and so you can imagine on the -- you know, that was the hub at the presidio center. you have these education providers who are experts in outdoor activities. they want to get the kids out
and get their minds and creative juices flowing, and do music and other enrichment activities, but they are all day juggling schedules, and it is extremely hard to do enrichment because of that. and i'm just wondering, in this next phase, where it seems like sfusd is finally rarpting a little bit more and coordinating with the city on these hubs, whether or not there's any effort of getting kids and hubs that have the same schedule so that, you know, they can be learning together and not, you know, hearing different voices. i mean, they're in relatively -- you know, socially distant spaces, but nonetheless can hear each other, so it's hard to concentrate if they're not all doing the same thing. i wonder if we can get to that next level of coordination where we're trying to put kids
in hubs where they're on the same schedule, if not in the same class. >> you know, i can't say that we're going to do that very well for this phase. that is really complicated. i'll have to think through that because we are limited by grade level slots, zip code, and students scheduled in a hub may be scheduled different. you know, they meet less than 40% and all of that. so we can run some to try to think about is what i saw.
and the site at st. peter's was much better because it's a different setup, obviously, but they were all in the same class at the same time. and they were -- oh, my gosh, i was tearing up. they were happy, they were engaged, they were normal, they were joke, they were talking, they were -- oh, my gosh, it felt like school. and i just haven't seen kids in that mode for a really long time, and it was one of the most joyous things i've seen since we've started, and i just know we can do that in these hubs. >> yeah. these are things we should thing about. one of the things, since we just got the enrollment data, we're sharing that with the schools. i don't know if the schools
know all the students and where they're going, so that is an area where the schools can also figure about, oh, maybe this is a way we can get this to work with the different organizations, so that will be at least the first part of thinking about better coordination. >> supervisor ronen: okay. and then, on the flip side, the referrals from the teachers to the hubs. so a teacher friend of mine who teaches at flynn, fourth grade class -- fourth and fifth grade class has three students that are not participating or not learning, and she said oh, my gosh, if i could get them in a hub, then i could help them. how do i get them in a hub? so i said, well, you mail maria
su, and they'll put you on the list. >> we're trying -- we ran the numbers based on what we have, and we did get, here and there, people referring people, but we didn't have a process to take all of the referrals and do some of the backwards mapping because there are some students who may need it who aren't getting referred. so that has been a challenging and complicating process, and we have 340 slots, and so i think i probably got about -- i mean, i just got a whole bunch of referrals for students we have no slots for because they're all 7seventh graders, and we have no seventh grade slots. we're trying to figure out a way that it can be equitable
where you have a student who needs it and no slot (. >> supervisor ronen: and i'm just, at this point in this process, we need to be nimble, and we just need to be able to meet students and teachers where they're at, i wonder if we should -- the educators know better than anyone, and i've been saying this since day one, and i feel like i've been beating my head against the wall. who needs help in classes more than anyone?
nobody knows that better than the educators who are with these students and responsible for their education every single day. so what's worrying me about this invitation only process -- and i understand why you did that in the beginning, when sfusd wasn't collaborating. so up until now, what dcyf did makes perfect sense to me. but now that we have this collaboration, my big concern is we are limiting ourselves by the spots and never understanding what the true need it for these community hubs. if every teacher -- and i don't see -- this doesn't have to be rocket science. we just let every teacher know in elementary school -- we'll start there, and then, we'll go to junior high and high school,
because i think commissioner collins is right. can we just say that every teacher can give the principal the name of students who they're worried about that are not getting the education they need through distance learning, and then, we can see what the universe is through that regard, and then, we can say we have enough funding and space for 2,400 slots or whatever it is now. we went from 6,000 down to 2400 -- and say okay, we all need to fight as a city to get slots, and that's how we'll know if we need sfusd schools for locations or not. but we'll really understand the universe -- if i can finish. can i finish, please, and then, i'll pass it over. i appreciate that, as well.
but if we pare it down and create the universe, then, we know what the universe needs, and we can create those spaces. i just understand why we haven't gone about it that way, and i still feel like i don't understand it, and every time i talk to a teacher, whether it's my own child's teacher or teachers that are friends of mine, they say we don't even know this exists. of course, i can tell you right now who needs the spots. you know, if i knew, i would have been fighting to get them in those spots from day one. so i just think that we really need to move in that direction, and that's the easiest way -- remember, we were going to do surveys before, and all these complicated things. we don't need to do that. we just need to know how many students in your classroom need
the most help, and then, we get our full universe list. and i know sfusd has been incredible, but i just want to know how we do this. >> no, i understand and agree. we had social workers reach out to us directly and teachers reach out to us directly. i think what maile laid out was what the school district did decide what the process was going to be. we did tell school districts and social workers to let them know, here's your list of kids, but sfusd came up with their process of how they were going to identify. we're open to whatever process they were going to use, whether it be just take direct referrals from teachers or principals. i think where it does become
limiting is if there's no space in the neighborhood that a family needs, that's where we kind of run into an issue, so that is where the neighborhoods come in as far as sfusd saying this is how many slots are available and -- you know, in neighborhoods across the city. but as far as the students, we're fine if they get the direct referral from principals, from teachers, from social workers, and then, you know, create the outreach from there to see, you know, this is how many slots we were able to give sfusd in the western addition or o.m.i. or bayview and look at the referrals that they've received from the principals or social workers or teachers, and then be able to outreach to the community that way. [please stand by]
>> and see what the need is as you mentioned supervisor ronen and try to then understand where we have limitations in grade level, zip code, type of thing. >> that's fantastic. that's really helpful. >> if it's possible to share some clarification that answers your question hillary, but i also want to be respectful of process. i feel like there are state laws that address your question. if it's okay with supervisor fewer, i was wondering if i can share that with the committee. >> sure. >> supervisor fewer -- >> i'm asking if that's okay. >> i just wanted to say that it is very, very short alison, otherwise i'm next in the queue. >> okay, i just wanted to let
folks know that it requires the school districts to ensure we're reaching out to families that are disconnected and we have to provide a process for that. it's a tiered process on how to engage students and get them the support they need or connect with in-person learning and we're calling that the coordinated care program. that's the process you're asking about. so i think we need to know what the is coordinated care plan because that's how we're currently identifying students who are not learning. >> thank you. >> and alison, isn't that the responsibility of the city of san francisco? i think these issues should have been brought up with the board
meeting because that is under the responsibility of sfusd. we don't have the authority to do that. i just wanted to make that clear. >> yes. >> supervisor fewer. >> are you done supervisor ronen? >> yes, thank you. >> so i just want to ask, i am a little disappointed about this getting an update from the committee. you're getting this information, this is something that we can easily access as supervisors of the city and county of san francisco. i think that we come back to the same conversation and what i think this committee meeting should be doing is moving us forward a common goal of educating 60,000 public school students. i understand that we have
community hubs that are serving 2,000 students, but actually the responsibility of the san francisco unified school district is to educate 60,000 of them. how often is the school board meeting? >> we're meeting -- oh sorry. >> go ahead alison. >> okay, so we have regular board meetings, twice a month for the regular board meetings. we have committee meetings that have been intermittent, depending on need so normally we meet once a month. those have been suspended or we had twice as many meetings, that kind of thing. it's been irregular. >> so i worked on the school board for eight years. this is a crisis situation, the fact that the business of the school board is only meeting every two weeks is absolutely
unacceptable and ridiculous. alison, you are on this committee and who else is on here from the board of education? is there anyone else on this call? speak up if you are please. nobody. okay, this is -- alison, this is completely unacceptable. you should meet at least every week. >> i agree. >> committee meetings once a month? that's ridiculous. i can't believe you have not instituted board meetings every week. this is where you do the business of the board. it is ridiculous you would meet every two weeks. in two weeks, a whole lot of shit could happen. excuse me, i probably shouldn't have said that one. i also think that we are spending a lot of time talking about the community hub, which i think is important, however, when i see the numbers, it is typical of what school districts
do. we get the numbers. i want to know how are we measuring the educational impact and the educational success of these students in these community hubs? to say a we have students in seats is not doing a damn things, it's not doing anything. we have black students at seeat at school sites and they're not achieving at the same level. when you come back and give me data that says we had so many of these students in seats and we had so many of these students in seats, i am done with this. what is the measure for educational success? this is a gap we are trying to close. this is not just by filling seats but delivering a curriculum that is having them actually achieve educational excellence and closing our racial achievement gaps. when i see this conversation and
no offense, but quite frankly when i see the data that shows me how many seats you have warm does not tell me how they are succeeding. how are we closing the gap on this? this is a job of the school district. this persist tents gap, this persistent gap amongst english learners and kids with different backgrounds, this is ridiculous that we're given data on that we had so many kids in here, we are doing on these kids. we're not doing good on these kids. how do you know? what measures are you taken to actually measure educational success, to get these numbers -- we can get these numbers ourselves from dcyf. don't waste our time on this committee, tell me how are the students doing? are they providing more than baby-sitting? are they providing an
educational experience for them? this is why we have this committee. it is our job. now we push back on public health. man, we cannot do this without you. the idea that i am hearing in the news about time, we're going to rename schools, just god. just educate them. let's get on the same page. i think this is a band-aid for what is happening. this band-aid cannot stay forever. this is not the normal. we will not accept this as the new normal because if we had a racial achievement gap, you're going to have an impossible situation after this. this gap is growing right now as we're having this meeting. the gap has been growing and
growing. so those of us who have resources, whose parents are college educated, whose parents can go to these small groups and pay someone to supervise, yeah, those kids will probably be okay. we do that public education is challenged, this is a gap. this is about education. so at this next meeting when we come to it, wherever this is, what i would like to see, where are we in enrollment? what are we in enrollment for our high schoolers? we want them to attend college. we want to give them the opportunity. i gave a suggestion, if you
think it's ridiculous, otherwise i want information about it. don't tell me that it's just money. if that's the case then let's just do it. i'm tired of these meetings where we're walking in circles around it, but we're not getting to the core education. you know what? the board of education should be meeting more than every two weeks. we look at your leadership actually because at the san francisco board of education, you are the top of the food chain. you are the executive board. the fact that you're meeting every two weeks is ridiculous. you know, when i think about we
will further -- we will have further discussion on whether or not it is necessary to open up school fights for community hubs. this is a city that had a $94 million rainy day fund for our schools. this is a city that invests in about $80 million every year for funding. this is the idea that you would have school sites empty and say we're going to consider the idea of opening school sites for community hubs if we need to. the city and county of san francisco, i think has been doing their fair share on this and even more and i have been out to community hubs too and
i've been speaking to executive directors of these non-profits. i am going to be out of this game in a couple of months, but school board, it's your responsibility. as someone that served there for eight years, we know the work of the board happens at those school board meetings. this idea that parents don't know when schools will open and supervisors don't know when schools will open and every day, we're closing the achievement gap, i think it's unacceptable. so i'm asking more of you. we can have these committee meetings and go over and over and over, but i feel like we're going in a circle.
we are not going to get anywhere if we don't start moving the needle. i am firmly requesting that the next time we have the meeting, what i would like to know, what is the plan to reopen, do you even plan to reopen, if you do, what are the things that the city and county of san francisco needs to help you reopen safely, and keep everybody safe. also, i would like to know what are the educational measures you are using to actually measure educational success or achievement during this time among our most vulnerable students and also what i would also like to know is get an update on where we are on this dual enrollment, which is something we can do so quickly with city college. they already have the curriculum, why aren't we doing it? then i just want to say that i think this arena is used for problems that we can all solve. do not bring issues to us that
is an sfusd issue. we have no jurisdiction on that. hopefully our houses together can create a community where we can educate children and once and for all close our racial achievement gap that has been plaguing us for decades. thank you chair. i'm done. >> supervisor fewer, commissioner collins. >> yes, thank you. so i just wanted to respond a little bit and also echo similar concerns. i think that this is an urgent time and i am also in agreement with supervisor fewer. i don't see an urgency in our response. as a board member, i feel
personally responsible for how our district engages with the community and how it takes action and i don't see a responsi responsiveness that i would like. i want to be specific when i'm talking about the coordinated care program. i think it's important for us to all use the same language and what i want folks to understand is that when supervisor ronen is asking questions about how are we identifying students, we're saying that the way that we do that is a coordinated care plan. so i need people to understand that because i didn't know that. when i was asking a lot of these questions, so i would like to see -- i think that's something that we all would benefit from being educated on, if we're looking at how are we supporting the students with the most need
the way the state defines that is students that are not in school 60% of the time or three out of five days. what i'm hearing from families is that i talk to a parent, she was actually identified by one of these coordinated care programs. she was called and told her son was not in school for about three or four weeks. this is a child that is in one of the demographics we worry about. he is a latinx student, low income, and then the parent and family is very involve in this child's education and there is no reason why he should not be going to school. i turned out that one of the teachers assigned an assignment that he didn't know how to turn the work in. she put it in google slides and he said i don't know how to write on the slide. this is a seventh grader, sweet heart, he was embarrassed and he just stopped going to school. the parent didn't know about it. i have been working with this parent to try to understand, not
just to support her, but to understand how we as a district are supporting families like hers and i checked on her a few times and in the process, they basically just helped her log in to a parent view, which is the way we're communicating with families. she doesn't know how to use it. they didn't connect her with a counsell counsellor. she needs help now coordinating with all of our child's teachers to get her kid back on track. i reached out to the state to learn more about what our requirements are as a district because i feel like it's my responsibility to know those things and we haven't been educa educated. we're supposed to have a plan for this. if it's unclear to me and teachers and parents that are being identified, that's a huge problem. it demonstrates a real lack of
transparency, a real lack of partnership and accountability to us as a body, to the public, and to the families that really need help right now. so i have made continued requests to get information on just what we're doing as a district and i will continue to make those requests. i agree with supervisor fewer. we do need to be meeting more, but i also think having meetings to continue seeing presentations is not doing the work. so all i can say is i agree, 100% with supervisor fewer's comments. we are not doing enough. we are failing our students.
i am doing everything i can to hold our district accountable and also doing as much as i can to educate community as well so we can work together to make sure we're serving students that have the most need, but i see right now at the middle and high school level that our young children are getting behind. we're going to have amazing drop out rates, amazing -- just amazing as in bad and i requested our grades came in for high school, not this past friday. they were turn in last friday by teachers. i requested grades for students so we can look at dfn lists and compare with last year. there is a crisis right now that's a hidden crisis that we're really not talking about and we're not asking.
so chair haney, i think one thing that would be really helpful and i'll leave this to your discretion, but if we understand what the district is doing to identify students and what the state says is we must identify a tiered program to reintegrate students for every child in our district. in doing that, we're saying as a district, that we're doing that at a school by school level, but i have no idea how that's happening and how we're monitoring that it's happening and what i'm hearing from one parent, which is just a sample of one, is that it's not working. so, i'm extremely concerned. so, i would like for the district to be able to share that with all of us, because we should all be concerned about how we're supporting kids that are not connected and additionally, i think we should be looking at middle and high
school students, looking at what supervisor fewer said, having se seats, butts in chairs is not learning and also having parents logging in to a communication system that is not useful to them, that doesn't mean they're engaged. i'm looking for ways that we can monitor real performance, like real academic -- really assess how students are doing and so i'll be asking for the grades, but i think there are other measures too that we can ask the school district to report on as well. so, i can work with you on that in terms of reporting on other assessments that we're conducting in this kind of environment. thank you. >> thank you. yeah, i just -- i'm going to go to trustee williams, but i do --
this committee is challenging for a number of reasons. you know, we have different institutions, we have updates that we want, we have questions that folks want answered, and we also want to use this base for problem solving. sometimes i feel like it's the balance of things we do here can sometimes get pulled in a lot of different directions. i appreciate what you had just said and what supervisor fewer and supervisor ronen has said about what we want to see and supervisor fewer as another member of this committee, for us to work together and to get your input in terms of what you want to see happen in this committee. you know, i think the fact that we're meeting every two weeks provides an opportunity for what can be done here, but i think that i'm taking the feedback from you all in terms of how to better use this space.
i can feel pulls in a lot of different directions and i'm sure that the institutions feel that way as well. supervisor ronen. >> yes, i just had one additional question because this is a big concern for me as well. at the beginning, we had 64,000 students in the sfusd, correct? of eastbounding -- okay, so my question is what what has been the overall reduction in enrollment to students in sfusd this academic year compared to last? >> i don't have that information on the top of my head. i have reports from our education replacement center but i have to go back and look for that. i do know that what i showed you
this morning, the enrollment data for the fall says 52,764 students so i have to find out what the difference is. we're not at 64,000, i know that. we're around 54,000 or 56,000. i have to look for last year. >> yeah, we haven't been in the 60s for a while. it's been under. >> i guess for the 23rd, if we could know how many students we lost this academic year because in addition to the long-term consequences of the achievement gap that supervisor fewer talks about, i'm becoming increasingly concerned that we're never going to overcome for the students that missed since march of school, that we're also going to lose so many students in the
district if we don't start picking up our game in terms of how we're educating these students, that we will be doing long-term damage to the institution overall and the amount of funds coming in, and the amount of students that choose public school as their option. i'm just very, very concerned about it. so i would like to have that ongoing conversation as well. >> president williams, sorry i skipped over president williams. sorry about that. >> i just appreciate your comments in regards how to use this space to support each other and be an effective space to move the needle forward. i also want to appreciate commissioner collins's leadership. i know you are here today and
this is a critical conversation and just as someone that's an sfusd graduate and one of those youths that fell behind, i feel this conversation and the importance of the work we need to do here and wanting to offer myself to you commissioner collins and to sfusd and figuring out how do we get this out there, you know, to really sound the alarm. i really, deeply appreciate supervisor fewer's comments, supervisor ronen's comments. this is critical. folks will be left behind. the new normal we're in is unacceptable for a number of our students and we know the most hard to serve going into an all virtual environment, it's just -- i just feel it. i feel it in my heart, you know, and i want to be of service to you all and figure out how we can do this and maybe city college, if there are ways with the credit recovery programs we
have. i know supervisor fewer mentioned the dual enrollment. i don't want folks to slip through the cracks and with all of us here together, i think this is a powerful committee. this is a place for problem solving. we have a number of our own problems that have been brought before this committee and we had some candid conversations on how we can do better. appreciate this and i want to recognize your leadership because i know this is your passion. i know that you are dedicated to ensuring our most vulnerable students in the system and sfusd are seen and they're not going to be invisible. i just want to really just say that my heart is in this with you all and you know, this is a really important critical conversation that we can all work together to elevate in some way, so i just wanted to offer that.
>> thank you president williams. i could not agree more. supervisor fewer. >> you're on mute. also, director is here if we want to move soon. >> i just wanted to say supervisor haney, i'm happy to work with you on an agenda around what the areas we should discuss. i also just want to say again, that this -- the purpose of this is because how can the city support what is happening and right now the biggest issue at hand is how we're going to get kids back to school, quite frankly. i actually do think that it's detrimental to public education as a whole. there is a fallacy out there that people believe that private education is better than public education. we know that in ourselves to be not true and false. i just think that this committee -- so you have a list of things that either -- and
supervisor ronen just added something in. what i would like to see is actually a plan where you actually -- and perhaps it would be beneficial to have commissioner lam here because she represents the office of the mayor for resources on how we then can coordinate as a city with the resources to help you get to a point where perhaps we can look at reopening our schools. i have not heard yet what you need to actually do that. i think that we have heard what community hubs need, blah, blah, blah. done. i just want to know, what do you need in order to open safely? this is one of the richest cities in the united states. we have over a $13 billion budget. we have one of the lowest --
birth to 18 population in the united states. if we can't do this, we should just pack it up and give up my jobs. well, i am giving up my job, but i do think that this is where we all come together to solve these problems. if what you have to say is not within the authority of this -- of all of our committees, then don't bring it here. this is a problem solving committee. i also want to say, good intentions without good work means nothing. we have to have actions. we all have good intentions. people depend on us to do more. it's not about where your heart is. it is kind of like right now, where your mind is, and actually where the will is. i think just come on, can we just get to the work?
these meetings are so frustrating because we are not actually moving the needle at all. so i'm going to encourage everyone to do that and actually supervisor haney, hold me accountable because i will help do a more streamlined agenda that we can send out together of what is expected of the members of this committee and the city and county of san francisco, sfusd and city college also. okay, thank you very much. i'm done. >> thank you. happy to work together and i can still handle the agenda. i think that the important thing here for us is that we're also having things changing all the time and people want updates and they warrant -- want to hear those updates. i'm getting tons of questions and people want to ask those questions that we spend a lot of time on. i think part of what i'm hearing is that we want a more streamlined focus from what we can do to support and help sfusd
and it sounds like with the indicators coming forward in a couple weeks, and sort of the questions around reopening schools, really focusing on the role of the city on that and how we can be supportive and definitely supervisor fewer and i will work together on that. so we have director sue here. i think i'm going to bring you back in and trustee is here. >> i haven't been here so i don't know what you have discussed. coming in as i have now i appreciate the supervisor saying we want to get the kids back in school.
i know there has been a lot of emphasis on how we do distance learning well. i know city college, i'm proud of the strides we have made in distance this and distance that. you know, i would love to see us move a little bit faster, safely yes, but very clearly what are the steps we need to do to get this done? this is not just at the k-12, but also at the community college level. we're losing the people, potentially permanently in this case. we're losing people through distance only learning, which is the situation that we find ourselves in almost all cases. i know that for the faster we can figure out how to push that forward, biotech in particular, i will tell you i've been having a lot of discussions with them. their actually pews where they do the labs are separated already. they're already sort of, i don't know if it's plexi glass or what
it is, but some of these things should be able to move quite quickly. i don't know if you saw the article the other day, but we're testing all of these people for government jobs in a room, 50 people to a room, or whatever it is, with no windows and that's going on. there's no reason we can't be helping the people who matter the most, next generation of san franciscans, and the folks that are trying to get ahead through community college. >> thank you trustee selby. i know a couple of people have to go at noon or have left us. director sue. >> thank you chair haney. i actually have just a few slides to share so i'm going to
thank you. everyone on this council is very, very passionate about the work of the city and the city college and i know that the work is really hard. i just want to recognize that everyone is working really hard and are super passionate about this. so i wanted to give a quick update on the community hub's work. our mayor announced this back in july and i do want to acknowledge that we are working very closely with the department of public health to ensure that not only are the children in the hub sites safe and the staff is safe and the families are safe.
we adhere to very strict health protocols where we are testing all staff before the launch happens, before the launch date. we are working with the department of public health to ensure there is regular testing available for the staff. we are also requiring masks for children who are 10 years and older and ensuring the 6 feet of physical distancing, regular hand washing, and the stable cohort. here is a quick status update of where we are as of today. so we have 55 hubs that are operating throughout our city. 47 of them are operated by our non-profit agencies, our c.b.o.s. eight of them are operated by our rec and park partners. all the hub sites as i said earlier, staff are asked to get covid tested before they launch
and then they will have to go back and get testing regularly. sort of the focus outreach, we have worked really successfully with our human services agency, hope sf, and recreation and park, and our department of homelessness and supportive housing. we helped over 3,000 families and out of that population, 1,095 young people registered and placed in our hubs. moving into phase two, we are working very closely with sfusd to outreach to those students and then engage them in our hub. very quick reminder of the priority population, so once again, priority population is to our low income neighborhoods,
african american children, hispanic, latinos, latinas, pacific islanders, low income asians. our focus outreach is to use inpublic housing, young people in ink is -- single room onni occupancy hotels, and our english language learners. so here is a count of all the children in the hub as of yesterday. so, we have 373 children who identify as african american, 121 identify as asians and 376 who identify as latino, latina, latinx and the rest are comprised with a multitude of different ethnicities. in terms of our focus population, we are serving a large number of spanish speaking
families and then after that, our chinese speaking families. we are targeting the highest needs neighborhoods that have -- that has the largest number of children in public schools and then the side numbers are the breakdowns of children in each one of those focused outreach populations. so 310 children living in public housing, 91 who are homeless, 40 in our single room occupancy hotel and 16 in foster rooms. this data is for our k-sixth grade population. this is a breakdown of all the children who are enrolled in our hubs right now totaling 1,095
children. then here are all the hub sites that we are planning on standing up for the entire initiative. that is it for my presentation. i am happy to answer any questions. >> a -- are there any questions from the members of the board? i'm getting a little bit of an echo. is this similar to what we heard from sfusd in terms of the information, so i think that a lot of the questions were asked there. are there any questions that folks have or sfusd is still here if there are questions for sfusd. >> i have a quick question.
thank you, that have wonderful and glad to hear it. i'm curious, the number of young people who are in these hubs, how does that compare to the need for the number of kids? if you look at the total need and the total as well. >> thank you trustee selby for that question. this is a question that supervisor ronen asked us in terms of do you have a wait list? because we are being very focused and targeted in our outreach, we do not have a wait list, but we are -- i see our staff joining. we do -- we are collecting some increase from families right now. >> we are collecting -- we had
families who reached out in various ways through other service providers that we taken their information and what we called these ad hoc referrals and we are keeping on that information compiled and we have based on extenuating circumstances where it was like glaring that they needed to be placed. we have pulled some folks off of that ad hoc list, and we are starting to generate a wait list in that regards. >> so my question is do you have a sentence of how many young kids out there need this as opposed to -- and you may not. i'm trying to get a general sense of it. also, would this continue when schools are brought back? would that go away?
we will have the hub services until the end of the school year. when the school district goes back to in-person, we will definitely continue to have our conversations with sfusd on trying to figure out how to ensure that the children who go back and i don't know whether it's children going back full, five days a week, or if there is a hybrid. so those are all questions that we have, that we need to work through with sfusd. however, the hub and our dedication towards this is to ensure that there is stability and continuity for families who choose to stay in the hub for the full school year. >> in terms of your question about need, i do have some data
on that. i don't have it available on me, but i would love to forward some of our data gathering, the data that we used to think about and plan for the hubs because we did use data to determine. >> yeah, i am sure there is data and i love to see that and understand that we have 1,000 kids we're helping, how many kids out there could potentially need that help? thank you. >> so i had a question earlier supervisor ronen brought up some points which also i observed when i visited the hubs, which are some of the challenges around having a lot of students who are in different schools, with different schedules, and all of the coordination around timing that, that brings about. we had a bit of conversation
with chief smith about this. is there a particular way in the interest of problem solving on the spot here where it might be more ideal for you all and the feedback you're getting from the hub operators in the sense that if there was a way, there was a way you organize the students or sorted them in cohorts based on similar types of schedules and things that would be helpful to recei receive that maybe you're not receiving or ways they're coordinating schedules to make things work more smoothly for students at the hubs. >> so i can answer part of that for you. we have been trying to you youth by school and certain hubs. some it's easier to do than others. depending on the neighborhood
that kids are coming from, 10, 12, 14 different schools in a neighborhood and need access. we have been successful with several of our hub sites that you know, it's only one or two schools for example. they're focused on webster and they're setting up their pods so they can be able to pretty much have pods by school sites or grade level within that. we are trying to do that whenever it's possible and makes the most sense and we're like okay, maybe we'll just do all the youths that will be at the hub and it's goal based and goal focused, but it's not always that easy to do when you have, you know, 60 kids and they go to 13 different schools and they need access to that particular hub site.
we are trying to do that when possible. >> i would like to add that yes, it would be so much easier if we were able to have one class of all the kids or at least a few different groupings of kids that all go to that particular class so there is a little bit more coordination and just clock learning with the kids. i think supervisor, when you went to one of the rooms down at the rec center, you saw the majority of the kids in the room were from the t.l. community schools. it was great. you saw the interaction and the comradery that was happening between the kids because they know each other and they're friends and once again, part of the reason that we're designing the hubs is to ensure that we continue to support our social and emotional development for
these children. they need to have friends and that interaction. at minimum, we should try to the best of our ability to bring kids that are at least in the same school together so they can just be each other. when it's not possible, we try to cluster by age, by grade. yes, in the ideal world, it would be great if we could group the kids by their actual class, so that there is common learning on what's happening and then by schools. we do have great examples of great partnerships with sfusd where there is coordination with our provider at some of the hub sites and for those sites, it's working really well. >> great, yeah.
i did notice when we went to the run in selma, with most of the students being from betsy, that it was a much smoother experience and easier to support the students and all of that. i think that is to the extent we can do that or at least have a common schedule as best as possible. great. i know this had come up and supervisor ronen has asked about this as well. our c.b.o. staff is able to access staffing easily and effectively from the feedback you're hearing and are there challenges around that and if you can tell us if there are any requirements around regular testing that the c.b.o. staff have to do, regardless of
symptoms. >> yes, so we are working very closely with this permanent public house and we have asked all of our c.b.o. providers to get covid tested before they launch. our c.b.o.s are actually doing regular testing throughout the program times. right now, c.b.o.s are accessing eating the city testing sites or the pop-up sites, which have been amazing because they are able to just go in and out and our c.b.o.s are essential workers and they can access those services. >> great, that's great to hear. yeah, i noticed there has been
an improvement in terms of the ability to get tests quickly and get results back and all of that, which is fantastic. great. so are there any other questions or comments from the board -- from the board, i mean from the committee before i open it up for public comment? all right. >> thank you mr. chair. looks like we have one listener. >> okay. >> if you can queue in the caller. >> so i've been listening to all of y'all for a really, really long time. it's typical of san francisco unified school district meeting where you have a long agenda and you listen and listen and listen.
so you eluded to some other ones. what you have here is people who really do not have their heart in the right place. you cannot do a needs assessment. they want to kick the trend down the street. so if anybody has empathy and compassion for our children, they will make a sacrifice. so when the san francisco unified school district decides in a pandemic to have a meeting once a month, that is not only disgraceful, that is utterly unspeakable, that is so low. it is something that needs a revamping of the entire san francisco unified school district. that's all i'll say.
thank you very much. >> thank you, and to be clear, i believe they meet once every two weeks. dme members -- >>. >> mr. chair, we actually have one more caller. next speaker please. >> hi, this is julie roberts. i want to speak about the importance of d.p.h. providing public health information for covid cases. it's unabderstandable but not relevant. the previous data was released on 8/3/20 and also the hub information was released by ucfs on august 10th. that's crucial information for
families to have the planning. as long as we're not focusing on the intersection, we should be able to provide that data. previously that meant that we're able to see 64% of covid cases were latinx and bay view had the highest percentage of cases increasing from 19 to 23 over the summer programing. i would also like to add that what i most like to see at sfusd is them telling what funding and support our students need. regeneration has shut schools because they haven't had other options. i am hearing in our wealthy cities right now that we want to do more to support them during this challenging times and i like to see the district put forward that mission and do what it takes.
thank you. >> that completes the queue. >> thank you. anymore questions or comments from committee members? all right. well, it does seem that we have some clarity on some of the things we want to hear updates on in two weeks so we were also really focused our agenda and our expectations from the presenters around those issues and i think we will be coming out of that week, a presentation to the school board about some of the indicators and dashboard about reopening. so we'll have an opportunity to hear that in this committee and also really focus our questions and comments around how we can support that and what the outcomes of that are and what other information and data is
needed. the last couple of weeks we focused -- the last two meetings, we focused on the community hubs and i think there has been a lot of interest from the committee members around those and i think it sounds like for the next meeting we won't have as much of a focus on the hubs as on how we can be supportive of sfusd and the data and indicators and of course we will also have a similar conversation with city college. it sounds like with the new health guidance at city college, we will have decisions to make and we'll have an update from them around how the city can be supportive there. so, with that madam clerk, are there any additional items before us today? >> that concludes the agenda for today. >> great. thank you so much everyone.
have a great -- >> would you like me to call the roll? >> we will continue this item to the call of the chair. >> okay. on the motion to continue to the call of the chair, supervisor haney. >> aye. >> supervisor fewer. >> aye. >> commissioner. >> commissioner collins. >> aye. >> commissioner randolph. >> randolph absent. trustee selby. >> aye. >> you have four ayes. >> there are no more items, then we're adjourned. thank you all.
>> hi. my name is matt alexander, and i'm a teacher, and a community organizer. our public schools are stretched to the breaking point. to address this crisis, we need school board members who value the voices of the people who do the work in schools and classrooms. i started teaching at balboa high school in 1996 and spent 20 years as a teacher and
principle since then in the san francisco public schools. in this moment, we often need board members who understand how to create change in a complex system. i helped lead a grassroots community organizing effort that resulted in the founding of a new public school, june jordan school for equity, one of the most innovative high schools in this city. four years ago, i supported immigrant students to rewrite sfusd's policy for immigrant students. i spent ten years as a principal of june jordan high school, where we spent a strong track record of positive outcomes of black and latinx students and students with special needs. i've led campaigns to get
people released from i.c.e. detention and help families facing eviction. if we work together, this crisis actually gives us the opportunity to strengthen our public schools and make them the center piece of a san francisco that truly reflects the progressive values this city stands for. i would be honored if you would join me in that effort. >> hello. i'm honored to speak to you to tell you a little bit about myself and the future of san francisco schools and to ask for your endorsement for the san francisco school board. my name is andrew allston. i am a public schoolteacher in east oakland. i love being a teacher and fighting every day to make sure my students progress toward their goals. my perspective as a teacher is important because it allows me to understand how to balance the needs of students, teachers, and family. this is something that i believe the school board needs more of. historically, our school district has struggled to be the best version of itself.
we continue to see achievement gaps between rich and poor, and between our white students and students of color. the emergence of the coronavirus pandemic has exacerbated these gaps and made solutions more crucial. tax laws are important, but they won't address the issues that our struggling families are facing in real-time right now. our most vulnerable families need things like equitable access to the internet, meals, and our teachers need innovative solutions and training making schools work. this is a pivotal moment that offers a unique opportunity to not just put band-aids on issues that have plagued our district for decades. thing like de facto school segregation and the lack of public bussing. we can make the necessary decisions that change our students' lives for the better.
this will be my focus when i'm elected to the school board. i'd be honored to have your endorsement, and i'd like to have your note in november. i plan on being your partner as we fight to make our schools the best in fact nation. >> hello. my name is michelle parker, and i i i'm running for a seat on the san francisco school board. i want our students to feel value, to have a high quality education and leave our schools with confidence. our school district is in a massive crisis. we face a budget shortfall and we are trying to educate students in the middle of a pandemic, and our systems at every level haven't been set up to support families. the reality is that even before the pandemic, our schools haven't worked for the record lots much our students. we need to elect leaders who
can lead through this crisis and address these issues. i will lead with urgency and compassion, with integrity and commitment. i have revenue ideas that are innovative and will ensure that we are spending our money on items that have the most impact on students. i will work with the city to address the foundational causes of the opportunity gap for many of our students. housing and food insecurity, unemployment, and public health, so we can close that gap faster while also expanding the practices that are closing the gap in some schools by double digits each year. i was president of the san francisco p.t.a., serving and supporting more than 60 schools. i guided us through an organizational merger and a complicated process with the city as we became tenants of the geneva power house in the sunset district. i have oversight experience.
free city college program at the department of children, youth, and their families, increasing access to educational opportunities for our community every day. in this role, i also monitoring the entire budget for the program. my passion for education started at a young age. i grew up in a low-income household and have experienced firsthand the transformative nature of education both as a student and teacher. but over time, i realized how education systems failed our most vulnerable students. as a former legislative aide, i worked on legislation to ban the box on private college applications, making san francisco the first city in the nation to do so. during this time of a global pandemic and a social movement to dismantle systemic racism, city college needs a new voice and a proven leader in education. my life's mission has been to ensure institutions are
accountable to the people they are built to serve. i am running to make sure city college remains the people's college. if elected, i will fight to invest in a permanent emergency grant program for students, establish a jobs guarantee program, with clear career path days, and grow free city. i will advocate for increased transparency and further education resources. i would be honored to have your support. please vote alia chifsky. you and are four your time. hello. we have a choice of two paths. the road ccsf is traveling is one of financial challenges, instability, and a decrease of 18% in enrollment. i see a second healthier path.
with strong experienced guidance, ccsf can gain financial stability, and reengage as an important and diverse institution. ccsf is in danger of closing, creating a crisis in san francisco. ccsf must be saved, but electing the same type of candidates, politicians be-holden to stakeholders will result in the same outcomes. i have declined all offers of consideration for endorisment by stakeholders so that i can focus on slufl doing what is right to save ccsf, i will not be be-holden to interest
groups. i'm the only candidate who has raised over $40 million for educational and other causes and will bring creative funding ideas and other opportunities to ccsf. i'm the only candidate who has served on a finance committee of a fiscally fit company. i believe that ccsf is a gem that must be preserved. i will be your independent and experienced voice on the board. thank you, and please vote for me. >> i'm juanita martinez, a family poor in money but rich in family history. my family came from northern mexico. my father was especially proud of his indigenous roots, comanche and navajo. we moved to california when my father was forced to retire. that opened up higher education
for me because community college was free in california. i studied at delta college, earned an associate's agree. i transferred to s.f. state, and i was often the only student of color in any of my classes. my grassroots activism started in the ethnic strike. we didn't win all of our demands, but ethnic studies is now included and growing in area schools. in 2019, i was invited to speak at the city college ethnic studies teach-in during black history month. i told the students that as a former student and community college teacher and administrator, i was passing the baton onto them in the struggle for social justice. as i finished speaking, i
should and could go one more lap on the city college board of trustees. i'm running with the support of students, faculty, and trustees that are just as concerned as i am. too many classes have been cancelled, outcomes for black and brown students need to be improved. my campaign is not me, it's about sharing what i learn frd my work experience, being a student, teacher, and vice chancellor at city college. it's about keeping city college a community college, a college of and for the community. >> hi. i'm dr. vic trolgary. i'm a former senior university administrator with 15 years of experience in higher education. i i am grated to the united states when i was 12 years old. my parents never even finished high school. i struggled through the e.s.l.
system, and we were quite poor. i know just what our students are experiencing because this was my old life. i worked hard to transfer to a four-year school. i worked hard by earning pell grants, and scholarships, and taking out some student loans. i went onto get a ph.d. in political science. i taught at a university level, and i game the chief of staff at the university of california riverside, and since then, i've helped manage universities, i've guided campus master plans. i've helped hire some of the diverse faculty members across the state of california and directed budgets in the hundreds of millions of dollars. this is everything that city college desperately needs to be
doing right now. i'm still a professor of political science, because i will always return to teaching, but i have directed a workforce of companies here in san francisco. i'm currently serving as cochair of the california democratic party, but i have worked on 600 resolutions to drive some of the best policies in the state. i have endorsements across the democratic party in san francisco. check out my comprehensive plans at victorforsf.com. >> my name is jeremy peter, and i'm running to represent you on the ccsf board. many people ask why i'm running in this year's election. i have a great job at an efficiency project manager. i love spending time with my partner, eric, and i love living here in the bayview. education has afforded me
opportunities, and i believe that education is a human right. advancing tuition free education allows our most vulnerable students a chance to make a difference in their lives. the climate crisis was my call to action. in march, san francisco voters approved $845 million bond for ccsf infrastructure improvements. using this deal, my greparty w put the green plan into action. environmental, financial, and educational sustainability are intertwined. with students as our guide is principle, we will appoint a community oriented chancellor who is committed to implementing a strategic plan that is interested in sustained
eligibility and the sustainability. now more than ever we must be laser focused on providing transparency on board matters and education for students that have been displaced by covid-19. i will -- am asking for your support to protect free education, upgrade our learning spaces, and camp i don't know the opportunities ccsf offers. as an ally of if a stoplight associations and student organizations, i will fight for you. >> i'm tim chronicle, and i'm proud to serve as the vice chair of the board of trustees. i know how important it is to have access to quality well funded public education. community college classes helped me get back on track when i got sick and had to drop out of high school, allowing me
to graduate and enroll at san francisco state university. this experience inspired me to run for the board of trustees in 2016, when i was elected to a four-year term. during my last four years serving as your representative on the city college board, i've worked with students, teachers, and staff to secure important victories for city college. i i ensured that our accreditation was reinstated for the next decade. i worked with if a ultimate to create the cannabis studies program. i helped create the workforce and education fund, and i fought for new resources and policies to support undocumented and lgbtq students. over the next four years, city college will need to combat
severe funding cuts at the state and local level, put in place new support services to help our communities succeed during this challenging covid-19 environment, and create workforce programs in areas like health care and technology to meet the needs of our changing economy. i have experience solving challenges like this and hope to continue to bring that experience and leadership to city college. >> i'm alan wong, and i'm running for college board to ensure it serves working and immigrant families like my own. i'm supported by a.f.t. local 2121 and seiu 1021. i was born and raised in san francisco, and my entire family went to city college. when my dad came to this country as an immigrant, he was
laid off from his factually job, so i went to city college to improve his english. he learned about the city college culinary program, and he supported my family as the sole provider for two decades. the training my dad received enabled my dad to afford housing in the sunset and get health care. my mom took e.s.l. classes that improved herself confidence and talking to family members. as a senior going to s.f. high, i took ccsf classes when i was a junior, helping me to graduate from u.c. san diego when i was just 19 years old. i expanded city college into the sunset by working with city college, sfusd and local nonprofits, and i spent a year writing the city college workforce and recovery fund education legislation to ensure that we provide opportunities for our working families during
covid-19. today, my dad has been played off, like many other service sector workers. city college is a place of hope and opportunity, where my dad was able to start a new career. i'm running so city college can once again be that place where miraculous things can happen for working families like my own. >> my unanimoname is han so, a running for the board of trustees because it was education that changed my life. i immigranted to the u.s. when i was six years old. my mom was the first person in her family to go to college, where she studied public health, and my dad and i and my two grandparents were able to come to this country. the five of us lived in a one-bedroom apartment for the first five years. like a lot of immigrant families here in san francisco, my grandparents took care of my while my mom worked to pay the
rent and my mom focused on her studied. i still remember my mom teaching me the words hello and bathroom before putting me on the bus and sending me on the way to the first day of school. my first job was at asian law caucus where i worked to bring education services to asian and a.p.i. families as well as undocumented immigrants. as executive director of the democratic party, i staffed the agenda. city college is hugely important to our community and towel all immigrant and working class families, and as trustee, i want to bring my experience and my background to ensure that post pandemic, the communities that have been most affected by the shutdown can use city college to learn new
skills in a new economy. i'm proud to be endorsed by the democratic property, and a majority of the city college board of trustees, and ii woul love to have your support, as well. thank you. [♪] >> i'm kevin duffy, and i'm proud to have represented district 9 in san francisco on the b.a.r.t. board of directors, when i first took office, i was really concerned about the filthy conditions at some of our stations, and you may have read when b.a.r.t. management wouldn't add any custodians, i started sweeping with supervisor hit re-ronen, and we swept the stations for four months -- hillary ronen. we swept the stations for four
months. now, there are two cleaning certifications with quadruple the amount of cleaning staff. despite being in this pandemic, i think we can say that the b.a.r.t. trains and stations are much, much cleaner. i've worked to make civic center a better station, and i think you can visit that station and feel safe much more than previously. i'm proud to have stood up for a youth fair. with leticia simon, i pushed to get it through. we have elevators in our system, and we needed to have attendance on there, and the homeless outreach team, so i've been a very nuts and bolts b.a.r.t. director, with a vision how to bring our facility back, and i'd be grateful to have your support for four more years on the b.a.r.t. board. thank you so much.
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