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tv   SFUSD Board Of Education  SFGTV  February 27, 2021 12:00am-4:01am PST

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coming on the show. >> thanks, it's good to be here with >> president lopez: great, thank you. i want to thank everyone for being here today. we are excited to continue to come together and wanted to be clear about our priorities which are centered around three important areas. returning to in-person learning, budget stability and continuing our anti-racist practices. we look forward to that work together with partnership and collaboration from all of us. let's get started.
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section b opening items. item 1, approval of board minutes of the regular meeting of february 9, 2021. i need a motion and a second. >> so moved. >> second. >> president lopez: any corrections? seeing none. roll call vote please. [roll call vote] that's seven ayes. thank you. >> president lopez: i did forget to mention we will be moving the
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item under section i, return to in-person learning update after our advisory committee report. i wanted to get us prepared for that. section 2, superintendent's report. superintendent matthew? >> thank you president lopez. good afternoon everyone. as we continue to prepare for a safe return to in-person learning for student population, our district continues to improve distance learning instruction. science teachers in grades pk through 12 are creating interactive experiences for students learning remotely. on friday february 19th, over 1000 elementary students were part of a virtual question and answer event presented by the district science team featured
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kent louden, the state scientists who studies the laughing wolfpack. the event supports third grade studies where they are learn being the wolfpack in california. the curriculum is adapted by the team with local connections and culturally relevant real world example to support student connection to the science around you. in secondary grade, content specialist have teachers engage students in project-based learning. teachers in all sfusd, 6-12 grade schools used a 5e instructional model, five es
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are engage, explore, explain, elaborate and evaluate within the sfusd core curriculum for stages of learning. as pk through 8th grade parent conferences approach, teachers may invite them we video using zoom or google meet. would you like to support with learning to use these tools? well, you're able to schedule a personalized 30 minute lesson to learn more about zoom or google meet or many other sfusd distance learning tools at sessionsare.
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reminder that the 2021 superintendent 21st century awards program is now accepting applications. the awards will be granted to six graduating sfusd seniors who exemplify a particular strength in one or more characteristics of the sfusd graduate profile. winners will each receive a $3000 scholarship and be honored by district leadership at a virtual event this spring. the deadline to apply is friday march 5th at 5:00 p.m. go to century-award. our talk to your teacher or principal or another trusted adult in your school.
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that is all our announcements there this evening president lopez. >> president lopez: thank you so much. item 3 will be student delegates report. thank you ms. shavonne hines-foster. >> good afternoon commissioners, staff and student. today first on our business discussion is youth summit planning. sfusd hosted a annual youth summit where high school students partnership in a workshop. our theme is united in leadership, advocacy from a distance. our workshop, keynote speaker will be reflected of this theme and what it entails. we have been discussing logistics for several past meetings and we are still determining when our date will be. we would like to thank all our representatives for pitching workshop ideas and selected
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keynote speakers. >> our second item is student voice vote resolution discussion. we're constantly discussing ways to strengthen our student voice within these various platforms so that our constituents feel they are heard and spoken for on all aspects. our reading will be heard and deliberated out a council meeting march 8th at 3:00 p.m. we like to thank our vice president for her continued support in and bringing s.a.c. to the next level. >> we have committee breakouts. the s.a.c. has leadership
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committee. the magic happens in our committee. committees get the opportunity to dive deep within a certain advocacy realm to push our project and campaign. committees have separate meeting times but each committee -- we would like to thank our committee chairs for their drive and leadership. thank you chairs. >> our first item is city hall budget townhall meeting. student voice concerning city wide budget and expenses, student input. throughout our youth leadership partnership with the youth commission, the s.a.c. provides input on eliminating waste, rebuilding post-covid and speak on better ways to innovate students sponsored city program. the discussion was held thursday on the 25th at 5:30 p.m.
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we like to thank former board member and city supervisor matt haney for his continued support through these efforts. if you like to attend, please contact our sponsor for more information. >> lastly, our next meeting will be on march 8th at 3:00 p.m. via the s.a.c. zoom meeting. anyone is welcome to attend the meeting. if you like to attend, make a presentation, or would like a copy of our up and coming agenda, please contact our s.c.a. supervisor. now i'm handing it back to you president lopez. >> president lopez: thank you. , thank you for all your work. i wanted to make one correction. i called this meeting to order of the regular meeting. i apologize, it is a special meeting. i wanted to make sure that was
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in the record. item 4, recognitions and resolutions of and commendations. there are none today. item 5, recognizing all valuable employees our rave award. dr. matthew. >> tonight we have our rave distinguished service award and rave special service award. we will begin with our distinguished service award. tonight this is presented to the presidio clerk team. this is a team of jessica thompson and michelle lee at presidio early elementary school. presenters tonight are carolyn cook and danielle. >> hi, i'm carolyn cooke. good afternoon. i been a principal at presidio school for the last nine years.
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i had the pleasure working with these ladies. i'm here to help present. i'm pleased to introduce the two clerks, michelle lee and jessica jordan thompson from presidio early education school who are nominated for a rave award last june. these two women were extremely helpful in supporting the staff and families during the early months of the shelter-in-place and the closing of the school and we're very thankful for that. it's been a pleasure to work both of them and i'm extremely happy to be honored with the distinguish service award. thank you. >> hi, i'm an deal. -- danielle.michelle, we haven'e amount of time to connect due to our unforeseen circumstances.
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for jessica, my initial encounter with her took place when i was a teacher at presidio early education school. over the past seven years, jessica has been my inspiration, my mental and emotional support system and a true partner. there was never a question that is not worth her time, rarely a detail overlooked and certainly no bit of encouragement she's not willing to provide. jessica takes pride in her work. she leads with her heart and that is evident in every interaction she has. i'm thrilled to be in her presence but not only today but
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each and every opportunity i get because that means i >> its -- i get to witness her excellence. stand in your brilliance and be bold. congratulations to the both of you. >> jessica or michelle, do any of you want to say anything? congratulations, we're extremely proud of you. >> dr. matthews, i definitely want to say something. [laughter] thank you for this acknowledgement principle carolyn cook, thank you, michelle li and to my current principal danielle. i wanted to thank the board president lopez and all the members of the board of
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education and from one san francisco native to another, it is my extreme pleasure to receive this honor from you superintendent matthews. i like to thank all of my colleagues and the early education department where i served my entire career. the past 23 years for all of the civil servants of the city and county of san francisco, local 1021, seiu who i share this acknowledgement and service as recognition of valuable employee. there are so many unsung heroes in our district. as a proud members of the alliance of black school educators and proud parent and president, at galileo academy, to my philipino and black
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community, i'm proud to represent the pride of our cultural heritages and i'm grateful to share this moment as first generation immigrant from it philippines. my parents met here attending polytechnic high school. i was born and raised here since -- i'm so grateful for work for my native city of san francisco. i'm proud to be san francisco unified district alum. i been to everett middle school and proud graduate of abraham lincoln high school. you can imagine how humbled i am now. i want to thank my principal for the nomination. it was an extreme honor for me. i'm grateful for the board choosing me as a rave winner.
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this will be my 24th year at presidio. i'm so grateful to serve board members children through our doors, superintendent bill rojas's son came through our school and so many wonderful memories we have at the presidio. i have so many memories, my heart is just full. if you had asked me in 1997 when i got hired by principal sandy osborne, what would it be like 23 years later to know i'll be still at the same job, serving so many infants, toddlers, preschool, school-aged children and family, i would not have believed it. i'm grateful the haven that san
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francisco unified school district provided me. i'm grateful for the presidio for keeping me here for the last two decades. i look forward to the green light that may be one day you will all get to visit us at the presidio. on behalf of all my colleagues, i want to say thank you again. thank you so much dr. matthew. >> thank you so much for all you do every. next our rave special service award. this is being awarded to daniella. she's a bilingual family liaison at thurgood marshall academic high school. to present is sarah hanson who is the assistant principal. >> hi everyone. good afternoon. it is my great pleasure and honor as assistant principal thurgood marshall academic high school to announce danielle as a
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rave special service award recipient. whole team of people nominate is because how exceptional she is. she goes above and beyond in everything that she does. she is the primary go to for support literally hundreds of people including students, families, staff and for me personally. despite how much she does, daniella has a smile on her face and prefers to give you a compliment. i'm grateful to be able to work with and learn from her everyday.
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there's not a more deserving person to receive this award. thank you for all you do. >> thank you. i want to say, ms. thompson, your speech was really inspiring. i hope that in 24 years from now, i can share a lot of information as you did. i think i want to -- i emphasize this a lot, i really appreciate the community that took me in. i started at thurgood marshall three years ago. with the intention of this being a temporary job while i pursued public health coming out of sf state. i fell in love with education and just did a complete 180. i was so blessed to be in a community that has taught me, has really challenged me, has
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really been a space where i can not only do my work but do it because i love it. i just have a team of people that continue to inspire me everyday. this is our second year together. she's been a wonderful access to my learning of the district. i'm also continuing my education in school counseling program. i want to say i'm so blessed to be able to part of this community and thankful for everything that everyone has to offer here. realize that we're all part of something much bigger than us. we can't do it without each and every one of us. thank you everyone. >> thank you all. we appreciate you. appreciate all that you're doing
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for our families and students. turn it back over to president lopez. >> president lopez: thank you. always so expiring and exciting see the work. we're going to section c, public comment on non. agenda items. item protocol for public comment. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using employee and student name. if you have a complaint about a district employee, you may submit it to the employee supervisor. board rules and california law do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow-up of speaker.
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item 2, this is our section dedicated to sfusd students. at this moment, if you are an sfusd student and would like to comment on any item on today's agenda or any item in general, please raise your hand. we will hear from sfusd students who will have up to two minutes to speak for up to 15 minutes. again, students may also speak to any other public comment time. >> thank you president lopez. this is the student time to speak. if you're an adult, please lower your hand, we'll get to you after this. natalie?
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caller with the 415 caller. hello, aaron? are you there? ms. alicia? >> hi. i'm a middle school teacher. >> sorry to interrupt. this is the time for our students to speak.
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please lower your hand and raise it again once we announce when it's time for the adults. >> i apologize. >> would you like one minute or two minutes? >> president lopez: two minutes is good. >> okay, thank you.
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ms. alicia? thank you for waiting. >> i'm a middle school special education teacher for moderate severe class. i have not been resigned for next year. i come to you as a teacher that is very passionate about my job, lot of my parents have reached out to you. my colleagues have reached out to you. my students have written poetry to you. i'm just here to say, i run a very great special education program at lawton. i take my sits of -- kids swimming once a week. my kids love this. it transitioned well into distance learning.
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i now have a team with my parents with my staff. i feel like we're doing well. i made a lot of progress in this last year. i have made strides to becoming a better employee for sfusd. i'm asking you to extend my probationary period where i can stay with my kids. i don't want to bring them more harm in a pandemic. i love my kids. i'm dedicated to my kids. i have been a teacher for four years. i was on probation and i was -- -- this is why i'm in this position. i shown dedication. i shown i can run a strong program. i would ask you, please, to extend my probationary period. give me one more year to prove to my principal and sfusd that i can be organized and run i.e.p.s on time. this was the reason i was fired, not because i was a bad teacher.
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i'm dedicated to being timely and therefore my students and i.e.p.s on time. i want to do that and strive for that. i need more time on a probationary period. >> thank you. hello, jonathan? >> hello. my wife and i grew up with public schools. we were glad to put our -- for years now, we watched our friends leave from private school to better run public schools. we stayed and helped. we showed up to do the hard work to making our school succeed. we struggle to give our kids a good life in our city and good education in our school. our teachers and principal are right. we love them all. time and again, the board and the union both continue to fail
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our children. this pandemic has exposed your serious faults. from failed distance learning to the insanity to destroying our best academics. beyond that, the sad violate you just aren't trustworthy. you put ideological politics ahead of the needs of san francisco families. it breaks my heart to say this. we made the difficult decision to leave sf public schools. i hope you can turn things around. right now we have to do what's best for our kids. good-bye. >> hello, tara? >> hi. i'm the parent of a second grader in sfusd and i'm also a teacher and a member. i want to all da the public attention to the threats to
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democracy in our city and we're becoming fodder. politicians, interested in privatization of public school and the san francisco chronicle are exploiting the trauma and teachers pain in this panhandle. --pandemic they are leading us o fight each other where every child will have their needs met. this is advocacy work that needs to happen. these efforts to divide us has led to groups calling for the recall of democratically elected school board. this is an eminent threat to our democracy. we must not tolerate it. the rhetoric of the san francisco chronicle and some of these groups has been mostly anti-union until last week, we saw that now they are going to show u.s.f. in a more favorable
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light. as a member, i will not stand for this. i stand with my union. i stand with and i'm for democracy. i stand with the democratically elected board of education, i stand for fully funded education crucial pillar in that democracy. thank you. >> hello, ms. marshall? >> thank you. hello president lopez, vice president collins, board commissioner. ladies and gentlemen, i'm virginia marshall, president of the san francisco alliance of black school educators. i want to say congratulate our
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member jessica thompson for the rave award. 23 years in the early education center is an awesome thing to have under your belt. thank you, jessica. i'm here, we did it. we did it. i should have had any bell. on behalf of our organization, thank you to the sfusd parents, grandparents, educators. last week, we had three awesome nights of the african-american honor roll virtually. on tuesday night we had 625 families on zoom that were parents and grandparents and excited children. second night in middle school, we had 245 families on zoom. last, we had 200 high school families on zoom. i want to thank the deputy superintendent, all of our principals at the elementary and high school level and staff.
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you helped to support us on our watch you is always say. even during covid, we were and to honor our students. i want to remind principals that elementary certificates has been mailed to the school sites. thank you so much. >> hello ms. chris klaus. >> i'm a special educator at washington high school. i'm tuning in today because i'm really concerned that the district was misleading this community about the impact. you need to be clear about whether or not this is serving the emotional needs and the
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social need and everything even beyond agents these kids need. my concern is that, with the way your messaging is, parents will jump on your schedule without realizing that their students can be ripped from their teacher's class and put in a different teacher who doesn't know them. they could loses their regular i.e.p. case manager because their case manager is assigned to a school site. some will not be capable to. do not destroy this trust that families have with their teachers. do not destroy the connection that students and their teachers have. please, get a trusted mediator to intervene at the bargaining table. right now it's a mess.
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we want to find a solution that supports all of the constituencies and their emotional. >> hello, ina? >> hello, i'm a retired san francisco superior court judge. i'm a graft public schools in san francisco. active two grandchildren in public school currently in san francisco. i'm calling to request clarification of the public statement of president lopez that the renaming of the schools have been paused. does that mean you're pausing, choosing new names? does that mean you're rescinding the solution of january 26th? that's the schools willing to be
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rename. there's ambiguity there. i'm requesting a clarification. thank you. >> thank you. hello castro. >> you all hear me? i'm a fourth grade teacher. i'm here to talk about just a misleading vote that was today from the district. i think it's important that folks know -- i don't think it's a completely bad idea that folks would know what's happening at the the bargain table. framing and the way it's messaged to the families and public is misleading and very
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divisive. we continue to believe that students should remain with their teachers and all schools should have at least four days of in-person education. i don't see the support for that. why can't the messaging be, this is what the district saying. this is what the teachers are saying. i think it's very important to maintain unity while we're making these decisions together instead of pitting our families against either the teachers educating their children at home.
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this can't continue. our teachers are a part of their community. teachers are part of the city. we need to maintain that unity there. >> thank you. president lopez,ky note that some of the public comment i think is related to informational item? >> president lopez: thank you for pointing that out. for the public if we can just make the distinction between what we're open to hearing during this public comment section and if there's any items related to opening. that's going to be coming after the advisory report. >> anyone wants to speak to -- should we wait for separate
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time? >> president lopez: yes. >> hello, david? >> hello, how you doing. is it okay to talk about in-person learning students coming back to school now? >> that's later, item i. it will be sooner than later though. >> thank you. >> hello, meredith? >> so we can't -- >> hello betty. >> hi, i was also going to talk about returning to in-person. i was about to put my hand down.
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>> okay, we'll be addressing that later for public comment. >> good afternoon everyone. i wanted to briefly speak on the renaming. good evening commissioners, student delegates. i have a student who's at washington high school currently. it saddens me that the board has made the decision to pause on the school renaming. this board has been bold and courageous in their forward-moving progress for some time now. that was something that i've been proud of. to hold something because you're getting lot of political pressure is saddening to me. to see that certain board
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members are being targeted because they are being bold and courageous, is not acceptable. any quality or agency is able to work only more than one item. we don't have to stop work on one item in order to be successful in another area. they both can go together because they have -- there's been a three-year process. this is not something new. this is not something that happened just when the pandemic started. this was way before and to pause it essentially flap in the face -- this board's works, to continue it as well.
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i would ask for you to continue working on it and not be bullied. you guys are amazing. i ask that you continue to do the great work that you're doing. knowing that we have your back and we stand with you. we understand that the return to school process is hard work. i am a parent and i don't want my daughter going back to school. for them to say -- there's a misdemeanor section of parents interested in. thank you. >> hello, emmanuel?
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mr. stewart? are you there? >> yes, i am here. my comment, the idea of testing, particularly around hvac and making sure district, just been we know the reasons why. i won't state all of them. if we can just come together sign figure out a we with -- our
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students are just stretched out during distance learning. we can have that agreement or continue to think about looking at mark sanchez and alexander resolution, whenever that comes up, i appreciate it. >> hello, julie? >> hi, my name is julie, i'm calling about school renaming. i'm hoping that pausing this work will not add to the broken promises to black indigenous and other families of color. our work in san francisco is part of the nationwide movement
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to take down racist names and make space for more representative, more inspiring stories of people here in san francisco. it's been part of racial justice. we should be proud to be front of this movement. this is a part of the white lash that we're seeing across the nation. the recall is completely connected to the racial justice work that you're doing. i want to ask folks outside of the board of education and on the board, to take the time to be thoughtful about the racial justice impact and the work you're doing and the way your
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advocacy lands and to stand on the side of history with black, indigenous and other students of color and to stop participating in the racist undermining democratically elected racial justice minded school board. thank you. >> hello, kevin? >> i as a 20 plus year teacher within the district, i have to thank you for pausing the renaming process. i'm sitting on school council. i been part of that. i've been in the loop in terms
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of alumni students in terms of this process. i agree that it's an important process. as a teacher, i'm just overwhelmed. i'm dealing with trying to modify my lessons to have an effective teacher and distance learning. i think i'm gong a good job. i don't think i'm doing a great job. there's some students i need to reach out to. on top of that, we have contacts with our parents. there's so many things on my plate as a teacher that i don't have the capacity to deal with the renaming at this time to have that conversation that should be had if you're going to do that right. pausing this until we come back to have a honest, real
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conversation about renaming of schools, i appreciate that pause. gives me a breather to deal with day-to-day teaching. thank you. >> my name is brandy. i been in solidarity with the parent from washington high school and frustrated with the board pausing this process. i'm also like the previous call,er, we had a townhall. we've had zoom meetings. we are done with the process. we had a principal who was very supportive and was a very good leader. not saying this isn't the case. surely san francisco can do
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this. there's something on the agenda about bullying. the impact of these names fall on the students who have to attend school often named after people who committed genocide everyday. i know the white lash is not easy. as adult, we owe it to our students to make sure that they are attending schools that are culturally safe, schools named after people who tortured black and indigenous people, are not safe for anyone. i think quite frankly it's embarrassing. we have hundreds of districts all over the nation going through the school renaming process. you see people give in to this. i know it's hard. this process needs to begin again immediately.
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to send a message that racists attitudes are not tolerated in our district. thank you. >> hello, i wanted to thank the board for putting the renaming on hold while you consider reopening and focus your efforts on that. i know it's very important to all the parents that renaming process move forward. that it be conducted in a deliberate way than i'm sure the full committee can be involved. it's historically accurate and voices of everyone is heard. i know how hard it is to get certain family involved in these
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discussions and there's a lot of voices like mine being heard and not as many voices of other people who need to be heard as their schools are renamed. i want to thank you all for putting that on hold so you can make sure that voices are heard and that everything is conducted in a way that is very deliberate. thank you for that. >> meredith? >> hi. i just logged in and i was listening to the thread. i really am grateful that you guys are focusing on reopening. it's so important. i just read your update about the negotiation, superintendent
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matthews. i can't support you enough when you say that five full days is not only possible but also should be the goal. thank you. i think you want to talk about something else. that's okay. i'll stop. >> hello, john? >> my name is john. i couldn't help myself sitting here listening to some of the comments. first and foremost, to the board president and to all the board members, thank you so much for having the courage to do things that most people wouldn't do. i want to cheer you on. i want to applaud you and tell you, personally from me, continue doing the work that you're doing. there are lot of folks who's voices will never be heard that
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leads the leadership that you're providing. there are lot of parents that definitely want their kids back in school. there are lot of us that would desperately love to have these schools renamed so that way we can be motivated and be encouraged for what our people have done. i was sitting here and i'm trying to be mindful of what i'm saying. i have lot of anger, just listening to all these things from the news that i'm reading and chronicle and to our mayor and to all of those people that trying to prevent you guys from doing what you're doing. i want to applaud you. i want to tell you, continue. we're praying for you. there are lot of us that will be praying for you. folks that don't want the name rechanging? listen, you had your time. allow the people that the kids are going to these schools have these names changed so they can
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be motivated. folks at lowell, i'm sorry you're at a private school, now they are giving every student an opportunity to have college or pre-college education. thank you so much. we'll be preying for you. god bless you. >> thank you. anna? >> i want to say, none of us saw covid coming. it's unprecedented. i literally think of it as an act of god. having said that, we all need to think about changing the way we were. i have constructive criticism or feedback on -- i've been on couple of boards. i have reduced one board's meeting time from four hours to one hour. i wanted to give you some points. just be conscious with the
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people on the phone call. i will make my comment brief. we should kind of move off topics for different meetings. especially reopening is a key one. thank you so much for moving that agenda item up. i heard a student delegate ask that last meeting. everybody, all the commissioners, award recipients, nobody is free from this. they should all get time box. i appreciate everybody who's looking at me now, we have 400 people on this call. on another topic, i'm very concerned about the budget and shortfall of students. i hope that comes up as an agenda item in the future. thank you.
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>> thank you. president lopez, that includes concludes 30 minutes of general public comment. >> president lopez: thank you everyone for coming out. section d, advisory committee reports and appointments. report from the native hawaiian and pacific islander advisory council. >> aloha [speaking foreign language] this is truly a historical moment for our community. thank you commissioners for allocating this time to our parents to present. now we have a voice and we have
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representation. justin you can start with the presentation, slide number one. ladies and gentlemen, i want to give to you, very proud to introduce our native hawaiian and pacific islander, matua, advisory council. please watch this. [speaking foreign language] thank you support matthews,
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board president lopez, all board commissioners, student delegates and families in the spaces that we are in for the opportunity to share our m.a.c. presentation tonight during these very interesting times. before we start our presentation, there's a background pictures in the slide. it's a representative of who we are. you will see pictures of the lake -- we are voyagers and navigators of the pacific ocean. on this slade, we have our
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agenda. on this slide, the slide before, we have our agenda. we will take you where we come from and how we arrived here. this is historical time in san francisco where our native hawaiian and pacific islander communities sees someone that looks like them sitting on the board. special shot out to commissioner moliga. we are aware of the sacrifices especially in recent news. we are proud of your fearlessness.
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i am a parent of a kindergartener. i have been a member of the m.a.c. for three years now. i'm also the chair of our first ever sfusd native hawaiian pacific islander matua advisory counsels. matua means parent or elder. here's a list of our elected members of the m.a.c. we like to share with you just a snapshot of our community of where we are, where we come from and why we decided to present to you tonight.
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>> thank you, anna. my name is tangi paama. i am a registered nurse and a parent to a middle schooler at kip academy a and high schooler at lowell high school. today, i will talk a little bit about our geographical location, of our native hawaiian and pacific islander ancestors and homeland. as you can see by this map, our islands are located in the pacific ocean that we call
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oceanana. west of the united states and east of asia. each island represents different cultures. we have many of our people, our island people who migrated to many countries around the globe to raise their families for generations. now, i will like to pass the mic over to gaynorann siataga. >> hi. my name is gaynorann siataga. i'm descent from a village. i'll be speaking as a parent
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guardian of an 11th grader at balboa high school. with this slide, i want to give a snidbit into migrations. part of the migration, political and formal colonization, access to healthcare and religious work and family reunification. now i will turn it over to dr. palaita. >> thank you so much. good evening, i'm dr. david matthew palaita. my family villages -- as a star
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proponent of public school education, i'm also proud graduate of wattel high school in hawaii. as pacific communities settle in urban areas, it pulls structural -- best places to see these challenges are in schools. educational achievement and limited opportunities for the advancement of the students are linked to historic and contemporary issues. number one, intergenerational trauma and the concept of education itself and the ways in which education is narrated and packaged to our elders, with a
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narrative about violence and cultural. as a people who's cultures are rooted in oral traditions, these stories about schools and their impacts on our people are passed down through generations. generations have been internalize. and normalized these narratives. number two, the concept of schooling and people ability to practice cultural knowledge shifts from an ocean village approach to one that is about confined spaces. the result has been the stifling of cultural preservation and educational upliftment. number three, suppression of indigenous frameworks in ways of knowing are relegated to outdated practices and entirely dismissed from western curriculum structures. if students are aware of absence of people in the curriculum, why would they be present in school? taking these problems all together, the problem is rooted in the actions of the language,
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structure and teaching tool that is empowering, uplifting and culturally relevant for pacific students. i have the honor of turning it over to seilala. >> hello. my children attends kip bay academy. i will share the native hawaiian pacific islander student demographic in sfusd. due to time, i'll highlight a few here. here you will find 965 total pacific islanders, some students make up 56% of pacific islanders in sfusd.
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pacific islander graduates meeting the requirements are low compare to rest of the district. 20% of -- now i like to turn it over to glenn. >> i have three daughters,
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currently attending school of the arts and balboa high school and lake shore elementary school. i like to thank sfusd data team for their help with this information. there are three key areas that are pacific islander students are facing. there are 52% pacific islander students, families in the phase 2a group. responding to the in-person learning survey. far below the district average of 73%. of those respondents, 59% plan to attend in-person. close to the district average of 57%. overall, attendance in the school district has remained relatively flat across the past three years, even with the switch to distance learning. this is true for the students across grade spans.
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however, pacific islander students have experienced decline in average attendance during the first half of the school year. learning loss in fall 2020 was greater for pacific islander students than for any other race, ethnicity on the reading inventory and the math milestone assessment. now i like to pass it over to theresa to talk about the sfusd efforts. >> thank you, glenn. hello everyone. my name is theresa perofeta. i will be discussing -- the samoan.
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there was a creation of mentoring and tutoring programs as well as pacific studies pathways from san francisco unified school district, city college of san francisco. there were also intern opportunities for our pacific islander students. thank you for your time. now i will like to pass it over to nell. >> currently i live and work in san francisco. i have a daughter that attend willie brown middle school after reviewing the information that was present to you, we as
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pacific islander parents ask that you continue to support the matua initiative resolution. built pre-k through 12 pathway that includes learning and cte courses. we need more pacific islander educators and social workers in schools with the most pacific island students. our people has been skilled with our hands in wood work. we would like to instill that gift to our children. in addition, we need sfusd videos to be translated into our
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mother tongue, samoan. we is that rename one of the schools in honor of one of our fearless memories. i would like to pass this now to our chairperson, anna to close it out. >> hello. thank you. to conclude our presentation, we leave you with a quote. our long writer, educator, philosopher in our community.
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he says -- we shall not be defined by the smallest of our islands but the greatest of our ocean. i'm very proud of our m.a.c. this is historical. commissioners, superintendent and all our allies, thank you for partnering with us. thank you for allocating this time to our m.a.c. during this rough time. we are hopeful for all our communities throughout san francisco to continue to be in solidarity and to be in partnership to build a more fair educational system for our students and our families. at this time, are there any questions, comments or concerns?
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>> president lopez: thank you so much for that presentation. i know we look forward to the discussion. i do want to open it up to public comment. >> if you care to speak to the presentation you just heard? >> president lopez: we'll do two minutes.
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>> i was going to wait for another comment session. >> hello again everybody. as one of the parent leaders, we wanted to stand in solidarity with you and appreciate your collaboration with the joint advisory council. if there's anything that we can support you with, please let us know we'll support however you can. we loved your presentation. thank you. >> thank you. hello.
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>> hello everyone. i would like to appreciate the new m.a.c. i love that. it is all about family. thank you for the hard work that has not only gone into this presentation but all the advocacy you are doing behind the scenes. i love the quote about the greatness of our ocean. what you were building here from scratch and starting a movement, it's going to better support all our families, it's so impressive. we at the c.a.c. are learning from your community-building and hopes that we can work in collaboration, side by side, step by step. we appreciate that you recognize so many of the students in your community. we're here not only to support you and your students with i.e.p.s but however we can
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work together whether that's through the advisory alignment. we would forward to working with you. thank you. congratulations on the hard work. >> forgive me if i mispronounced any names. >> hi, thank you. i am a san francisco resident. i have a daughter who's native hawaiian. i began to hear this presentation in particular. i really appreciate having an opportunity to listen to the work that's been done and just congratulations on putting this together. i'm looking forward to seeing the outcome that are created from this presentation. thank you so much.
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>> thank you. >> hello and good evening. it's hard to hold my tears. it's really difficult to not be emotional this evening. as a product of this district, as a product of this community, in the 1960s, our forefathers came here for the many reasons that was shared tonight. they came here for greater opportunities. i, like my of you my pacific islander brothers and sisters are part of their sacrifices. national office of samoan
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affairs. national council of samoan chief was founded in the '60s and '70s. they only hoped for a night like tonight. i along with commissioner moliga serve as board trustees. i know this day is long awaited. the template and the model that you have provided for us to follow in districts like mine in san mateo county, is an awakening that many districts waited for. this work is a breathing document of all of the face of all of the dreams that have been dreamt. everyone that comes in their classroom can learn about our brown people. can learn about the rich and vibrant history that we crossed the oceans to fight for and to be seen for. tonight we are visible.
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tonight we are heard. i cry tears of pride. i share where i come from. [speaking foreign language] i share great pride of my roots. thank you san francisco san francisco unified school district. thank you superintendent matthews and entrusted commissioners to this board. this work is not in vein. we need you to carry it. do not let us be an afterthought. thank you so much for this time, god bless you all. >> thank you.
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>> hello everyone. i'm a parent of first grader. i want to commend all you guys and commissioners. thank you to the m.a.c., matua advisory council.
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i want to say thank you all for sharing this space and it's great to have folks on here and be heard. thank you all and god bless. >> thank you. hello, michelle? >> aloha. i'm michelle chang. it's hard for me to hold back my tears. i'm a native hawaiian decent. i worked at sfusd since 1998. this is the first time that i have seen this happen for our native hawaiian students. i became an educator. i started tutoring p.i. students in college. without that, without that connection, i would not be an educator today. we need the support. we need to be connected to
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education and people need to learn about our history and our pathways so we can be successful. i'm so grateful for driving this. this machine so that we are finally after all these years, we are being seen at sfusd. i hope that we can continue our support, this initiative and i will do everything in my power to help. i'm so grateful and i'm honored, i'm a part of this. working with the group and tutoring. i agree with having her named in a school and i'm so grateful. thank you. >> let's go to michelle now. >> good afternoon everyone. i'm michelle.
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coordinator for the parent advisory council for the sfusd board of education. i want to thank the parent leaders and educators of the native hawaiian for their presentation today. thank you for educating and informing us about the history of the pacific islander people as well as the current challenges faced by the pacific islander student. i myself, members of the parent advisory council are honor to work in partnership. [indiscernible] thank you.
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>> thank you. >> good afternoon everyone. i'm coming to you today as an educator. i'm currently special education teacher at valley middle school. i want to speak and show my support for the matua advisory council. i want to thank everyone who's part of the council for all your hard work and stand in solidarity with all the efforts that you put forth. i ask that the district continue to support the matua advisory
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council. it's such a wonderful blessing to see parents and family come together in support of their student learning. so proud and thankful to have you all. thank you all so much. >> hello john? >> i got emotional there. thank you so much. i want to congratulate the m.a.c. council for the beautiful presentation. first and foremost, i want to thank god for making this a reality. for those of us that grew up in this city, that went to the schools and sfusd. this is a historical moment for
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us. thank you san francisco for making a blueprint that all of the districts throughout our nations were native hawaiian pacific islander. this is the blessing long time overdue. again, i want to commend you as board members and again san francisco, we're trend certificates, we're not followers. i congratulate you and i thank you so much. >> hello sharon?
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>> hi. i'm sharon olson i'm a chinese-american parent of a sixth grader. i have two older sons who have graduated out of the system and are now in college. i commend those who spoke today for incredibly insightful also well organized presentation. i tuned in to this meeting to pay homage to my friendly jessica with the rave award. really learned a lot about your people and your students. i'm also a member of the second district p.a.t. and on the
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working committee for diversity, equity and inclusion and how to better support our parents, and staff at our schools. i don't believe we have someone samoan pacific islander decent on our committee. i invite any and all of you to join us in our work to figure out how to better support everybody in our community. thank you. >> thank you. ms. marshall? >> thank you. first to board commissioners, especially commissioner moliga, thank you for for this resolution. great presentation to all the
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members, parents and educators community members combined together to make this wonderful presentation. i was happy to meet with some of the group yesterday as you're planning your first graduation in may. of the african-american community and samoan community and native hawaiian community, pacific islander community has lot in common. good for us to work together for the better of our students. i wrote down the date, 2/23/21. an historic date to remember in sfusd for you as a culture and people. it's tears of joy.
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keep going forward. >> thank you. >> hello, i'm so lost now for words. i'm an employee of sfusd, superintendent matthews, you and the board of ed, you guys will go down in history. this is happening on your watch. commissioner moliga, man stand firm and strong in god and everything will come your way.
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dr. palaita way to have this transition from pre-k to college. it gives our kids a future to see people in place that look like you and me. superintendent, i've been through six superintendent sfusd. it's happening now. with the african-americans, they did it. we have arrived. there's no backpedaling now. it's about moving forward. commissioners, stand firm. i try -- i truly believe it will work. the matua panel covers the pacific ocean. san franciscan people who look like everybody in the school that serve. to people who been here before
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and after and still moving forward. this is what it's about. putting our best foot forward. it's not a samoan thing. put god first and everything else will fall in place. that's our motto from it pacific ocean, put god before everything and everything will fall in place. thank you and god bless everybody. >> hello carla? >> hi justin. i'm a membership chair for the community advisory committee for special education. my other counterpart already called in. i was compelled to also call in. i want to pay my respects to the parent elders on this p.a.c. your presentation was so impactful, it brought so much awareness around your community.
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we just want to say that we stand with and by you in regards to the resolution, i'm also pre-k teacher. it starts with my kids and goes all the way up. i have a graduate at sfusd, i have a freshman also in high school. we wanted to also highlight the interpretation services for all of our families who speak a different language. we are noticing now that we have a.s.l. interpretation on these calls. we want to make sure that every voice is heard. [please stand by]
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>> i was want to special specifically thank you for all the knowledge that you gave us, of western education. i see this as windows of opportunities that this country and school district needs to look at for a better education for everyone. the things you are all talking about are things that everyone deserves and everyone can gain so much from those ideas.
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so i really appreciate everything you shared tonight. >> yeah, i just want to echo what cat said and how we can get students involved, specifically polynesian clubs in our school. i know my school's polynesian clubs do a lot of work and they sent out an update on all their members to come here. is there a way we can connect you with them? >> i guess i'm supposed to answer? yeah. yes, please connect me and i'll connect you. our next steps are to have student voices. we love to connect with you. i'll send my e-mail -- i'll e-mail you.
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>> thank you. commissioner moliga, would you like to comment? >> thank you, i just wanted to say everything that student delegate monta, always so beautifully spoken. i think what she speaks to, i guess, i feel really lucky to be part of the board. i feel very lucky that commissioner moliga has work with the community to bring this to reality because this is not something that -- the fact that he is representing his community. these aren't things that even if we want to do, it's not right
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for me or someone else to do. representation doesn't matter, right? i think i can speak for all of us on the board in saying that we're very proud and honored to be able to support this work. we would not be able to do it without him and all the folks that have made this a reality, so i am grateful for your work. you know, not only are we all grateful, but our children will benefit. i heard a lot about being seen and that really resonates for me, as someone who has been fighting to make sure that students are visible and valued and meeting with students, pacific islander students and hearing they never had their culture, like in high school, going through high school and never having your culture be
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celebrated. i mean it's hard getting black history month celebrated, but at least it's a month. the item that children can go through school and get into high school and never be seen. it was really heartbreaking for me. i'm a huge supporter of this work. i am deeply grateful that you all are helping us improve, but also be a leader for other districts. to that note too, it's not just about students being seen, it's also about allies being able to learn and i benefit, my children benefit. so, i really do appreciate your service because this isn't about charity, you know, this isn't about doing things for a small community and they will feel better. we are all better. learning about your culture and your history and i just feel
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very grateful for this work. i guess finally i also wanted to note that language is obviously very important and we heard a lot of language in this presentation, right? just a question, in the entry way, of 555 and it's been a while since i've been there. there is language inside the lobby, there are multiple languages. are there pacific islander languages represented there? if they're not, i think they should be added. language is obviously an very important part -- it's culture, and it's an important part of your culture and i believe it should be represented in the entry way of our lobby if it isn't. so it's an open question. i don't know if you can answer that question. commissioner moliga? >> yeah, it's in there.
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there is a part in there. >> thank you. >> all right, thank you. commissioner? >> yeah, i just wanted to -- [inaudible] >> i been looking at the importance of this work and i want to say one thing not critical of this process, but just to the way that the district, i just don't like our advisory committee has done it. i feel it's important that we compensate for leaders and these advisory committees and these committees play a larger role than just advising and have accountability. i would just say i really apreyatd -- appreciate the work
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you do and i wish the district will step up more so we can have more engagement and involvement so all the communities can be seen and heard and their voices appreciated. thank you so much. >> thank you so much and i just want to echo and extend my thanks to the advisory council. i know it's been a long time coming. i did have specific questions related to the work and thank you for being super responsetive when i have questions. i'm curious around the creation of mentoring and tutoring programs. it feels like that is out of the
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gate now. i know that's so critically important for our young people to know there are caring adults that will be guiding them throughout their k-12 education with them. i'm curious around the structure of that, of course that you, you know, to the whole pack around where those supports can continue and are needed, during the school day and out of school time. that's my first question and of course i have my follow up as well. >> thank you commissioner for the question. so we have the programs. so they're connected with the high school students that -- to help with navigating through high school. it helps transitioning them through college and support of career opportunities.
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now the adult will help them out and we are open to, you know, mentoring them after hours. so, that portion. so then we have our high school kids. we thought about how would we actually, you know, help our middle school students? so a group of us, a team came together and we created this program. it's a ministry program for our high school kids. they will mentor our middle school students and we just launched that and it's exciting. there are two components in it. number one, we have an academic part. [please stand by]
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>> we're tutoring nine students. we've launched this last year because of the pandemic, kind of put a stop to it.
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although, it did in areas, michelle continue to tutor her students. her student transitioned from elementary to middle school and she was able to follow her. that's what we want to do for our elementary kids for our tutors to follow them. >> president lopez: serving on the board that's how important following our students are. we have our advocates and liaisons really working with our students overtime. that's why this work is so important and really life-changing. my second question, i know looking into the future and the plans through m.a.c. and the
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work on the ground, i'm curious if you want to share anything related to early think being the high school career tech education and perhaps pathways. i'm a big proponent of pathways starting as early as elementary but particular middle school into high school as well. >> yeah, one of the ask was project, project-base. we're good with our hands. at the same time, ancestors have done, they impar -- imparted skills. we're good with our hands and woodwork. with the idea starting in middle school, we wanted a p.i. person to lead this effort. maybe wood shop, whatever it is.
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it's funneling down to college level. >> i would actually turn to chief priestly to give update on how the initiative is rolling out. i want to have full discussion on the curriculum. there's important work that she can touch on little bit which kind of trickle into the c.t.e. work that commissioner lam is talking about. if chief priestly on the call, would you give a brief update on the current status of hiring up for the samoan initiative. >> thank you commissioner
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moliga. we have been working to establish a position that work across the district and to promote samoan initiatives. one of those is just expanding opportunities in access. we have been looking at existing programs and how we can reach into those programs and make them more minimal and engaging to our pacific islander community, in specific our samoan students. we're looking at ncte. how can we add programming that would engage our students. like all of you are learn, i'm learning. just this past week, we had a conversation about how important in the community students using their hands and how that's an important part of their work. which led to a deeper conversation how can we make that part of our curriculum and
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how can we build that into opportunity for student. we're starting at pre-k. we're looking at how to scale that up in k through 12 that will include dual enrollment and how we can engage our students early on and through flex program and middle school and high school. we're trying to think long-term and how to build pre-k through 14. we're early in the work but it is under way. we do need all of the hands on deck to bring that work to fruition. we appreciate everybody and the positive feedback on today's presentation. >> president lopez: thank you. commissioner moliga and then
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alexander. >> commissioner alexander: just real quick, i wanted to thank you for the wonderful presentation and the work being done. it represents the best of our school district and the best of our city. it's just a real honor and privilege and thank you for doing it. please keep letting us know what you need. thank you for what you're giving to our district and our schools. i want to say, although, to you commissioner moliga it's such an honor to serve alongside you and to see the fruition of your wok and leadership. thank you as well.
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>> vice president collins: i have a quick request, this is the first set of recommendations we're seeing from this committee. which is great. i always ask, next time you guys come and present, i want to follow-up and see we're accountable. i think that should be accountable to the public. this is an additional request that going forward, the district may be figure out a common way to capture committee, parent p.a.c. or m.a.c. recommendation. when you guys come back, those will be presented to us.
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>> commissioner moliga: i will try to convey samoan acknowledgement and gratitude in samoan. [speaking samoan] everybody who
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came in public comment -- [speaking samoan]
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interpreter, if you can translate that. then i will close it out with comment and questions in english. >> i like to thank all the parent who have been involved in this big project. not one person can complete this project. it is the community effort of this committee that has been brought together that has completed and brought this project to fruition. i like to thank everybody from the bottom of my heart as we move forward. as we move forward, we ask that you all work together to
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continue in our efforts, providing an opportunity for our young students as we march forward. with this, i continue to thank each and every parent who was involved today with the public comment and your opinions and thoughts and sentiments were very important. thank you. >> commissioner moliga: i really i want to close out by saying, thank you. this work wouldn't occur without the leadership in place. this is the kind of equity board that only a board like this can be able to produce. to be champion also superintendent matthew and the crew. this work does not exist anywhere else in this country.
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someone sent me a picture the other day. when i first got on the school board, all of this, for some people probably asking why does this matter. why does this group matter? when i first got on the school board, went to so many funerals. one of them was a samoan kid. other two were latinx kids. the year after, we buried another samoan kid. i wore my hat earlier. i got text saying, you wearing your hat. i saw that because, i wore my hat because there's a lot of policy that have been put in place including like a hat,
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which has been detrimental to pacific islander kid and black and brown students. to have a policy in mace finally for the pacific islander students is very important. i want to go back also to recently in terms of why we're doing this work. someone sent me a picture the other day. in the picture had so in samoan men in them. when you talking about in 46, there's probably about 5000 or 7000 samoan people in san francisco. the data says 70% of our samoan folks live in public housing on the southeast. when you're talking about the pacific islanders, we're talking about samoan. the issues and disparities is
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not just one group. i want to highlight that and bring that to the forefront. the community, our noke are out there on the front line. thank you so much. i thank everybody again for the work. there's a lot of work we're doing on the back-end which we can have another discussion. i want to share those few words. thank you for this historical moment. this is not the first. this is just the beginning.
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buckle up and get ready. >> president lopez: thank you, again everyone so much for this really inspiring, powerful work. i hope to reiterate that this board is holding lot of that because this is our priority. we understand there are many things that we're holding as a school district. hearing from the advisory committee, hearing from volunteers who are putting all of this work together, that's what we value first. thank you. we'll continue to prioritize it. i look forward to everything we'll be building on together. with that, if i hear no objection, i like to take up out of order, section i update on return to in-person learning.
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we'll be doing discussion of other educational issues, superintendent matthews while you prepare that, i want to make my announcement about the q&a section. this is a space to assist our deaf and hard of hearing participants. please do not use it as a way to send messages or chat with other people. >> thank youpresident lopez, respect -- vice president
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collins. we appreciate you being here tonight to give update on road to in-person learning. this is our update. as what drives us, everyday we provide for each and every student. tonight, we will be talking about testing and vaccination. tentative agreement around the baseline health and safety standards. as you're hearing that portion of the update, please keep that in mind. later on, going to be up for hopefully your approval.
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we will give you update on the instructional program. first and foremost, i wanted to share with you. this is driven our work. we've used this since august. it's been a demonstration to the community and to the board about how we're going to make decisions. as you can see in those three areas of the three areas of this decision, there's directive from the san francisco and city and column. the second column, this has been updated. now reflects what it is in.
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what you will see later on, the tentative agreement. staff is provided with the opportunity for the vaccine. you can see where the answer is no and the answer is we can go for all the members on the dashboard. these are factors that continue to impact the timeline for reopening. the spread of the virus -- of course, the give give of the virus is what's representinged in the tier. currently we're still in the purple. we expect to go hopefully in the red shortly.
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there remains a shortage of vaccines. we had centers in the city close down at city pal. those two, spread of the virus, availability of that as well as the tier colors, which all we are going to move into testing. >> thank you superintendent matthews and hello commissioners. i'll be quick. we are required to do the asymptomatic surveillance testing for staff and students. today was the day request for proposal that were released and
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due. >> president lopez: i want to walk us through what is needed in testing. we launched our own testing here at the district office which began on friday and we are closing the r.f.p. process. we do appreciate the city support in funding these efforts and area where we can get more support is to use the testing infrastructure that's in place currently.
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eventually, take over that way we can really focus on the educational piece of our school district. thank you. >> thank you president lopez. vaccination is another hot topic. currently, if you recall, the red is health and safety agreement we had with the unions at sf. in the red tier, we would provide the opportunity for sfusd staff to be vaccinated at the recommended dosage. we're waiting on information
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from the city with regard to availability and eligibility. if we are in the orange tier, it does not require the opportunity to be vaccinated at the recommended dosage. getting to the orange tier, as we all know is dependent on community spread. as dr. matthew said, we hope that will be moving in the red soon as cases have been dropping over the past couple of weeks. cases continue to drop as we all engage in all of the prevention measures of masking, avoiding large gatherings and social distancing. we are working closely with the san francisco department of public health and the city health service system. to really understand when the opportunity and the timeline and the availability of vaccines
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will be here. we believe that educators, which is in 1b, will be eligible for vaccine this week. then it will depend on what the availability is. right now, i will introduce our chief of labor, greg john who will talk about the tentative agreement and the health and safety standards. >> good evening commissioners. good evening superintendent matthews. i will briefly touch on some of the aspects of the tentative agreement for health and safety
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standards. >> i wanted to comment, q&a is for the deaf and hard hearing community. it's not a place for members of the public to chat or ask questions of the board. feel free to e-mail us. or you can ask questions during the public comment of this item. which is coming up after the presentation. >> i want to state that the intent of the tentative agreement is to ensure the safe reopening of schools. the tentative agreement hybrid in-person instruction agreement. those negotiations are ongoing now.
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the district and our labor partners agreed that when the city and county are in the red tier, in all staff reporting to district schools or work sites, have the eligibility and access to be vaccinated at the recommended dosage. or, when we're at the orange or lower tier, we will reopening regardless of the availability of vaccines. i want to say few things about testing. this has been touched on in other parts of the presentation. this year, testing it students and staff reporting to work on at least every tuesday schedule, 21st of august, 2021. orange tier testing available to student and 20% of students
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reporting to work or school. then the yellow tier, providing testing for 20% of students and staff reporting to work or school site every two weeks. what's probably a common feature, health screening. that will continue, essentially many of you familiar what the health screening looks like. anybody entering school or district, will have to go through this health screen, visual wellness check. then protocols for symptoms of positive cases. this is essentially the reporting of illness of student and staff.
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again, these practices are probably very familiar to just about everybody at this point. few words about clean, sanitation. all these things are aligned with the department of public health. >> everybody on the panelist, please mute your microphones. >> thank you. on a daily basis, sweeping and mopping floor, emptying trash can and high touch surfaces. weekly basis wet mop hallways, classrooms and as needed, following positive case of covid-19 among staff, the district will clean and
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disinfect all surfaces. hygiene practices, there are more than just a couple. any unshared space to allow social distancing and persons on school grounds including students and staff will notten allowed to congregate in staff rooms and hallways and other areas. >> good evening everyone. i'm going to be providing update on our instructional plan. i will note that much of this presentation will be familiar. we hope that you see some new
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information or updated information as we move and get closer to return to in-person. previous discussion, we shared with you the student groups we're prioritizing during the first phase of in-person learning. you'll also recall that we've been planning to bring in the students in that previous slade first. we've been exploring and trying to find ways to bring in our third through 12th grade students. our current plan is to bring in those students as they are identified in various priority groups. those priority groups are named here. we've been exploring how to offer in-person learning to more
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of our students in 3rd through 5th grade. for any student group that we are discussing and planning for return, there are number of assumptions, constraints and independency that we need to explore and respond to. one assumption that we've mentioned is the home school approach. that is that we are planning to return our students back to their school of record. another assumption is that we've been planning around having our students inper for a full day when they are in the school building. physical space is an example of a pressing con taint. -- constraint.
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as you think about our dependencies we know that the interest of our students to come back and number of students that we have enrolled in our different schools is something that we need to pay attention to. i wanted to always share with you all as we plan, we're planning around number of assumptions, constraints and independencies. i wanted to spend little bit more time this afternoon. this is example of new information. really talking about the dependency of student numbers. in this particular slide, we focus on student numbers that are indicative of interest of students to return to in-person. the information has been updated since we last shared, january 4th. i want to give a big shot out to our educators at our school sites our school leaders, family
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liaison, everybody who did whatever they could to get information from our families. we have now upped our response rate to 81%. that's not what it was in january. we know that was an incredible lift. thank you for that. overall, the response rate is 81 but what is consistent, even with the increase in responses, we're still seeing about 57% of our families who have responded, express an interest to return to in-person. we've been using that number of 57% to inform our planning. i want to note, support of our home only 29% of our families responded consider sending their students to another school. 59% were open to having their students assign to a different
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teacher. i'm going to just pause to our families in our early education program -- and those in pk2. please complete your survey. this data heights there is not one single preference. i want to take little bit more of your time to walk you through the range of variability that exist. there's no one experience or not any one preference for students and families. for some, distance learning is working and meeting their individual students and family need, for others that's not the case. we have seen variability across
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schools, program and ethnic groups. i will highlight one of them. just thinking about schools alone, what we see is that the in-person learning interest rate, that means number of percent students and family from that site are interested coming back to in-person, we go from 17% at one school to 86% at another school. just again, testament to the range of experiences and preferences that we are trying to sponsored to. we use the information that i've shared with you. we plan to navigate. we had a hard time beginning to navigate this tension between consistency at scale. offering everybody who comes
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back in person, the exact same schedule and exact number of days. that was one tension. we grappled with the idea of maybe differentiating by site capacity. what we landed on is our best attempt to ensure a baseline offering that all students and families can expect and allow schools to maximize their own conditions and build from there if you will. i will talk more about what the different options are. we are offering three plan. one is 100% distance learning. than is an option available to our sfusd students. this is actually the continued model for our students and middle grades and high school
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grade. this will continue to be an option for families who opt out of in-person and pre-k through second. there's also the hybrid, that's for students in -- this option is available for all of our pre-k through second grade families and this is option that i think is the one that's going to be more likely for more of all school sites. 100% in-person, that option is not only available for our students -- we have some elementary school sites that are offer 100% in-person option for their students and pre-k through
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second grade. dance only model -- distance only model, this is model for middle grades and high school grades. we want to brick our students
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back as many days a week as possible and many hours a day per possible. our goal has been maximizing in-person learning and maintaining that consistency. that consistency piece is welcoming students back to school of enrollment as well as returning them to school schedule. we want to leverage that time to facilitate deeper learning, to focus on literacy in math, to focus on the social emotional well-being skills and provides hands on learning and targeted support that is that much more challenging in a remote format. we've been mindful to minimize disruption in schedule for students, family and staff, by trying to maximize the amount of time in-person and minimizing that back and forth of pick-up and dropoff and minimizing the modes of learning going from
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in-person and distance. finally, really maximize number of students in each group. that means that we're trying to create full groups of 14 while also being able to adhere to the safety guidelines. i kind of gave you the frame of what we're using to inform our planning. now i will tell you about our students in-person option. if you have a student in prekindergarten, you choose to return to in-person learning, this will be the schedule of your baby. they would attend our school five days a week for full day of instruction. they will return to school using that 1920 bell schedule like the
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previous example, return to their in-person learning, follow the 1920 start and end time schedule. the plan, there will be one classroom teacher with those babies in-person to facilitate that in-person learning. again, as i said in the previous information set, we have a lot of variants. we have that school 17% interest and school that had over 60% interest. the school that had more request about in-person structure, we'll offer that hybrid schedule. that is some days in-person, some days online or remote. this means the student will come
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to school for two days a week, full days of instruction. learn online for the other three days a week. this model does call for the students to have two teachers. we're thinking about teacher sharing groups of student. they will have that consistent in-person teacher. they will have distance learning teacher for those days where they are working remotely and online. we are really committed reopening as schools as possible as soon as it's able to do so and necessary agreement and commissions are met. there's no date for variety of reasons. there's number of factors that are influencing our progress. because the work of preparing our school sites has continued throughout all these months, we are anticipating the ability to collapse the time in between
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waves. it's more likely that we're able to open our wave 1 and wave 2 schools with similar start dates. again, what i shown to you is our best attempt to ensure that there's a baseline offering that we can offer to all babies who return to in-person learning while allowing for our schools to maximize their context and conditions and differentiate. we want to point out, what this means is that in order for us to really optimize the instructional schedule at each site for in-person learning
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there will be some variants across sites. meaning different sites will be able to offer different number of days for in-person learning. again, there's going to be some differences in start and end time. another critical point on this slide is as we continue to explore how to really offer in-person learning more of our third through fifth grade students, we're grappling with decisions as schools open, remembering sites is different conveyances in terms of space. we want to have sites first prioritied for the third and fifth grade students who fall in priority groups. we want our schools to open it up to all third through fifth grade students interested
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returning to in-person. that's a question we haven't fully answered. we continue to explore ways to offer as much in-person learning to our elementary students as possible. part of planning to return for in-person learning, it's really turning our attention to the needs that we have not been able to address in distance learning. talk more about our assessment. for students with i.e.p.s we completed required assessments for the greatest extent possible. we're excited that we have a tentative agreement to open an assessment center without vaccines. we're appreciative of the collaboration from various parties to make sure this critical work was possible and it's happen.
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our plan is to open a session at john o'connell high school. the center will be staffed first with volunteers including school psychologists and teacher, occupation and physical therapy team and support will be provided by department team. this team of people will prioritize to reopen any incomplete assessment from last spring then conduct site assessments. i wanted to share that information to the community.
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>> the upcoming, we expect to have a pk facility update at our march 2nd meeting. then, you can see we are starting to move into partnership with cbos. we expect to update you around community hub. this is in collaboration with dcyf. we will be sharing student family survey results in the coming weeks. we expect to share with you our robust summer school plan. that is our update for this evening. >> president lopez: thank you superintendent matthew and team. we're going to open it up to public comment for the item that was just heard.
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>> we have nearly 40 hands so far. president lopez, how would you like to approach? >> president lopez: we'll do a minute each and no more than an hour. >> hello, kim? hello catherine?
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are you there? hello meredith? >> hi. lot of families pretty upset now. we're glad to hear shift in focus this past week. even with that new prioritization, we're still seeing lot of information provided. there's still no information only third through fifth grade. have we given up on middle and high school?
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we can do better. we know there's going to be a health and safety agreement. we know that not been heard to incorporate our public health guidance on that. follow the experts advice when and how to reopen. >> hello, julie? >> hi. i want to thank folks for the update and really logistics that folks are working through some of the questions that i heard from family who planning on
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staying at home is wondering if they be able to maintain the relationship with their teacher. given barriers are hard online. folks are concerned that the push to be in-person might result in families and students who feel safer at home. losing relationship with the teacher helps them maintain connection with school through this really difficult year. that's been one big question. i'm wondering if you can share with us what some site implications may look like. i'm hearing a need for city help and logistics on best nations and clarity.
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>> hi everyone. i'm advocacy chair for the community advisory committee for special education. i want to highlight the amazing work that has been done around the assessment center. there's so many moving parts
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here. thank you for the hard work. focus on getting those vaccines in the arms of our teachers. this is like a big break spot here. get whatever we can do -- get those vaccines out there. make the city focus on that. thank you. >> hello, meagan? >> i want to make sure that the voice of our educators who work directly well our students is being heard in the process of planning for instruction. i was a teacher for a very long time. i'm very concerned about meeting the needs of our students in moderate to severe especially day classes.
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knowing we'll have students still receiving instruction via distance learning. how are those students will be served by the same teacher? are we hiring new teachers? these are plans we have to have in place before we bring students back. they deserve to have a quality education. we have to plan for such as a district. our educators need a voice in this so they can help shape the plan to be workable for them and their students-in this really deal time. please listen to educators and families. and make sure this works for everyone. thank you. >> hi. i'm a teacher at james nick middle school. i'm on this call today as a teacher making sure that our voices are being heard. you all are not in the classroom, not all of you are in
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the classroom. haven't been in the classroom for a long time. lot of you don't know how it's going now. we need to be in this all together. as a teacher, i'm urging that the board to support and trust educator voices, calling for continuity in education and instruction and stable and secure cohort for students and teachers. our teachers care about students and builds up trusting bonds with them throughout their years. we have been in virtual learning for a long time. we have built these really deep relationships with our kids. if that bond is broken by arbitrary decision made by the district, it's not going to be fair to our students that has spent so much time trying to
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connect with us through zoom and then when they go back into the school and they have to try another way to trust another adult, especially our students of color, myself as a black educator, i am connected with my kids, extremely. if i have another set of kids, i already know they're going to drop off. we need to really -- >> that's your time, i'm sorry. thank you. hello, laura. >> i'm a san francisco native and sfusd alum and special education teacher at everett
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middle school. as a special ed teacher, i'm concerned about the safety of our educators and students and i'm sharing what they have continuity of service. students regularly ask me for updates about reopening of the school building. i want to be honest with them and ways we can help them and their families and teachers feel safe when that happens. i'm wondering how many school buildings are really ready for safe reopening and which school building. the dashboard says there's only 40% that are ready right now. what population do those specific schools serve? how can the dashboard be made more available to parents from all different demographics and so they feel like they can really see it and understand what it's saying. those are the questions that i have. i want to make sure that they understand what's going on both
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for potential hybrid or in-person learning. thank you for the time. >> good evening. i'm darcy chen blackburn first grade teacher on the bargaining team. we are the educators. we know the nuts and bolts involve teaching our students. the district bargaining team ignored our input about the key factors. they impact learning and the emotional well-being of our students. our schedules keep our students with the teachers. the district imposed schedules do not. our schedule ensure students stay in classes at their current grade level. the district schedules do not. our schedules consider the needs of students in bilingual class,
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the district imposed schedules do not. they neglect to explain how students will be grouped. i'm urging the board to support and trust educators voices calling for continuity of instruction and stable and secure cohorts for students with their current teachers. thank you. >> hello, melanie? go ahead. are you there? >> can you hear me? i would like to make some comments and raise questions and concerns. two hours a day, two days a week in-person is not sufficient for my child and those children
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after one year of no school. two days a week is better but it's not sufficient. children need five days. how are working parents supposed to drop them up and get work done and learn. two hours a day two days a week is not enough. i'm overwhelmed working full time, overseeing zoom and teaching my child and parenting my child. why do teachers only want to teach two hours a day. why is 6 feet is being used for seeds when that's not required by the cdc. when will schools be cleared for return? many ways schools are ready not
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effective. >> i like to remind the public, the time limit is one minute today. please adjust your comments to be in the one minute. caller with the 415-6689 number. >> that's me. i have been a fourth grade teacher for 19 years. there's nothing i want more than to stop teaching and learning from a distance and get back in my classroom. for the safety of students, school staff and the community, it is not safe at this time. the capable minds at sfusd, the board of education haven't come to an agreement. there's no one size fits all or even one size fits most solution. let's stand in unity and agree
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to reopen schools when it's safe for everyone and come to terms with the reality. disturbing continuity teachers and student have built, although not ideal in distance learning. since august, to reopen schools for six weeks, may not be possible. then we can focus our energy, our funds and all of of this passion on being more than ready and safe to reopen. thank you. >> hello, it says parent? >> this is my first time. it's good to see the faces of the names we hear in the news that are all trying to get in the same direction. i'm extremely frustrated and i
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can go on a tirade. others have already done it. i won't. i got a high school student. i really want to try to get them into something safe before end of the year and for next year. my biggest concern dr. matthews and ms. lopez, when are we -- are we going to be able to create confidence that 2021-2022 will be a productive school year? that's what i want to hear. >> thank you. hello, vivian? >> yes, hi. i'm a parent of two children at
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clarendon elementary school. one of who is a very high personal needs child but he is matriculated into general education. i want to give a voice tonight to all the parents like me in our school district, who's children have robust i.e.p.s. i feel that plans to date have not taken these children adequately into account. continuity for them means returning to five day full day of schools to access the services that are important to them. each day matters for all children and even more so for these children. my child can barely access his class in distance learning. he is not adequately able to access the services that are so desperately needed by him and other parents. we have issues of privacy concerns. many parents who are suffering with their special needs children are afraid to speak up and speak out because of their child's privacy concerns.
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i'm so grateful that we spend a lot of effort talking about sfd classroom. thank you so much. >> hello, brandy. >> hi there. i'm a parent at a school that has a very small number of people who want to go back to in-person learning. only about 30% of our parents have an interest. by wonder what the quality of the introduction will be like for lot of our families. lot of our families live in multigenerational households. if we go to a hybrid model, they
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have -- obviously, during this pandemic, we've just hit it half million mark of people who died of covid. i think the idea of expecting teachers to come teach, no matter what tier we're in, if they're not vaccinated, especially when if we have in-person school, it will only be for the last six weeks. i just wonder so much going into this, is it really safe. >> hello, this is lisa. i'm using my husband's account. i'm a teacher at valley middle school. i have a few questions about how that would look. for full five days a week, i'm
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the only teacher. i'm confused, my students are in elective and i don't understand when i will have my prep. i will be with my students all day. unless there's another way for them to go somewhere else. i'm also assuming i'm not going to be in my own classroom. i will be the only group going back. i can't imagine being with my students five days a week, seven hours a day, not even in my own classroom with any of my stuff. it doesn't seem top make any sense. separately, my husband and incoming kindergarten in the fall, i'm wondering if we go back, will there be any options for my son? any learning hubs. that's it. thank you. >> hello daniel?
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>> i wanted to say few things, first as a high schooler, i'm blessed to be able to go back because the district pays for me to go to a private school. i'm really seeing it's to all my friends, both here that go to school with me, ones that are in district and one all over the country. the ones that are actually going to school, seem to be doing a lot better. they are happier. they are seeing their friends. they're going to have a nice senior year, a normal senior year. they will get to say good-bye in person and not over zoom. the district should really pay attention that, the younger students and the older students have different needs but really both benefit from in-person school. thank you, i look forward to commenting something on the
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consent agenda later. >> thank you. hello seth? >> good evening commissioners. i'm a parent of a child in sfusd and also parent volunteer at my child's school. thank you for taking my comment during today's meeting. i want to lift up the issue of family surveying. it's been 348 days since school buildings close to in-person learning. to date, my husband and i has not received survey about our preferences needs. earlier you mentioned the dependency of student numbers base the on survey about assumptions and dependency. while i applaud the increased response rates, regarding in-person learning, discussed earlier and the hard work gathering that data, i remain baffled that so many families and children have not been surveyed even one time.
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i don't understand how you can formulate excellent plans without the. input of the tens of thousands of families who's children's education you have entrusted with. how can the district be data-driven if the latest and greatest data is not at your fingertips. thank you for your time. >> hello, susan. >> thank you susan soloman. you already heard from some of our dedicated educators. i expect you'll hear from more. first of all, i want to point out that the special education assessment center is a result of an agreement and negotiated agreement between uesf and the school district. we had many educators who worked hard to make sure that could happen. eplease acknowledge that. it's important. we also have been negotiating about reopening schools for months, including schedules.
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at this time, the voice of experienced educators on the bargaining team who speak on behalf of all of educators of uesf, those voices are being devalued. we are being told that our offer different schedule to accommodate different need are not going to be heard. it's a serious concern. we truly need to work together to get our kids back in school. can we please get back on track so we can make that happen? thank you. >> ms. chris clause? >> thank you. i teach at washington high school. i'm a special education teacher. our teachers know how to teach, engage and support our students best and we should be taking our expertise seriously when considering nuts and bolts of in-person learning. especially where student and
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families and staff have gone through so much. let us offer the support they need that will be most supportive of students and keep them with the staff they having working with.
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>> hello, david? >> hello everyone. i'm an employee with the district. also, i'm a parent of a student. i'm a member of local 21. as a parent, i am strongly motivated to see my child back in class and in-person learning. as an employee and union member, i'm not in favor of my coworkers and educators coming back to unsafe environment. i strongly urge the board to work as harder. i know you're working hard, work harder if possible and work with us so we can come to a resolution. thank you very much.
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>> christina? >> thanks everybody for your diligent every on the reopening plan. i know it's no small task. there's a lot of logistics involved. i have been a member of california public schools for 15 years. i for many reasons wanted to have my children have the same benefits. it's getting really hard. what i've observed in multiple board meetings, social media discussions and official literature is not can do attitude. for example, most recent plan strives to have students in school as much as possible. however, my understanding is that the d.p.h. guidelines do not -- it will not allow in-person learning available to the fullest extent possible. we're entering the red tier, we
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still have two m.o.u.s that need to be signed. studies have shown that spreads can be one of the largest cities in the u.s. and the last to open for in-person instruction. most of the rest of the country is open. thank you. >> hello, rebecca? >> hello, thank you. can you hear me? i was in the middle of a workout. my name is rebecca. i teach at future elementary school. i'm also a member of the bargaining team. i find my school to be continually under represented in these discussions. my school is a high literacy program. i find it galling that you guys
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want to bring back -- [indiscernible], where are we going to get all these teachers that can help teach. those teachers have hard time getting a substitute. in the district plan, there's really no consideration for schools can like mine. i want to give a shot out to darcy blackburn, i don't think i can say anything better than she is. i find my educator input is continuing to disrespected by the team. i've been unimpressed by their attitude. thank you. >> hi. i have a child in the second grade and a child in sixth grade. i'm calling to make a public comment today around the
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discussion about space. there's been lot of talk about how space is constraining the district from being able to bring back more kids. this is simply not the case if the district considers use of outdoor space. every school has a yard. some have yards that are bigger than others. every school is also relatively close to green space. the school district, union, teacher, should be taken into account that we have this wealth green space over the city to bring them outdoors. you can return everybody to school this way. not just elementary but middle and high schoolers. i know the board impressed interest looking at outdoor space. we have a plan at jefferson to use the space there. we've created a workbook for others to use. thank you.
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>> hello jen? >> hi, i'm jennifer. i'm a parent of a first grader in sfusd. i'm also a teacher special assignment in the district. thank you for the update. my understanding of the instructional plan t will require many more teachers to make this happen. if a class is being split, where half the students are in personal day, whether it's two days a or five days a week. that teacher is teaching five days a week full days. the other half of the class is remote and the teacher needs to be in-person teaching students everyday, who is going to be teaching those remote students at the same time? it's not just about moving teachers around so one teacher teaches in person and this other
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teacher teaches it remote. every single class has one teacher is going to need a second teacher. how is this going to work for those classes where there's only one teacher to teach students in-person and at home. >> mrs. klein. >> hello, good evening, thank you for the opportunity. i'm a sfusd school teacher. i'm commenting today in hopes that the board and district will hear educator voices. our uesf bargaining team has been working at the table trying to bargain fairly. there's still a long way to go. regarding hybrid schedule, i urge the district to be open to listening to educators who speak
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from experience. students should remain with the teachers and peers they've formed bonds with. we are not able to shift students around to other classes in the same grade. very concerning as i have when uesf brought us a challenge during bargaining the district has no answer. >> ms. nelson. >> hi everybody, i'm a teacher.
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>> hello cynthia?
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>> good evening my name is cynthia. i'm a parent in the district. i have three children, two in high school and one in middle school. i'm also an 18-year veteran. i know quite a few of you. some of you have worked as as commissioners as serve and continue to serve as educators first. those same communities have become the hardest hit by the pandemic, african-american community, latinx community. i ask you to continue to work with the families hardest hit by the pandemic and work with us on the ground grinding daily. i work 10 to 12 hours a day to give the most optimal education for my students. i'm fighting to have the safest most consistent highest quality education for our students.
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distance learning or the classroom, please work with our educators to continue continuity of instruction to have stable cohorts and to serve those communities that may not be ready to come back to the classroom. please work with those families and their needs. they need the continuity and education. >> hello, m.j.? >> hi, can you hear me? >> yes. >> i am calling in to speak on behalf of children with i.e.p.s. i wanted to echo one of the earlier commenters. i think that children with i.e.p.s are not being prioritized enough, especially children who are in gen-ed.
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you really need to prioritize getting kids with i.e.p.s back earlier and back five days a week. for lot of parents, there's nobody else who can watch or educate my child. he cannot go to learning camps. we can't hire anybody. it is all on me. i had to take a leave from my job to try to educate him. i'm not an educator, i'm not an occupational therapist, i'm not a literacy specialist. please prioritize kids with i.e.p.s. thank you. >> hello betty? >> hi everyone, i work as a second grade teacher. i'm urging the board to support and trust educators voices
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calling for continuity of instruction and stable and secure cohorts for students and teachers. our teachers care about their students and bill up trusting bonds with them. if that bond is broken by an arbitrary decision made, it is not fair to any students. our teacher know how to support our students best. we should be taking their expertise seriously. especially when our student and families have been through so much. thank you so much for your time. >> thank you. yvette? >> hi, my name is yvette milton. i work as a paraprofessional. i'm also a parent of an 11-year-old in the fifth grade at lake shore. i live outside the district in alameda county.
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i'm here, i'm also a union member and also on the -- [indiscernible]. the district is misleading the school community about the schedule. their efforts to bargain outside the bargaining is breaking trust. we continue to believe that students should remain with their teachers and all students should have at least four days in-person education and families who choose not to return to school, should not be left out. we believe there needs to be a trust. thank you. >> hello, caldwell? >> hello, can you hear me? >> yes.
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>> one thing that i really want to bring attention is that there's really lack of addressing the need for public transportation. as i said, particularly the fact that lower income people like homeless youth that are prioritized, don't have a way do get to school without good public transportation. i think that the board should prioritize working with muni to make sure that transportation is safe to get students it to and from school. next, i like to talk about that i think we need to make sure that students at home instruction is not jeopardized that teachers has to work about in-person and at home instruction. they need to also have the ability to get instruction directly from the teachers and not just continue a synchronist work.
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thank you. >> kelly? >> hi. couple of parents already echoed this. i am a mom of a fourth grader with an i.e.p. i've been wanting to say this for a long time. please prioritize our children. it's very important. also, i wanted to comment on the comment between the union schedule and the district schedule just from my perspective. i want to say that it is true having two different teachers as a child with i.e.p.s doesn't transition well, will be incredibly difficult. however, unfortunately, the part time schedule is also incredibly difficult. i don't know where service providers are supposed to fit into that schedule. for example, occupational
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therapy, etcetera. it's not realistic for parents schedules including mine. i don't know what the answer is. i'm done. >> hello, kamal? >> i want to thank everyone for having this conversation at 6:0. i have a first grader. i would respectfully like to disagree with some of the eeducators what they said. i asked my 6-year-old, do you want to stay with your teacher or go back to your school. he said, a different teacher will be just fine because talking about pk to second grade here, is most likely outcome for in-person school. as much as they love their current teacher, they need the continuity of being in school.
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6ty is a recommended and encouraged. it's not a required. i encourage you guys to think about 6 feet. we've gotten used to it. >> sarah? >> hi. i'm a public school parent, i'm also a public school teacher. although i don't work in the district anymore. i like to thank the board for prioritizing reopening. i like to thank dr. matthews for his leadership. i wanted to just touch on couple of things. first thing, i i don't think that hybrid works for kids or
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teachers. for one, i think it will only increase exposure as parents seek additional child care situations, particularly parents with young kids. i wanted to ask about vaccines. i heard a lot about prioritizing teachers for vaccinations. i want to know from the board, from the district, what's the plan? how can we get teachers vaccinated? what resources can we provide for uesf teacher. finally, we need agreements ratified. we're heading in the red tier but without an agreement, no schools are going to be able to open. i want ourge the board and the district to think about those things. thank you. >> emma? >> hello. i am a first grade teacher i'm
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also a graduate of sfusd schools. i want to share that as i was looking at that survey data, which knowing that it's the data that we have and may not include all families. the disparities in numbers between school sites and various populations is a clear reflection of the disparity in the reality of families across different populations and neighborhoods. it's not just the preferences that are different, it's lived experiences that are different. as i'm listening to a variety of educators and family share their experiences, i think people are very much speaking their truth. we do have to understand, the truth for people is varying based on their actual situation. as an educator, i want to echo one of my colleagues speaking
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about the concern of being worn so thin as an educator that i won't be able to ensure an equitable education for all my students if i'm asked to do both at the same time. >> edward? >> hi good evening. i'm a fifth grade teacher at el dorado school. i'm asking the board to support school day schedules that maintain classroom communities that exist. after working in the el dorado community, i learned that the relationships that we build for families and students is paramount to students achieving their academic goals. any schedules that requires student to be assigned new teacher will slow down effort
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and student learning. teaching and learning is happening. so much so that all my students have made academic progress. this is viewed because of the relationships that i have where my student and families. united eeducators of san francisco supported by teachers and reflect our expertise in regards to students, family and teaching during covid. i urge the board to consider them as we transition to in-person learning. thank you. >> thank you. yvette? >> thank you. i want to make sure couple of things here. we moved in the red tier. experts -- our school won't be able to open. that's the issue, i want to
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thank you for the presentation tonight. i have concern about that as a parent who wants to go back. two days a week and having my child on with a stranger, will be very difficult more them to manage. i can imagine how that will be difficult. i want to mention, i appreciate the assessment slide. that sounds amazing to have the centers that will be opening. based on what our families have been telling us, there's about 8000 med students. we have hundreds of student who are in high functioning classes.
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>> hello, bob? are you there? >> hi, my name is brittany o'connor. i'm a school consolidation and james lake middle school. thank you for getting the agreement for assessments in place. i've been seeing message boards and lot of media with anti-union
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rhetoric. it doesn't feel good to be a teacher right now. i'm concerned this board, our district and union are being vilified when we can need to come together. this pandemic is allowing us to disrupt systemic problems. we are educators. we can envision something better. the virus is the enemy, it's not the educator. we do not get paid much. we have class sizes and case loads that create enormous workload. i think we have educators who are work in full-time, including myself, we have to consider all the different needs. it's not one size fits all. >> thank you. augie? >> hello, i'm augie. i am a parent of fifth
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generation sfusd students. i'm really concerned that what has been going on this year is kind of too little too late. what i heard tonight is lot of teachers that really want to get back in the classroom, full-time. that is going to be offered is almost ale la cart learning system. my wife is a teacher. she's been teachings for months at a private school, unvaccinated. things have been going quite well there. please try to get our kids back in school. thank you.
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>> elena? >> my name is elena allen. i'm a high school teacher at thurgood marshall academic high school. i urge the board and the district to start listening to educator voices and start trusting that we know what we are doing. the people working in the classroom know it's possible and what's not and know it's feasible and what's not. i feel like the district is falling into a pattern of over promising and under delivering that we've seen since march. since this pandemic started. i urge the district to reflect and to think about how we can claim to be an equity-minded or equity-centered and when you're ripping students from the relationships they built.
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the relationship is where the academic classroom begins. >> mika? >> good evening, thank you for your time and efforts. my name is micah kelley, i was born and raised in san francisco. this is my first's first year in kiter and -- kindergarten. i have a few concerns. one is my son having two teacherrings, he has a hard time, he has a hard time transitioning because he's six. him going to school and he's found a teacher he likes and
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having to do hybrid and it's very hard for him. that's a big question that i have. it will be hard for the teacher as well. the second thing is the hybrid at home and at home and in school would make it hard for the teacher in the learning process happening for the young kid. they have to learn to read. the other thing is the i.e.p. assessment is it for k-12 or t-5 at center. what is the class schedule looking like for these students >> thank you. kimberly? >> this is kim from the san francisco labor council.
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right now, i i want to say, we have a crises of leadership in the school district. i don't have i don't believe the district is handling this. the teachers and all the unions are equal to come to an agreement. the intersect is more interested in playing politics. right now that's what they are telling me. they are telling me that superintendent matthews is playing games and the attorney is playing games whether or not -- they want the school the open. everybody wants the school open. let's do the work.
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i i have called shamann walton to step in. i don't think leader matthews don't have the skills to do this. >> hello, april? are you there? kathy? >> i cede my time. >> tara? >> hi, sorry.
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my name is tara. i'm an r.f.p. teacher at a title i school here in san francisco, california. my son-in-law also a student at title 1 school. he los his teacher. he would prefer to stay with his teacher every morning. my husband worked at a grocery store. there are people come and testing. he's a little nervous that the my son will be there eating lunch.
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>> carla? >> hi. i'm carla. i'm an educator. this is my 16th year with the district. this is my 11th year -- [indiscernible] i have been loving reconnecting with students even via distance learning. i want to thank everybody for all of your time and effort and meetings to get this work done. i really want to highlight in my time back this year. the importance of those
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teacher-student relationships and how that really does actually to be be deepening of learning. expanding outcomes and opportunities between what a teacher and chimed can do. it is only with my relationship with my students that i'm make them achieve beyond what they had started. i want to advocate for keeping our students with our teachers. i'm also a parent and my daughter is in kindergarten she's learning to read. it's only again because she has consistent relationship between her teacher and her content. >> fernando
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>> hello. i'm a fellow educator. i would like to counter some of the previous comments wishing to force all students and teachers for schools to reopen. we're in the middle of a pandemic, with less than 5% of our community considers to be vaccinated. my mother and visit -- the pain suffering and trauma this nation is experiencing is turn mag --schools are indeed open. there's absolutely no reason anyone should be put through the
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grieving trauma has been put through no teacher or student should go through that.
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>> president lopez, that is the hour of the public comment allotted. >> president lopez: thank you for coming out for your comments. i will open it up to our student delegates and commissioners for questions or comments on this item. >> thank you president lopez. i have a few questions. my first question is under what circumstances will distance learning not be offered anymore? for example, after vaccines, two years, is there any talk about when there will be an official stop and what are the circumstances when that will happen? >> there hasn't been talked about official stop. distance learning will continue to be offered as we move forward. families who wanted that option will absolutely be able to continue in that option. >> thank you. there's no like talk about when
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-- for example, imagining a world after coronavirus, when would we stop distance learning will it always continue? >> right now, we don't -- it's really hard to know the future. we would hope we could be at a point where we wouldn't need. i think one aspect that when we talked about it from the very beginning, what are the things that we're learning from this pandemic. one of the things that we've learned is that, actually for some students, distance learning has worked even better.
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>> my second question, may be a question about schedule. a concern that i have and lot of students from smaller schools, sometimes one teacher will teach the whole grade a specific class. for example, one teacher will teach the whole ninth grade algebra 1. >> i want to clarify that
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specifically when we talk about the babies in 2a, elementary school teacherrings those educators are multiple subject teacher. which means the students have one teacher or one primary teacher that teaches them through the the day. in the schedule that we references our best thing as opposed to a teacher just staying with the 20 or so students that they might have, teachers at a grade level will share that entire grade level. there can be teacher facilitating in-person component. the other teachers might be facilitating online remote learning. it is a shift in thinking that it's no longer just my 20 plus babies in my classroom on my
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roster. >> that makes lot of sense for elementary students. i guess my question was more directed towards high school and how different teachers will teach a whole course sometimes for the entire grade. i guess that's probably something needs more discussion when high schools get more planning about that i would imagine. >> if you don't mind, i rather wait until we do more presentation on our secondary plan to share with you some of the options we're considering. >> i would respect that. we have to make sure. i respect that, thank you. i had some questions about what should and more specifically shouldn't students it expect for graduations and other ceremonies? are there anything that you
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already decided, we can't do that for this year. that student should know about? >> at this point, i don't have any should or should not. i do not have an update for you on where they land or even if there's anything they've taken off the list of what's possible. i can get you an update after this meeting. >> thank you. my last few weeks are specifically about the dashboard. i know that right now we only have access to the dashboard in
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phase 2a. >> as we move forward, we'll updating the dashboard and we'll have future wave. we've been discussing that and getting that ready now. we'll have future waves. >> thank you. my last one is probably going to be answered with that answer. i'll just keep that to my myself. thank you for answering all my questions. >> president lopez: thank you student delegate almanza. >> my questions are short. my first question, i don't think you guys have a really good answer on this. i'm still going to ask it. after talking to my school administration, one thing they are worried about, we have the
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arena selection process. we hand pick our classes. lot of them are worried about what should they do as far as like course selection, picking classes. they don't know how hybrid, instruction time is going to change. do you think instructional time will increase with hybrid learning or decrease? >> that last part again, you're talking about the fall or -- i presume you're talking about the fall.
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>> yes, the fall. >> if we are still in some form of distance learning, do we anticipate that the amount of -- [indiscernible] >> the amount of instructional time, just generally. >> we're going to continue to comply with sb98 for the minimum minutes required. many of our high school students, just by nature of them having several teachers and different courses v more than that minimum. we anticipate that it would not increase constantly beyond what's is offered. there's no plan to increase it any more than that. >> thank you. my second question, i don't know if may be i'm like tired, what's the plan for middle school and high school students?
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who center numerous teachers? are we just planning to go back to how we did in elementary school why we had one teacher teach all the subjects? will we be able to move around? >> we are still working on the mill school model. many of our middle school and high school models, many of our secondary teachers are single subject teachers. that requires that for some content area and some courses you have with a specific teacher. as we plan for whatever the secondary in-person will look like, thinking about ways students interact with their teachers. it's very unlikely that we'll move to a single teacher model for the second. >> i know talked about this in meetings prior, have we looked into outdoor learning? i know high schools really
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benefit from that. we have my school is like six months. have we looked into that option? >> specifically for secondary. for all. i know that we have don on the line who might want to speak to this more. one of the things i said earlier, even though we're trying to provide some baseline level of consistency across all schools and all students return to in-person, we're allowing for schools to differentiate and enhance as conditions allow. part of that is leveraging outside space for those schools that have outdoor space to be used for instruction.
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>> just like a question. if we were to add outdoor a on to the dashboard. i don't think it will slow down the process or will it speed it up? with more open space, it would probably speed up. >> what i can also say, as we work with each of our school site leader team to plan for in-person, everything before, there's some difference in terms of the amount of outdoor space, how to use outdoor space has been part of every single discussion. that is how to use it for instructional enhancement and support and how to use it because we know they need it get outside and move. it's a part of a conversation regardless if that outdoor space is used for classroom
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instruction or not. >> really appreciate the question. it's tough to describe the extent to which it slows down issues because progress because it has a lot to do with how we're dealing with that. every school that has a schoolyard, i'm happy to forward you some video and photos as we're preparing sites. using schoolyard. we are creating in many cases, kind of mirror clams outside. creating zones which i've been casually calling landing areas. those same designated areas, we're really encouraging site
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leaders and educators to think about that as their outdoor spot. if they can continue to use over the course of the day for instructions, breaks, etcetera. [please stand by]
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>> i don't know if that's the same right now. >> you know, we remain hopeful as i said earlier we're looking at one of the earlier slides it all depends on the spread, the tiers and the vaccines. so i'll just say we remain hopeful but as you heard many of the callers who called in as
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well as looking at the time frame. the time frame grows shorter and shorter. >> i know london breed said we couldn't do drive-byes. has anyone looked at options for seniors this year? >> that's one of the things i've provided the update in terms of the current planning i know the team is working to make it engage many and that answer the question more specifically so if the two of you don't mind i'd
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rather get it to you so make sure it's accurate and up to date. >> last question, cal mentioned partnership and has that been started any engagement. i know muni recently opened a y tap and youth transit advisory board. >> i know for middle school and high school to bring back students in any significant manner that muni service would
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have increase so i want to continue to have conversations around this with the mayor's team. >> last time saying last question. when schools re-open let's say for k through 12 -- k through it 2, tk2 will they be able to engage in extracurricular activity? i know i went to harvey milk and we had a little soccer team after schools so will students be able to play soccer and go to clubs or will that be prohibited to prevent the spread?
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zbraz we plan we're trying to get them physical and playing and active either as parts of the struck instructional time or recess and lunch break. >> another question, how are the surveys getting out? i know mr. seth brought that up earlier that him and his family have not [record scratch] ed the survey yet. are surveys only going out to younger grades, tk to k? how's it going? >> at this point they've been going out to the younger grades
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the tk. we anticipate another survey going out this week for the next wave and go out by waves. so we anticipate three through five probably going out in the next couple of weeks. >> thank you. that was my last question. >> i actually have one more question if that's okay. my question is thinking about the students who haven't been badly impacted or suffered through distance learn will [indiscernible] be a bigger prioritization? if so what are changes to accommodate students in this process? >> as we plan for summer credit recovery is always a pretty big part of our summer offerings particularly to our high school students and had conversations how to offer that to more
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students so expanding it. we have our chief academic officer dr. priestley on the line as well. i'm not sure anything more she would like to add in terms of what we're thinking to enhance or further expand the recovery option. >> thank you, deputy superintendent. i would just echo, we are expanding the number of credit recovery classes available to accommodate whatever need you might have in the district. >> thank you, both. >> thanks everyone and to the students for your questions. commissioners, do you have questions or comments? >> the student delegates took my questions. regarding the vaccine roll jut in san francisco, can we get
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more information about this supposedly tomorrow is the first day for teacher and others will be aveiled the vaccine and want to know what the conversations have been like with the city with the back end work and keeping track. i know we provided the city and our folks have access to who we are but i'm very interesteds a teacher myself what this is going to look like. >> commissioner sanchez i can answer that to me best of my abilities. a couple things are going on all at once. you're right, starting tomorrow under the guidelines we have educators can start receiving
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vaccinations writ large and we heard there are a variety of places like walgreens i think today that started sort of opening up the floodgates for people to register for appointments at the same time what we've done with the city is to give them a list of the priority list we have for vaccinations which represents primarily wave one to educators and so we're working closely to try to coordinate exactly when those folks are going to be vaekted. we think it is pretty soon but i don't want to share an adapt only because things keep moving and a know for example this supply we had was impacted by the storms in texas and for a while they were sitting out there waiting to come to san francisco. in terms of the assistance question you're asking it's a moving target. there are a lot of new systems being built to track vaccinations and help people sign up for vaccinations toel