001It doesn't take long. All that progress. Excuse me, can I get Stajabu Heshimu? Sorry if I butchered your name. Can I get Stajabu Heshimu to come up? Definitely a job here. Alright, that's it. You're our ASP boys. Definitely count on it. And your name again? Owen. What's that company? I think it's some shortened German name. I guess, okay. Welcome to the Dice. Again, today's meeting with non-agenda public comment. Today, we have Citizen, Katie Anderson, Juan Hinojosa, Jennifer Ryan, Christine Maguria, Lydia Flores, Anna Bonitati, Daniel Smisławski, Christine Colen, Lindsey Burningham, and Alma Magaro. You can come in any order. There were some other names, but you are on another item. I think it was Kathleen Harmon, Starla Lewis, Lon Jefferson, and Ray Smith are on a different item. Richard Thompson. Richard Thompson. Let me just see.
002For non-agenda public comment, sir? I didn't know that. I have G2. That's not now. That's later. Thank you. A climate of secrecy exists. Excuse me, I'm sorry. I forgot to mention that you have two minutes each. And I will not state my name, because citizens have the right to address the government without stating their name. It's a law. A climate of secrecy exists under Superintendent Martin. An independent investigator, a cop for eight years, is fired for reporting the sexual molestation of children in this district. Employees are intimidated when they try to come forward with misdeeds. School police and principals let children be sexually molested, interrogate teenagers for hours, threatening to stick the drug dog on them. Hiding public information, like documents. This is an example right here. Just block it all out. Public can't know
003what's going on, right? Not exposing the expulsions or talking about the settlements. You guys used to list the lawsuits. Here they are. That doesn't happen under Cindy Martin. We don't know how many lawsuits are out there. But I guarantee you, there are many of them. And many of them are coming from employees that have been fired because they were trying to do the right thing. Just get rid of them. That way, nobody can know the truth. Letting employees use district time for political and personal gains, such as Paula Hall writing her political biography. Right here. Says, hours 7 to 3.30. And here she is, 1.53, 2.15, 2.15. And here she is, 1.53, 2.15, 2.15. And here she is, 1.53, 2.15, 2.15. 2.40. I've got to revise this and I've got to get it over right
004away. This is happening on Cindy Martin's watch. When the good are silenced, corruption grows. There are a lot of issues in this school district. I wish I could tell people everything that I know, but I just can't do it in two minutes. Here's another one. Officer John C. Hannon informing the parents that we know of the sexual molestation incidents. Officer Hannon said, it's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It's not a problem. It could not be revealed what actions were taken. A few weeks later, her parents reported she continued to be sexually molested, assaulted, and sexually battered by the same person. That's what's going on under Cindy Martin. You can state your name. My name is Jennifer Ryan, and I'm a physical
005therapy specialist. Oh, my address is on file. I'm a physical therapy specialist with a pediatric certification working as part of the special education team for San Diego Unified School District. I'm afraid the reason I'm here tonight is because I trust this school district to do trusted that when I was hired by San Diego Unified in March of 2014 payroll would actually pay me the pay grade I was promised I am thankful that in late July of this year an honest San Diego Unified payroll employee contacted me to share the news that ever since I was hired I had been categorized incorrectly in the payroll system 059 instead of a 061 now I understand that I should have caught this earlier but the payroll system for San Diego Unified is actually quite complex as I am
006a point eight 11 month employee being paid over 12 months and there is nowhere in the documentation to say what my pay would be if it weren't for a conscientious payroll employee I probably still would be getting underpaid so again I am thankful however the reason I'm here tonight is because payroll only has the authority to pay me my owed salary for one year previous and in order to release the additional money owed to me for my correct pay grade about twenty three hundred dollars I'm not going to be able to pay my pay grade for the next year but I'm going to make sure to handover enough money to that few other people who are involved they need authorization from legal so I sent an email to legal thinking that this is the easiest
007possible request to write an honest mistake and pay me what I should have earned I received a letter from San Diego Unified legal stating that the statute of limitations had run out and that you would not be paying my lost wages I was surprised every day I go to your schools with inspiring slogans like integrity honesty fairness plastered all Is this your idea of integrity, honesty, fairness? All I'm asking for is the actual pay grade I was promised, have earned, and deserve. Will you please authorize the payment of my back wages? Thank you for your attention and time. Do you have any questions? And I can try and answer them. Thank you. Thank you. Hi, my name is Anna Bonatatti. I was the ELST at San Diego High, and I was here last school year
008because I had concerns over rumors that I had heard that ESL was no longer going to be offered at the high school. Well, some of those fears have been realized. ESL 5-6 is not being offered at San Diego High, and students who were in the new arrival center last year without any English, attended summer school for six weeks, are now in regular English classes with the regular general population, which is out of compliance because they should be receiving, English language development in a setting with English learners at a like proficiency level. They're not receiving any support. The principal was even overheard saying that she was glad that there was... they were getting rid of that ESL ghetto. So right now, students that couldn't speak any English last year are now expected to read American lit?
009How is that even... It's not even a scientifically... There's no research-based evidence that would suggest that that student would be able to do that. They're going to fail. They're going to not be able to graduate, and we're supposed to be supporting them, and it's not happening. How can you let that happen? I imagine that if they had money, there could be a lawsuit, and they could sue the district because you're out of compliance by not providing them with the support that they deserve. Thank you. Lindsay Burningham, President, San Diego Education Association. So I'm here today because I wanted to acknowledge some amazing work that happened this summer. This summer we had a team of early childhood educators, both SDA members and CSCA members, our paraprofessionals that work on our early childhood program, that cared deeply
010about their program and that went out this summer, gave up a week of their summer vacation to go out and talk to families about the importance of preschool and really work to enroll students into our under-enrolled preschool programs. We have hundreds. I don't know the exact number of seats, maybe even thousands of seats, that are available for students to sit in, that are available for students to get that necessary early childhood education to help them be prepared for the K-12 program that we also offer in San Diego Unified. So I wanted to thank our early childhood educators that did that amazing work. I also wanted to thank the district for their partnership in this work. We really couldn't have done it without the support of the early childhood department as well as some of our
011community partners that assisted in the work. I also wanted to thank the district, the school board, and the superintendent for their commitment to continue to rehire our laid-off early childhood educators as soon as these seats are filled and the positions are open. So thank you very much for your work and your commitment to this program. Thank you. My name is Juan Nino Hosa. I'm a wife out of Selly. The reason we're here is because we have some problems with the district trying to communicate and get support. My son, he's a special needs student at Daylor. This year I had to change him to a different school because there's a lot of issues going with the principal at that school. One time he had to suspend him from school because there was some issues on the
012bus when it was the first or second time. And I did talk to her, but she knew that she couldn't understand the situation. I called the school, the district here, and I spoke with Samantha. And every time I called, I had to deliver about three or four messages and had to call back and try to get some answers from her. Also, I tried to call Cindy, the assistant. Her name is, I guess, Jennifer. And I spoke with her last week. And to this day, I haven't received a hard copy from my student from Daylor School. Not even signed from the teacher saying that he passed or he continued to the next level. So I don't know what's the problem, you know, with the district or the teachers at this school that just make it change
013my mind. My son got to the point last year that every Sunday when he came to school on Monday mornings, he was stressed, he was afraid, he was nervous, he didn't want to go to school. So I just want to be here to bring my attention to what's going on at Daylor. And I just got real frustrated. My wife, too, got real upset with the situation. And like I said, we called the district and we never got support until like I had to call them back about two, three times. So I would like to continue this in a private session with somebody that can support me because there's a lot of more issues there that I need to explain more in detail. Thank you. Hi, I'm Daniel. All comments that are made tonight are very
014important and help us to improve the quality for children. And they will be referred to our superintendent. That's correct. Thank you. Honorable Board, members of the public, I'm Daniel Schmichofsky. I'm a candidate for District A and I vow to tell the truth, the unvarnished truth, always. Impartial, impartial viewer. One issue I would like to talk about which really troubles me is the selling of real estate assets. Specifically, Stevenson Elementary School. Why the real estate department of the Unified School District did not dedicate a small percentage of land for a public park or an open space is unconscionable. The developer on that project, they are building 15 to 18 monster homes which do not even fit in the neighborhood. I would like the real estate department to be audited, independent, independent audit of the real estate
015department. My proposal. Thank you. Bye. Thank you. Hello. My name is Lydia Morgia. I'm an early childhood teacher at Field Elementary. I've been working for the San Diego Unified School District for 16 years. I started as an assistant in the early childhood education and decided to become a teacher, went to college, and got my permit. And here I am now. Thank you. Let me thank you. We're going to have a few questions. One is that you've been in high school for 15 years. And part of that is, what is your role? How do you work in high school? What do you do in your day-to-day life? Good question. and decided to become a teacher, went to college, and got my permit. And here I am, a teacher now. The Early Childhood Education Program programs services
016for more than 1,000 students, and most of our families are low income. We lay grounds for the K-12 years, and we also prepare them social and emotionally ready for school. In spring 2012, the San Diego Unified gave almost every one of the 200 early childhood teachers a laid off notice. The SDE members reopened our contract and deferred paid release to bring teachers back to work. 30 of the ECE teachers remained laid off. Even after that, I was one of them. It was nerve wracking to not know where every year was going to go, because even though I was laid off, I still continued working for more than three years, and a year to year or day to day basis. I do believe I was born to be a preschool teacher, to encourage, to instruct, to
017mentor, to inspire, to guide. It's who I am. It's my calling, my passion, my life, and I would like to keep doing that here at the San Diego Unified School District. And I don't want my coworkers and myself to feel at the end of the school year, we close doors to our classrooms, but we also pack our things because we don't know where the next school year we're going to be. Thank you. Hi, my name is Lydia Flores, and I'm a preschool teacher at Paradise Hill Elementary. I've been working in the school district for 16 years, and I am one of the teachers who was given a lay off notice. I'm not part of the 30 ECE teachers who remain in the recall list. Even though I've been laid off, as many other teachers, I've
018continued working in the school district as a, with a temporary contract, and are visiting teachers. Now, recall rights are due to expire in October 1st, and 14 teachers will be affected. What we want from you is to make sure that when a vacant ECE teacher position's open up, lay off teachers get hired first. And you can do this by extending their recall rights. I believe it is fair and it is right, because we've been committed to the school district and the ECE program. Thank you. Thank you. Can I ask for a quick update? Yes. Yes, I believe that if it's not concluded already, there is an agreement in the works with the STEA that would provide that these folks would be recalled. It's not a formal extension of recall rights, but it's practically speaking the
019same thing. They will be recalled in seniority order as positions come open. Thank you. Hello, my name is Alma Magaro. And I'm the mother of Jade Perez. She's a four-year-old attending Chavez Elementary. And for the past month, I have emailed and knocked on so many doors trying to get her into transitional kindergarten, which was an agenda here last, at the last meeting. And transitional kindergarten, the amendment by the California Educational Board was approved and it was viewed here at your board meeting last meeting. And it was approved for Henry Cluster. Unfortunately, I don't reside there and I don't have the resource to get myself to that area. The elementary school where she goes right now has a transitional program and I need your approval to get her into that classroom. I've spoken to the principal.
020He's accepting me if it's approved by the board. I've already emailed and called everybody that I possibly could and I'm still on a no. And I don't really understand why one child cannot be admitted when half a million dollars has already been set for the Henry Cluster program. So I'm here asking for permission for my four-year-old to be admitted to the transitional program that's funded at this school already. Chavez Elementary. It is District C with Michael McCrary, Bruce Bevins, whom I've all emailed, Cindy Martin I've emailed, and I've emailed pretty much Jim Solo. I've spoken to this transitional kindergarten, Donna Marriott, who's, everybody pretty much has directed me back to Donna Marriott and I don't get anywhere from there. Thank you for advocating for your son. We're going to direct that to the superintendent to
021look into what you've described. Okay. Thank you very much. Thank you. Good evening, Board of Trustees and Superintendent Martin. My name is Christine Cooglund. I'm a founder and the director of Innovations Academy. We're a charter school located in Scripps Ranch on the old E.B. Scripps site. I'm speaking because you will be addressing an issue that pertains to our school tonight. I want to thank you for working to extend our occupancy lease through 2017. We appreciate the additional time to relocate our school and the 360 plus students who attend Innovations Academy. We are sad that yet another facility will go to a use that is not for public school children. However, we have appreciated the time that we have had on this campus. In addition, and on behalf of our board, I would like to thank
022you for your current and future promise of assistance to help us expediently move through the entirety of the process to relocate as quickly and with as little impact as possible on our students and community. Finally, we want to thank Kevin Beiser individually as our representative for his past and current work to make sure that our students' needs come first in a safe and comforting school environment. Thank you, Kevin. The support that you have given us by the district will be invaluable and we look forward to a smooth transition for both our students and the district redevelopment project for residential housing over the next couple of years. Thank you. Thank you. This completes non-agenda public comments and thank you for all comments made because it helps us to improve the conditions for all students and residents.
023So with that, can we please stand for the color guard and pledge of allegiance? Ready, begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Here we go. Right face. Forward march. And that was our own Hoover High School presenting the colors, by the way. Thank you, everyone. I would like to call the September 29, 2015 meeting to order, regular board meeting to order with all board members present. If you wish to address the board, it's important that you fill out a speaker slip that you can find at either one of the exits and then present it to our board officer, Cheryl Ward. Speakers on agenda items will be called during that discussion
024and we'll have 20 minutes with 10 minutes of time. And then we'll have 20 minutes per opposing view side. And our non-agenda public testimony was heard at 5 p.m. And can I have someone to make a motion to adopt the agenda? And do I have a second? All right. Please vote. Do we have anything to report out? We do not. Thank you. Perfect. So we're going to start with D1, administrative assignment. Superintendent Martin. Thank you, President Foster. I have three management appointments this evening. Our director of the Office of Language Acquisition, Sandra Cifas. Our human resources officer, Christine Morsehead. And business manager of food services, Jennifer Marone. Thank you. And we also have information from our associated student body. And we have with us today Jesus Martinez, who is the director of the Office of
025Language Acquisition. And we have with us today, our ASB chair of chairs, and council president from Claremont Mesa High School. And we also have Owen Lim, who is our ASB council vice president at Sarah High School. And could you share with us what is going on both academically and socially at your two campuses? All right. Hello, everyone. My name is Jesus Martinez. And I'm the ASB president of the School of Language and Communication. We have been having a very heavy transitional period in our school as we are going through the change to linked learning, which is academies. So we now have four academies on campus. And it's been a little rough because this is the first year our school has ever done this. We've also had a change in ASB advisors. This is the first
026year in 30 years that we have a new ASB advisor. And we're still, you know, going through the motions and trying to figure out a good balance. So we're going to have to figure out a balance that works for all of us. We just had our first blood drive of the school year, September 24th. And I'm very happy to announce that it was a successful blood drive. And we collected all 48 pints that we set our goal to. And this cause is very personal to our ASB, as we have had students in the past who have suffered leukemia. And this blood goes to students like them. And we aid the San Diego blood bank. So you can know that we are helping, first and foremost, people in the San Diego area. As president of the
027executive district council, I do want to report that we had our elections last meeting. Our next meeting will be next month. And all we did was speak about the Chelsea's Light Foundation. And we are going to be coordinating with our executive boards at school to find a chair for, like, the run to help all the, to help Chelsea's Light Foundation raise as much money as they can. So we have established and readopted the motion for October to be anti-bullying month. And we are looking forward to having a very successful year. I would like to invite the board members to stop by, if they can, for our executive council meeting. And if any of you have any suggestions, just know that you can come to the executive council. We will be here with open arms and
028an open ear. And we are excited to work with you. And the executive council, that's all of the ASB present from all the high schools in one meeting. Yes. So that's the heads of all the schools at San Diego Unified, right in one room. And you were just elected president of all of the ASB presidents, right? I was. Okay. So if you have any questions, come over here. Hey, I'm Owen Lem. I'm the ASB president over at Sarah High School. And I am the vice president of the ASB council of all the presidents of the district. It's Sarah. Thank you very much. And this past weekend, we just had our welcome back to school dance. And I'm happy to report that we jumped attendance-wise from 180 students to, I believe it was 460 students. So
029that was a great increase for us. Nice. Yeah. So we're hoping to build on that for all our dances and events throughout the year. For the council, we recognize that last year's council did an exceptional job on anti-bullying. So adding on to what Jesus said, we are looking to really step it BULING MONTH THIS YEAR AND WE'RE LOOKING FORWARD TO HAVING ASSEMBLYS AND THINGS DISTRICT WIDE THAT WE REALLY WANT TO MAKE OTHER DISTRICTS OUTSIDE OF SAN DIEGO WANT TO MIMIC US AND REALLY DO WHAT WE DO. WE WANT IT TO BE THAT GOOD. OUR NEXT MEETING IS OCTOBER 14TH, I BELIEVE, AND WE WANT, LIKE SHE SAID, I WANT TO INVITE ALL YOU GUYS TO COME BY. FEEL FREE TO PUSH ANY IDEAS YOU HAVE THROUGH US. WE CANNOT BE TOO INVOLVED IN OUR SCHOOLS
030AND OUR DISTRICT. WE JUST WANT TO DO WHATEVER WE CAN. THANKS. THANK YOU. I KNOW OUR STUDENTS ARE IN GOOD HANDS WITH YOUR EXCELLENT REPRESENTATION. SO THANK YOU FOR YOUR SERVICE. THANK YOU AND CONGRATULATIONS. SO WE'RE AT G2 AND I WOULD LIKE TO SHARE THAT WE'RE GOING TO HEAR PUBLIC TESTIMONY AND SPEAKERS ON G2. WE'RE GOING TO HAVE A COMMISSION ON G2 AND G3 PRIOR TO ANY BOARD DISCUSSION OF THE ITEMS. AND G2 IS THE CONSIDERATION OF COMMISSIONING AND INDEPENDENT INVESTIGATION. SO AT THIS TIME, WE ARE GOING TO HAVE ALL SPEAKERS, WE'RE COMBINING, AGAIN, JUST TO BE CLEAR, WE'RE COMBINING G2 AND G3, WHICH IS ALSO THE PROCLAMATION RECOGNIZING MOI. SO, OKAY. MY NAME IS STARLA LEWIS AND I HAVE A QUESTION. I HAVE TO LEAVE TO GO TEACH AT MESA COLLEGE. I SIMPLY WANT
031TO SAY TO THE BOARD, I'M HERE ON BEHALF OF ALL MEMBERS OF THE BOARD. THIS IS OUT OF ORDER. THIS IS OUT OF ORDER. AND I ALSO WANT GENERAL COUNSEL TO RULE ON WHY YOU'RE TAKING AWAY THE PEOPLE'S RIGHT TO SPEAK ON THESE ISSUES AND DOING IT IN A COMBINATION. YOU'RE TAKING AWAY THE PEOPLE'S RIGHT AND ACCESS TO THE GOVERNMENT AND SPEAK TO DISPLEASURE. I WANT A RULING FROM GENERAL COUNSEL. FIRST LET ME STATE THAT MEMBERS OF THE AUDIENCE ARE NOT PERMITTED. TO COME UP TO THE PODIUM AND MAKE DEMANDS UPON THE BOARD OR CALL THE MEETING OUT TO ORDER THAT IS THE PURVIEW OF THE BOARD. IT IS PERFECTLY ACCEPTABLE FOR YOU TO CALL TWO ITEMS AT THE SAME TIME AS LONG AS YOU ALLOW ALL PERSONS WHO WANT TO SPEAK ON THAT ITEM
032THE OPPORTUNITY TO SPEAK ON EITHER ONE OR BOTH. OKAY. SO THE NAMES THAT WE HAVE ARE STARLA LEWIS, KATHLEEN HARMON, LAWN JEFFERSON, PASTOR RAY SMITH, RICHARD THOMPSON, STAH HESHIMU, JOANN FIELD. EDITH SMITH, CITIZEN REV. SHANE HARRIS, AND DANIEL SCHMITZKOWSKI, CITIZEN, AND CELESTINE OZAKI. SO YOU CAN THERE'S 10 MINUTES PER VIEW TOTAL. GO AHEAD. I HOPE TO TAKE LESS THAN ONE. MY NAME IS STARLA LEWIS. EDUCATOR OF FAMILY. I'M 44 YEARS, MOTHER AND GRANDMOTHER LIVING IN THIS DISTRICT. CHILDREN GOING TO SCHOOL IN THIS DISTRICT. AND I SIMPLY WANT TO FIRST COMMEND THE BOARD FOR RUNNING FOR OFFICE BECAUSE WHEN YOU DO THAT YOU PUT YOURSELF IN THE BULL'S EYE OF PERSONAL AND PRIVATE INTERROGATIONS. ON BEHALF OF MARNIE FOSTER, I WANT TO COMMEND THE BOARD FOR HAVING THE FAITH AND CONFIDENCE IN HER TO ELECT HER
033PRESIDENT. HER COMMUNITY HAD THE FAITH AND CONFIDENCE THAT SHE WOULD REPRESENT US WELL. AND ON THE BOARD, WHAT I SEE AS HER GREATEST ASSET IS THAT SHE REPRESENTS THE VOICE OF WOMEN. SHE REPRESENTS THE VOICE OF MOTHERS. AND SHE REPRESENTS THE VOICE OF THE AFRICAN AMERICAN AND MULTICULTURAL COMMUNITY. SO THANK YOU. THANK YOU. AN INDEPENDENT INVESTIGATION NEEDS TO GO BACK TO MARNIE FOSTER'S INTERFERENCE GOING TO LINCOLN HIGH SCHOOL TO FIRE THE PRINCIPAL, ESTHER OMO-BEHEN. CINDY MARTIN ALLOWED FOSTER TO INTERFERE IN DISTRICT OPERATIONS RESULTING IN THE PRINCIPAL BEING REMOVED. MARNIE'S POLITICAL MACHINATIONS ARE UP AND RUNNING AND ONCE AGAIN IT'S ABOUT HER POLITICAL DESIRES AND NOT ABOUT THE STUDENTS. I WAS LOOKING AT FACEBOOK AND THIS PERSON RIGHT HERE THAT'S SPEAKING, SHE DONATED $100 TO HER CAMPAIGN. LAN JEFFERSON, RIGHT HERE. MARNIE FOSTER, $100. THIS PERSON
034RIGHT HERE, HE SAID I'LL BRING HELL ON YOU. I'LL BRING HELL ON YOU. THERE HE IS AT HER POLITICAL FUNDRAISER, THE FIRST ONE FOR THE YEAR 2016. THERE ARE A LOT OF ISSUES THAT NEED TO BE INVESTIGATED BUT THIS SCHOOL DISTRICT ISN'T THE ONE TO DO IT. WHEN A POLICE OFFICER OF EIGHT YEARS INVESTIGATED SEXUAL MOLESTATION, A CHILD WHO WAS PUSHED DOWN AND HAD ANOTHER STUDENT SUCKING ON HIS PENIS, YOU GUYS DID NOTHING. WHEN SOMEBODY WAS STICKING THEIR FINGERS IN A CHILD'S VAGINA, YOU DID NOTHING. GOOD EVENING. I'M THE BOARD MEMBER SUPERINTENDENT CYNTHIA MARTIN. MY NAME IS CELESTE GOZAKI. I'M THE PRESIDENT FOR SAN DIEGO UNIFIED COUNCIL OF PTAs. I'M HERE TO OFFER A FRIENDLY REMINDER THAT PTA IS A NONPARENTHIN CHARITABLE ORGANIZATION WHERE OUR CORE MISSION IS TO MAKE EVERY CHILD'S POTENTIAL A REALITY
035BY ENGAGING AND EMPOWERING FAMILIES AND COMMUNITIES TO APPLICATE FOR ALL CHILDREN. AT COUNCIL WE STRIVE TO PROVIDE LEADERSHIP TRAINING. AND SUPPORT TO LOCAL PTA LEADERS IN SAN DIEGO UNIFIED SCHOOL DISTRICT AS WELL AS ADVOCATE FOR ALL CHILDREN. WE INTEND TO CONTINUE TO WORK WITH THE SCHOOL BOARD IN THEIR EFFORTS TO ENSURE THAT ALL STUDENTS IN SAN DIEGO UNIFIED SCHOOL DISTRICT HAVE ACCESS TO AN EQUITABLE AND QUALITY EDUCATION THAT THEY DESERVE. THANK YOU. THANK YOU. GOOD AFTERNOON. I'M NOT QUITE SURE WHY WE FIND OURSELVES IN THIS PARTICULAR CONFLICT. WE HAVE BEEN IN THIS PLACE WITH THE PROCLAMATION BEFORE US. I THINK WE HAVE A SHORT MEMORY. MR. MCCRARY, DR. MCCRARY, YOU WEREN'T HERE. SO YOU WERE NOT A PART OF THIS. AND I'M NOT SURE HOW THEY TALKED YOU INTO THIS. BUT THE WORK THAT IS
036BEING TALKED ABOUT WAS FROM DR. ESTHER AND SHILA JACKSON. ALL OF THAT STARTED IN BIRTH THERE. AND SO SOMEBODY JUST COULDN'T FIGURE IT OUT AFTER THEY WERE GONE, TOOK A RAW VERSION, SLAPPED A NAME ON IT, AND SAID, I BROUGHT IT HERE. THAT JUST REALLY DOESN'T WORK. AND THE COMMUNITY KNOWS DIFFERENTLY. AND DON'T LOOK SHOCKED, MS. MARTIN. YOU KNOW BETTER. I THINK THAT WE DON'T JUST THROW THINGS AROUND. WE SHOULD REALLY RECONSIDER FOR WHAT THE WORK ACTUALLY IS. THANK YOU. THANK YOU. THANK YOU. THANK YOU. THANK YOU. THANK YOU. THANK YOU. MY NAME IS LAN Verteson. I JUST HANDED THE BOARD ACTION OFFICER SIGNATURES OF THE COMMUNITY SUPPORT THAT BOARD PRESIDENT MARNIE FOSTER IS GETTING TODAY, LAST WEEK, AND ALL ALONG THIS PROCESS. WE KNOW THAT WE WANT DUE PROCESS FOR BOARD PRESIDENT MARNIE FOSTER.
037WE'RE WAITING FOR THE FACTS. WE WANT JUSTICE. EVERYTHING BEFORE IT'S PROVEN IN INVESTIGATION IS HEARSAY. YEAH. opinions we want to wait for due process for Marnie Foster well I'm Reverend Shane Harris president of the National Action Network pastor the city of Grace Church I think that it's important to point out somebody told me when I was a little bit younger of a man for you brother you can do ten things right ref but you do one thing wrong and they'll blow that up on the big screen I'll say this it's important to point out some of the things that Marnie has done some of the things like Lincoln High Middle College when you talk about educating these young people and putting them in position for college you got to talk about restorative justice and approach
038to justice that focuses on the needs of victims and offenders as well as the involved community you got to talk about ethnic studies which allows all students to have their ethnicity embedded in their education and you got to begin to talk about cultural proficiency which she is currently working on thank you thank you good evening I'm Darlene Willis and I'm going to talk fast I was assuming I had three minutes just got off a flight but I just wanted to be here in support of the single mother sitting here on this board that is that is doing a great job but I want to redirect your attention to really something that this really needs that you need to focus on and that is what is happening to our black males in this district I think
039that's where your energy should happen to go to they should go toward trying to figure out why only 13 of the 31 black males over a three-year period at SCPA have fulfilled a through G and of those 13 I'm really concerned how many of them are black males and how many of them are black and I think that's really the issue and I asked you tonight to please look into that investigate that thoroughly redirect your energies not on a single mother who is the only voice to advocate for our children but the black males in this school district are in trouble and the fact that a counselor or other staff can say that they're complicated it's challenging thank you Daniel Schmichowski, Honorable Board Superintendent. I forgot you before, so members of the public. America's philosopher,
040John Dewey, wrote on ethics and responsibility in education. Across the board, no pun intended, ethics and responsibility must be consistent, ought to be consistent in society and culture. Now having said that, it's always the people with the biggest heart that get in trouble. You ever notice that? People that have a big heart always get in trouble. And you know, I, as a former member of the Claremont Town Council, I was impeached for helping a good man named David when he ran for mayor. Is that green or red? Red. Red. Unfortunately. Thank you. School Board President Marnie Fahlsman as well as to the school board, I'm Pastor Ray Smith. I'm here to represent a host of pastors, clergy, and as well as ministers in the city of San Diego. We are very much concerned about quality
041education and also about the well-being of our children. We stand here because we are not happy. We are not happy with what's going on in regards to Marnie Foster. We support her wholeheartedly. We give her all the respect that's due to her. And the reason why is because she has a proven track record. She showed us a genuine commitment to our community. She showed us a strong dedication to our community. And it just seems like for every time that we get someone that's in place that can help improve the lifestyle, of our young black men in our community there's always an issue when i go back and look at the record we look at brenda campbell we look at sheila jackson we look at mel cohen's and others what we're saying is that we believe
042in due process she deserves due process and whatever we need to do as pastors as ministers to pick at this school district we will do that but she deserves due process and that's all we're asking for thank you thank you pastor i agree everyone is entitled to due process but the school district is about the children and they deserve due process and that's something that they have not gotten i implore this board to have an investigation to have a thorough independent investigation and i'm not talking about the one where mr gonzalez Alice does it Mr. Breezy does it you know how y'all just you know line the pockets of your your past predecessors I'm talking about someone who the school board has never hired before who actually has an independent voice so that we make
043sure that we do things the right way because we're modeling very very poor behavior by most of the people sitting on the diocese thank you thank you hello my name is Philip Willis and I'm here just to shine a light towards something that really needs to be investigated and that's black mills being called complicated as a black mill I'm offended by that statement I'm offended that it's not being thoroughly investigated like the time is being taken to investigate this bureaucratic negativity and so I think that it's time to investigate the complicated comments and it's time to give the respect that black mills deserve because we're obviously not not receiving that so as a black male I just want to voice my opinion on that and I think it's time to redirect those energies all right
044thank you thank you good afternoon boy I'm here to bring some clarity about our culture and about who we really are as parents when we have children We feel that you as a board can only determine the due process in this effort, and that's what we ask you to do. Just do your job. Just do your job. Wait till you get the facts. Wait till the facts come, and then nobody will have to speak. They will speak for themselves. So please do that. Thank you. Thank you. Good afternoon. My name is Joanne Fields, and I appreciate the opportunity to speak in favor of Marnie Foster for all the support that she gives for all children, youth, and families in the district, for all the staff. What I'm sick of is the lack of investigation of
045why we still don't have the diverse teachers and counselors that we need that know and understand our young people in the district. I'm tired of hearing those teachers and counselors that are sitting behind me, snickering, talking about you. Without. The facts and the due process happening. This is why we have these issues, is because they don't understand our young people. They have their set ways already. They already made up their minds. I'm tired of that. So if you want to investigate anything, let's investigate that. Why do we lack diversity? Why does the leadership that we have in management positions leave? Like Dr. Fulcher, Moises Aguirre, Mr. Dobbs, all great people that reflect the community, and they're gone. And let's look at the. The makeup of our staff right now. Let's investigate why we don't have
046programs and services for our young people in transition in district D, our most neediest. Let's go there. Let's redirect and really make change in the district. Thank you. Thank you. My name is Juan again. I just want to make a little comment that I remember of Ms. Marnie Foster. I guess my son graduated from Lincoln High School this year, and I don't know if you recall, but you were right behind me that day of my son's graduation. And that little special kid, that special ed from this district, from this school, you talked to him and you turned around and you asked him that he was real special. I don't know what came to your attention, but you did turn around. I don't know if you recall us, but you were right behind me. You stopped
047and you said, who's this little kid? And this little kid, he needs help. He needs your support, please. He's struggling. Thank you. Thank you. Yes. My name is Richard Thompson, Darnell Elementary, Horseman Middle School, Crawford High School. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Okay. I would like to say that in light of the subject matter, I am recusing myself of any discussions or decisions on this item, and so I'll return after the board has had an opportunity to discuss it and vote. Thank you. Okay, we're now moving on to item G2. And on this, you have the item on the agenda. I'm going to pass
048the gavel to Dr. McQuarrie for a minute to make the motion as stated in there, which is basically to investigate potential misconduct by Trustee Marnie Foster on two issues. One, the issue of the fundraising for her sons, and the other issue of the claim form filed against the district for the benefit of her sons. The purpose of this, as many speakers have outlined, is to have a deliberate, fair, careful, transparent due process which will produce the facts. It's not fair for anyone to be tried in the media. We need to have the facts about actually what happened, and that is the purpose of making this motion so that all sides can see exactly what happened and we can move forward and get on with the important business of the district. I just want to comment.
049I just want to comment further. This action in terms of the investigation, these two items, is to restore the public trust, for everyone to know the facts. It is not any reflection on the work, the great work that President Marnie Foster has done for the students of this district, but we need to put this issue to rest. So that is my motion. I'll second the motion for an independent investigation. Exactly. So we have a motion and a second. Is there any discussion? Okay. Well. I think it's important for people to understand there's this issue since we brought forth the item that we're really looking for an independent investigation that is not someone who is currently working for the district or who has previously worked for the district or has any involvement with the district. The
050board, by commissioning this, would have no say over the investigator. This would be determined by the general counsel, and she would need to document that this is a fair, party which has no interest in the outcome. So, you know, these are the two points. We need to have the facts. I know that on another issue today, we had the superintendent release issues related to the facts of the events at the School of Creative and Performing Arts. We as the board knew those facts all along, and we admonished the superintendent at this point, or authorizer I should say, to release those facts. On these other two items, we do not have all the facts. We are having an open mind, and that's the purpose of having this investigation. Can we clarify that we would be asking
051the independent investigation to come back to the board with a full report within 30 days from tonight? Good point. And that will be part of the motion then for 30 days. That's a reasonable period of time. As everybody said, there's a lot of business to be gotten on with this district, and so we would ask the, the general counsel to find someone who is able to perform that work, and bring us a report back within the next 30 days, which would be approximately, you know, well, 30 days is one month from now. Trustee McQuarrie. Right. Thank you for making the motion. And the second. Most of the emails I received were from people who were responding to the article. Responding to claims made in the press. This was being tried. Tried in the press, and
052people assumed that what they read, what they heard, what they saw were the facts. It's very important that we have an independent investigation. It's very important that we take a look at the facts, and as the facts reveal themselves, then the board can then act in a public meeting to have a discussion. It's extremely painful beyond, on the dais, and an elected official, and not able to respond openly with the public. Thank you. Thank you. Thank you. We have to ask our public about serious charges. These are serious charges, and they are taken seriously by this board. This board is very interested in building trust with this community and acting with integrity and, and protecting the rights of students, parents, employees of the district, as well as board members. It's imperative that we have an
053independent study. It's important that we do this quickly. It's important that the public know what we know, discuss this in public and not on blogs, not in the so much the newspaper and the newspaper absolutely has their right and they have that duty to clarify the issue. As the information comes forward and as I learn more and respond to that and if I discover something differently, I will take action and I will be clear about that action and the public will know where I stand. My hope is that the press that has been also doing what they consider their duty to inform the public, if they hear differently, if they know differently, if the facts are revealed differently, I also hope they will come forward and issue clarifying reports. Vice President Evans. Thank you, Vice
054President Evans. I wholeheartedly support an independent. investigation into the matters before us with President Marnie Foster. We have to have an independent investigation that's unbiased, that will be able to have the authority and the ability to interview various parties, to look at all the evidence and then to report back to the school board their findings. It's my hope that the result will reveal that President Foster has acted in the best way legally and in full confidence of the board. However, if it doesn't turn out that the findings of the independent investigation are the way that we hope it will go, if the independent investigator finds that she has broken any laws, then I know that the board will take appropriate action. But I think we can only allow her the opportunity through this motion and
055that the person or the organization conducting the investigation is completely unbiased. I hope that the board will take appropriate action. I know that the board has been impartial, has no affiliations past or present with the school district, and I think that that is part of the public trust with this board and that's why I support an independent investigation to get to the bottom of this. Because we all need to know if any laws have been broken. Mr. General Counsel. I'm also going to recommend that the contract with the person retained for the investigation provide that the person will be thereafter disqualified from doing work with the district for an extended period of time. So that there's no incentive. or perception that the person was influenced by a desire to get business. Thank you for that
056extra protection. Okay. If there's... So I'm kind of confused, and I know that we're kind of short on time, but if we could just recap why we need an investigation. I don't really... Not because I'm defending our president, but because I really don't know what this investigation pertains to. I know that you said that maybe fundraising for children or something like that, but I'm really kind of in the dark, so I can't really give an opinion as to how I feel about this investigation without knowing why we're doing it. I'm glad that you're paying attention to asking these questions. But basically the issue is there have been a lot of reports in the media about a particular fundraiser in which Trustee Foster was raising money for her son's college education. There's also... There are other
057issues related to a particular claim form. I'm not going to go into great detail here right now, but a claim form that was filed against the district on behalf of her son related to a recommendation that was written in regard to his college application. And the whole purpose of the independent investigation is to find out if there was any misconduct, if there's any conflict of interest in these movements, and rather than making that determination ourself, we're asking for an outside investigator to look into this matter and inform us. Go ahead, Trustee Bison. Also, if there were any laws that were broken. I think that's really the most important thing that I will be looking at when we have the independent investigation report to the board. And I think that's very important. Okay, thank you. Then
058on those grounds, I do support an unbiased investigation. Thank you. Okay. At this point, please vote on commissioning the independent investigation. That passes 4-0. And we will now move on to the next item, which is item G3, the proclamation recognizing Marnie Foster. And I'll ask Trustee Barrera if you would like to read the proclamation. I would, and I think the proclamation speaks for itself. We've had several comments tonight about context. So the board just took action to commission an independent investigation around a couple of specific issues relating to President Foster. However, there's such a bigger story here about the role that Marnie Foster has played in her time on the Board of Education in fighting for all students in our district. I am particularly... I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm
059sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. It's of particular importance to point out that the conversations about Marnie have largely been related to her own children. But I know, and I think the community knows, and I think the members of this board and the superintendent know, that what Marnie has done consistently is she's looked at the experiences that she's had as a parent, the experiences of her children in this district, and the experiences of her children in this district, and the experiences of her children in this district, and the experiences of her children in this district, and the experiences that she's had in this district, and the experiences that she's had in this
060district, both negative and positive, and has said to herself, what's happening to my children has to be happening to thousands of children throughout this district. That understanding is what motivated President Foster to run for the board in the first place. That perspective has motivated and informed President Foster's consistent leadership in this district on behalf of all students. And that story has to be told. The public needs to be talking about not only Marnie Foster's role in fighting for all students, but as we've heard from testimony tonight, why that fight is necessary, why we continue to face, why our students continue to face real issues where opportunity is limited because of the color of people's skin. Because of people's national background, whether or not a student's an immigrant, whether or not a student is gay, differences
061affecting girls from boys, that persistent limitation of opportunities driven by racism, by bigotry, persists in this district today in 2015. That story has got to continue. And I think that's what's important. And I think that's what's important. And I think that's what's important. This is a story that needs to continue to be discussed throughout our community. And so the point of this proclamation is to recognize Marnie Foster's leadership in driving that conversation in a serious, direct, and real way here in this district, and then driving this district towards solutions, towards making real progress. So I will... Thank you, Vice President Evans. I will read this proclamation in recognition of Marnie Foster. Marnie Foster. Whereas Marnie Foster was elected to serve on the Board of Education in November 2012 and has held the role of Board
062President since December 2014. And whereas during her time on the board President Foster has shown a commitment to all students in the San Diego Unified School District particularly students of color, students with special needs, and students who would sometimes fall through the cracks. And whereas President Foster played a key role in transforming Lincoln High School into a science, technology, engineering, arts, and math middle college school. And whereas President Foster has supported many resolutions that benefit all students on topics such as restorative justice, ethnic studies, her participation in the teacher pipeline task force that we heard testimony tonight about, and her work advancing the work of the National Equity Project in this district. I'm going to turn it over to Marnie Foster. And whereas President Foster is a strong supporter of English learners and cultural proficiency
063standards and is an advocate for fair treatment of students facing disciplinary action, now therefore be it proclaimed that the Board of Education of the San Diego Unified School District honors President Marnie Foster's vision, leadership, and commitment to all students and encourages all San Diegans who care about equitable public education to attend President Foster'slift, public education, and their community as accepted. Marnie Foster, a citizen, is a seeds of rapid development for students following this process and has been the centre of civil nations throughout our history. Many of their contributions have veered into the Inside S.L.T meine Such expansion of our society done at our national level contributes to the future of the съamtus of our mankind and then hearing about the largest solution for jobs included in economic Yeager C governance meer and many of those
064efforts have been fruitful. Good afternoon, everyone. I am Marnie Foster, apartheid rehabilitation advocate. I want to take this time to focus on one single area. I am located Yankee, and know not only her dedication but the results that she's been able to produce for the students in this district. And I also agree that it's unfortunate that people do not pay that much attention to what goes on in the school district and the general public and the school board. And for many people, this particular situation is their first introduction to Marnie Foster in the media if they haven't really been paying attention, which is very unfair because it's only a part of the story, a small part of the story of what Marnie Foster has been doing for the students in this community. However, at the
065same time, I'm very troubled, and this is where I disagree with Trustee Barrera on the timing of this proclamation, that at the same time they were issuing for an independent objective investigation into the situation that we've been discussing tonight, we are also issuing a proclamation in favor of Marnie Foster. I myself, when we were going to have the talk about the investigation, was certainly prepared to talk about, and I did mention that it has no bearing on the great work that she has done. It's the need to have a clear investigation with all the facts out, which is beneficial to her, to the district, to all parties involved. But I am concerned that with the timing of this, it's going to be a very difficult time. Thank you. Thank you, Dr. Schmider. Ms. Thank you
066so much. Thank you for the question. I know that some of you are concerned about what's going to happen with the bill, and I'm sure that the decision is going to be misconstrued in terms of what the Board's intent is. And I've been in this situation on the Board many times when there are resolutions and proclamations with which I agree, but I don't always agree with why it is being brought up or the time it's being brought up, and so it's very difficult to vote against something which I very much agree with. It's difficult to vote for something when I disagree about the manner in which it's done. So I'm just going to state very clearly at this point that I, at a future point, would be very happy to, this is speaking for myself
067as an individual board member, would be very happy to issue this proclamation, but not at the time we're starting an investigation and while the investigation is ongoing. So my stance, I'm telling my fellow board members, my stance at this point in time is I would do it at that point, I cannot do it at this point, so therefore I'm going to abstain from voting on this proclamation. Other board members wish to comment? Sure. I'll state why I support this motion and am willing to second the motion. As with the prior action, I received emails for and against with lots of good reasons going both ways. The bottom line on the first one was let's do due process. Let's take a look at the issues, let's find the facts, let's take action that makes sense. And
068my reason for supporting this issue, very similar. Let's take a look at the facts. The issue before us has become personal, it has become vindictive. It has become general in nature and the specifics and actions have gotten lost. People are painting the issue with a broad brush. There are incredible things that Trustee Foster has done and in my time on the board as well as while I was a candidate, I've paid attention. Yes, there were people who started these issues before. Yes, she is continuing a bridge, a bridge to somewhere. A somewhere that brings equity. Somewhere that brings understanding. Somewhere that brings cultural competency. Something that brings civics education. Something that brings integrity to this board and to this district. It's very important that we look at the facts, that we look at the accomplishments
069and we deal with this issue. Many people have equated the two. How can you do one and do the other? I think we can chew and walk. I think we can walk. I think we can walk. I think we can take a look at the specifics of this issue. And if you understand the nature of resolutions, you'll understand why we're doing what we're doing. A resolution states therefore, which is the action of the board. The therefore is the action that we are taking. The therefore is to invite the public to come to the state of the district declaration. To understand where the district is and how it got there. And that will be presented by President Foster. I think it's important that the public be there. I think it's important that we invite the public
070to be at this meeting. I think it's important that the public know when it's going to be held. And they have an opportunity to be there to hear the story, to hear the facts, to deal with the issues. So I have separated these two. They're both very important issues. We need the independent investigation. We also need to hear from President Foster about where are we as a district. Where have we come? Where are we now? And where are we going? And I thoroughly support an action inviting the public to come and hear that story. So I support the resolution. Trustee Becerra. Thank you, Vice President Evans. I believe that, you know, Dr. Evans has a very good point. That has Marnie Foster. Marnie Foster worked very hard on all of these issues articulated in this
071proclamation. Is every single thing in here a fact? And yes it is. And then he stated that while she has accomplished these things for our children, and she's fought for improved academics in the middle college at Lincoln High School, she's fought for social justice, she's fought for a lot of our English language learners, our special education students. She's done a lot of work in her service on the school board. And that he would vote in favor of this proclamation if it just wasn't tonight. And that the timing is a little bit awkward. And I'm inclined to agree with him. That the timing is not the best timing. However, the question that I have before I hit the red button or the green button is, is everything in this proclamation truthful and factual? And it is.
072And so for those reasons tonight, I will definitely be voting in support of the proclamation because all it is doing is stating the obvious, all that it is doing is articulating the factual deeds of President Foster in her service up until now on the Board of Education. And that I think that this is definitely mutually exclusive from the independent investigation into her conduct that this Board just voted unanimously to conduct. And so because these items are mutually exclusive and because this proclamation is simply stating factually what she has done as a trustee on the Board, I'll be voting in support of it tonight. Thank you. Okay, with that, please vote. Okay, there is no abstain button. So that passes 3-0. And I think by this we've made it very clear that we are going to
073have very transparent and due process and all of the things that we discussed previously. And we certainly appreciate all the people who have come out and spoken tonight to inform the Board about your opinions. And I don't know if the General Counsel could certainly please let President Foster know that we have concluded with this part of the agenda and for her to return to preside at the meeting. Okay. So now at this point, until she gets back, actually it's my turn anyway. As the coordinator of the superintendent evaluation, we are going to give a report on the evaluation of our superintendent for 2014-15. This item G1. And so these documents about which I will be talking briefly today are on the Board documents with this item. In terms of public health, we have two public
074speakers. We have two public speakers. And I will let them speak before we have, before I present the evaluation. Citizen. The superintendent has allowed the sexual molestations of children to go on. She accepted a big, huge raise, but kids are still being charged for field trips and school supplies. There's a father here tonight that was not able to call Cindy Martin like Marnie Foster was able to and that's to his child. Marnie Foster could call the superintendent and get the direct line. The superintendent has no idea how much control the legal office has over district operations and how much is being spent on lawsuits. The school's police have been sued several times. You should read what these kids are saying that these school police officers do to them. Dismantling all the work by Lincoln High
075School Principal Esther Omobahen. She was the person that created the middle college program at Lincoln because I was there serving on the school site council listening to this happen. And how vindictive was it to remove her and another principal right before graduation. What that did to the kids and the rumors that it spread showed that her inexperience and her unprofessional relationships is affecting this school district. And furthermore, her relationship with the board members, she never misses a point. She never misses a political event or an opportunity for a photo op with politicians. And if you don't believe it, that she has an unprofessional relationship, Sergio Martinez, happy birthday. I know you and your sweetheart Cindy Martin enjoyed a wonderful B-day dinner after the board member. Marnie Foster. And that's exactly how Marnie Foster has access
076to the superintendent about anything she wants for her kids. Anything. Including firing people and costing them their careers. Okay, Edith Smith. She is not here. If she's not here, that will conclude the public comment on the evaluation of the superintendent. This is done on an annual basis. I have coordinated this for the last few years. So the president asked me to speak on this. First of all, people need to understand in the evaluation of the superintendent is synonymous with the evaluation of the district. So while the superintendent may have many wonderful personal questions, the superintendent may have many wonderful personal qualities, that's not what we're evaluating. We're evaluating how the district is functioning for the benefit of all of our students. This superintendent has done a lot during the first two years in terms of
077the cultural changes, having us very focused on Vision 2020. And we came up with three areas that are particularly notable in terms of accomplishment this year. First of all, with the systematic building of capacity, the breadth of professional development across the district, which is remarkable. The collaboration between all of the team members has been greatly increased. The second big accomplishment is in terms of high school transformation. The implementation of A to G requirements, career technical courses, new pathways, all of these have contributed to the transformation of our high schools in San Diego Unified. And the third thing, which was accomplished in the 2014-15 school year, is a focus on equity, to ensure that all students have the opportunity to succeed, working with the National Equity Project to help the district address all the needs of
078all of our students from all backgrounds. Now what we did for a year ago, as we had done the year previous, was to go over six items, or six priorities that we have. And as the public speakers mentioned earlier, we have a lot to do in terms of moving this district forward, and I would have hoped that more people would stay to listen to what we've accomplished in the past year. But we will continue on. The first area was in Common Core for all students. And in this, the superintendent has focused on capacity building of our staff. Common Core isn't a new curriculum, it's really a new way of, a new approach to teaching and learning. It's been adopted by California as part of our state standards, and it's consistent with our Vision 2020 emphasis
079on critical and creative thinking. The area's superintendents first emerged themselves in this work. They worked with the principals. The principals have worked with their staffs. The teachers have had special days where they can work on Common Core preparation during the past year. They've also participated in professional learning communities to get up to speed on all of this. And also Common Core support teachers were provided at the site level to assist the teachers. And that was a big area of accomplishment. The next area, the third we had for last year, was closing the achievement gap with high expectations for all. A few things to note here. Aligning the kindergarten and transitional kindergarten programs to prepare students for these new standards. The integration of English language learning into the full curriculum rather than having them as a
080stand apart service. The same with special education. Having special education integrate into the entire instructional program. There was the development of programs, special programs for refugees. Working on the level of cultural proficiency through the work with National Equity Project to improve the achievement of all of our students. And this has been carried forward with principals and other staff members. Also the creation of the Office of Youth Advocacy to address many of these issues in a systematic manner. Another thing in the past year was restorative practices have been implemented at pilot schools. And during the past year, suspensions and expulsions have been reduced. A third big area of accomplishment during the past year for the district under Superintendent Martin was an A to G preparation. A to G is basically the preparation for all students to
081graduate with the ability to choose between going to college or going directly into a career by having all the necessary courses. This required that the course offerings at all of the high schools be reduced. All of the high schools be revised to make sure that all the students would have the opportunity to meet the requirements. To do this, she very quickly formed the Office of Secondary Schools to support this effort. There was complete audit of all student transcripts to make sure that all of our students in the class of 2016, the first year in which these new requirements are taking place, are able to meet the requirements. Master scheduling has been revamped to meet the needs of students. And there's been special training for counselors to also meet the students' needs with these new requirements.
082Another addition was more career technical courses that also meet the college prep requirements at the same time to give more flexibility to our students. And finally, last year was developed the initial plan to develop innovation centers at all our high schools to help those students who are either behind or ahead, who are high achieving or low achieving, to meet their needs that are not being met. And that's what we're doing now. And we're also working on the development of a new curriculum that will be available in traditional classes. As was previously mentioned, the opening of Lincoln Middle College is another example of expanding access to rigorous curriculum across the district. In the area of parent learning, we recognize that there are many excellent parent learning programs at different sites across the district. But the goal
083of the board is to have effective programs at every site district-wide to all parents, and two, to have a greater sense of participation and ownership in the schools. The fifth area of priority we had for 14-15 was in communications. While the superintendent has been an excellent communicator for the goals of Vision 2020, we need all of our students, all of our teachers, all of our staff to be able to communicate our story across the district. We have some of the infrastructure in place, but now we need to really develop the capacity of our staff to communicate what we are doing. On another front of communications, the superintendent and staff have been excellent advocates for our budget needs in Sacramento, along with our government relations director in Sacramento. San Diego Unified was successful last year in
084achieving additional funding for the local control funding formula, for significant repayment of millions of dollars that were previously owed to the district, and also for local flexibility in terms of housing, and how we use that fund. Another area of achievement was the primary stages of developing a plan for adequate forming for education across the state of California. San Diego is leading the charge in coming up with a way to calculate exactly how much is needed to adequately fund public education so that we don't remain number 46 in the nation. The sixth and final area was in IT development. San Diego was one of the national leaders in putting technology into the classroom, but now we're working to get that technology more closely aligned with the instructional program. There's now a pilot program that's beginning this
085year in certain schools for one-to-one devices so the students don't have to use a different device in each classroom, but they can actually carry their devices to the classroom, take it home, and have all of their work on the same device. Now, the priority areas we have are in addition to all the things that we had listed the prior year, which she continued to work on, and as we did last year, we're using a growth and development model to evaluate our principal, our superintendent, excuse me, our superintendent in the district. So there are basically four categories, and you'll see this if you go into the details of the evaluation. There are many, many different categories that we have in terms of what we're evaluating, but we're basically saying, looking at whether the district is at
086a beginning level, a developing level, a starting level, accomplishing or extending. Beginning means we're just getting started on the work, but there isn't any progress yet. Developing, the work is being launched, and it's just in the, as the name suggests, in the process of being developed. Accomplishing means it's really been implemented and we're actually seeing some results from what we're doing. And extending means that we're extending it far beyond what we originally set out for it to do. So if you look at the details on the board documents about the evaluation of the superintendent, you'll see that we have a list of the ratings for each of the categories there. So each year we're developing goals for the district. Currently we have a plan, which is the local accountability plan, which we use here. We
087present to the state, which is in line with our Vision 2020 goals. That is the basis on which we're going to evaluate our superintendent for the coming year, in the year 2015, the current year, 2015-16, when we sit down next summer and go over what we have accomplished for the year. So we have discussed this very thoroughly with the superintendent, what our priorities and goals are for 2015-16. She has put that all together and she will now be able to present to you what are our goals for 2015-16. Okay? Thank you. I'll present the gavel to the president. And the superintendent can present 2015-16. Thank you, Dr. Evans. That goes to item E2, which is the introduction and focus for the initiatives for the 2015-16 school year. And this is a result of the evaluation
088that you just presented from this past school year and the board meeting that we had in July, I believe, at the Ballard Center, where we talked collectively in an open workshop about our goals moving forward. And as we move forward, I want to present tonight the overall picture around supporting our students, that our focus is going to continue with a very intense focus around meaningful graduation. And you heard Dr. Evans speak about A through G and the A through G initiatives that we're going to continue with that in the 15-16 school year with a focus on equity and being able to deliver for all students. We also are very committed to parent engagement and having our parent engagement approach be something that is as comprehensive and systemic as our approach for capacity building that we've
089developed in the last two years for our educators. We want to make sure that we're building parent capacity as well. So it's those overarching areas. Let's talk about the fact that after two years, we want to look at, through our local control accountability plan, that there are metrics that go with the work that we're doing. And in the local control accountability plan, we've committed to our programs, our actions, and our services. And we have baseline data now. We have SBAC data that's out. And we're also looking at data around California Healthy Kids Survey. We're looking at fitness gram data. There are other data points that, when you look at the comprehensive metrics inside the LCAP, there's over 40 metrics. And what I put together here is a table to help bring more clarity to how
090we look at our students, how are we going to know at the end of the 15-16 school year how our students are doing in the work that we're committing to around meaningful graduation, A through G, parent engagement. And we use key levers to make this change happen. The key levers are going to be around our school climate with equity and relationships at the center of that work, around building capacity, around the physical health of our students, and around family engagement. So when we look at the metrics that we'll be able to use to measure the work, on the left side of this chart, we're first asking ourselves a question about the key metrics across time to know how our students are doing in the social-emotional aspects of learning. So when we say a child's more
091than a test score, we're not going to know how did the district do at the end of the year by just looking at the SBAC results. We want to know how are our students feeling. So we look at school climate data, and we looked at attendance data. Those are two key metrics that are in our LCAP that at the end of the year we'll be able to look and say, how are our students doing? And it's answering the question of, do our students want to attend school? And we need to see, do our students want to attend school? That gets into school climate and attendance. Once we can assure they want... You're smiling, hey, Suze, over here. Do we want students to attend school? But then the second question is, can they attend school? Are
092they healthy? Do they have access to the healthcare needs that are necessary for them to be healthy and able to learn at school? Can they attend school if they've been suspended, if they've been expelled? And if our suspension and expulsion practices are not consistent, then students can't attend school. That even if we create a quality school in every neighborhood and high quality classrooms, students can't attend if they're not healthy or if they are being suspended or expelled. So we look at those data, and we look at the data points. It's the left side of the chart because it helps us understand those key metrics across time that give us the climate of schools, whether kids can attend and whether they want to attend. Then the metrics on the right side of the chart that we
093look at helps us ask the question of ourselves, are we prepared? So let's say kids can get to school, they want to be at school, they're not being suspended, they're coming to school, they're healthy. Are we prepared for them? So we look at our quality teaching, our school leadership, our professional development as other metrics that are important in delivering on quality schools in every neighborhood. So that's on the right side of the chart. And then in the center, you can see the foundation is, of course, quality schools in every neighborhood. And I'm going to read from the bottom up because these are nested points that help us know how our students are doing. So you begin with family engagement. Our foundation of quality schools in every neighborhood is family engagement. And you will see more
094concerted efforts this year in the 15-16 school year. To be more systemic and systematic around how we build the capacity of each and every parent to be an active participant in their child's education. I'll feature, at our next board meeting, I want to feature the work that we did last Saturday, launching family engagement initiative. It's Team Family for Equity. It was a session at Ibarra that many people attended, asking our parents in a listening session and in a design thinking process around what does it really take for our parents to know that they can be engaged, that they have the ability, that they have a relevant contribution, and that we want to partner with them. Not just in increased, you know, coming to coffees with principals. We're talking about deep engagement of our parents. So
095that's a foundation of this work moving forward in the coming year. Then we want to look at the infrastructure. So going up from there, the families are engaged. What does our infrastructure look like? And we have key metrics for the digital environments for our students, our safe schools, and our quality facilities because the infrastructure needs to be important. And then that all wraps around the building with the beginning and the lighter blue section. We're going to begin with each one of these building upon the other, looking at language proficiency rates and reclassification rates of our students. That's a metric that's important to us. And that, when language proficiency and reclassification is on target, that leads to students' reading levels and writing levels, which leads to interim assessments being on track. And then you can look
096at the CAASPP, at the new SBAC assessment, which then gives indication of how students are doing with their grades as an indicator for student learning. Then we look at the complete A through G sequence and the high school graduation rate because we're committed to meaningful graduation. And each of these metrics predicts proficiency or ability on top of one another. Then we look at our advanced coursework as a metric, our CCE coursework, our college and career readiness programs, and then finally, the EAP. So let's say we have meaningful graduation, we accomplish that. The EAP is the early assessment for progress that tells us how students are doing once they get to college. And are they succeeding or do they need remediation classes? So we can't look at one individual metric in and of itself. We're not
097going to just look at health data or attendance data or suspension data or running record data or high school graduation data or the grades or the interim assessment. Each of these presents a whole picture on how our students are doing. And at the very top of this chart is our district cluster school enrollment, which is really the large lagging indicator for students. This lagging indicator, when we look at one of these metrics around cluster school enrollment, when that indicator moves, that gives us feedback about if our students and our community is satisfied with the work that we're providing and the quality education we're providing to our students. So this is a bigger picture around the metrics that we're using. And you can look at our LCAP, and even if you look at the user-friendly document,
098you're still saying, well, we're not going to be able to do this. And so we're going to be using a set of metrics that we've put together that are about social-emotional health of our students, about the infrastructure that we've created in our district, about our schools being ready with teachers and principals that can teach and lead, and then a nested set of metrics that help us know how students are doing and achieving in the classroom. So that's the big picture of the metrics. And let me report on the metrics that we're currently looking at. This is the data that we're going to monitor which is a school climate survey, and this one in particular is on school safety. And I shared this data at the beginning of the year with our principals at the principals
099conference. This is data that we're going to continue to monitor as one of the metrics that I just outlined on the page before this. Looking back at the last time we were able to see this data, we asked our 7th, our 9th, and 11th graders, and then we asked our staff, how do you feel in terms of being harassed? Have you been harassed? And you can see that 44% of our 7th graders, 36% of our 9th graders, and 11% of our, I'm sorry, 31% of our 11th graders reported that they feel that they've been harassed. This data is not data that we've typically talked about publicly here on the dais, in our principal conferences, but this is key data. When I said we want to know, are we building schools in which students feel safe,
100students want to come to school? You don't want to come to school if you don't feel safe, if you feel like you're being harassed. If I were to ignore that school climate data, I would not be building and guaranteeing that we have a quality school in every neighborhood because feeling harassed impedes your ability to learn. I think this next metric that we're going to pay attention to is when we asked our students, do you feel safe in school? And you see a discrepancy here. Around 60% on average of our students, 7th, 9th, and 11th graders that we surveyed, said they feel safe at school. But when we asked the adults, do you think students feel safe at school, 92% of the adults said, yeah, the kids probably feel safe. But that's a disconnect. And that
101disconnect can have to do with cultural proficiency, it can have to do with not being connected to our students. We need to pay closer attention to that. And this will be a metric in our LCAP that at the end of next year, when you look at the evaluation of the superintendent, the evaluation of the district, these are two key data points that we'd like to see movement on through our efforts around restorative justice, cultural proficiency, and the ways that we engage students so that they feel that they are in situations where they're not safe. So that they're not being harassed and they can feel safe at school. One of the goals I had put forward is around specifically our LGBTQ youth. We can disaggregate that data and we put forward a new survey that we'll
102be doing this year specifically asking around questions around LGBTQ youth feeling safe in our schools. That I'm sure is a subset of the data that you see here. It's data that we're going to monitor, take action on, and want to see movement. We also looked at the school climate with the same California Healthy Kids survey. Broke down school climate into three categories for protective factors. And I'm noticing my two students up here are really paying attention to this presentation because this is probably resonating with what you experienced. But we asked our 7th, our 9th, and 11th graders and then our staff, first asked our students do adults really care about all students? That's caring relationships. So do our students feel that adults really care about them, about all students? Well, 7th, 9th, and 11th graders,
10333, 26, and 34 percent said adults really care about all students. You ask the adults, 89 percent of our adults said yeah, we really care about all students. That's a difference that we need to pay attention to. Then we asked our students do adults believe that every student can be a success? We're getting at the core of transforming education when we're saying do our students think that the educators before them believe that they can be a success? And if you're sitting in a classroom and you don't think that your teacher believes in you, what does that say about you and about your future? The data is clear here. 54 percent of our 7th graders responded saying that adults believe that every student can be a success. 41 percent of our 9th graders said that the
104adults believe in them and that they can be successful and 43 percent of our 11th graders. But when we asked the adults, we asked the teachers, 80 percent of the adults said we believe in the kids. And I believe teachers can say we believe in you, but do the students know that they believe in them and that they can be a success? And then we asked the students about meaningful participation. We asked our students are they encouraging decisions and opportunities for students? Do you feel like you've been given opportunities to meaningfully participate in your classroom? And that data is even lower. 15 percent of our 7th graders, 12 percent of our 9th graders, and 11 percent of our, sorry, 13 percent of our 11th graders felt that they were not being given opportunities to meaningfully
105participate in their learning. The fourth learning cycle is about taking an active stance in your learning, about having voice and agency. That is a key factor in schools being relevant and meaningful to our students. When you have less than 20 percent of our students in 7th, 9th, and 11th grade saying that they feel that they have opportunities to meaningfully participate, yet when you ask the adults, 67 percent of the adults say yes, we give opportunities for meaningful participation. At this point this data is not meant to judge. We don't use data for blame or for shame or for judgment. We use data as information to make decisions to how to improve our system. And when I say we look at data and we look at multiple data points, this is one example of how we'll
106look at these particular data points over time to look at the social, emotional well-being of our students across this district. And the systems and the structures and the programs, action, services that we put in place, whether it's restorative justice, changing our discipline practices, our significant engagement and work with the National Equity Project to better understand how to make learning meaningful and relevant for our students, are the efforts that we put in place to change these outcomes that you see here. I consider this baseline data. I consider this data that is a place to begin from. And when you look at our LCAP that we use to create the evaluation for myself at the end of the year and the work that we do with the district, these are the kinds of data points that we're
107going to be looking at and talking about publicly and then figuring out what we need to do to move the dial on some of these very important factors. Can I just ask you, do you happen to know off the top of your head what the sample size was of the California Healthy Kids study that was taken? It's the 7th, 9th, and 11th graders across the district. I don't know the exact numbers though. Okay. But all of them? About 10,000 per gram level. Okay. Is it appropriate to just chime in and do we have the data by site? By school site? I believe we have that. And then is a part of the process then to take this data back to that site and show it to all the teachers and educators at that site what
108their students feel about their school so they can have a level of understanding and then maybe act upon that data to try to develop plans at their individual school site to try to address and help support these kids? Yes, certainly. Because that's the plan. Our entire approach has been about using data as a flashlight and being able to arm teachers and school sites principals with the kinds of data points that are most meaningful and relevant. We're bringing forward a proposal, I think it might be in the next board meeting, to add 5th grade because as you saw this was 7th, 9th, and 11th. And it's a sampling. It's an indicator. We don't have to assess every student every year on every single metric, but it's a dipstick. It shows us where we are in climate
109and culture. We realize that we are not able to check in with middle school, I mean elementary school, so we're adding 5th grade students to the California Healthy Kids data survey and be able to return that data in a way that we can act upon it. And how we aggregate and disaggregate that data, each assessment has different ways of doing it. But certainly whether it's by teacher or by school or by district, we need to have a way to respond to that data. And each data set has different ways to respond. And we need to report back. The survey for gay and lesbian students, the LGBT survey, which will assess the climate in a variety of different schools as to whether or not those schools are hostile for gay and lesbian and transgender students, that's
110being conducted right now? We're bringing, I don't think we've started the survey yet, but we're bringing forward that survey to be completed by the end of December. Right. And so our students and our staff and all of our middle and high schools are being asked a variety of questions about whether or not if they're gay or lesbian or whether or not they go to a school that is openly hostile to gay and lesbian children. So then we can look at that data and hopefully come up with some pretty aggressive plans to make those schools safer for all the kids there, right? Okay, thank you. Just one last question. So have we before done a survey about make, to determine whether students and their families know about resources that we provide? And I kind of thought
111of this because you're talking about the LGBTQ survey and while we are, we also have some additional supports and we need more supports, it would be critical for our young people and their families to know what resources that actually exist that they can take advantage of. So that's like a, so my specific question is have we done a survey or have we considered doing a survey to make sure that to find out if our stakeholders know the services and the supports that we have in place? Not specifically, those questions haven't been specifically asked at least at the broad district level, maybe in certain clusters or in certain schools, that might be something that we're looking at. I know team family for equity that some feedback that we're hearing from our parents, that could be something
112that we incorporate into one of our indicators will be as you see, I'm going to go over the six goals for the year and what metrics you can expect to see. One of them is a climate survey for the whole district, a district-wide customer satisfaction survey. That could be something that we could incorporate in there as well. These are the SBAC performance results for English language arts and SBAC is the Smarter Balanced Assessment that's assessing the new common core standards and the first time these results are being talked about. The parents, by the way I should say the parents have not received the scores yet, they will come to the parents individual student scores in late October and we are still waiting for those, for the parents but I can show you what the district-wide
113results are in English language arts. On the far left we're showing that 51% of our students were meeting and exceeding standards in English language arts and that across the state we were second among large urban districts. San Francisco University was just a little bit ahead of us in English language arts but other than that among the large urban we were second but you can see that 51% of our students meeting and exceeding standards have disaggregated this into our subgroups because our attention and focus on equity and each and every student, that all means all, is clear in this data here. You can see our English learner students at 15% meeting and exceeding standards, our students with disabilities at 13% our African American students at 33% and our Hispanic students at 36%. You can see the
114achievement gap is real and persistent and no matter what measure we use we continue to see at points up to 20% or more difference between students that are meeting or exceeding standards and our subgroups. And you can look at math as well. We have 41% of our students in total meeting or exceeding standards in mathematics on the SBAC and the persistent achievement gap for English learner special education, African American students and Hispanic students. You see the discrepancy where English learner is only at 14% meeting or exceeding standards and special education students at 10%, African American students at 21% and Hispanic at 25% where the district is at 41%. That 41% again is second among large urban districts in California and it's for both English language arts and math we are at or above the county
115averages. So we can sell the aggregate and pretend like everything is fine or we have to make sure we are attending to what it will take and the nested set of assessments that I shared with you when I said we begin with language proficiency and reclassification rates as one of our major targets for closing the achievement gap. The nested set of assessments that I shared in the first slide with the blue one when I said language proficiency and reclassification we have to monitor that and put supports in place because if we don't address that we'll continue to see the achievement gap. Reclassified. Fluent English proficient those are students who have been reclassified. Yes, Trustee Berger is pointing out that the RFEP or reclassified fluent English proficient that achievement gap has this when we reclassify students
116and reclassified students have shown their ability to learn in both languages and their proficiency in English you can see that that is where we start to see the change and that's why when you looked at my nested set of assessments and metrics that we'll use to know if we have students on track to graduate for meaningful graduation we begin with language proficiency and reclassification because when we figure that out for each and every student in each and every classroom across this district we're actually able to invest in what we know works here. We're able to see the outcomes. We know it works. We can see that reclassification is a key indicator and we know the ways that we go about doing that and our restructuring and our reinvestment looking at how we're supporting English learners
117with different models the models that have worked across our district in small pockets we're now replicating those models and it's a change it's a change in practice but we're using the practices that we know worked for our English learners so that we can achieve that reclassification rate Good. Nice for pointing that out Thank you The next slide just breaks it down by grade level. I don't think the grade level data is as meaningful as the total data and then the disaggregated data but you can see pretty much across grade levels in English language arts all students 51% and there's not there aren't huge conclusions to be drawn when you look at it by grade level the real story is in the disaggregated data and that's where we start making decisions about how to best support
118our students This isn't English language arts I would say that this is pretty significant again we never want to make this apples to apples comparison with the CSTs but with the CSTs we frequently saw the achievement levels go down as the grades went up and we really don't see that so the fact that 11th graders are here at 59.1% is really strikingly different from the data that we saw with the CSTs And that flips when we go to math but you are right that in English language arts the 11th graders across the state had been a standout in terms of higher than all of the other grades and when we look at across the grade levels to see it kind of even like that you just did what we always said thank you for saying
119we don't compare CST to the SBAC because it is very different and it is apples to what did I say apples to sailboats but you are looking at overall typically there was a trend when you looked at aggregate data and that trend is different here but when you look at math it is almost the opposite that 11th grade math was not the same as the aggregate in the district which is 41% but 11th graders were 37% I am having my students look at this were you 11th graders last year? yes so again the SBAC results will be part of the totality of the evidence and the data that we use to see how our students are doing but we put it alongside other data points like California Healthy Kids data this SBAC data and another
120data point that I find very interesting before we go on to the fitness scrim I just wanted to make a statement about SBAC testing results there is a mountain of information that is being circulated across the country that is a very convincing indictment of the SBAC testing the processes, the procedures they don't necessarily test the standards the people that are actually grading these it has been reported that a lot of the people that are being hired by Pearson and other companies that are administering these tests for profit are doing so by hiring test evaluators on Craigslist so if you need a job just go to Craigslist and you do not need to be a teacher or an educator and you can be hired to grade these SBAC tests it's very well documented and so I
121think that we could go on and on and I would bring the mountain of evidence that has been created and the mountain gets bigger and bigger every day that the SBAC testing is being done by for profit corporations that only make more money when they prove our kids fail and there is a lot of other things to be said about this but I think it just underlines the emphasis that this board voted 5-0 last year to take a very strong stand to not put these kinds of standardized testing results on teacher evaluations and there is a lot more to be said about this but I think I need to say it because I can't sit here quietly and say that we are not doing what we are doing and just allow us to accept these
122SBAC test results from the state thank you just to add a comment to that and I appreciate board member Beiser's comments to put this in context as was said earlier by superintendent Barton this is one score and our students are not a single score in addition that's why we look at qualitative data that's why we look at a broad spectrum of the state this is also why we don't use evaluations like this and test scores like this to evaluate teachers or to evaluate schools or to evaluate the district this is a baseline we really don't know how we are going to use it I think we need to be very cautious but I think we also need to be very deliberative it is a piece of evidence it is a photo it is a picture
123of where our students are and we need to put it in context we are beginning down this road at this process looking at data critically not only how it was taken but how it is used and I think you can trust this board to do that the one thing that is clear out of the SBAC results is that the only thing it tells us is what zip code these children live in thank you the context of achievement data is always going to be the reason why I began tonight's presentation our goal for this year is to say the goal of this district has never been under my leadership and under this board that I have known to be about increasing test scores it is about creating quality schools in every neighborhood and the indicators that
124we use to do that are multiple and we use data as a flashlight and so putting it into context Trustee Beiser's comments about we don't even know what this means there are questions about it it is baseline data but I will continue to commit to the multiple measures that help us know how our schools and how our students are doing including social emotional data and the other factors that we know are incredibly important for students to achieve and do well not just in school but in life and not just on tests but in their ability to interact with one another so fitness gram data is also important it is data that we have had for years we haven't paid public attention to that data we keep doing it and we don't talk about it publicly
125our students ability to have you have healthy body and healthy mind to learn when you are feeling healthy when we look at this data you see the same disparity you see the same achievement gap and now we are talking about physical fitness and we are looking at this fitness gram for 5th, 7th and 9th graders they continue to take the test in grades 10-12 until they have achieved a passing score in at least 5 of the 6 healthy fitness zones and we look at aerobic capacity body composition abdominal strength and endurance trunk extensor strength and flexibility upper body strength endurance and flexibility these are physical health indicators for how you are doing and all students in 14-15 we were at 58% of our students being able to pass the fitness gram and then look at
126the subgroup data English learners and special education students what does an English learner not being able to pass fitness gram what is that about we still see it is achievement gap not just on a standardized test but on your physical ability and health the next item I broke it down also by subgroup same thing fitness gram and you see 58% of all students 56% of African Americans and 50% of Hispanic students below what the district average was on that we are going to continue to pay attention to fitness gram because we want to make sure our students are healthy and what will it take to create conditions in every school for this data to also improve because we know this is an indicator it is a clear leading indicator in the district and what will
127it take for that data to improve as well and it is one of the metrics that we will be following so let's move forward into the goals for next year our LCAP is very clearly set out to address six goals the six goals in the LCAP have programs, action services I want to paint a picture of what we will see in the year ahead for each of the areas in the LCAP which become part of the evaluation that you will do for me at the end of the year and the evaluation of the district the first goal in the LCAP which I will outline now in the next six slides are related to the 12 quality school indicators remember those indicators are what we decided as a community in 2009 would be the foundation of
128what it takes to have a quality school so the first goal is closing the achievement gap with high expectations for all this picture that you see here is a reclassification ceremony at Hamilton you will see that our focus on closing the achievement gap for all, some of the things you will see in the year ahead to accomplish this goal will be students using one tool one to one devices we are rolling out specifically in the Crawford cluster and maybe beyond that one to one devices so it's not just a computer in every class but it's your computer and there is very clear research on one to one devices improving student learning so we are going to commit to that as one way that we accomplish this closing the achievement gap you will see large cohorts
129of mentors supporting our high school students to stay on track to graduate through our office of youth advocacy we will be investing and creating opportunities for more student mentors because we saw some examples of that last year San Diego High in particular we want to expand the mentor program because we know mentor programs for high school students help keep our students on track to graduate which allows us to close the achievement gap you will see in the year ahead that our instructional cabinet is going to continue to work closer in new ways to achieve the greater impact in our RTI program that's response to intervention you will see our English learner resource teachers working alongside our schools and our area superintendents so that we can strengthen the CELT testing process you will see our ELSTs
130working in collaboration in teams with the area superintendents for integrated designated ELD instruction in every school you will see our renewed focus on family engagement and the RTI process for English learners and reclassification process will be what our ELSTs are focusing on in collaboration with the area superintendents leading that work directly systemically and systematically so at the end of the year how will we know how I'm doing and the district is doing on this first goal you will see more students reclassified you will see more students reading at higher level and you will see increased graduation rates as three specific metrics related to goal one goal two access to a broad and challenging curriculum that we've committed to this is a picture from the first day of school at Salk Elementary I love this picture
131of the kids with our focus on the broad and challenging curriculum we will see some new things put in place this year to broaden the experiences for our students the students are going to have access to ethnic studies classes you will see greater access to advanced courses this year we're going to continue to refine our master schedules to ensure that each master schedule is equitable student centered and that it offers more student advanced coursework opportunities you will see exciting new online professional learning for each teacher and principals and we will see some new things put in place this year that online learning actually already has I don't know the exact numbers of views but we can track the online professional learning and the videos that were made available we can actually track the number of
132views so that's a data point that we can look at so we're getting professional development out to our teachers in multiple ways using technology you will see that online learning this year will provide our educators the tools and the resources at their fingertips to allow them to have access to learning at home and on the go we know teachers don't just learn in short minimum days or release time they can learn on the go you will also see our clusters this year working together to create coherent well articulated cluster pathways at the end of the year what will happen, what kinds of data points can we look at you will see more students on track to graduate with A through G more students will be prepared and scheduled to take the advanced coursework that we're
133offering in the 16-17 school year and we will begin tracking the number of students who graduate with the seal of biliteracy those are some indicators that relate to access to a broad and challenging curriculum what are these students looking at? something really interesting I don't know some amazing discovery I'm just curious they're looking for the fairy shrimp itself our third goal is quality leadership teaching and learning and this is a picture Loma portal second grade teachers in area 3 when they attended their September training how will we know how we're doing on quality leadership and how will we know how we're doing teaching and learning what we know is that's a foundation to our work quality leadership, quality teaching, quality learning is the heart of the work of this district without those key areas in
134place we cannot ensure an equitable quality classroom for every student so by the end of the year we expect to see substantial growth and development in our district and school leaders and their leadership practices that we've clearly articulated in the two years since I've taken on the role of superintendent you'll see a continued focus on equity and capacity building is a cornerstone of the way we deliver quality education to our students we'll see strong writing workshops in each of our K-8 schools and well developed mathematical practices we'll see principals and teachers leading professional development that supports the learning of their colleagues we expect each and every principal to have the leadership capacity to lead professional development so teachers have opportunities to learn with one another and improve their practice you're going to see continued refinement
135of our hiring practices so we can expand the diversity of our staff through our teacher pipeline initiative at the end of the year what we can expect to have in terms of measurable results is improved student achievement as a direct result of this capacity building under this indicator we'll see strong teacher capacity building plans for each school and we will see an increase in the diverse candidates in each teaching pool oh I forgot to do each one of these sorry I thought those were already up the next goal the fifth goal in our LCAP is parent and community engagement with highly regarded neighborhood schools that serve students, families, and communities this is a picture of the neighborhood parade with students and families obviously from Franklin am I on the wrong slide I was out of
136order ok I'll just do it in this order one slide there we go the LCAP goal number five is parent and community engagement with highly regarded neighborhood schools that serve students and families this is an area that we expect to see accelerated momentum in the school year ahead we have a district pilot currently underway that helps us figure out the best ways to engage families we have some pockets of this right now but we do not have a district wide systemic effort to help our families know how to best engage and support their students education for successful outcomes the pilot that we have underway that I just spoke about that launched last Saturday is being led by Allison Roland our Harvard resident who was in the process last weekend called design thinking we expect to
137see new solutions new approaches that will fully, meaningfully, and authentically engage our families we're asking our families what does it take to be meaningfully engaged how can we best meet your needs and meet you at the area that's most relevant to you in addition to that work you're going to see great work that's already started it's picking up steam the work that Julie Martel started to engage our cluster program is to engage the principals and cluster leaders so that we have the coherent pathways TK through 12 within each cluster we're being more concrete about that we're being more articulate about those pathways that are meaningful to the school community this year we're redesigning our enrollment options office we have very good suggestions from current staff in that office from our parents, from our community members
138as we create the welcome center and enrollment options we're interested in creating accessible personalized, welcoming enrollment centers so our families understand and we're able to highlight and support the neighborhood district school at this point when people want to think they make a choice for where to go to school and they go to the choice office we want to first highlight the accomplishments of the neighborhood school and have our enrollment options staff and the welcome center be able to clearly articulate what's already happening in the neighborhood school how will we know how this is doing you are going to see at the end of the year more families choosing their resident school as the school's best choice we're tracking that data of neighborhood enrollment and in addition we're going to see improvement in students articulating to
139schools in their cluster if they don't go to their neighborhood school of resident they're at least within their cluster because we have coherent pathways that meet the needs and the vision and the hopes and the dreams that families have within their cluster that we don't believe your demography should determine your destiny we don't believe that you should leave your neighborhood to get a great education we believe that we work with our community to define the pathways that are most important and meaningful and relevant so you can stay at home in your neighborhood and get the highest quality education with measurable results across all the spectrum of data that we know is important and the well orchestrated district wide support services and communication is LCAP goal number six around communications and district wide services this is
140Mira Mesa High School broadcast facility grand opening we'll continue this year to refine our systems, our processes and communication we have a big goal to continue the work of our school departments and the silos that continue to exist in the district we're working to develop teams of leaders who work across divisions and departments to seek solutions together make plans together innovate and support the complex situations that are existing in our district and to ensure the support for the schools is coherent and focused and not delivered department by department by department but a coordinated coherent effort at the end of the year the way we can measure this result will be to implement a customer satisfaction survey in an effort to continue to refine and improve our work in this area I appreciate that and I
141think that's important so we saw the climate survey at the schools about sort of the perceptions of staff and the perceptions of students I think it's also very important that we do a survey that looks at the perceptions of folks out in the school community and the kind of support they're getting from the district and relate and compare that to the perceptions that the administration has about the way that we're providing support I think it's an important flashlight as well and one of the reports that you asked for towards the end of last year was regular updates on special education on English learners so we believe we're building better systems and designing better ways to support but we need to ask those that we're serving and our customers our internal customers district wide coordinated services
142we can design the best approach and we think we've broke down the silos that's more meaningful but we need to ask the people that we're serving and we want that feedback and we have already agendized regular reports in each of the areas around counseling, English learners and special education so that we can and climate survey or customer satisfaction survey is an indicator so it's not just yeah we think we're doing okay let's ask and let's continue to improve in the areas that are important to our staff members yeah I have something it was more towards the beginning of the presentation about the reclassification process because this summer I interned with assemblywoman Lorena Gonzalez and our group took on a bill about reclassification as a student who was reclassified as a student whose first language is
143not English I know that it can be very frustrating for these families that every single year you're taking out of your classes until you hit some sort of proficiency standard and we went during our internship we went deeper into what it means to be reclassified and we were seeing that these benchmark standards for students to hit were very high and were very technical and it was very easy to fail the reclassification test so I just wanted to ask about that because I know that the bill that we did draft and hope that the assemblywoman will propose kind of takes a step down and the gist of the bill was saying that if you already like lowering the standard to which is needed to pass because we saw that a lot of students weren't passing but
144at the level at which they were they were completely proficient these are students that you know are first generation Americans that are coming to the United States maybe like in their middle school years high school years and they're competent enough you know obviously they're in AP honors classes yet they're being taken out every single year and it lasts days and because of one technical thing because you didn't use like the right vocab word for a specific picture or something like that you're brought back down and you have to take it again next year so I don't know where the district stands with that as a current but it's just something that I would suggest that you look into because I know from personal experience it's very frustrating to have to keep taking these tests I
145was reclassified in the sixth grade but it was kind of a nightmare you know from kindergarten to sixth grade being in advanced courses and being taken out and being tested over and over again over one or two words that you may have missed yeah exactly we're very keenly aware of that and you just articulated that beautifully okay alright thank you I'm really glad that it's something that the district is already aware of it is critically important and we have a very big opportunity right now in our state and Assemblywoman Gonzalez understands that and that's why she's I'm assuming why she's taking this on that one of the ways that we were the criteria that we used to reclassify students is criteria set by the state one of the areas of reclassification used to be the
146California standards test that test went away and so what do we use now so it's a period of limbo where we don't have a metric that we used and it was a very arbitrary number California standards test is one test one day multiple choice and if a student didn't have 333 scaled score or above then that was a metric so what if they're 332 you can't reclassify them it was one measure it was one measure that you could use but it was being used to make decisions that significantly impact life outcomes for students and I personally experienced it as a principal at Central when I had students leave Central in fifth grade and I would go and visit them at Wilson and I would see them in remedial ESL classes and these are kids that
147I knew were highly successful in English I had seen them in in elementary school in fifth grade and over the summer when their scores came in they missed it by just two or three points and all of a sudden they're being opportunities are being missed for them so for us to re-look at that quality the characteristics or the characteristics of the criteria that you use to reclassify at the state level and here at the district level we're very very interested in that because we think we need to get that criteria right and there's very clear research on what the best indicators are you don't want to reclassify before you know be too generous with it but you don't want to be too strict with the guidelines you want to be accurate with the guidelines and
148we do have some data in place that actually will show the CELT results are the best indicator some of the other indicators that we're using were either too subjective and you also use teacher opinion as well as and a lot of times a teacher knows if a student's able to be reclassified that teacher input is incredibly important that sometimes the metric and the data points don't actually tell the whole story like you said it's a technicality they got one word wrong and they just said it this way instead of that way but overall they're able to be reclassified it's very technical work in some ways a student can present as being fluent in English and look like they should be reclassified but that is more of their social language not their academic language so reclassification
149is based on academic language proficiency but we are very interested in those metrics and making sure we have them right and we're at a time in California where we have an opportunity to change that okay all right thank you Owen and I would also like to take this opportunity to respectfully step out of the meeting I think we'd all like to do that well it's a school night so yeah got lots of homework got practice so yeah it's been a pleasure being here thanks guys for having us you're welcome yeah thank you so much we'll see you next week thank you that's a summary of the goals and the vision and what you can expect to see accomplished in terms of the work before us this year I just want to make one more comment
150about the evaluation I kind of dryly read through a long list of all things were accomplished and I think you know I said it was an evaluation the district not the superintendent personally but I I think was remiss in not saying that all the board is very excited with the work and I think it's a great way to make sure that we're able to get everyone involved with the work and very impressed with the accomplishments over the past year the district has made but under the leadership of superintendent Martin and and that the biggest thing is a major cultural change in terms of what's going on in the district in terms of people really working together really looking at equity really looking at making meaningful graduation these are all really big things and I think
151it's notable too that you're putting yourself on the line now and saying okay we're gonna we have some baseline data here and we're gonna show some improvement during the next year and and you you're setting yourself up to be held accountable but I think that we're really going to see some results from the seeds and then planned in the first couple of years and I'm glad that there's actually one TV camera here that is the headline tomorrow about what happened this board meeting is going to be major cultural shift in the educational programs at San Diego Unified this is this is what we're really about not these other sideshows so anyway thanks a lot for all the work you've done and I noticed that someone was taking notes so you might actually see that somewhere
152and that that's important I think the other thing is that's a very exciting is that you know as you saw community members and stakeholders are really ready for this and they embrace it and they work with us when we create the opportunity for them to actually do so so that's that's what I'm really proud of and so salute everyone for so moving right along like oh yes yes yeah I don't want the message to get lost I mean this has been a long presentation we've presented a short evaluation which which it does not tell a whole story and and I think also that the the goals that we've set for the coming years are going to be really important and I think that the goals that we've set for the coming year are absolutely incredible
153and and and professionally and that's why I want to frame my comment I understand the accomplishments that the depth of the accomplishments that we've had this past year as well as the the challenge ahead and and I've worked in four different school districts with eight different school superintendents as a principal as a teacher as an administrator I also worked for a district superintendent as a superintendent as a director of programs and an supervisor of instructional services I worked with more than 30 district superintendents as a consultant with the California Office of Public Education I helped validate effective and distinguished schools read and supported schools in the development of their school improvement plans and I'd let a number of quality review teams to assess schools for compliance and quality I did my masters in school administration
154I completed my doctorate and I've been in curriculum instruction I also worked with current president of the California School Board Michael cursed we worked together on identifying critical elements that make up an effective secondary program specifically on high schools my dissertation won the dissertation of the year award for that year for Phi Delta Kappa and the dissertation was about identifying the elements of an effective school I state this in terms of the this in terms of giving a context to the challenges that we face as a very, very large school district and the accomplishments that have been done in the time that I've been here and to observe. We've done an amazing amount of work. We have much, much more to do, but I am fully cognizant of where we've come and where we need
155to go. And then that's the quality of what's being put out. I think we also have to remember our size. 133,000 students over 200 school sites. We have 15,000 employees, 6,500 certificated. Our purchasing department handles 30,000 purchase orders a year. Our transportation does 11,000, transports 11,000 students over 300 bus runs per day. We feed an incredible number of students and we also provide and are focused on quality education for our students. Our budget is $1.3 billion a year. We have a school bond of $5 billion a year and if you work out the numbers, have I done it correctly, this district is spending $4 million a day in to our local economy. Not only supporting our schools, supporting the economy, putting a number on here to try to represent a lot of our 환 of
156people to work in addition to developing a quality program. So I wanted to give that context, the context of what we're doing and how I know as a professional educator the task that is before us, the accomplishments that we've done, and I'm thrilled to work with this board and thrilled to be a part of an administration that has hired Cindy Martin as our superintendent. Yes. You want to follow that? Well, I actually do because I think what Dr. McCrory is pointing out is really the essential approach that Superintendent Martin has taken, which is given the size, the complexity, the diversity in our district, what Superintendent Martin has always been able to articulate clearly is there is no one magic. bullet solution that the district from on high can simply mandate and everything is fine for
157our kids. And while that seems so obvious, unfortunately it's not obvious because we hear too much of a conversation that goes on around the way to fix, as Kevin talked about, to save our failing schools is the way that that context is put. These very simplistic solutions as if that's going to save the day. What Superintendent Martin has been clear about is, and it's important in the context of when we're talking about the superintendent's evaluation, none of this work makes a difference for students across our district unless it's implemented across our district by our entire team. So what the superintendent laid out tonight is. Well, I think that that's what it's all about. Right. Yeah. Right. Yeah. Yeah. is a comprehensive set of strategies and a comprehensive set of metrics that we look at to
158determine are our students making progress and none of that is easily translatable to a sound bite. There's not a single magic bullet strategy or solution in any of what the superintendent has just talked about. What the commitment has been is about building the capacity throughout our district at all levels, staff, students, parents, community partners, because if we don't take that on in a comprehensive systemic way, all we ever do are have a few stops and starts here that people can take credit for temporarily and then move on. That's not what Superintendent Martin is doing. It's not what she's doing in leading this district. It's an honest, clear approach grounded in her decades of experience as an educator on the ground working with kids. And so this is an approach that is about lifting all of
159us up together in a clear way. And again, I thank the superintendent for leading our district in this way. And... Before we... Before we transition to get a very much needed update on hot schools, and he'll talk about what's hot about that, I just want to... 21.7 degrees. There you go. Thermometer. I just wanted to say that as someone for the community college district with continuing ed in particular that leads student learning outcomes program review and accreditation, the notion of... Collective impact is so incredibly critical. And what I really appreciate now, I think I kind of said this earlier, is creating the space for not only schools but for community to work together to get this job done. I stated in the beginning, it's bigger than one single board member, the board or the superintendent.
160It really is... It's a conversation of we. That is a conversation of we. And you and I guess we have created the space for that to occur. And so that's really what's encouraging and excites me about this work. So I want to thank you and I want to thank my fellow board members for that. And so let's talk about what's hot. Did I skip? H1, the informational report on distributed... Oh, sorry. I didn't hear you. Sorry. on district hot weather plan? That's it. Because the weather plan's hot. I think we're taking that one out of order. So at last Tuesday's board meeting, or on the 15th board meeting, you asked me to come back and talk about a near-term strategy for our hot weather days and a long-term plan for air conditioning. So I wanna
161give an update on that and say what's been accomplished just in those two weeks and where we are in our ability to handle the heat in San Diego and what we've done. So in terms of the near-term strategy, what happened is we have each of our school sites creating their hot weather plan. The hot weather plan was something that had to be co-created with staff and input from the community. And so those hot weather plans, we did sort of push it to have it done by tonight, which might have meant that some of the hot weather plans didn't have full engagement of the staff. So we have drafts of them. We've encouraged our school principals that if you weren't able to get full engagement and association reps sign off on that, because you needed more
162time to engage your community, that you should continue to do that. But I am happy to say that as of September 15th, 80% of the schools did submit their hot weather plan, at least in the draft form, and had sign off from the teachers and if there's continued engagement on that. So what we looked at when we had them, this hot weather plan idea was something that we've always said when a heat day is occurring or when we're moving into hot zones for schools to implement their hot weather plan. What we didn't have is consistent, coherent hot weather plans in the district. So what we did is we provided a template so that every school site used the same format in that template and we asked them, it's required sites to create indoor instructional strategies
163and outdoor activity plans that are modified for heat days and put it in writing and make that heat plan available as part of the school safety plan, as part of the school governance so that everybody's aware of what we do, how we do it. It's not just the principal making it up and turning it in as sort of a bureaucratic function, but it's something that everybody's been a part of and we'll continue to revise those hot weather plans as we get for site specific strategies. And a hot weather plan at one site could be very different than a hot weather plan at another site. We want it site specific because the optimum learning conditions, I can't decide optimum learning conditions from where I sit and neither can you. They have to be developed at the
164site level with site level input. So 80% of those are turned in. Tonight's report has a summary of, we collected it in a database so you can see, for each site, this is really tiny print, but you can see by site what they, when they populated their site hot weather plan, we summarized what's in every single plan. So if you wanna know the plan for every school, there's a summary document in tonight's board report. We also worked with facilities, construction and planning. One of the new term strategies that you asked for us to look at was to make sure that there's a cool zone at every school. And we want a viable cool zone at every school, not a pretend cool zone at every school. And we realized that we couldn't say definitively that we
165had a real viable cool zone at every school. So what we did working with facilities and planning is we made sure that we had temporary portable air conditioning units to every single school that had limited or no air conditioning. So every school that didn't have air conditioning or limited air conditioning, we now have ensured delivered four temporary portable air conditioning units, or are in the process of delivering, to make sure that there are two rooms as specific cool zones at each school. We know if your whole school is not air conditioned, two rooms is not enough. We know if you're a teacher or a student in one of the classrooms that doesn't have that, that we still need to figure out what to do. But we did wanna make sure that for students that are
166medically fragile or somebody who's having specific heat issues, that there was a real place that they could go on their campus. And so thank you to Lee Dalgeroff and his team to make sure that very clear plans were in place for how we can put these temporary portable air conditioning units in two rooms best suited for air conditioning at each site. The process of doing that, identifying, they worked with the principal to identify where that should be. It wasn't just Lee and his team going out there and saying this room and this room. The school was helping to identify what the best place would be. They had to look at things like where was there an ability to exhaust hot and moist air? Were there electrical power connections available? Was there window security had to
167be taken into consideration after installation? They were able to identify where they needed to be. They were avoiding south-facing walls and they were looking for room sizes of 400 square feet per AC unit. So that's a lot of the technical detail. More of it's in the report, but that's the team from, our team from facilities planning and construction that also worked with building services and supervisors of physical plant and operation to implement that. So again, it's cross-functional team working on delivering that in the near term so we can ensure that even schools that don't have full air conditioning have two cool zones. Then we also, in the near term, communications department worked with every site principal to put an informational packet together with a checklist for principals for what to do during a heat day,
168how to modify behavior, how to implement the heat plan, and a sample phone message that would go out regarding hot weather plans. And then we also updated the list of schools that if I were to call a minimum day for heat on day two of a heat wave, we now know I'm very clear and published the list of which schools would be placed on the minimum day. It is not all of our schools. And there had been confusion last year, the first time ever that a minimum day for heat had ever been called. There was a lot of confusion about which school that list has been updated. Every principal was required to sign in and verify that their school was on the right list. So now as part of this board item and part of
169our website, communications has made sure it's really clear that if I were to call a minimum day for heat, you know if your school's going to be on that ahead of time. And we've provided phone and email messages that would be sent out to schools. We had a meeting last Friday on the 18th with the senior leadership of all the different divisions coordinating how we would handle a minimum day for heat. That heat index being 103 and 95, we know feels very arbitrary and feels very difficult. Now that we are really clear and we have the hot weather plans in place, we have the list of schools, we operationally know how to pull off a heat day, we know which schools have the instructional minutes to do that, the ones that would go into the
170danger zone for instructional minutes, we're aware of who they are. We are able to do that. We're able to call a minimum day for heat pretty, with a lot of assurance that it will go well. And so it's not the hard and fast number that's part of the information I take into consideration is the 103 and the 95. If it's 94 and 102 and it's close and I get feedback from the principals, it's not a black and white rule like the CST at 333 and you don't get to be reclassified, we'll take into consideration. And operationally I feel that we're in a much better place to be able to call a minimum day for heat and I'm prepared to do so should that be necessary in the next heat wave that may come in the
171days ahead. You also asked for us to provide you an update on a long term plan for air conditioning. You wanted to look at air conditioning all classrooms and critical spaces in San Diego Unified and you wanted us to come back with a plan. I don't have the complete plan tonight but we will be coming forward with your request to develop, you asked us to develop a plan to modify, what you've already put in place. On June 3rd there was a board approved bond project schedule that was put in place for a separate group of air conditioning projects in climate zones one and two without air conditioning. So what staff is doing now is analyzing the current air conditioning projects requirements, projected costs and cash flow requirements along with the schedule, taking all of those
172factors into place and we plan to bring a completed air conditioning plan back to you that will take into consideration planning and development of the air conditioning plan. We're going to be working on the design, regulatory approval, procurement and construction phases of the work and the plan is going to need to adjust the bond program schedule and expedite some things and maybe change the order of things. We need to make you fully aware of the impact of your potential proposal to do a long term plan for air conditioning at every site. Our staff does expect to complete your request for the accelerated air conditioning plan and bring it to the full board for discussion and consideration. We will be back in the office with the final decision before November 10th. That's impressive. Thank you for
173that very thorough update. I just, I have to thank Trustee Beizer for co-sponsoring the putting air conditioning in the 2000 most hottest classrooms and then following up in response to what our families experience. Because I mean, I'm not sure if you've heard it, but you know, I mean, I know firsthand what it feels to be a parent of a student who's calling home saying that, you know, it's unbearable in class and you can't focus. So thank you for that. And also thank you for bringing this conversation to light about how can we get to 100%. And then what can we actually do now to improve the conditions? What can we do right now to provide some relief in a responsible way? That's critical. And so thank you for the very thorough report. And I think
174I may have seen Lee or somebody in Home Depot buying up all of the air conditions. I don't think that there's any left in the city. So, I mean, that was quick. But, you know, I just thank you for that. Because that's something. Significant. Yeah. If you need more, Amazon.com, Costco.com. Yeah. I do want to thank our school site principals and teams of teachers that worked on turning in a hot weather plan quickly for tonight's meeting. And I apologize for the, there was an urgency to it because the board had asked for it to be done by tonight. But I know that you didn't mean when you said that for them to not properly engage their community. Yet they did it. But we did say that keep it in continual revision. They got it out
175there. They filled out the template. But we want everybody to know that the plan exists. Input on the plan. It can be in continual revision. But we got 80% of them turned in within a week or two weeks, whatever the last board meeting was. And we know that there will be continual revisement of it. But significant effort from school sites, teachers that participated in this. And also thank you, of course, to Lee and his team for expediting some work so that we could respond to the board's wishes that were expressed at the September 15th meeting. Thank you. Were there public comments on this? There are public comments. There are, I believe, six. Okay. You have x-ray vision, too? Oh, my goodness. Okay. Lily Higman, Shelly Vanderveer, Marcy Shear, and Celeste Ozaki. Come in any order.
176State your name. And you have two minutes each. Good afternoon. Or I guess it's evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. Good evening. My name is Lily Higman, and I'm from the Mission Bay Cluster. And at the last meeting, the Mission Bay Cluster presented to you all our heat study that we conducted ourselves over the first week and previous to the first week of school. And we really appreciate the fact that you took such quick action on this. And we really appreciate that you heard us and that this is such an important issue because it is taking learning time away from our kids as well as being a safety issue. But I guess in reading that you're using the portable air
177conditioner, we don't really feel that works because we have them at Barnard. And with those air conditioners on, and I measured the rooms today, we're at just under 1,000 square feet for our classrooms. We have units that are 12,000 BTUs. And doing some additional research, you need 20,000 BTUs to satisfy a space close to that. And that's not including 36 kids in the classrooms. So if you could really just consider, and we understand this is a short-term consideration, but we just need to make sure that we keep on top of this and that we continue working on this and make sure that all of our kids get AC because it is really hot in there. And one of the things you brought up earlier that I wanted to just mention really quickly, how do we
178engage our community to listen and get them to be engaged? And I would say to authentically listen to us and authentically hear us. Thank you. Thank you. Hi, I'm Marcy Shearer. I'm also a parent from the Mission Bay School District from Barnard. And just to follow up on Lily's point, our cluster chair spoke at the last meeting and handed out the flyer. I can hand it up again. But just to show that with those portable units. The temperatures are, when it's 89 outside, it's 92 in the classroom. When it's 95, it's 96 in the classroom. 96, it's 90 degrees in the classroom. I mean, you have this from last time. And I'm more here just to speak about, again, there is a big, big difference between a window unit or a wall unit AC and
179a portable AC. Just a quick AC education here for a minute. It's with a window unit AC, it expels. The hot air out of the room. And then it pulls the air, the now cooler air over the coils. And again, so it recirculates the cool air with a portable AC. It expels the hot air, but then immediately sucks that hot outside air back in. So basically the difference, so I don't get too technical, is when you're in your car and it's pulling it, and you press the recirculating air button. On the AC. So it cools down the cooler air. Cools down the cooler air. Cools down the cooler air. Instead of continually sucking in the hot air from outside. So it's kind of like, a portable AC is kind of like a dog chasing its
180tail. It's just the science behind it is never going to work. And while it is awesome that after one meeting I came here, you guys are responding and working on AC. And I appreciate that you're trying to do it fast. It really saddens me to think that all the, you know, pressure. Yeah. Yeah. Precious money. It's scarce money that you are basically going to be wasting money on portable ACs. They don't work. They're more expensive per BTU than window and wall unit ACs. And I mean, I'd be glad to talk to whoever about more of the technical aspects. And I even printed out, I mean, just, this is just the review of one portable AC. And it just kind of makes the point that I made. I mean, this is just online. It makes the
181point that I made about why they don't work. Yeah. Well, she'll share, she'll pass that to each of us. Please, please, before you spend the money, if you haven't already spent the money on the port, please consider. We'll have Mr. Doloroff come and speak for, to address some of that in a moment. Thank you. Hi, I'm Shelly VanDiver. I was here two weeks ago for your meeting. This is Ryan, my grandson. He's a student at Bernie. And I just want to thank you. You guys have done so much work. I appreciate it. Thank you. Thank you. I appreciate your work in the last two weeks on this. I can see it's a priority, and I really appreciate that. I'm not an engineer. I'm not that technical. But I have a portable unit at home. And
182it's properly sized and it's vented out another window. And it works wonderful. So maybe it's just getting the specifications right for those cool zones. But I think it's a great short-term solution. And I'm really looking forward to hearing your thoughts. Thank you. Thank you. And I appreciate hearing the plan. Now, you said it was due November 10th. Is that going to be presented at another board meeting prior to that or the meeting after that or? What board meeting should I come back to, to hear that? Before November 10th. Before November 10th. It will be posted. Okay. Excellent. On November 10th. On November. On November 10th. Okay. Great. Thank you very much. Thank you. Good evening, school board members and Superintendent Sidney Martin. My name is Celeste Bobbitt-Gozaki, president for San Unified Council of PTAs. In
183May 2015, the Council of PTA was successful in having a resolution that climate change and the children's nation to be passed by the delegates at the California State PTA Convention. In July 2015, the San Unified Council of PTA showed their support for the school board's position on their resolution to align their climate action plan with the City of San Diego. For the goal of having 100% renewable energy by 2035, installing air conditioning in every classroom will increase the district's carbon footprint and energy costs. I want to point out that one of the call to actions in our resolution is to urge our local PTA units, councils, and districts to advocate for a comprehensive local, state, and national legislation to substantially reduce man-made contributions to climate change and to mitigate its impact on children's health. That's
184why we want to encourage the school board to offset new energy requirements with clean, renewable energy. Thank you. Thank you. And that's exactly why in this Prop Z bond we have quite a bit of energy. We want to make sure that we have the money set aside for solar power so that those solar power can generate electricity that is required for the air conditioning units to keep our kids safe and address the concerns with the carbon footprint at the same time. Thank you. Thank you. Can I have a motion for F1 through F4? Did you want Mr. Dolgoroff to explain the technical aspects? Oh, I'm sorry. Yes. Portable air conditioning. I just wanted you to speak to the question. I wanted to speak to some of the technical aspects. Yeah, sure. So this is the
185two cool zones per school is not meant to be the permanent solution. We realize that any air conditioner you plug in is not going to be as effective as a permanently installed unit. And that's what our long-term plan is. Permanently installed unit. In order to create the electricity to support permanently installed units in all the classrooms, we have to upgrade the entire electrical service oftentimes all the way out to the school. Okay. And that's why we have to upgrade the entire electrical service oftentimes all the way out to the transformer for the school because it really does create an additional electrical load. But we've, for these small, these two cool zones, we're using really high quality units that we, you know, we did some research and we have a contract with Grainger. So we were
186able to basically clean out all of Grainger's stock throughout the United States for about 250 of these units. And these are really high quality units and they're designed to cool about 400 square feet each and they do plug in. Which means in order to cool a classroom of 1,000 square feet, you really need two. And actually you're getting about 800 square feet of cooling out of that. So you can do a cool zone and bring the temperature down, you know, a meaningful amount in for 800 to 1,000 square feet. It isn't going to be a lot. Okay. And as some of the speakers mentioned, it isn't going to be as high efficiency as a real air conditioning unit. But of course you need more power. You would actually not have enough power in most classrooms
187to power a real full, you know, full air conditioning system that would create the coolness that the level of BTU, you know, two tons of BTUs that would be required to a cool classroom efficiency without upgrading the whole electrical service. So you don't want, and also if you implement those across the entire school, you'd blow all the fuses and the lights would go out. So anyway, we're very cognizant of the facts. I think the ladies here, you know, what you were saying is true. But there are some quality units that you can provide that will. It's fundamental with the portables. It's fundamental in the science, the difference between the portables and the . That's true. Yeah. So what you're saying, yeah, what she's saying is that there is a big difference between a small unit
188you plug in and a large unit. And that's absolutely true because of the electrical capacity required to cool a room. But these two of these units will provide meaningful relief in a space of 800 square feet. Which is why Lee is working when he sends the teams out to the sites to choose what space we're going to put it in. A space that you can have the proper exhaust, have the proper electrical load, and don't put it in a classroom that's too large because we know it won't work. So they have a protocol that says, you know, you're going to have to put it in a room that's too large. Yeah. And they can't do that. And they're using and installing to take into consideration some of those engineering things. So thank you, Mr. Dolgoroff.
189Appreciate it. Yeah. Thanks. Thank you. Thank you. Any comments? Yeah. Yeah. I also want to thank Lee Dolgor and his department as well as Drew Rollins and his department. People don't realize, even though we had air conditioning in those classrooms on that hot week, there were something like 240 work orders that were processed and worked on during the heating process. I think that's a great thing. And I think people are going to appreciate it. Yeah. Yeah. So thank you. Thank you. worked on during those two days to get these systems up and running. As we add new units, then we add new labor and new costs. So it's an extremely complex process. In addition, we have a master plan. And in order to put, if I hear the numbers right, in order to put air
190conditioning in every classroom, do it correctly, it would cost us $200 million. Major major investment. So the question is, how do we get from here to there? We know we have big issues now. We know we need to take care of those hot classrooms and to create those safe zones so that our students are safe and our instruction is optimal. We have to decide, and maybe it's school by school, cluster by cluster, what is the best way to get from here to there? If we put in temporary air conditioning and we have schools that are scheduled for remodeling, where you put them, you may be stuck with that older building if you want to do that now. If we can create a temporary solution, but we have modernization. Modernization may be scheduled out two, three,
191four years down the road, then you not only get the air conditioning, but you get it in a new building. So there's a number of things to look at. It's more complicated than let's just cool down a few classrooms and create a cool zone, which we need to do. But it needs to be taken into context of the major issue. We have a master plan. It needs to be adjusted. We have the departments to do that. We are taking a look at existing conditions based on lessons learned with the last heatwave. We have the departments to do that. We are taking a look at existing conditions based on lessons learned with the last heatwave. And we are, I think the district has shown that we are sensitive, we do care, and we do not have
192air conditioning in our downtown office. We're not sitting back in cool rooms making decisions about hot classrooms. We have a process that I commend the superintendent and the team for putting together for helping us to study and examine where we have to go. We're no longer talking about if. If we will have air conditioning in some zones. We're talking about when and how will we do that. And that has totally changed the conversation. I think it shows this district has a heart. This district does care. And we do want to make a difference for all students everywhere across this district. Thank you. I just wanted to make a quick point. At the beginning of our conversation, at the beginning of this conversation, it was pointed out that Trustee Beiser has brought this forward. But I'm
193only one vote on this Board of Education. And this has been a conversation or an issue with the San Diego Unified School District since the 1990s. And it wasn't me and my one vote that is calling for air conditioning in our hot zone schools. It's the entire board. Five-zero. Every single trustee on this Board of Education wants air conditioning in our hot classrooms. Every single trustee on this board voted to ask the superintendent to come back with a plan so we can have air conditioning in 100% of our classrooms in San Diego Unified schools for the safety of our children and to provide better learning environments for our kids. And so I just want to say thank you to all of the trustees on the San Diego Unified Board of Education for your vote. Thank
194you, Vice President Evans. Thank you, Dr. McQuarrie. Thank you, President Foster. And thank you, Trustee Barrera. Thank you for your leadership on this very important critical issue for our kids. Thank you. Thank you. My request is if we could get a motion for items F1 through 4. So moved. Second. Okay. Please. Oh, and we have one speaker, and that is Joanne Fields. Which item am I? Oh, oh, oh. F4 maybe? Yes. That's a great guess. I'm sure she's going to make it perfectly clear. Yes, it is F4. The resolution on Filipino Heritage Month. Though it's a couple days early, we are grateful. And on behalf of the Filipino Educators Association of San Diego County, which I am public relations officer for, and also on behalf of the Council for Teaching Filipino Language and Culture, we
195appreciate Board Member Atzim. Thank you. Thank you, Chair McCrary, and the entire school board for recognizing Filipino Heritage Month. A lot of people do not know about the Filipino contributions in American history, so we are excited about ethnic studies giving us an opportunity other than October to speak about our historical contributions. Yes. that and some don't know that the Filipino community is the largest Asian Pacific Islander segment in the school district. I recognized in Superintendent Martin's report you did include Filipino and Asian Pacific Islander segments of in your report that have been missed in other previous reports so I appreciate that change. That's just for me. But there are contributions that have come out of San Diego Unified where Filipino language was born out of San Diego Unified School District if you didn't know. There
196wasn't a process that was sparked by No Child Left Behind for certification to teach Filipino and it started at Bell and then at Morse with Ginang Dilute who has now passed. But that legacy is still alive and it is still being implemented in the school district so I wanted to share that with you. But on behalf of the two organizations on behalf of our children youth and families of Filipino descent thank you for recognizing that our community our contributions our history and culture before the whole school district. Perfect. Okay. Can we go ahead and vote? Perfect. And that passes 5-0. That was F13. That was F13. And then F14. F14. And then F15. And then F16. And then F17. And then F18. And then F19. And then F21. And then F22. And then F22. And
197then F23. And then F22. And then F24. And so next we have G4 which is the proposed revisions to the Board governance policies and it's the first reading. And yes? Just informational. Go ahead. I just wanted to comment on this because there are certain conspiracy theories about these minor edits to our Board governance policies. And first of all people think it's a good idea to have a board that's not going to be able to be able to do this. And so people need to understand that every summer we have a review of our Board governance policies and we go over them and revise them and make certain edits. And the biggest edit that we made this time was there was reference to goals for student achievement which was a passed way that we categorized what
198we were doing. We now have it, we changed that to our goals from the local control accountability plan. So everywhere you see through the document instead of goals for student achievement says local control. So we have a plan for that. And then there's another item which is about the single point of direction for the superintendent. And again this was discussed almost three months ago. So we were just bringing it in a summer workshop that was open to the public, not big attendance. And we went over this and one of the comments made by a Board member was I want to make sure that even though the superintendent is the single point of direction that it certainly is okay for all the Board members to talk about it. And I think that's what we're trying to
199get across is that the superintendent is the single point of direction. And we want to make sure that even though the superintendent is the single point of direction that it certainly is okay for all the Board members to talk back and forth with different people on the staff about what's going on in the district. It was pointed out well actually on section three of the Board superintendent relationship that it mentioned that the Board members can certainly provide input to the staff about what's going on in the district. So that is already there but it was also noted that should be also added to the front part. It's not a change, it was already in all of the Board governance policies, it's just an editing thing to make sure it's clear. So if someone is watching
200this meeting and checking out on these details, that's what the changes are I realize. And the whole point of these changes, we do it with an abundance of caution even though these are small edits that we present to the public. The public has two weeks to look at it and we'll vote on it in two weeks. So that's all I wanted to say about it. Thank you. Well said. I think we have one speaker which is Edith Smith. And I think that maybe she's the one. Maybe she's not here. Okay. So again, that is a first reading. And then we also have H2, the resolution in the matter of authorizing issuance of the Proposition S bonds. I'll move item H2. Okay. Perfect. Are there any questions? Do we need Jenny to... Okay. We discussed it
201thoroughly last meeting. All right. So just making sure that folks continue to have opportunities. Sure. Okay. Go ahead and vote. H3, resolution and certification of Korean Middle School Sports Complex. Perfect. Opportunities for questions have been given. Okay. All right. Woo-hoo. Okay. Go ahead and vote. I just have to... I'll be right back. Can you... Yeah. Just... The next item on the agenda is... Let's just continue. Just continue until she gets back. Is the superintendent... I'll move superintendent consent agenda. I'll move it. Okay. Move to accept the superintendent consent agenda. Is there a second? Mr. McQuarrie? Okay. Any comments? Ms. Ward, are there any public speakers on the items? Okay. Then in that case, we will... We can vote on the consent agenda. And that passes 4-0. And the next item on the agenda is... I'm
202sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. And the next item on the agenda is the board information reports. And I'm not sure what board members really at this point want to offer a report. I'll just say, Harlem Globetrotters are coming October 16th to play against the Mira Mesa high school teachers as a fundraiser for the band going to the Rose Bowl. So that's just a little plug there. Sure. sure yeah absolutely i would like to have tickets now yes i'd be fine the opportunity participate on the team okay so at this point uh... the sea uh... because of us to see her at this we just did that consent
203agenda and uh... we passed on board information reports so uh... okay and i just did do we have any public testimony uh... on the knowledge of the public comments at the end no okay then we're adjourned