tv Government Access Programming SFGTV May 10, 2018 8:00am-9:01am PDT
malcolm x was an important leader. i think i am a leader like him because i am standing up for my beliefs and my school which is named after him. [cheering] it is not there for a -- fair for kids to move into our community and take over our schools. i'm here to lead the students for malcolm x academy. [cheering] >> my name is nicole morris and i heard a lot about the situation about kit moving into malcolm x and malcolm x has been doing fine in the community and me, as a parent, i've been struggling likely just getting my kids to school. they've been doing good, like in the community. like every day. like we are rising. they have different programs that they cater to. iep programs.
that my daughter needs as well. and if you all move it into the community, there were parents like me who want my kids, where do i go? i am urging you guys not to move it into the community and keep public schools in our community is for the kids to learn. like in low income. like eight housing situations. please keep malcolm x. [cheering and applause] >> good evening. my name is currently not. i'm from the community. i'm 35 years old. i went to malcolm x. i am taking care of my niece he was eight years old. my brother is all went to malcolm x and i feel that moving kip into that school will not be okay. my niece has a behaviour program at -- problem. these teachers, the staff, they have been working really closely
because they have the time and the patient's. i feel like if the charter schools come in malcolm x, it will not work with elementary and like younger and older kids. it's just not going to mix to me. younger kids will be feeding off the older kids and that's not right. the kids that have behavioural problems and other things, other issues, is not going to be noticed because y'all have multiple kids and y'all don't, y'all can't really take the time out to give the special kids, like, you know, behaviour problems the time to make them move forward. like help them succeed. i just feel like y'all should keep our school as is and just keep it there. [applause]
>> dear members of the board my name is shakeel and thank you for this time. in conjunction with the other individuals that have come forward, i also have to express that this co- location will impact our malcolm x community. essentially, by the fact of competition. you are asking the charter to compete with the same population that the school has been working for for decades and decades was pause for malcolm x academy to have its own afterschool progr program, on its own floor, has been an incredible privilege. co- location strips us of this privilege. if you guys are really committed to equity, right, equity work in this district, taking away this privilege hurts us and hurts the bayview community. i ask that you please reassess this decision if you can. [applause]
>> hi. it is not fair, because they are older. the younger kids and older kids are not supposed to be in the same school. [applause] aroc anyone else coming to speak on malcolm x? how many more minutes do they have? >> clerk: you have eight more minutes. come on up. >> my name is is a is a. my government name is rhonda. i'm a product of san francisco
unified school district. i grew up in bayview. i raised my son for 20 years. i went to san francisco state university. i went to city college. i got two aas and wha two bas ai have a masters. i am here to tell you, i'm not going to throw out words that we have been talking about equity. or in equity or social justice. because we've been talking about that too much. i want to see it actually happen. i'm not going to mention the fact that malcolm x was supposed to be closed down a few times. it would be nice if we got a clap or we got, oh, y'all doing a good job. [cheering and applause] it would be nice. i'm not going to say that the ladies are doing their thing. because they give me life. they make me get up every single
day. i have a principal park i'm a little mad she leave does but i can talk to about anything. these kids can talk to her about anything. [cheering and applause] our kids, our babies are black and brown babies. we are called a trauma informed school. it's kip academy comes to our school calc will they take over our school? no. that's not the plan. because somebody told me, believe in positive intent. i am not feeling it and i'm not feeling you guys. you made a decision, did you think about our babies? did you think about them at all? this is supposed to be teacher appreciation week to the teachers. you are doing your job. y'all need to do yours. [applause] keep them out of our school. they are not welcome. and by the way, how can you put somebody in our house who's
trashing us and then they will be in there and then you expect us to be civil and professional? we will, but you need to think about that too. equity and social justice, that's what y'all say y'all are about. you were not is that when i was in school. you weren't that when i was in school. you're not that for these babies right here. stop talking about it. be about it. [cheering and applause] >> good evening. my name is darian tillman and i'm from san francisco. i'm here to speak on the situation with consolidating malcolm x. i feel like malcolm x is a part of our culture in the community. and the consolidating it would
be like taking a breath and giving us a punch in the stomach. because you have the principal and a lot of teachers that has a big impact on these kids' futures. and there are these kids role models. and even the parents apostates role models. you know what i mean? they help us to thrive and teach our kids better in the community on not what to do and go down the wrong path. >> thank you! [applause] >> i just want to say that as a part of th san francisco lifest, basically to keep it organized. is community-based and it is a family. [cheering and applause] i want to say thank you. [cheering]
>> i am nine years old and i think malcolm x legs to stand up for people and if kids, some kids keep coming to our school we might have to go to a different school rock and malcolm x would say no because we have to keep our school clean. [laughter] [applause] >> hi my name is brenda. i am a parent at malcolm x. i have been a parent at malcolm x for six years. i also work in malcolm x for six and a half years. if we bring kip in two malcolm x, where is it going to leave us? for the people that's working
there? where will they be? the kids with behavioural issues, everything, we don't want kip in malcolm x, at all. [applause] >> hi, my name is deirdre. i am the teacher librarian and i want to tell you that the school district needs to celebrate and elevate malcolm x academy as a model school that has raised the achievement levels and reduced suspensions of our african-american students, just like the district says they want to do it, we are doing it. [applause] instead of being recognized for our success, we are being asked to shoulder a burden on the district due to prop 39 that would be a hardship for any school. for us at malcolm x, in school whose resources are already stretched to the brink, i'm afraid it will be devastating.
as in we will be closed down, like give us a year. so please, for the sake of civil rights and our best intentions, and for the sake of the bayview community, please reconsider and give them a different sight where there is not already a school operating. [applause] >> good evening my name is charlie. i looked around this room and i see so much strength and so much unity. so much beauty. no one knows better than a community itself what is better for the community. so i urge you, as members of the board of education, to support the malcolm x community to protect their school sight against the encroachment of the kip academy. thank you. [applause] >> my name is gina. i've been at at malcolm x for 31 years. i wear many hats.
i am now the reading intervention specialist at malcolm x. but one of san francisco process core values is students first. we add -- by adding a charter school, you are not putting students first. you are letting charter schools come in and be first. with that being said, i want to give you a few statistics. malcolm x academy's goal for this year was to have 80 % of our students are higher reading at grade level. we match that goal three months ago. [cheering and applause] okay? our fifth-grade students, our fourth grade, last year process students scored higher than kip academy fifth-grade students last year. [cheering and applause] okay? small school, smaller class sizes. they work. with that being said, we have done the work. they are the highest performing academic school in the bayview,
and now you want to add a charter school. [cheering and applause] by the way, giving us 15 minutes is under serving us again. [applause] >> my name is julie roberts... >> clerk: i will let the last two speakers go and then we will finish up. >> i will be brief. i do not think we should have a charter located at malcolm x. i am also questioning the process, i my understanding is a school board should hav board sd on the location process and i have not seen this board vote on an offer to malcolm x academy. i also wonder how are we are communicating with the academies on the principles. i have friends in the new schools list and they got an e-mail from the principal may second saying where they would be located. so how is it the charter school principals know what the plan is before our public school principals no?
as an elementary school where the renovation, we had many meetings with district folk and architects about the impact of our schools. we have not had or seen a single community meeting with malcolm x or with an -- nac who stood up and fought back against the kip school as well. we need to make sure that our families have a voice in these charter locations. we should ask more of our staff to be communicating with families and to make sure this process is aboveboard. thank you. [applause] >> my name is brandy. i'm a parent of a kindergarten boy in the richmond district and i am standing here tonight in solidarity with the families of the bayview who are opposed to the charter school chain and their school. when my son asked me what i would be speaking about today, i told him what is happening and i asked him, how would you feel if the school moved into your school, that had different roles in different principals and different standards? he said i would not like that
and that's not fair and not fun. [applause] my brother, i think -- i did not get to go to the same school as my brother. he was diagnosed with autism 40 years ago and he was counselled out of his school. it makes me sick to see kip being so colonial. kip has a very high rate of suspending and counciling out students with disabilities and that is not fair and that is not san franciscan. another one of their agendas is the ceo of netflix who is on their board, he has advocated, not just getting rid of probably eventually traditional public schools, but school boards. he has invested millions of dollars in tact and it is much easier to sell through charter school chains than having to go through a democratically elected school board like this one. so we all know who these people are. i hope we can all rally around is a community beyond this meeting to stand up against the agendas of this tractor school. thank you very much.
[applause] >> clerk: we are closing this item out. thank you malcolm x. >> is it a student? >> yes a student and a teacher. we are both on the list. >> clerk: your time is up. call out the student, please. >> i love malcolm x. [applause] >> clerk: thank you. the next item is section g., if the malcolm x families would like to leave the boardroom, this would be a good time and i will give you a minute. [applause] [ crowd chanting ]
>> clerk: thank you. we still have the board meeting and session. we will go onto the next item which is section g. a special order of business. this is on the election commission appointment. i need a motion and a section -- a second. thank you. commissioner sanchez, if you would please give us the report from the committee and a reading of the recommendation? >> supervisor sanchez: thank you. last night, the rules committee met in these chambers and we had three candidates for our appointment through the elections commission. i will read their names because we were impressed by all three of them.
cynthia die, charlotte hill, and alex rat trap. we were impressed by all three and they ar all presented very l to our committee. the one who rose to the top was charlotte hill. we selected her. okay. we selected her and i will read the request of action for the record. that the board of education of the san francisco unified school district a point charlottesville to the elections commission of the city and county of san francisco. the board of education appointee will be serving a five-year term from january 1st 2018 through december 31st 2022. our last appointee was with us last night as well. and weight thanked hi we thankes generous service as our appointee to that commission. i think charlotte is with us," charlotte would you like to say
a couple of words? you can come to the podium. again, thank you for your presentation and congratulations. >> thank you. thank you it so much for inviting me here to speak today and thank you to the rules legislation and policy committee for recommending my appointment to the san francisco elections commission. i wanted to speak briefly tonight to give you a sense of why i want to serve on the elections commission. and i will keep this a little shorter than my comments last night. i was born and raised in northern california. i've lived in san francisco since 2011. i am currently earning a ph.d. at uc berkeley where i study how to increase public trust in government and improve our political system starting with our elections. i've also worked in political reform organizations for almost a decade o fighting for policies that help regular people make
our voices heard and respected by our elected leaders. in one sense, elections are complicated. they are technical, they require a lot of administration, they're expensive. but in another sense, elections are simple. they're how we, the people, fold -- hold our politicians accountable. they are the mechanism that translates our most fundamental needs into public policy. that's why i am especially concerned that in san francisco today, we are not hearing from all of our voters. the 2016 primary turnout, it was below 50 % and five neighbourhoods. meaning that half of registered voters did not turn out. and there were big differences across neighbourhoods. we saw turnout ranging from a low of around 40 % in bayview hunters point to a high of 70 % in the aftermarket eureka value -- valley area. when we do not hear from everyone our policies and up not representing everyone. one of my goals as an elections
commission or is to help identify the major barriers that are facing adversity as we strive towards 100 % turnout. once we know the barriers, we can push harder to fix them. it is a matter of equity, accountability, and of democracy. i am also excited about the opportunity to support ongoing elections commission initiatives such as the effort to develop and certify a voting system in san francisco. we can help our local voters feel more confident in our elections and inspire other communities across california and the nation to improve the way that they do elections. finally, i would like to emphasize my deep commitment to serving on this commission. to the very best of my ability. i believe public service is a privilege and it should not be taken lightly. when i will close by saying how grateful i am once again to be recommended for your appointment to the elections commission. i care deeply about san francisco boston's democratic paul sent -- process and i want to do my part to ensure fair and inclusive elections. thank you.
>> clerk: thank you very much. i don't have any other people lined up for this item. any comments or questions from the board? >> i want to congratulate you. i know you will do a fantastic job and i'm very excited to see you taking on this role. one of the things that we have appreciated in the past when we have had our appointee is due the commission, lives in different ways that you can continue to engage us. i'm sure this came up in the rules committee as well, but, you know, we would like to do a better job making sure our students are engaged and registered and supporting them in their civic engagement. we hope that you and your role, will take on a leadership responsibility with that and not just engaging us, but, you know, spending time in the schools and talking to students and talking
to teachers and really providing that bridge between the elections process and our schools. i think it's probably the reason why we get in appointee or part of the reason. so we wish you the best of luck and i'm really excited about your leadership and i hope we can get to continue this partnership that we've had as a board. >> thank you so much. >> supervisor murase: congratulations. as we discussed yesterday evening, one of the things that is important to us is to report back and i have asked staff to schedule and make sure to reach out to you. we heard from a commissioner that he never heard from us, so he never was keen to present to us. we want to rectify that and invite you to report on the activities of the commission. >> clerk: vice president cook? >> supervisor cook: i was really impressed yesterday with your presentation.
you spoke tonight about election disparity. i think one of the big things that i was convinced of it during your presentation was the commitment to serve all five years. [laughter] >> yep. >> supervisor cook: it is a serious commitment. we want you to set an example in that term because historically we have not had people complete the five years. so, given the research you are doing and the commitment you have had to the city, all of that convinced me you will serve as well. us well. serve our city well all five years. >> yes. [laughter] >> clerk: thank you. any other comments or statements? these will be some really exciting times coming up. we look forward to having you serve us well and i have to agree with the commissioners and that you will come back at least
once a year to report back on anything that you feel we need to know about and that there is an opportunity for you to think about how our students can get engaged. we have some curriculum that has been developed around that. we've been encouraging our 16 year old to register to vote. there's opportunities that i think you will have to contribute. i know we've all said congratulations, but we haven't voted yet. roll call, please. [roll call] >> clerk: congratulations and thank you very much for your service. >> thank you so much. >> clerk: our next item is item h. a discussion of other educational items or issues. dr matthews?
>> yes tonight we will be having a report from the assessment committee and this will be led by an individual who will be introducing the other members of the committee who will be presenting to us this evening. this is a presentation so we will need to move from the seats. >> we are working on that. [laughter] >> good evening. i am from the research planning and assessment office. it is my pleasure to do this
presentation. we are pleased to share this aroc i am sorry. we don't have a forum. i'm not sure where all of my folks went. if you wouldn't mind calculating a moment. there is a little bio break happening, i think. here we go. you can continue. >> thank you. we are pleased to share this presentation on be hops of the sfd you family assessment committee. as the common -- culmination of our collaboration over the past five months. i want to extend a special thanks to the assessment office for the work and coordinating
and facilitating this committee and keeping us on task. [applause] first of all, if there are any committee members in the audience, please stand and be recognized for your collaboration. [cheering and applause] and support of this important work. okay. the work of this committee was based on the board resolution on sfusd assessments from december 2017. the resolution outlined that a committee comprised of representatives -- representatives from the district and families exploit district assessments and make recommendations to the school board prior to the close of the 2017, 2018 school year. you will see the stakeholder
groups that were represented on the slide before you. the assessment committee met four times from january through april and it during this time period, we were able to review and develop recommendations for two of the assessments. we will be discussing all of the slides for the recommendation and we will talk about the benchmark.
with that i will turn it over to you. >> so, i'm happy to be speaking from this corner. it's interesting. i'm also very, very proud of the work of the committee. to get right into the heart of it, we spent almost the bulk of our time, we ended up going deep into making it a meaningful assessment and we came up with four main recommendations which are, well in a nutshell, and you have heard this before in the fall, it is an individual reading assessment which educators value. it informs their teaching, it allows for targeted instruction i was -- according to each child's strengths and weaknesses, and it forms, it
gives teachers a way to differentiate their instruction within their classroom and for planning ahead. the challenges really boil down to their day-to-day efforts. the biggest challenges are at the time taken needing -- needed to give the test far exceeds the one day per assessment cycle that the district provides the teachers. and also, teachers need time to calibrate their results. classroom to classroom and school to school, and there should be a high level of consistency between one teacher pasta scoring and another. teachers need time to reach that consistency through cooperation. aren't this was really a big learning for the whole committee. that as important as it is that educators is using these
assessments to inform their instructions, it is equally as important for parents and families understand how what the results mean, and how they can help their children at home become better readers. and also, we want both leaders and teachers at the school sight to help time to analyse the data. our recommendations, the number 1 challenge is that we need more time to give the assessment and in order to address there is, on the one had to be looked at it from a variety of points of your, and basically, rather than have a big window in which all bay levels were to give assessment, we said basically we would have grade level bands do... second graders, firs first-grads back then kindergarten. one point to is the number 1
recommendation in this bucket. increase the number of substitute teacher days on the third one has to do with making sure that the assessment is effective on the committee looks very closely at making sure that teachers are administering the test as it is supposed to be which is in particular what we are looking at with happening. teachers only test for the independent level and for the inspection level and not go up beyond one at grade level beyond what the student is capable of. here on the slide, look in the budget. what we are looking at his two subs per teacher per cycle. it is currently that the district divides one slab per teacher per cycle. we need more budget to do that. it is $505,000. we think that is a small investment and a necessary investment to make this
assessment worthwhile. so that's what we are asking you to decide on tonight. find that money for additional sub days. without that you might as well get rid of the assessment. okay, i talked about the challenge. so we also want time for the calibration of results. and we ideally would like to have a half a day sub provided per cycle. but we understand that the first place to go is looking at current resources, if there is extra money in the budget. that would be an additional piece but our number 1 ask is to put extra sub days for the actual administration for the assessment. challenge number 3 has to do with ensuring that families understand what the assessments are about.
and so we are very excited to report that after a good amount of dialogue, everyone on the committee agreed that we want to redesign the way that reports are given to families so the current practice of saying basically your child is reading a level c., will be discarded in favour of basically providing the parent with understandable information about how they can support particulate reading behaviours. and that also they will take advantage of parent teacher conferences but what other avenues of communication we have, make sure this important information is shared to. that goes also towards larger community information sessions. [captioner switch]
>> with this particular assess many, it's not aligned to what's being taught in the classroom which has an a frustration for students and teachers. that's what we've heard across stakeholder engagement. the other piece is equitable access to computers in tech, infrastructure, and support across various schools, members participating we've talked about that as well as -- this is a computer based format, and so another barrier that was access to computers for students across our district. as a committee, we talked about how important it is for student reports to be family friendly and to be able to be shared with families so that it makes sense during family teacher conversations in the way -- conferences and how they can support from home to support
their students growth. the results of any assessments should really be a useful tool and provide data to help inform where students are doing well, where they need to refine their instruction, and where interventions need to be implemented. so the recommendations for -- on this, because we -- are that for next year, that the math benchmark assessment would not be part of the required assessments and so it would remain as an option for teachers if teachers chose to use it. math milestones will be the report that will now be required in the fall, in the spring across the kindergarten through high school. currently, the math milestone is only required -- it's required in the fall for kindergarten through second grade, and all the way across, but in the
spring, it's only required from kindergarten through second grade and high school. the addition would be across the board for all grades. the other assessment that we kind of touched upon was the smarter balance interim assessment block, which is very similar to the smart balance assessment, which all third grade through eighth grade students have to take. while it remains an opt in for teachers to administer, it's something that we talked about as a committee and that the whole committee endorsed it as a viable option, and some of the reasons we talked about that is that the original version of there assessment was not very useful because it provided classroom level information, but now it's been revised, and the current version teachers to see how individual students are doing and looking at assessment items so see where they're
having trouble and hone in on those areas of skill. one of the things we talked about is really reaching out to lead to leverage the messaging across the board with principals, not that it's a requirement, but that it's a still a viable option that provide additional information to really help inform instruction and intervention for their students. another piec piece around that, though it doesn't address equity across the board, it is a computer based assessment, and in the last couple of years around the local control and accountability plan engagement, we heard from families about the concerns and from teachers about some of their students experiencing frustration of not being able to navigate the computer. so this is an opportunity that's not going to close the gap in ebequity, a chance to have data for teachers, and at the same time for them to support when students are feeling frustrated and wanting to give up, to kind
of address that opportunity and say, you know, this is an opportunity to practice so that when you do take the smarter balance assessment, it's a tool that counts. so that's what we talked about that particular assessment. again, it's opt in. again, i mentioned a little bill earlier about the math milestone task, that it is reported in the fall and spring. it actually -- that assessment is provided at the end of each unit. so it actually measures, assess that's particular unit that was just covered inside the classroom. one important piece to that is the results will be entered during the teacher's workday, making sure that the teacher's time is respected within that workday. the final recommendation around math assessments is that we need to continue this work because we didn't have a lot of time. we spent the bulk of our time
delving into the f and p and we needed more time to look at math assessments and options. the idea would be to form a task force to explore other progress assessments and that task force would then be comprised of stakeholders who have a lot of experience in math and come back to the committee to make recommendations about where we move forward. so here's a little snapshot of some of the committee members. there were surveys after each meeting about our process and here you can see the graph on the right-hand side 15 out of 18 participants about the overall process, the majority which were satisfied and another high percentage of very satisfied. nobody was dissatisfied. so that's a good thing. so the next steps is really we want to put forward our work to
continue because we didn't get to delve too deeply in the additional math a h assessments, which is an important piece. it's really to help identify where students -- where the support is needed and continues their growth and achievement. i'm going to read a quote from one of the participants that captures -- it's having all the major stakeholders in the room at the same time, referring to the process, this was a powerful step toward bridging the disconnect between practices and experiences in the field and strategic plans of our district.
>> thank you very much for the presentation. i have two speakers for public comment on this. alita fisher and gina sheer. >> hi. i'm gina sheer. i'm a reading specialist at carver elementary. i was one of the teachers on the committee. this was just a really, really solutions oriented committee, very unique having district representatives, teachers, and
parents together all really working to the to find solutions and make sure that the practices in this case, the assessment practices that we were using were really designed to improve student learning. our conversation and everything focused on is what we're doing going to improve student learning and if not, what do we need to do to make sure that in this case our assessment practices are directly in line with how we're going to all work together to improve student learning. the representatives of all three of these groups met, went back and forth, and really came to agreement on all these recommendations. so i just really urge the board to approve the recommendations of the assessment committee especially increasing the number of sub days per teacher, per assessment cycle, up to two sub days per teacher, per assessment cycle. thank you very much. >> thank you.
>> good evening, everyone. thank you assessment committee for your important work. my name is alita fisher. i'm the chair for special education and the cac is grateful to be participating in the committee. we appreciate that our feedback was included in the findings, and we appreciate having a seat at the table the entire time. i can think of fewer priorities more important for our school district than teaching our children to read. assessments such as these are an important part of understanding our students current levels as well as tailoring instruction to their needs. without data, you're just another person with an opinion. so it's very important for the cac that we do everything we can to implement assessments such as f and p with highest fidelity and we request that the board, the smart team, everyone and anyone who is involved in the
budget process prioritize funding for extra sub days. thank you. [ applause ] >> great. thank you. commissioners. commissioner walton. >> thank you, president mendoza-mcdonnell. i want to thank the committee for the work and the presentation. i was sitting a cup -- visiting a couple elementary schools this year and i'll keep the names to myself. as i was visiting the schools and talking with educators who have had to administer f and p and speaking with the instructional reform cultures as we were assessing the data and talking about approaches to literacy and some of the things that need to do, one thing that was evident and clear was that our educators need more time to administer the test, to correct and go through the tests and to analyze the data and information. i'm glad one that we had a
comprehensive collection of folks on this committee to have that conversation because i think it's important to include everyone in the conversation. so for me, the only thing is, trying to figure out where we find the money that's being requested on slide 5 and not a matter of can we make this happen but actually will we find the resources? i'll give a couple of suggestions, even though they weren't necessarily requested. but whether spark sf, whether cost savings from unfilled position, qta carry over, i think there are resources that are available for us to get this done. so from my standpoint, i hope that we're focusing on figuring out how we will do this and take these recommendations into consideration because these are important, and we need to make sure that we provide our educators with what they need to
really make sure that they're adequately administering the tests and being able to use the data so that we can inform instruction as we move forward. thank you for this. my hope and my fight is that we are able to honor this request. >> thank you, commissioner. >> thank you. i want to recognize commissioner sanchez for bringing the resolution forward for this deep look at our assessment and i want to thank the members of the committee to put in many, many long hours to get us to this point. i agree with commissioner walton that we need to stop expecting our educators to go above and beyond and work for free. we need to find ways to compensate them for the time they put in to execute these assessments. i'm curious about the recommendation to make the math
benchmark. we have so many requirements as so much of our educators that i worry that opt in means no one will do the assessment. so what i would suggest is that i would like us to collect data on who actually does opt in and then under what circumstances because if this is not a good assessment, we should just get rid of it. right? i'm a little bit uncomfortable with an opt in. if the committee finds it's not useful and achieving the goal, we should abandon it. but if it's going to be useful in certain cases, i would like to understand in which cases it is useful. if i can have a sponson that issue. >> it is a standard aligned assessment it is aligned to the standards. what we found is that the usefulness of it has not been
valued by the teachers who need this information because it's not aligned so much with the scope and sequence. it only measures -- it measures the breadth, not the depth of the could not at the present time. -- concept. we're going to be collecting data twice a year now. in the fall and the spring on the math milestone tasks. the milestone tasks is at the end of a curriculum unit in math. they are curriculum embedded assessments. there are like 10 to 12 in the year and we will be collecting at least on two of those. >> and then finally, i do want to support the continuation of the task force. i'm amazed that so many people felt satisfied by their participation. that's really exceptional. i want to thank the committee
and hope they will continue this work. it's very valuable to us. thank you. >> thank you, vice president cook. >> i'm really excited to hear this report. this was the first resolution that i brought forward with commissioner sanchez that got a lot of push back. talking to multiple stakeholders and the district staff about the issues we were having with testing let me know that the push back was something deep here that we needed to unpack. one of the things -- one of the pieces of feedback that i heard from you this evening was -- what i was hearing was validated. when i was going out to schools talking about staff about if these were improving their progress, the answer was no. it sounds like you came to a
shared understanding about how implementing the test wasn't actually working for educators as they were trying to go throughout the year to improve practice especially around math and limited time to conduct the test was a big aspect of that. so we are spending resources currently to conduct the test where we don't have enough time and people don't have -- to conduct if t. and people don't have time to debrief what happened. the time we're spending using the test isn't giving us what we need. we're wasting resources if we're spending time working on a test that people aren't using to improve practice. all these things surface through this committee. i think this is a perfect example of the type of community participation that needs to drive a policy, having parents at the table now is the first
time we've been able to do this. these existed without parent and union participation. so i'm just like -- i'm really glad that not only you guys are presenting the recommendations thus far but that the process is working so get us the desired outcomes we want to see across our district. what i'm committed to do as a result of the changes of this task force is to continue to go out to schools asking them how is it working given the changes that the task force has introduced. i would agree with ms. black that if you're going to continue to execute a test and not have the resources to really use the information properly, we have to consider not using the test because we're spending time on results that we can't actually drive anything around. so if we value the test, we have to find the money to find the coverage so people can actually
do the work and make changes based on what the test rules are showing us. >> commissioner sanchez. >> thank you. i want to thank the assessment committee. thank you. working these past five months to come to consensus, to come up with a presentation that i think we all agree with and want to implement, judging from the comments of my colleagues, i think that we need to actually now find that money to be able to pay for the -- up to two days of assessments for k one and two. i know as a principal with staff, teachers assessing their students with the f and p assessment tool, that the teachers themselves almost universally really want to give this type of assessment, enjoy having that one-on-one time with their students and the students love it as well, and they
actually love it when they can actually use that information to drive their instruction and improve their instruction and make progress with their students. when we were giving the one day, we found oftentimes -- and we found that many times subs didn't show up, but when they did show up, the one day wasn't enough for most of our teachers. i'm happy that we can have a window or one to two days. some teachers don't need two days. they actually have a lot of kids at or above grade level and they're not going to test their kids a year before. -- before. other teachers the vast majority are below or at grade level and they're going to need the two days. it's paramount we as a district find the resources to make sure that happens. i'm really happy about that recommendation. now as a teacher myself, i've never used it, and now i'm using dra. we don't get sub days to do it. so guess who has to volunteer
his time to give that test? me. and that's not a sustainable model. we can't ask our teachers to do that. i'm in daly city, not san francisco. it's a different scene. this is a really good way to really help our teachers do the right thing. i do want to zero in a little bit more on calibration. we've also found over time is that staff themselves if at the they don't calibrate with each other at grade level, although expanding the grades, because there's a certain part of the test that is subjective, that you will -- find errors over time. we need to have that time to meet so they can calculate this assessment tool. and i think that we just need more discussion of how that will look. across schools we need to that as well. we can't have one school assessing in one manner and another school assessing in a
different manner and getting totally different results. so i think even across schools we need to have some kind of cohort looking across schools so we can have calibration as much as we can district wide. as far as the math milestone, i would like us to -- i mean, at this point, i don't have a problem with the two milestones especially if the union is okay with that. but i do think we need to monitor them to make sure we're using that data. i actually am not the kind of person or teacher that think it's that valuable that they get reported to the central office because i think that teachers and their own site cohort of teachers in the site leader can use that data and make the decisions themselves. i think that one of the things that drove the resolution -- and i want to thank commissioner cook for coegg author -- coauthoring -- is that many teachers have expressed they feel they're being injured as a teacher individually or as a
cohort of teachers at their site by these assessments because they're being reported centrally. that's just a fact. people feel that way. so if it's being reported centrally, i want that monitored as well. i know part of the resolution was we won't use assessments as a tool to actually punish teachers, but we have to recognize that many, many, many teachers feel that it is being used against them. i want to monitor the milestone task as we move forward. i also agree with other commissioners that this committee should move forward and continue the work as we go on because there are other assessments that we need to look at as well. and i just want to commend again the work you've done and the fact that as commissioner cook and others, this is the first time really we've had significant stakeholders all at the same table over time discussing a really important issue and coming to consensus.
congratulations again for the work. thank you, staff, as well. >> anyone else? okay. great. so this is just a discussion. we don't have a -- >> we need to discuss the financing and how that's broken up. >> for this evening, are we we presenting or is it going to budget. >> it was just noticed for discussion. >> yeah. >> we can't request to bring this up -- >> bring it back after we have e need to have some conversations around budget at either -- we'll figure out where that's going to go. does that sound right, mr. lee? >> if i can make a suggestion. we have, i think, the relevant information about the proposal to incorporate into theud