tv Government Access Programming SFGTV March 12, 2019 3:00am-4:01am PDT
i am the education specialist within the multilanguage input department. i have the pleasure of working with our district english language advisory or delac. our purpose is to provide information to the staff in san francisco unified school district to serve the needs of our english language learner students. i'd like to take some time to thank kristina wong for her support and guidance throughout this process. the translation interpretation unit because the work that we do is not possible without them, the multilingual departments for continuing their work to roll out the wonders, which is the new curriculum that serves the complex needs of our english learner students. congratulations b.c.c., and thank you for your hard work. over the past several years,
i've witnessed firsthand the dedication that the members have shown to ensure that the needs of english language learners are met. it is a pleasure to welcome them on board to be members of the district english learners advisory committee. i want to specifically recognize myrna vasquez. as you all heard, she is involved everywhere and part of the pack, part of the delac. she's an elac member. so having her join us is going to help connect the b.c.c. and in spirit, the b.c.c. will live within the district english language learners advisory. so with that, one of our members is not here this evening. she had trouble getting here because of the rain, but i have jeffrey lee -- oh, she made it. sorry, i didn't see her walk in. excellent. thank you, paola.
>> good evening, everyone. my name is paola, and i am vice chair person of delac, and i'm representing buena vista horizon. i want to thank janelle and maggie, too, from the multilingual pathways for creating a safe and welcoming environment for families and to come together, grow, and learn how to navigate in san francisco unified school district, and especially how to support our childrens as an english learners students. as the vice chair person for delac, i have learned to advocate not only for my own child but also for the needs of all childrens in our district.
throughout the last few years, delac members have had interactions with site leaders and elac representatives who have shared their experience and other going concerns which are reflected in the recommendations that we will share with you this evening. one of these infractions involves conversations with staff and teachers who report that they would welcome more support around access to technology for english learner students. this is purely an equity issue. one of the districts on finding if their -- while it's normalized, the parents' access to technology is through the use of cell phones, it does not
support student success. with that in mind, we would like to recommend the following. a structured after school program for english learners that provide research base standards alignment instruction. the programs should include access to technology with computer assist instructional programs that support e.l.d.s for home and a school use and provide keyboarding skills development to support the navigations of computer based state assessment. thank you.
current data shows that reclassification rates are low for spanish speaking english learner students. [inaudible] >> -- of 51%. [inaudible] >> -- at a 28% reclassification rate, a difference of 23% in the reclassification. as a latino parent, these things and obstacles are endless for the success of our
achievement gap with spanish speaking english language learners? will it take another lawsuit, a florez or lopez such as the lau consent decree to allow spanish speaking english learning students? it is important that the district provides early programs of intervention for the english learners to foster the development in english --
grade here english learners, a program that will provide english learning in an interdisciplinary environment focusing on support in four domains. reading, speaking, listening, and writing. [end of translation] >> thank you very much. >> good evening. my name is jeffrey lee. i am the delac southwest regional representative. my two children have attended
commodore sloat school since 2014. this is crucial for wielding teacher capacity around vital systems and structures that support english learner students. our committee wants to ensure that teachers and staff have access to and training with necessary information and materials to support our english learners. more specifically, they must be supported in understanding and carrying out the district's new english learner reclassification criteria to promote positive outcomes. with that in mine, our third and final recommendation is as follows. in december 2018, there was a change to sfusd's reclassification criteria for the lpac.
the california department of education cutoff scores based on studies first administratored in tadministra in the spring 2018. we recommend that the district implement an accountability system with a means to measure and ensure teacher and staff completion of their training modules and/or workshops to support english learners. in such a system, mandatory trainings should be reviewed at a minimum of twice yearly and should include the following: first, best e.l.d. instructional practices. second, culturally responsive teaching strategies for english
learnings and reclassification for teachers and staff teaching english learners. thank you very much. >> good evening. my name's maggie ho. i'm the community liaison. my work includes support for our chinese speaking families district wide. i'm also honored to work closely with our delac members and also welcome our new delac members from the bilingual community council. i also want to recognize our collective work with african american parent advisor council, c.a.p. for special education, parent advisory council and youth council. stronger together, we will work
to ensure our english learners and all students are prepared to meet the san francisco unified school district's vision 2025 graduate profile. we want to thank you, superintendent, dr. vincent matthew, and our board of education commissioners for the opportunity to share this recommendations. so we look forward to our continued collaborations in support of our english learners. thank you. >> president cook: all right. thank you for your presentation and for your service to the district. are there any -- we do have one speaker for public comment. you'll have two minutes, miss aleta fisher. >> my name is aleta fisher. i'm the chair of the community advisory committee for special
education. i wanted to thank the delac and speci special advisory committee for your work. we do a lot of special and stakeholder engagement, and we're honored to stand beside you in your advocacy work. a couple of points made tonight that i think are worth highlighting. a lot of what you heard here is not now. the advisory groups, we present together in may. a lot of this has come up in those meetings before? but when you're talking about access to technology, when you're talking about the equities in after school programs and summer programs, in early vention, professional advancement opportunities, some of which should be mandatory, these aren't priorities that are unique to delac and b.c.c. these priorities that the
majority of the families in this room would standup and echo. so thank you for allowing us to raise this and standing here in this room beside you, and thank you for the opportunity to report. >> president cook: any comments or questions from commissioners? commissioner lam? >> commissioner lam: thank you to the delac. i have many questions so it might preclude to have a follow up in attending the next delac meeting, but first, thank you so much for your work and your recommendations. i recognize the work that it requires of parents and volunteers to put in this work. a couple things. one is related to the after school program recommendation. is it thought that the district would do it ourselves or do we have community based partners that we're considering and are continuing to work with now?
>> the thought would be that we could partner with a community based organization. obviously, i think that would be the best intention but if the district had funding to support such a program, that would be ideal. maybe a possibility of the beacon expansion program to support the needs of our english learning students or jamestown or other programs that could potentially be tapped into to be able to provide those resources. >> commissioner lam: following up to the recommendations, i'm curious from the delac members to hear from you and staff, the role the parents and their engagement, realizing moving forward with some of these recommendations that they're structured, professional development. i'm interested to here about the opportunities that -- hear about the opportunities that parents can engage in their
students' learning. >> well, as you know, each school site can have its own el elac or english learners advisory committee on-site. so one of the ways is for parents to get involved or simply support the members and families that are involved in their school's own elac. >> commissioner lam: and then lastly, i would like to continue monitoring and understand the big gap around particularly for spanish e.l.s and that huge, again, difference of reclassification in -- and our progress as a district in how we're addressing the gap, so i look forward to working with staff in addressing the progress there. one last point of clarification. this is focused on k-5 from my understanding. i also would love to learn more about structures and options and how we're supporting older youth, in particular, newcomers
that are coming in in high school or later school years. >> thank you. we do have a summer program for newcomers in middle school, so we could share that with you in the future. >> president cook: commissioner collins. >> commissioner collins: thank you so much for your presentation. i appreciate the parents reports. i would like a copy and i think it would be helpful to come back to it when i rereflect on the language experience in schools. i guess one of questions i had is around representation? the delac represents a lot of communities, and each community has some of its own recommendations and challenges, and i'm seeing chinese and spanish, and those are the largest groups, but i'm seeing other groups. how are those represented in the delac and how do we gain
representation for arabic, viet nammese, and all the other languages in the district. >> thank you. every school with 21 or more english learners has an english learners advisory committee where they send a representative to the english learners district advisory meeting. so that said, that brings different representatives from different sites into james denman where we hold that community forum, and that is all inclusive of many different languages, and we usually have up wards of 100 attendees at that meeting at the general assembly and that happens every other month. another way that we engage other communities in other languages in our community is through the joint advisory
councils and going out for lcap task force engagement listening sessions? so there, we go into the community and are able to get some input and feedback then. >> commissioner collins: so i guess from my experience, my children are in schools that are predominantly chinese speaking, so the delac represents those families, and they tend to represent those families to a larger agree than spanish speakers and arabic speaker and viet namese speakers. i'd love data around how many of those other language groups are represented in your delac meetings? i know some delac meeting with very robust, and others are nonexistent. i'm interested in seeing how we're tracking that, because like i said, i've been at some school where they didn't exist,
like, they weren't as engaged and, like, parents weren't doing decision making and as active as at other sites? so i'd love to see how you're tracking participation from families and then kind of a diverse participation in -- in terms of language groups across the district in those smaller elacs because they don't have to go across the city, they can engage in their local schools. but in some cases, depending on the language that the parent liaison speaks, they may be able to better engage with one community over other communities. it's definitely challenging? so i'd love to see just how you're tracking that. >> thank you. so maggie and i are a team, and we both work -- we go out into schools independently, and we actually have a site audit. we have a list of the school sites that was already assessed to determine whether or not they have a fully functioning
elac, which is what you're referring to. we determine whether or not they have a roster, right? so they need to have an elected group or an elected body within the site? we determine whether or not they are actually receiving training around exactly what it means to be an elac member, what reclassification is, and e.l.d. instruction, so we do have a mechanism, and more so maggie and i are the ones who monitor and go out into school sites besides what happens at the district level? and as you said, it does vary from site to site, and language, right, is a big variant within school communities. and if there is a family liaison or someone at the school that speaks the language, they're able to build more community? so one of the recommendations for me going in is to ensure that there is someone -- that they identify someone at the
site that can engage community members that may not be represented in a large group? that's one of my biggest recommendations. and then, the other piece to that is to ensure that school site councils and elacs are separate. so i think we understand that a lot of meetings, right, these evening meetings take a toll on all of us, and so a lot of times, it's easier for admin to say we're going to hold these together. but for me, it's really important and vital to secure the space, a safe space for families to be able to voice their opinions and their thoughts and their needs. like, i'm really passionate about that, so i go into these schools, and i sometimes say i'm not here to make friends, i just want to make sure that these families have a space. and so that being said, there's still a lot of work to be done, and -- but i do have an ongoing roster that i'd be happy to
share. and also, what the parents have as far as what they shared tonight was shared with mr. judson steele, so he could share with you, as well, along with the recommendations from 2016 through '18, and what's happening now. so there has been some things that have been implemented, many of the recommendations, and we look forward to more. >> commissioner collins: and just one final question. marco had mentioned that there's biases that families have to navigate, and i'm interested in hearing what specific biases do you feel that we could be doing better to address at our schools to help lower barriers.
>> the advice that i see is mostly the difference in how the teachers treat the kids who are white who have european parents. at my school at least, most of the teachers are white, and i see that when the kids get evaluated, their scores are different according to who the kids are. for example, my kid, i know he's a really advanced child. i am a math tutor. i know how advanced he is, but when the results come for us and when we get to the parent teachers conference, i see that his scores are very low.
we'd have to determine which students qualify, how many students and go from there. the accountability in the 2016-18 recommendations, it sounds like that one has been established and implemented? >> implemented is actually the professional development. the request was more professional development and that has been implemented, but the current recommendation is some sort of accountability mechanism. so while we know there is funding set aside for the professional development, who, how, when, where, and how often is what they're asking, what we are asking, right? so is there a way to set up a system? is there a way to ensure that there is specifically the professional development calendars at school sites, right? so ensuring that at every school site that these modules,
training capacities, are set up and calendared during the summer. and then they're set throughout the year, so when teams or anybody else goes out, they're calendared and calendared for the year and they go out and we know that school sites are receiving this professional development. >> you mentioned in the report, the curriculum. has there been any feedback? has the committee gotten feedback on the implementationed on the value of that? >> good evening again. personally, i'm trying to keep track of my school and i just realized that many, many teachers and even -- i know that mr. lowsa has been around schools trying to present his curriculum to the schools.
and he seems like he knows many teachers and many principals don't know anything about that it was acquired this past summer. and just personally, as members, are trying to reach the families and especially teachers and get together with principals to find out and to provide this information and share with their families. but what danielle said about kind of mechanism, we're just trying to keep on track and the same for what she was mentioning about the professional development. there is new teachers that don't know anything about classification and we just want to keep working on it. >> so perhaps a future curriculum committee meeting, we
can get presentations on all these recommendations, all three of the major recommendations, as well as wonders, i wonder about wonders, because i don't know if it's being implemented and we're halfway through the year. more than halfway through the year. so perhaps weekend that. thank you, again. >> commission? >> some additional to commissioner sanchez's request. i would like for the curriculum committee to see the adoption percentage or rate right now of where the eld curriculum is. >> i appreciate that and i'm hearing consistency with also other communities are asking for training, cultural, and really getting a clear sense of what is happening, where is it happening, who is getting trained and having a comprehensive view of what is going on across the district.
and that might be not just within the language departments, but all of the professional development that we're implementing as a district. also, because we can't do everything all at once. teachers don't have that time. so looking at it would be great to really make decision around priorities, because maybe the reason some people are doing some things and not others, we don't have a very strategic focused plan on what our priorities are. >> okay, thank you for the presentation. >> thank you. >> so do we have appointments to advisory committee by the board? okay. section c. consent calendar. can i have a motion and a second on the consent calendar? >> so moved. >> second.
>> any times withdrawn or corrected by superintendent? >> no, mr. president. >> president cook: any items removed for first reading by the board? any items severed by the board or superintendent for discussion and vote tonight? seeing none, roll call on the consent calendar. >> thank you. [reading of the names] >> clerk: six ayes. >> president cook: thank you, section d. separate consideration, there are none tonight. section e, proposals for action. there are none tonight. section f, public comment on general matters. please note that public comment is an opportunity for the board
to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using student or employee names. if you have a complaint about an employee, you can submit it to the employee supervisor. as a reminder, board rules do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers. so i have a list of names, once you hear your name called, if you can make your way to the podium, you'll have two minutes to speak. and if -- if i call your name and i don't see you, i'm going to keep moving on with the other names. so i have francisco. make your way to the podium if
you're hear. reverend branner. reverend birch. jerry nixon. danielle daniel. dorothy curry. shatar. nathan holman. latasha lynn. you have two minutes, sir. state your name for the record, please. >> my name is francisco. i'm the director of environmental justice advocacy. for the last 40 years, i've been in the trenches. i used to come here a lot. and maybe one or two of you all was sitting down there, know me from my past appearances, but
for sure, you all over here. it pains my heart that when a principal has to work so hard that you directors, superintendents, people that have to make decisions do not back up our principals, so much so, that is black history month and this woman got a nervous breakdown. and i was forced, because i'm very busy, some of you know me -- i was forced to cancel all my meetings and attend to the needs of this sister. so i'm asking you all, please, don't challenge us. we can fill this room a hundred times over. don't challenge us. i want you all to make a needs
assessment of the vicitation valley elementary school. have the principal and the children that are a nuisance in the classroom, traumatizing the children day after day, day after day, day after day, for months on end, that must stop. do not challenge me. i beg of you. i'll fill up this room and a hundred more rooms. i have that ability. thank you very much. >> hi, i'm a concerned parent from vicitation valley. our principal is very good. i have been in this area since 1980s. i've had children, grandchildren, nieces, nephews, cousins go through that school. this principal we have now is on top of her game.
she recognizes the kids that need help. she is sturdy. she doesn't have the support from the parents. i'm sorry. she doesn't have the support from the parents. okay. every day i get a phone call because the teacher is always -- i've gone to the classroom. she's an asian teacher. i sit up in there. when i come in there, kids look around, oh, your mom is here, and everybody is quiet. we have one child in it there that is autistic, he disrupts the whole class. calls him all kinds of name and everything. you take him down stairs to the office, they pet him. today, there was an altercation with parents in the school, but where was our principal? our principal is not allowed on the premises. if she had been there, that could have controlled it. i listened to the news last week
and they were comparing the test scores from all the schools. vicitation valley. there is nobody there that really comes out to help us. we're the unknown valley. we're the unknown school district. nobody comes -- i don't see any of you guys come out to our schools over there to see how we're doing, to get to know the parents or anything. it's like we're forgotten, but you can always call on hunters point. you always look for them. everybody. what is -- xavier? what about vicitation valley? you have a lot of asian teachers up in there that cannot control their classes. my daughter gets picked on all the time. last year, she was in third grade, she did real good. this year, she is not really learning nothing and she has not been able to. but the principal is there to help out. we need our principal back on the premises. thank you.
>> removing our principal is not the answer. the problem isn't going to go away. today, we had a big fight on campus with parents. if ms. scott was there, she could have de-escalated the situation, but she was not there. it's just so many issues. ms. scott, our principal is always there, been there. she's worked 12-14 hours a day trying to provide for the academy and social for the 21st century. we've got new furniture. our cafeteria is being redesigned. we have a new program with our garden. we have elas up. just a whole bunch of good stuff since she's been there. we have new ipads for each student, new computers. our principal is able to send them to a learning camp this summer, all expenses paid.
for google and twitter. i hate reading because it's just -- i'm very passionate about our kids' education and i know in my heart of hearts, i want to be standing here for her. if she wasn't capable and able, i wouldn't be standing here for her. but our school needs a leader like that. you guys should be standing behind her and you're not. we have no assistance from you guys, no investigation of what is going on with the people that keep coming down making the noise. we have not been asked about anything. i just feel like, you know, our principal at this point needs assistance. and she needs to be on campus. you know, our students are always in line when she's there. she's always willing to go the extra mile for our teachers. she helps out in the classroom trying to get the kids ready for learning to hand it over to the
teachers a lot of time when the teachers do not have the ability to do what she does in the classroom. why are the teachers not being held accountable for what is going on in the classrooms? why are we holding her accountable for those types of things? you can't answer that now, but a lot of us parents -- >> if you could wrap up your comments. >> -- we need to understand what is actually going on. >> thank you. susan solomon. steve good. jimmie. evelyn peppers. juanita litson. >> my name is steve good, the executive director of five keys schools, you authorize three of our charter schools. we run the education in the county jails. i'm here with the union to issue
a joint comment that we ratified our classified union contract just this past month. [applause] and i wanted to comment that we had three prior contracts with our teaching staff. this is the first contract we've had with our classified staff. as with prior negotiations they went incredibly well. we approached it from a win-win scenario. what we could do to make the best environment for the classified staff as well as our teachers. and the school, our board of directors, including hennessey, lovetice and schwartz were happy with the process. we wanted to say thank you to usf for your good faith negotiations with us. >> thank you. i'm president of the united educators of san francisco. i want to echo a lot of what mr. good said.
oh, and good evening, commissioners, superintendent and student delegates. this is ground breaking contract much of what was achieved for the classified members that work at five keys school are in parity with the teachers and certified. which is something we have been attempting to do along the way with certified members and para educators. you know that usf comes to the body with concerns about charter schools and charter school proliferation. here's why we make an exception for five keys. they're a union. their rights are respected as educators. in addition when you go back to the history of charter schools and why they exist, the original idea was to have laboratory schools that could inform other
schools about innovative practices. nobody in california -- and i believe probably the united states -- is doing the kind of work for incarcerated young people that five keys charter school is doing. as long as they keep doing the work and as long as we know their educators will get the support of the union, we'll be standing side by side with them. thank you. fernando. you can go ahead. >> hi, good evening, everyone. my name is jenny. and i'm a parent for parents making a change for coleman advocates. i'm here to speak in behalf of things we have found out online by doing research. and just being up here and listening to the prior people that went up and hearing about
the bbc kind of confirms as parents our investigation that we do online. we believe that it's very important for translation to be part of the online research that we do for unified school districts. when we're trying to research for schools for our children. one of the things that we found out was that the climate report aren't translated. there is no update information. there is very limited information about accountability score cards. we also notice that there is no information about charter schools. and if we did find one of them, it was under a different name. we also found out that there is a lot of non-translations. and hearing about the bbcc and hearing the delack and from questions that you made, it's important for you guys to have these translations available. it is important for me as a
parent to be able to go to the school and see a spanish liaison, chinese liaison, vietnamese liaison to accommodate the schools. it's important as a parent to be able to go and research so we could do our best to place our children in the best school and for the services that they need. we also look at a lot of the data so we could see if our children are able to have accessible ieps. so as parents we would like if you guys could make it a little more -- [bell ringing] -- parent friendly. thank you very much. >> all right, good evening, commissioners, superintendent, and student delegates. i'm the executive director of creative arts charter school.
thank you for providing me with the opportunity to address you this evening. as you're aware, creative charter school renewal petition will be brought at the march 12 board meeting. we're grateful for the feedback we've received from the budget and services committee, as well as the curriculum and program committee. during these meetings we have received feedback regarding our volunteer policy, our suspension and expulsion policy. our partnership for special education services and our supports and practices for english learners. please know we're reviewing each of these policies in detail and will be updating the language in the charter petition to reflect the changes that we make. finally, i'd like to thank the board and the district for partnering with us and holding us accountable for the benefit of san francisco students and families for the past 25 years. thank you.
that would make me make the decisions to turn down a comparable job with beverly hills unified school district and leave my family in southern california to become an employee with sfusd. none of that properly prepared me for what has unfolded in my position. in fact, there are several critical factors that have greatly impacted my role as an expulsion officer. one, not being a warm handoff. i've yet to meet the person who did this work last year. they remain an employee. agreeing to take attendance while doing the work as an expulsion officer. i knew that work required an entire another individual, but i was so driven by sfusd's state of emergency around attendance, that i went on and accepted the responsibility anyway.
as time runs out, i can see that i'm not going to have enough time to read everything that i wrote. so i will provide this writing to all of you and conclude by saying what will help me to be more successful in my role as expulsion officer, one, more transparency and systematic ways of dealing with conflict without resulting to punitive measures. two, structured evaluations with clear measurable goals, feedback. three, last, more constructive support and less hand-slapping criticisms. i ask you that, that you give me fair consideration for the renewal of my contract for 2019-2020. thank you so much for your time. >> president cook: thank you. did we miss you earlier? talking to the lady behind you.
what was your name? >> thank you. yes, sir. i'm sorry. i was running late. please forgive me. my name is shirley. i'm here on behalf of vicitation valley. i just want to say that mrs. scott's supervisor and -- ms. scott has been out for approximately a week or so. the school has been complete chaos without her there. today, there was a fight. the officers and everything were called out. behind some of the -- only one thing that is truth that is going on at vicitation valley, there are few bullies there and we're working to rectify that. the supervisor said she had no idea what ms. scott said was so prevalent. my son has a concussion behind
this since she's been out of school. i took my son so zuckerberg and he has a concussion. before i got there, and while i've been there, i'm willing to work with her. you all and the children and the san francisco unified school district, as i said, you all, we need ms. scott there. without her there, it was chaos. there was another guy in there, they ran him all day and all night. they ran her supervisor all day and all night. it's very critical. they said today the only way they can get these people help that they need is that the parents have to sign for it. other than that, they will just be there terrorizing the school. if you put ms. scott out, you're still going to have the same problem. but with ms. scott there, the
terrorizing that has been going on for the last seven days, which i hope to god you've been told, what is truly going on at that school. and i just pray that you all renew -- [bell ringing] -- her contract. >> okay, that concludes public comment. section g, special order of business. there is none tonight. section h, discussion of other educational issues. there are none tonight. section i, consent calendar. items removed. there are none tonight. section j., introduction of proposals and assignment to committee. number one, public and board comments on proposals. let's see. we have -- telephone conference? [please stand by] [please stand by]
>> i also noticed that the vietnamese language program is not mentioned in the proposal or the budget. i just wanted to remind you that my son who was in t.k. when that program was approved still will be in third next year, and as far as i know, we haven't made any plans to fund teachers in the vietnamese language program. i also was moved by the folks who spoke for delac and professional development, and noticed there was a movement to cut t.k. from the budget. i'm curious to understand that funding and what's happening there. thank you have a good night. >> hi. i'm tracey brown gallardo. i'm a member of the peace adviso advise -- peef advisory