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tv   Government Access Programming  SFGTV  January 18, 2019 1:00am-1:42am PST

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multiple tier 1 and tier 2 supports for the students. denman staffs two head counselors, one of whom is here tonight. one to oversee behavioral and one to oversee academic. they creating a wellness center. yay, denman. high schools. i chose to highlight a couple of high school. wallenberg and washington. principal of wallenberg is here. i want to say that the two schools at the top. i want to call out wallenberg and washington. wallenberg who has demonstrated -- demonstrating better than the district average for african-american students in chronic absenteeism and suspensions. wallenberg has one of the lowest
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absenteeism rates with all of the high school. they attribute this in a change to the bell schedule. every monday during p.d., teachers have an opportunity for teachers to meet with the parent. if the student is absent, parents are called immediately. they have parent conferences for every student that have more than five absences. so thank you, wallenberg. very good. and at washington high school, whose suspension rate and out of class referral is better than the high school average. washington high school has the shoutout to recognize students who demonstrate community, achievement, respect, equity, care. they use restorative meetings as a first option when conflicts arise. and their student assessment meetings represent the programs to ensure that struggling students get multiple levels of support.
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yay, washington high school. again, with the heat maps, it gives you a cluster. again, this is to spark conversation. to look at different schools to say what are you doing that i'm not? and it's to look at a school across the band to identify trends, challenges and also to really spark the conversation we need to have in these areas. i'm done. thank you very much. i'm leaving. no. no questions. >> no, you're just getting started. >> seeing no questions, thank you. >> we do have public comment for this presentation. so when you hear your name called, make your way to the podium. georgia. susan. kevin. julie. marie.
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julia. and there are only two more. >> good evening, again, commissioners and superintendent. i coordinate the parent advisory council. i'm the parent also of two high school students in the district. i wanted to take a moment to acknowledge the slide number 8 around foster youth. although they make up a small portion of the student body, they are some of our students most vulnerable for falling through the cracks in the system and flying under the radar for supports and services. foster youth, i think that's only one of their identity. they're also students who are english language learners, students receiving special
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education services and/or students who are african-american students in our district. so -- they all qualify for free and reduced lunch. because they're small portion of our student body, it's challenging sometimes for students -- for school communities to look at data at the site level. and that is probably one of those things that contributes to what are the needs to have the students who are in foster care. and as mr. truity mentioned, the suspensions did decrease, they moved from red to yellow, but five out of the six metrics are out in the red. the state has identified our youth in foster care as priority students. focal students. and we get additional funding to support them. so i wanted to say thank you for having that slide in there.
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our foster youth have often been left out of presentations because they are a small population and that is one of the challenges. thank you. please stand by. please stand by.
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they are figuring out what do we need for our schools. what the strategie strategies tl work for us. i want to echo that the state is great. as pretty active parent i don't know we have culture and climate team. i don't know if we're implementing things for our schoolings. we'll love get those to school
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sites. >> i want to start with acknowledging this land is home to the original stewards of territory. i'm committed to uplifting of this land. i noticed ever since president cook has started off different things, i would love so see the school board acknowledge the land and the reason why, we can start acknowledging the history. going to the safe school initiative, all have restorative practices. please reinvest in restorative practices.
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lot of time restorative practice is traditional knowledge here on this land we're from. just circle back and think about that and knowledge, we're using technology. another thing is, can we get some child care. seriously when teenager come in the school board meeting there's child care in the back there. it's really hard. that's all i have to say about that. i want to say, congratulations to all the new members and members who won again allison collins and gabby. i'm excited. somebody said it's not business as usual.
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i love hearing that. it's new school board and new day. thank you. >> good evening board commissioners and superintendent matthew and everyone in attendance. i'm part of the leadership team for apec. tonight, we wanted to come out. for the past three years, apec has advocated for implementation of our restorative practice. there will be full rollout but up until now, it is still not taking place. we would like to know when the plan is actually going to be fully rolled out and observed throughout all our children school sites? we've noticed that with some of our own individual children and heard from families that there are many issues that are currently using restorative practices. we would like to know what's the
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plan for full rollout and how sites have been trained being supported to ensure that it is happening. as our data shows, african-american students are still topping off discipline charts. as we shared earlier this year, during our annual presentation, african-american families continue to report that they and their students don't feel as if they have equitable academic and emotional support which impacts their ability to receive a high quality education. on a personal note, which i said before, until we start holding our administrators and teachers accountable for implement takings of restorative practices and not allowing them to opt into it, we're going to continue to see the numbers that we have.
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they need to be held accountable whether it's through the contracts or whatever. >> good evening. my name is rachel robinson. i stood on the african-american parent advisory council. i wanted to bring up this evening about the presentation is that, we still see that at an alarming rate that the staff is signing up for deescalation versus other training listed. there were no numbers or statistics in regards to which schools were being using that and how they're using it, how it was being implemented at the school sites. other thing is for our bright spot schools i'm so happy they're doing great things for schools exhibiting the same behavior and using the same
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ideas. what's being offered to them? how are we looking at the system and going back and seeing if there's something that can be done different or what need is not being served. other thing is for the decrease that marina had the 3% of suspension, i'm curious how many were black and brown students of the three. i think that's all the questions and answers that i had. thank you. thank you for all your questions. i will turn it over to questionser from commissioners. >> commissioner lopez: you mentioned there were multiple tunnel it is games to engage. we've been hearing from the public that's not the case for all schools. how do you get the word out and
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is it available in languages for the people that you're serving? >> for opportunities for parent engagement, we do have a family partnership model which melody can speak to more. i'm engaged in -- positive behavior strategies a the school, the school engagement activity are done at the school site. i want to know specifically about the opportunities that you're asking about commissioner lopez. at the school site, i can't speak for all the school sites. their uniques are unique to that particular school site. our trainings that we are offer, we do invite our parent advisory committee, members to our training. one was mentioned about the new attention work group.
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as far as the opportunities for the community to engage at the school site, i think those are opportunities that our school site generated. i don't know i all of them. we can inquire about that. it's part of the family partnership model opportunities for parents to be engaged. something is happening at every school. i can't really speak to in general what those are. >> president cook: do you want to bring someone up? you want to wait? >> good evening commissioners. welcome all the new commissioners. congratulations. would you like me to give you the brief summary of the partnership model. it took about three years in the making develop the sfusd family
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partnership model. the model was developed throughout a design, design team structure where two of my staff, we had at least 30 to 40 different sessions with community partners with families with students over the course of the year. coleman advocates were very involved, all of the different parent advisory groups, parents for public schools, mission graduates. we met with many community partners to develop this model. it's a model that has six primary practice areas that involves creating equitable school community, how then tech- authentic relations partnerships, trusting
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relationships, creating nurturing. one of the really big practice areas is connecting family partnership to learning. linking it to learning and really working from a dual capacity model where the capacity of the families and students is being developed along with sfusd staff and partners. we've developed a training where a school site can identify what we call a process lead and go to a training and then go through a process with their school community to identify a family partnership action plan. that's the engagement part it's not as though the school sits down and say we're going to figure out how to engage families without talking to the folks they trying to engage. that's the first part of the model. then you have an action plan within that it may include workshops you would provide to families. we have a spa. we're developing curriculum and
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content for different workshops around navigating sfusd supporting your students. a wide topics was identified through the design process. it's a very robust model. the trainings for the partnership model started this fall. the spa workshops probably start being implemented maybe a few by the end of the spring but in more larger numbers than the fall. >> president cook: commissioner collins. >> commissioner collins: we adopted this in 2014. is that correct? but it was based on a previous resolution which was adopted in 2009 which was also -- in support of comprehensive school climate restorative justice and actually suspension and expulsion. we've been working on this for
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the past ten years. i think what i'm hearing from folks is that, they like the resolution. the problem is actually implementation. i guess what i like to ask, i'm looking at the resolution now. i want to ask if these things a happening or not. it says in here that restorative practices training and pbis supports will be available to all teachers throughout the district. is that currently happening? >> yes. >> commissioner collins: every single teacher is trained in r.p.? >> no. those opportunities have been made viable ever -- available ey year. we've been offering thousands of teachers have been trained over a year. >> commissioner collins: it's not up teacher to decide to do
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the training? >> it's not mandatory. the 2009 commissioner collins, the 2009 date that you mentioned, former supervisor kim was just here, that was her resolution. 2009 for restorative practices when i came into my role in 2011, that was not being implemented. we struggle with that. we had a several community mee meetings. that resolution never really -- i don't want say from 2009 to 2014, we were implementing restorative practices we were struggling with restorative practices. 2014 brought in safe and supportive schools to actually implement restorative practices because we were not doing that before. >> commissioner collins: we tried to do it in 2009 and we didn't. we trying to do it now but it may not be happening at all sites? >> yes.
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>> commissioner collins: we are -- we're embracing restorative practices at all levels including central office staff. is happening? how are we seeing restorative practices happening in central offices? >> that's a good question. i'm very restorative. [laughter] i actually can tell you the truth. what we really wanted -- to be a district that thinks of repairing harm, recognizing relationships, strengthsening relationships and not being punitive is something we do want at all our schools. we actually -- it's a good practice for adult behavior as well. the attention there was -- i can tell you in ways we've had conflicts between adults in the district. we can use that strategy because
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enough of us know how to do that. >> commissioner collins: i appreciate that. my understanding we don't know whether there's any structures in place to ensure that's happening. >> many central office staff have been trained in restorative practices. >> commissioner collins: we don't know specifically how many for there's a structure in place. >> i have a log all the numbers of our piece. >> commissioner collins: i'm hearing from apec families. they want to see that as well with trauma informed practices, pbis. any of the thing we've listed it will be helpful to see by site how many folks have been trained in the different thing and what percentage of the site. when i was at san francisco we had lot of problems few years ago. staff were saying they weren't train ened and they wanted to be trained. >> i do have numbers for every
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year. i don't is have them by site. i can't say that -- we've got quite lot of adjustment there. i can tell you numbers i should be able to tell you division. >> commissioner collins: in the future, i will be really interested seeing numbers by site. i'm seeing we have behavior deescalation, that's another one i'm interested in seeing. it says here we're doing database decision making, implementation should regularly collecting and analysessing dats and share it with the school community to informed disciplinary practices and procedures. i do all schools have behavior plans? >> the expectation is that they do. the behavior support plan and
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the behavior -- we got president solomon there. i'm meggsing on the title -- missing on the title now. it's in the actual contract. [indiscernible] >> commissioner collins: is it happening at every school? >> i don't collect them. the expectation is it is. it is certainly stated to every principal. >> commissioner collins: how how are we gathering feedback. eir hear it's great and my experience before we had principal now it's great. we were saying we were doing it. my question how do we know that the stakeholders experiencing it feel it's effective? >> that's a very good question. i don't have an answer.
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>> we do culture and climate surveys. we use that data to let us know what the stak stakeholders are feeling about their schools. you ask the question about the behavior plan. the expectation is that -- we have assistants for each the school cohorts. it's responsibility of the assistants to make sure that is happening it at this time. how are we making sure that parents know about the behavior plans and are able to participate in creating those behavior plans? >> one of the things with the t.f.i. when the culture climate team is to assess data in the school, what's happening social emotional data. how are students treating each other and define the behavior expectation, how are he going to communicate those to student and
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also to families. it's also part of the expectation. how they do that i don't know. >> commissioner collins: i'm talking about involving families in creating it. >> i think that will be most desirable way to do it. >> commissioner collins: we don't know if that's happening at all? >> no, we don't. >> commissioner collins: i like to see data. another point where we're getting feedback, we've heard families request transfers because they don't feel safe. i heard lot of black families they don't feel safe because of cultural safety they feel like their children are being targeted. i'm sure that happens with other communities like lgbtq families. i like to know are we tracking data around request for transfer based on health and well being and safety transfers. can we see that by school and by issue? not the specific incident but
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type of category of issues. >> yes. >> commissioner collins: are we doing that with bullying and voice complaints? >> it depends on where the complaint is coming in. if it comes into office of family voice, we know the nature of that concern. as far as safety transfers goes these a reason for the safety transfer. actually, if we go into bases, there's bullying and we can pull that category.
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we do have distinct kind of disspirit data points. >> commissioner collins: at my school we had problem. lot of the kids getting suspended, were bringin bringinn knives because they felt unsafe. they were getting triggered. our staff was not trained to deescalate. things weren't getting resolved and they would boil up again. there was name calling and those kind of things were happening so kids were feeling unsafe. it seems like our focus is on students getting suspended and we're not looking at condition of learning. we as adults don't have a bias and capable. i like for us to be looking what we're doing because i think it's a great policy. i think it's up to us to
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implement and how well we implement, we're seeing great results. i like to see kind of how we're doing with implementation. i guess, finally, i there's a huge focus on african-american students. i think it's interesting that we talk about behavior as the way we define safe school. we should also be looking at cultural safety and lot of black families and other groups are also say their schools don't feel safe culturally. without that component, being called out how we talk about race in our schools and we're willing to do that, that is having a lot of impacts at the schools. i like to see how we can track that across schools. which communities are doing that and some are doing well. so thank you.
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>> president cook: commissioner sanchez. >> vice president sanchez: thank you for the presentation. you mentioned something about the board group. who makings up the body of that? >> couple of things i want to mention about attendance this year. at the beginning of the year we identified 28 schools at bright spot to reduce chronic absenteeism by african-american students by greater than 4%. we presented all of that data to lead and mid-october. we haven't done the mid-semester. we shared bright spot then. attendance work group have the most important effort that we've embarked this fall. it consistent about 30 staff from almost every office and
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division in the district, parent advisory groups and administrators. the goal is to develop direct-wide plan that support student attendance. the work group members have been questioned into teams and conduct number of listening sessions with stakeholder group. principals, teachers, family, students, city agency partners. to develop the recommendation for districtwide plan attendance plan to be presented to the superintendent and the board in the spring, 2019 beginning in the start of next school year. >> vice president sanchez: first slide, slide 4. chronic absenteeism. the numbers are terrible for
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african-american students. if you actually subtracted on the blue line, african-american students. that's all students from the district, disparity between african-american students and chronic absenteeism, all of those studenting will be wider. i like to see future presentation show the real numbers. it's really dramatic as it is. but it's more dramatic than we think. >> commissioner sanchez. tell me that again. >> vice president sanchez: the blue line is all students.
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the despairty will grow. if we take out the african-american students from that group. >> african-american and all others and then you'll have a wide disparity. >> commissioner sanchez: that's the reality of the situation. commissioner collins mentioned something about transfers. i'm very aware of the spring transfers that happened. they are disproportionately african-american students. what does happen on side note spring transfers student ghost to school that have room for
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them. i asked while back, we look at the spring transfers and what we can do. statistically we should know what the numbers are racially and how we can really support the students transferred mid-year. those students are the most in crises. >> there are two things i want to clarify. there's a spring transfer process. family is not happy with their school. they desire a different school. any family can walk into e.p.c. and request a transfer. they do not involve people services. they are not part of the safety transfer. that parent maybe requesting that transfer, it's just a regular spring transfer that any parent has right to request. i'm giving reason why. they are just going through e.p.c. and they're requesting if
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there's an opening i like to transfer to this school. there is specific protocol that the specific teen that assesses that, sees if there's a safety issue. safety transfers know what is go through people services. there's a batch of transfers that go through the spring transfer process which is for people that wasn't to change schools. we don't know why. but they have a right to transfer schools. that can be transportation issues or neighborhood issues. it could be safety issues as well. those spring transfers are different. >> is there any way it combine them to see what the numbers are? >> we could. we can look all the e.p.c. spring transfers. i don't want to con plat conflae
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two. we can get both and keep those distinct transfer groups. that's fine. >> commissioner sanchez: there that will be great in. last question along the lines of restorative practices, professional development. it's not mandatory. i'm highly encourage. i do think that we should be finding out in realtime how many staff have had that training. that's basically pulling the principals who pulls the site for the staff. making it -- i don't know what we can provide. i have had personally the training. i instituted at both schools as principal. we saw great results overtime. i think we need make i it it's
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happening as much as possible. if we look at the schools on the new slides that the heat maps, all the ones in the red at the bottom red, we should prioritize those schools. we need it make sure that those schools are not just encouraged but given lot of encourage to get there. do you have any comments on that?


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