tv Government Access Programming SFGTV December 20, 2019 1:00am-2:01am PST
years practicing. i have not had anything to do with mr. toby's medical case so i don't speak to that, but i am very familiar with the process by which workers comp issues are handled and the role of a qme or qualified medical examiner. as i hear mr. toby tell his story, i completely understand the situation in which a great deal of weight is given to someone who hardly knows the patient. >> thank you. [applause] >> that concludes public comment. section d. we have a report from any of the education parent advisory council.
newly-elected chairperson for the parent advisory committee. i am from northern california. i have a child that is in the middle school and i have a grandchild who is attending the redding elementary school. >> we are back. good evening, guys, i am melanie gordon, an enrolled member for the nation located in arizona. i have two students in ssusd. my student represent galea high school. >> i am amy anderson. i have a child who is a senior at the high school at 600 32nd avenue and a child about to start t-k in the next fall. >> hello. i am your program coordinator
for indian education program. i represent the pit nation. thank you again. >> so we are going right into it. i am going to read out our mission. the indian education programming title vi supports the academic needs of the american indian students in the san francisco unified school district. the parent advisory council is a group of parents and teachers that help determine the indian education goals and advices on distribution of funds for the program services that will be provided. they elect new representatives each year. currently, our elected pac members for the 2019-2020 year.
lisa miller, chair, secretary is me, student representative is kai anderson. teacher representative amy anderson, parent representativ representatives. indian education program staff coordinator flores and mentor/tutor lucas agular. you can see some of our brief timeline of native-american history. i am going to go over a few. you can read the rest. in 1879, carlisle indian school was the first established boarding school to colonize american indian children. it was a great experiment led by general richard pratt.
in 1924 indian citizenship act. we as native people were the last people to have citizenship for our own land. not even all states honored that. they did honor it in 1957. in 1968, indian civil rights act. san francisco was a huge part of the movement with the alcatraz occupation. we just recently celebrated the 50th year anniversary of alcatraz o ok cue participation. more haven't in 2019 the california state legislators have 10 native democratic members. oon may 5th it is san francisco city and county days of missing, murdered indigenous women
awareness day. >> for the school year 1819, i am going over highlights and successes. indian educational alumni returned to support the program after they graduated. collaboration and teamwork with the san francisco school district we can empower the community and increase academic achievement. the indian education program students and alumni created a mapping project and build leadership skills and entrepreneur motivevation. the opportunity enabled our students to learn about technology and ability to exploit the knowledge for new opportunities. students are engaged in developing resources for incoming bay area residents which is not public at this time. the summer science program engaged in the second trip to
seahorse ranch to reconnect to spirits and earth based values. research confirmed horse therapy is a powerful way to get in touch with behavioral disorders, learning differences, add, a.d.h.d. and trauma andy operation. they take care of oneself and others, sense of pride and appreciation of the simple joys of life. san francisco bay area outreach to indian education for support for foster and adopted families. the families are connectedded to the bay area collaboration of american indian resources. when that happens there is a pamphlet de distributed and that connection is being made.
as you can see, representation matters. the photos we see at the top of this slide are depicting the american indian heritage night at city hall here in san francisco hosted by the mayor's office. beautiful indigenous people. we are still here. we have not been erased. bottom left of that slide. a photo of the democratic convention held in sacramento recently. for the first time that i know of a native-american caucus came together at that democratic convention and one of the delegates reached out to the american indian program to include members of our community in sacramento and also a huge success that we still count as a very happy and successful day was the day that you, commissioners, did those who
were present unanimously voted to paint down the life of washington mural on june 25, 2019. unfortunately that vote was later compromised and changed. continuing on with our successes. the summer science program was a huge success, including the horse therapy at seahorse ranch, wisdom moving forward is an event we hosted prior to the summer program. it is every end of the school year. we honor our elders in the community. we also honor the students who are graduates and those transitioning from eighth grade to high school. we had the privilege and honor of having the keynote speaker joe lee proud fit. >> continuing with some on
goings. family support providing direct support to families and connecting to the district and community resources. examples of the agencies the native-american health service youth program, friendship house is a collaboration between all of those. it is something the youth needs. that will be all ways ongoing. the last one i wanted to highlight. we are proud of the ongoing collaboration with nahc, friendship house, the tribe of nevada, cimcc and united indians it is integral to supporting students and families as a whole. it takes a village. >> socioeconomic challenges to
educational success. the san francisco bay area housing crisis. there is a need for curriculum in cultural humility and respect. the indian education is unique in the following ways. it focuses on the educational needs reaffirming the special responsibility related to the education of american indians. the lack of training to not criminalize students. the training around youth culture is imperative because they eventually become adults. as adults we need to model that behavior for change. continued violation of agreements made with and on behalf of students. original vote of washington high school murals that was retracted at our children's expense of
equity is the work of eliminating oppression, ending biases and ensuring high outcomes through creation of multi-cultural, multi-ethnic and racial practices and conditions. i will stop there. the focus doe did not unity but glorifies oppression. >> the next slide shows the indian education program successes. some of the schools represented in this image is wallenberg, mission high school, school of the arts, gateway high school. some of the tribes represented in these images are the nation, those are the graduates.
i am excited to see them finish and to celebrate with them. >> top priorities. majority of these items have not been met yet, but we are happy to report -- well. require ongoing training for all s.f.u.s.d. schools and departments to be provided by the california indian museum and cultural center. we are happy to report sanchez elementary went through the training and we are pleased to report we have positive feedback. we encourage schools to follow. require native-american unit in the fourth grade curriculum to explore the history every assistance and modern contributions. parent advisory committee. continue with the social studies, humanities, ethnic
studies and the american indian community by school year 2021. emotional support, immediate commitment to increase and sustain the indian education staffing for after school and cull yocultural programs. to hire a full-time person for program assistant. it is i in high demand. it is impossible to handle everything on her own. >> considering the incredible diversity how can we encore important rate all voices in the classroom and school experiences. you can see there is such a wide variety of first nations represented on this.
these are only snapshots of the identities the first nations, the tribes of o students in our schools. how can we meet the challenge to make sure all students are represented in the schools and the curriculum? >> lastly, we would like to invite you to join us two weeks out from this coming friday, one week out to the tenth annual end of the semester celebration we will be recognizing our student in the community-based programs and sfusd and the 11th annual wisdom moving forward event saturday may 30th at the sanchez elementary school ad auditorium.
we thank you again for providing the space and opportunity. questions? >> i have a few people signed up for public comment. sammy anderson, lisa miller, marry travis allen. michelle anton, monte and julie roberts. >> good evening. i am mary travis. i am an elder in my community. i have been active since we were
title four, about 40 years ago. our struggles continue. i was on alcatraz 50 years ago, and part of that movement was to reclaim land, reclaim a center so that we could build a cultural center, an education center, bring languages back, bring a voice to our community. i just spent a few days back on the island, and it is sad to say those same struggles still exist. i have been a participant here many times, and i identified so many issues that we have. i ask you those voices that spoke out against us where are they now tonight, the celebrities, where are they tonight? we ask that you set these
priorities as your priorities, some of them have been on this list far too long. we need to do more for our community. you have a responsibility. we need to bring pride back to this educational institution to say that you have done your job, that next year when we come here we can have a shorter list. that we can say you have fulfilled your promises, that mural is still there, still exposed to our students. i ask that you commit yourselves and your spirit and your words in the commission of your duties to honor these things. thank you. [applause] >> hello. i am amy anderson.
i am once again going to speak from the heart to let you know that as the parent of a student who is now a senior at the school at 600 32 and avenue who brought it up to nem neme in eih grade so he could have orchestra for four years with the travel plan with his bus route for the reasons that he has was that high school. we really had no other option other than for him to attend that school to have the opportunities he needed to prepare himself the way he wanted to be an adult who was able to not only graduate from high school but also be able to carry musical experience with him to college and to his world. knowing that was his best option and through the lottery he also
knew he would be walking by painful images every day he was at school. there wasn't a way to avoid that. there was no way to avoid it. he is working on his fourth year now in that high school, and as the parent, it is painful, but i can't protect my child from everything. pain happens. i understand that. to say this generational trauma is just a little scratch on the knee, that is a different kind of pain. it is the pain that aches down to the bone throughout your whole body. it is a lot of pain. i know my child has endured pain at that level of pain from the trauma. i ask that you would continue not just for my child. his time there is almost done. he is about to be an alumnus.
consider all of the children and families, all of them. [applause] >> good afternoon. i am michelle anton. i am the mother of a graduate from galileo high school and will be graduating from the university may of 2020 and coming home. i just wanted to reiterate some of the priorities that have been on our list since last year. as you know we have taken up a lot of time with the washington high school murals which we feel as a community is very important and detrimental to the learning of our students. still on our list we would love to have a pathway to language that meets the requirement. our languages, indigenous
languages are getting lost. we need the students and communities to revitalize their language. as mentioned before, english is technically our foreign language. for us to be able to learn our own languages and use as a requirement for the high school graduation requirements is important to us. i also want to stress the importance of the need for a curriculum but to have us at the table as well to be in the conversations. i appreciate the connection you all have made, the recommendation you took from us to connect with the california indian museum and cultural center. we appreciate that as a community you reached out and there is a connection made. we want to make sure that connection stays. we also have other resources, plenty of resources we can offer to help the district with
curriculum that is accurate and meaningful as well as the artwork in the schools. let's look to see what we have here. things to empower our communities and students as a whole. thank you. [applause] >> i am lisa miller. my issue that i have is with the educational placement center. i moved down here in 2002. my child slipped through the cracks. we didn't know anything about the indian education program, and we were out. she already graduated. she graduated college by now. in 2004 and 2007, i went through the same process and enrolled my
two boys. we were not notified that there was indian education center for us. in 2002, i have a kindergartner that i enrolled. i didn't hear anything about the program then. it wasn't until 2017 that i found out by the word of mouth that they had an indian education center so that i was really disappointed. i am grateful to be here now. here we are 2019, i have a grandson, like i stated, he is in kindergarten. my daughter was not notified of anything of the sort. had i not known about the program she would not know about the program. my issue is with the placement center. their obligation of the new
synergy program is not working so for all of these years i have documents, nobody has contacted me. there needs to be something done about this. this is not working. you know, they need to fulfill their obligations to notify incoming students, families about the indian education program. maybe we need to get some more support in terms of like i mentioned about full-time support. thank you. (applause). >> my name is l un a. i am the parent of a future s.f.u.s.d. kindergartner. i am here to support the top priorities the american indian pac has told you. some of these are not the first year you have heard them. some have been the fourth or
fifth time this school board heard them. my question to you all is when will these priorities be met? the american indian community within sfusd has had a lot of the same criticisms of the school district and it is centered around curriculum, around textbooks. when i see my friend's schoolwork book coloring polka pocahontas and they say she is a prisoner and this is in textbooks, i am concerned. she wasn't a curious prisoner. she was a murdered indigenous woman. we are talking about murdered people, missing people. she was one of them. i don't want my 3-year-old right
now to enter into sfusd and be scared of history and celebrations like thanksgiving or halloween or things like that. i notice when we say welcome over there on the place where it says welcome languages. there is not one indigenous message. how do we know we are welcome, too? thanthank you for the free child care. my kid is in there right now. thank you. that is all. [applause] >> i am julie roberts on behalf of the san francisco families union. i want to reiterate what other speakers said. these are very specific actionable requests that the american indian pac bring year after year. in the recommendations i hear the same requests that we are addressing in the equity studies
resolution and the ad hock student enrollment community to move the resources to sites. that requires the district and board to ask how we are centering indigenous voices. who is managing the process to make sure we follow up on the recommendations that parents and community members put in hard work around? obviously this year is painful for the indigenous families. sometimes around the washington mural vote. we also heard that the board asked for recommendations for teachers to approach native-american history month and holidays that may end up being traumatizing for students including thanksgiving and halloween. we reached out to make sure they were getting out to teachers.
we weren't able to get a response. i was excited to hear a cultural intelligence training that is something many schools would be interested in. we are not aware how to access. on the positive this year some of our parents who are native-american put together resources and supported our own school to lift up and celebrate indigenous voices. it helped connect families that wouldn't know they were represented at the school and to educate students. we shouldn't expect marginalized families to do the work. we will ask the district to step up to meet the needs of the american indian pac. thank you. >> any comments or questions from commissioners? >> thank you for presenting and
for sharing information with us. i was wondering about the jusd curriculum. how long you have been asking for that to be implemented? i see here that it is intended for next school year to be implemented at all grade levels. i assume you have been asking for some time. i wonder the length of years it has been. >> the curriculum was purchased the previous school year to be piloted school year 2018-19. k through 8 for the joint unified school district centers the voice of hoopa, the california indian tribes around land management. we would be the first urban district to bring it into our schooling system. it was cre created by the hoopa
community and teachers they work with at the reservation school. >> i would love to include that in the next curriculum committee meeting. if you can follow up with me or the commissioners on that committee to get that started. >> commissioner collins. >> thank you so much for your presentation. i am very happy to see you and also very sad. i was here last year when you made a presentation, and i heard very similar presentation. that is why i made the request. i wanted to see. it feels like and i have been on the apac with similar presentations last year. i requested to see the last five years of presentations. what is upsetting to me we have families really giving up personal time, that is emotional
labor and giving up time with family to participate to help the district do better. what i am see is over and over the same requests are being made. i am not sure what the actions are. if i am not sure as a board member, that is not good. i put this together and shared with the folks in the community. i have shared with the commissioners. i cut and pasted all of the recommendations of the american indian pac made year by year and put them in a table. a lot were similar. i coded with categories asking for curriculum, professional development or epc identification helping families know when they are going through the process. those are the three that pop-up. i guess what i am wondering is it seems like some of them have been implemented. there was a request for changing columbus day to indigenous people's day. that is a very good one.
there have been discussions around changing names of schools like the new school. in general, but it doesn't seem like there is any comprehensive work done to address the concerns of the indigenous and native american communities around textbooks or teacher development. i wanted to hear from parents if you are seeing any movement, some movement or what are your -- is it just, you know, i am glad teachers were trained at sanchez. that is one school. i want to know your thoughts on that. >> i couldn't comment on that because my son is not getting any of that training.
>> i would say as the parent, it seems like every year, every year. as you noticed they are the same recommendations. we put a timestamp on it to hold ourselves accountable to move forward with it. with that timestamp it gives us something to look forward to, you know, if we accomplish it or if we do not. that is personally as the parent, it is going to drive us to hold people accountable. it is frustrating. grandma marry talks about it. here we are again. here is the list again. what do we do? we keep moving forward, keep pushing, keep pushing. our pac member, our sender alive
living and breathing. that is our passion. this is our future. again, it is work. we are still ready to work with the district. (applause). >> i think i might have forgotten the question. >> are you seeing any curriculum changes or professional development for teachers at other than sanchez, which was mentioned. >> i have not seen professional development, especially through the cimcc provided anywhere else other than sanchez. it was something that i requested in a very small way at the school where i was at for the last couple years as a
classroom teacher, and it was just told to me there wasn't funding for that and that they already had the professional development plans pretty much lined up. i am not seeing that particularly, but as the parent inside sfusd i have heard more in the area of excuses and opinions related to what our asks are rather than ideas of how to actually put anything in action to address anything that we have as our asks. >> supervisor how do we track requests over the time? some things are quicker to implement and some things maybe we can't implement. how do we know other than waiting a whole year? how do we track these things?
>> so we in the executive leadership team we have a tracking mechanism to track the resolutions as well as -- i can speak for the last couple of years. we can track the resolutions. what is required as well as requests that are made from the pacs. you heard that the curriculum that was purchased last year, and i guess it is implemented in the coming year so that is one example. i can only speak to the last couple years that is what we are doing now. i can't speak to how it was tracked previously. >> i just want to read this. >> if i may, generally, when the pac puttings forth the recommendations we take whatever questions are asked from the board as three to six month
follow-up and that is how we internally track the process what is met and what do we continuously need to bring back and prioritize. >> you are bringing it back because you are not seeing a lot of movement? i want to read this in the eighth grade textbook that states while scouting for food smith was captured by the indians and brought to the house. he saw the chief. he greeted him with a loud shout. when the meal ended the mood changed. he was about to be clubbed to death when a young girl took my head in her arms to save me from death. smith's savior was pocahontas. she would think of smith as her brother from that moment on. this makes me gag to read this. i am telling you this was brought to me by my children. they recognize this is not true.
handouts. tell us what i is it indigenous people say. what to wear for halloween? also thanksgiving. thoughtful discussion of what it is and how not to perpetuate harm wearing headdresses or acting out a happy feast, those were not realized. i know people are listening. i just don't see action. i appreciate the time. thank you. (applause). >> vice president sanchez. >> thank you for the presentation. commissioner collins covered my concerns. >> commissioner lamb. >> thank you to the american impact members for your work and your presentation and recommendations. i am particularly talking from
commissioner collins. i am interested in the epc aspect because they date back four years ago. especially as we are embarking on this assignment system and the last committee as a whole we talked about not only the policy this board will be making decisions about the student assignment but around the community engagement and how this is an opportunity as we go out into the field and meet with families and students that we have to think about how is epc really serving students and families? when i see there is a gap, i would like to understand from super-intentdend or the team what those plans are for ensuring that we address the recommendations and what has not been realized, particularly from
2015 through the late 2018 recommendations. >> sorry. one more time. >> i was saying i want to ensure as before we embark on the community engagement around student assignment that we be prepared as a staff to report back the status of the epc categories that commissioner collins forwarded that has been ongoing since 2015 and how that is going to be because i would hope and encourage that families and stakeholders come to those community engagement sessions as we embark on the student assignment process around how critical it is to ensure that as the education placement center is able to serve as that outreach for our indian
education services and programs. >> we will get back to you. >> thank you. >> i want to thank all the elders and family members here tonight to share their concerns about what has been going on in the school district. i just want to say from my personal experience at mission high school about how i am thankful for the teachers who never touched a textbook because it doesn't show accurate history in indigenous people. they don't believe in textbooks because it is a white narrative and doesn't show the true history. when i got to my soft more year i -- sophomore year i was told about the -- i for got how to
pronounce it. i was not told about the boarding schools until high school. how come i was never taught this until high school? in my heart i had to wait until high school to learn this information. a lot of the things mentioned in the native-american history i am thankful my teachers at mission taught me this. it has been centered around this and i am grateful for that. i can't say a lot of students in sfusd have done this. i am thankful that they teach this accurate information where they quote the books and show us documentary the. i am thankful for that. my resources teacher read a book
500 pages over thanksgiving break. i was thankful my teacher was able to teach me that. i wish that other teachers in the school district would take the time to educate the students about accurate information. i am grateful for that. i just want you to know that mission is doing their part to teach this. i want you to know that. [applause] >> one more thing. as a person who doesn't like to celebrate, my family and i like to to go alca taz every year. i wasn't able to go this year. my sister did. i am not going to celebrate a holiday meant to kill indigenous people. the fact people don't want to consider that this is your land. it breaks my heart the fact that george washington mural is still up. it breaks my heart.
(applause). >> thank you for your presentation. vice president sanchez has been on my case all year about doing something around the ceremony. we will make that happen in the coming year. i will talk to you more about that. good night. >> section e. consent calendar number one. motion and sencoocked. >> so moved. >> second. >> any items by the supervisor. >> none. >> any items by the board? there are none. >> any items for the
superintendent and vote? seeing none. roll call, please. (roll call). >> seven ayes. >> section f. discussion and vote on the resolution for separate consideration. there is none tonight. section g. proposals for action. if i hear no objection. one second. i did forget something. i would like to announce i appointed jennifer fong for the free city oversight. she will be appointed to see the employer officer to be appointed by the board. congratulations and thank you
for your service. any other appointments to advisory committees? >> i would like to appoint michelle to the peace pac. >> . >> back to section g. if i hear no objections we will vote on the board policy for action. one vote we have number one, bp06 -- 0460 local control accountability plan. bp0520 under performing schools. bp0520.1 comprehensive support and improvement. 2.
president sanchez will read the report into the record. >> there's also a report from the budget committee, as well. were you going to have her read that? >> president cook: i don't have that here, but go ahead. >> so we moved this forward with a positive recommendation in the november meeting. the last budget meeting, we -- it was not on the agenda, but we saw a presentation about budget, and there were concerns about shortfalls in this year's budget, and so we didn't want to hold up approval of this resolution, but we wanted to make it clear that we felt like
we wanted to support this resolution with the understanding that it was the implementation this year was to be met internally because a lot of resolution language deals with things that we should be doing in terms of our normal practices where there is additional expenses, that those be prioritized but also be considered with the other budgetary issues that are before, which are looking at ways to do the student formula, as well as new ways of looking at budget shortfalls this year. we already voted on it, but we just wanted to make that statement to the board with that understanding. >> president cook: okay. thank you. >> i will now read the resolution in the in order.
resolution in support of the achievement and success of all latinx student in the san francisco unified school district. therefore be it resolved that the san francisco board of education prioritize latinx student achievement and opportunity of the core commitment of the san francisco unified school district and set annual goals across the range of pk through 12 indicators will narrow the gap between standardized test scores, school attendance and advanced placement enrollment among other potential indicators. and be it further achieved, latinx and further opportunities will serve as key guiding criteria in all decisions supportive education makes involving the allocation of physical, financial, and human capital.
and further be it resolved in order to help reduce disparities in academic outcomes for the latinx community, the school will commit to using a whole family, whole student approach in moving toward student success and wellness in moving families out of poverties including providing families with wraparound services in close collaboration with community organizations and family resource centers. > and be can further resolved, the san francisco unified school district will charge the city of san francisco for family services and enhance the environment in which they learn including one, including
developing needs based on best practices of effective strategies, and two, utilizing a data dashboard of measure for pk through 12 achievement of students as measured by attendance rates, academic achievement and socio measures and discipline and targeted services based on the needs of those students. a a >> and three, regular tracking of the progress of groups of students throughout the school year and reporting on the progress of those students to the board of education. four, deploying targeted
supports to latinx students to ex-sure post secondary pathways in successive college and career which are borne by a close monitoring of student progress at post secondary institutions. seven, developing new programs and/or academic themes at historically underserved schools serving latinx students in order to enhance the quality of education for latinx students. such themes may include a new language program, summer and extended learning program, steam, arts, latinx culture and history focuses at schools, and
programs that diversefy students' programs especially in places where latinx students with underrepresented. eight, improving the visibility of latinx students across the environment, coordinating cultural celebration using more books written by latinx authors or that profile latinx characters and content so that students can see themselves represented in the curriculum and instituting an annual latinx honor roll celebration and supporting the engagement and leadership development of latinx parents to participate in school site and district governance issues. nine, investing in new hiring and retention strategies that help recruit more latinx educators and school site staff to help more accurately reflect
the students at schools with more latinx students, specifically providing more opportunities for latinx educators and educators with spanish and other language abilities. ten, create a pool of highly qualified substitute teachers since latinx students have attended schools with high turnover rates and attend schools with high substitute rates as a result. eleven, examining all parts of the process and appeal to a diverse set of family in enhancing the cultural competency of staff at racially isolated schools. 12, reducing the kinder gap in latinx communities because of the fact that latinx students are the least likely to be
ready for kindergarten. these strategies should address the different factors that can contribute to school readiness. this would include high quality early care and education programming, stronger:00 with nonsfusd community preschools, including centers and family child care providers to facilitate transitions and culturally appropriate family engagement and support. >> 13, enhancing support for spanish speaking english language learners by holding schools responsible for designating the daily e.l.d. for students, providing additional training and coaching for teachers implement successful strategies for integrating e.l.d. in the classrooms, to better facilitate the classification of e.l. students with i.e.p.s once they become english fluent, inform parents on the
importance of monitoring reclassification, their child's progress towards achieving english fluency. and exploring the possibility of developing an individualized reclassification plan system modelled after the individualized education plan i.e.p. program which would define personalized objectives for english language learners who are on a path to become reclassified, set a timeline around expectations around becoming reclassified, order updates on a timeline surrounding student's reclassification, and identify any accommodations, resources, supports or curricular opportunities intended to help each student reach their individual goals. and 15, promoting the community school model mirroring those in the mission district at schools with high