I believe that it is important for students to be able to speak to other students because it pretty much eliminates the kind of uncomfortable, like discomfort between students and staff that may arise. And allows us to get an unbiased and unfiltered response on the problems they feel are happening inside the schools. And it allows the district, as a group, to be able to follow the problems that the students feel theyre dealing with. As a parent in the district, one of our core values is to be studentcentred. You cant get any more studentscentred than getting it from the students. Were grateful to have them as part of the Stakeholder Group this year. Hi. I really appreciate this presentation. I appreciate that there is multiple voices. And i guess i wanted to know based on the there is lot of common experiences that folks are expressing and i like that fact that is not just aapac and the special education community. Were seeing some of the trends. I wonder if in the Stakeholder Groups where there were differences in terms of the feedback . Because every community has its own experience around thats why we have these various groups, because sometimes there are unique experiences. So i was wondering if any of those stood out for specific communities . Over a couple of the africanamerican parent Advisory Councils, one at john oconnell, the students spoke about their experience and they wanted to highlight the experience for africanamerican males and what type of appropriate staffing was provided to support those students. We heard same school, kind of overlapping, its the student voice. Were giving a lot of services for our africanamerican students, a lot of resources coming in, but its not necessarily what the kids have asked for. So the children were saying, hear our voices, tell our stories and allow us to be on the decisionmaking team. And then i guess i had another question. Im seeing connections with a lot of conversations weve been having on the board. There has been a lot of conversation around wellness. It seems there is a lot of communities talking about it, weve been talking about it on the board. And im also connecting that with budget and questions ive been asking around social workers and was surprised to see, some schools have parttime, some schools have fulltime. Im wondering about staffing in relationship to a schools ability to do the work youre requesting and what are your thoughts around that . Youre asking for professional development on wellness. Youre asking for more services, right . And those need to be staffed. And im wondering where would you like to see us invest more and and youre also saying you dont have enough staffing. I heard that as well. What specific needs are you seeing in schools that are related to wellness for students . Well, specifically to students receiving special ed services, one of the big holds we find in some schools is social skills. We have the highest area of students being identified right now within the eligibility category of autism. And one of the definitions of that is social skills deficits, right . And we find very often its our School Social workers who step up and run the groups. The lunch bunches. And do some of along with our speech and language pathologist and many other people, but often time that is where we say the need for staffing is so great. And its important to identify all the different supports so we can staff. And going back to your question earlier about unique needs. When youre talking about individualized education plans, those are legally binding documents. Theyre a lot of compliance issues that come from the i. E. P. So its important to resource those and meet all of the needs for all of our students. I think the other piece that was highlighted through the conversation was how are releveraging our Community Partnerships with communitybased organizations that provide socialemotional support, social workers and tapping into what are the systems and structures in place to access those services . I think thats a key point to highlight, because it doesnt necessarily mean additional funds from the district, but if we can better coordinate our services with our communitybased partners we can leverage the services and the resources in the community to access for families and students. I was just going to say we also did a conversation just with foster youth at the San Francisco independent living skills program. And one of the quotes in here, i asked the superintendent to visit classrooms and ask students what they want and what their needs were and a common theme among the foster youth was wanting staff to understand where theyre coming from and getting to know their unique experiences and what theyre bringing. Weve heard that from them every year. Thank you. I guess one final one. Im hearing from sites this idea of transfer. Students transferring within schools. Im consistently hearing from sites, they feel in ways underprepared, especially for students transferring in, because a lot of time those students are not just moving to San Francisco, even if they are, its a lot for families when they move. And students when they move. But also sometimes students that are transferring are transferring for reasons where theyve gotten into it in other schools, or they have just situations at home or whatever, so they may have more needs than students starting out in the beginning of the year. Im hearing two different stories. Im hearing sites are not prepared or theyre not getting enough resources or information from central office. Theyre getting theyre receiving students that theyre maybe unaware of the supports they need. And then hearing from central office, oh, im actually hearing we have that support in place. Im hearing a disconnect and i wanted you to speak to that. What are you seeing in terms of the families in transition. What is this coming out of . Youre talking about students transferring on boarding and support, what is your experience around that . So i know cher can speak to this specifically about students in foster care, but we have a number of students. Schools get their Budget Allocation and then throughout the year, no fault of their own or the school, schools and students are transferring in or moving between schools. Schools dont necessarily have that. Some schools cut teachers because they projected a certain amount and didnt get it. I think People Services has been in our experience and what weve found has been very helpful with the transition. The problem is when the kids get there, if youre coming throughout the year, youre usually going to the schools with the highest needs. So some of the schools is that are already taxed trying to deal with the other things, which is socialemotional support. So having to deal with that, having students that transition in, that may be foster youth, or who may have just moved to the city or had to transfer because of other issues within the schools or immigrants. Undocumented students. Yep, a lot of undocumented students throughout the year. Are our schools adequately equipped to support them . I dont think we heard that. We heard they need additional staff and support. But when the recommendation came out, when these students get transferred, it wasnt so much about the support at the site, which i think is important, it was more so about us thinking about access. How many kids have access to the schools they want . They get excluded from choice. Our students moving into the school are students who are transferred, their choices are limited. And were overtaxing our staff that have high needs already. And also those schools dont get additional staffing as students come in throughout the year. So some of the schools that have a lot of needs, continue to get more students with needs because those are underenrolled schools. Thank you, i appreciate it. I thought that we had superintendent lee, maybe you can answer this, but i thought we had made modifications to for that precise reason, because those transfers are falling disproportionate on schools that had open seats. Is that something we just discussed and havent done . Commissioner, i know that is something that we have and continue to try to do. And there are cases in which that has happened, but i dont think its happened consistently. So i think i would need to get a more current update to get facts and figures along those lines which we can do. I would be interested in seeing them. I would be interested in how many students transfer per year. That might help us budget or plan for the future. Thank you. Mr. Moliga thank you for the presentation. I just had a couple of questions. So, in terms of like data collection, like im just going to ask folks, if you could like aggregate the data . Its super important. So me understanding that were a focal group and im probably the only saab one, it is frustrating to see us categorized as other. So when im looking at this, im not sure that the voices of all of the focal populations are being represented in the recommendations. Thats one of my asks. And then the second one i wanted to learn more about, we talked about the foster youth. And you know, these populations, i just kind of dont really want to breeze over them. I want to learn more about how are we collecting data from that group . What is it looking like right now . If anybody had any feedback on that. That would be me. Well, our foster youth for the conversations, we spoke to foster youth and then our executive Advisory Council which is an intersection of folks with shared responsibilities for the permanency, wellbeing and safety of foster youth. Human services, probation, higher ed institution, the courts. So all those people participated in the conversation. The outcomes for foster youth on the dashboard, the california dashboard, youll see they have the highest rate of suspension and highest attendance rates in our district. Low graduation rates. But having to be part of all the systems and not a function of the students. A lot of what we do talking about transition, supporting all of that, and bringing together all these different systems, our kids exist in all of their life is regulated, from where they live and how they go places, when they see their family and all parts of their school experience. So a lot of it is taking these different partners, and you know, when a new kid comes into the school, introducing their team of all the adults that come with the foster youth. So their lives are complex because the systems they are involved in are complex. So. Mr. Moliga do we have like did you want do we have a foster care group, team, that addresses all our are able to meet those needs . We have a Child Welfare attendance liaison who addresses attendance issues. Head counselor working with high school on the plan and a social worker. So there is four of us. And we have about 700 to 800 foster youth. How many do you have . 800. And how big is your team . Four people. Were writing a resolution. And i think thats one of the areas we should keep in mind. The ratio based on the National Association of School Social workers is 50 1 and then its 250 1 based on social needs. Thats something to highlight. In the meantime, thank you. For all the beautiful work. I appreciate it. I was going to address the demographics. That is more detailed in the report of findings. This is just the report of recommendations. Ill make sure the commissioners get the report of findings, but we do track that data and we intentionally go to schools where, for example, we heard from families who speak vietnamese, and we have chinesespeaking families and hispanic speaking families. We went to the samoan facility last year, we did not this year. But we make sure were hearing from the focal groups. You know what they say, if youre not in the data, youre not represented. Youre not getting the service. I want to jump to the last inquiry. This is around Mental Health and wellness. Mental health and wellness, its so vast, so big. I hear traumainformed, which is one element, right, of Mental Health. So i was curious, who is pushing the traumainformed, us . Or the community . Because there are so many areas of Mental Health that we should be capturing as were giving recommendations. There is supervision, training, but its such a such a intricate field. Im just curious, you know, who is guiding these conversations . Is it us or is it coming from the folks were interviewing . So ill say, just because have these conversations all the time in aapac, its coming from the community, but thats what we put on the community. Thats the buzz word we hear. Thats what the community agencies, those are the words they use. So that becomes our knowledge. So i think we hear it all the time. In our aapac, about traumainformed, we need people with trauma lenses. So what you see in this is strictly from the stakeholder input. I appreciate that. So just to add onto that conversation, as we continue to like work on wellness and Mental Health, we have a lot of internalizers. A lot of kids who are going under the radar. Were seeing all symptoms coming up, lets throw that in there. But i appreciate, exactly what you said, i would challenge us to open up the conversation and get specific and deep about what it is were trying to address. Did you want to Say Something . I absolutely want to echo everything youre saying. And we see very often in the community of students receiving special ed services that they have a lot of Mental Health needs and there is whole lot of anxiety and depression with some of our more common differences. And were focusing on budget. Its budget cycle. So we have requirements for budget reporting within the cac. So our meeting last week with our team was all about budget. And our head of school psychology, but based on the need to provide services or assess students, he could use another 30 people right now. The budget may get him five. But we have a whole lot of needs that arent being met, Mental Healthwise. I appreciate that. Ms. Lam thank you to the committee for all of your work. I just wanted to make a comment that your recommendations is actually consistent with the majority of this board and the concerns were addressing. Right before us now. One thing that seems to be a consistent theme is around the Site Planning and the need for more inclusive and transparency. And the urging of looking at equitab equitable resources and how theyre reaching students on a daily basis. For example, some of the things ive been hearing over the last few months, there was surprises when it came to the summit. And schools were given their budgets. And exactly like what was the new themes identified, having to make these really tough choices between staffing and cutting of resources. And that is something i will say personally, and so my other colleagues have expressed those concerns. And so i think thats going to be something well continue as a board to examine. How are we shoring up those resources so its not conquer and divide, so that were truly looking at that equitable site funding over the longterm. So i was just curious hearing from the conversations any anecdotes from stakeholders, were there surprises around the Site Planning and how that would impact the students and their families in those School Communities . Yes, i mean, exactly what you described. Just that because of after there were increases after allocating salaries and funding staff, that at least three of the school sides that held conversations, they were having to look at reduction in staff and what positions are they going to fund based on what they had in the initial Budget Allocation. Ms. Lam then secondly, another prominent theme is around the english language development. Been hearing now consistently for several months, yes, we have the purchasing of a new curriculum, but as weve heard from one of the parent pac advisory groups, what is the actual utilization and adoption of that new curriculum . Those are the questions i would like for us, both as a board and staff, to continue understanding, that adoption of a curriculum you all spoke very eloquently about the p. D. And it being planned early i think those are some of the conversations weve been having in committee, around trying to understand, you know, the optin versus requirement and who decides between site administrators or just amongst the educators and again, deciding on their own, rather than really looking at initiatives and those impacts. And i will continue to ask those questions similarly between the reclassification gap, between asian students. I think that has been illuminating and i still havent dug in what those answers are, but again, thank you so much for your work, your recommendations. And these are very key to guiding our work in the coming year. Thank you, Vice President sanchez inviting comment. I wanted to thank all the members of the lcap task force. Im sometimes adjunct atendy of the task force and so impressed at the evolution of this group. Its filled with amazing individuals and the way they Work Together is fantastic. In terms of next steps, as most of you may know, but bears repeating, these recommendations from our advisory committees are an important part of the next step of developing local control accountability plan, as well as the budget. So june is really the peak season for the staff, through the superintendent, to develop those documents. And these recommendations are really important penultimate steps. One of the artifacts we have to produce as part of the district is response to the findings of the advisory committees. So we will be producing over the next couple of weeks, sort of a point by point response. And to foreshadow that, it will include some things that we are able to provide, or solutions that align with the requested actions of the recommendations. And well be happy when that is true. And there will be some of the recommendations or requested actions that are more difficult in the near term at least. And well provide a little bit of context about why that is. So that is an important artifact or important document. And well be showing that back to the lcap task force as well as the broader community. Thank you for your work. Thank you for your collective collaborative Work Together. As deputy superintendent lee i