Clerk thank you. [roll call] clerk six ayes. President cook thank you. [applause] president cook number 4, resolution 19528a1, resolution to adopt declaration of the rights of all students to equity and access in Arts Learning. This was moved and seconded on may 28, 2019. Referred to the Curriculum Committee on june 19. Do we have a report from the Curriculum Committee . Should i do it now . President cook yeah. We met on june 19, and it was a good day. It was my birthday, so the items that were on the agenda were our healing and our hands [inaudible] oh. Oh, we moved it forward with a positive recommendation. President cook happy birthday. Lets see, were going to have commissioner lopez and collins read the resolution into the record. Oh, go ahead, commissioner lopez. Commissioner lopez before its read into the record, it is translated in spanish, and i want to make sure its on board docs . I think english only english is on tonight, but yeah, i would like to add it, as well. President cook okay. So lets lets move forward with reading the resolution into the record. Okay. Whereas subject is resolution number 19528 a 1. Resolution to adopt the declaration of rights of all students to equity and access in Arts Learning. Whereas San Francisco unified School Districts acknowledges Arts Learning which includes dance, instrument right lane music, creative writing, visual and media arts is the part of a comprehensive education for all students prek through 12 to prepare all students for college, career, and life. And whereas Arts Learning is aligned with sfusds vision 2025 graduate profile which articulates six key dispositions and behaviors required to thrive in the 21st century, content, knowledge, career and life skills, global locate and individual identity, global and local collaboration, sense of creativity, sense of purpose and sense of selfand the class of 2025 is now in their first year of middle school in sfusd. And whereas Arts Education has been shown to promote higher academic achievement, increased attendance, improved social School Climate and Emotional Wellbeing of students. And whereas San FranciscoUnified School District has committed its selfto the following values, student cancered instruction, focusing resources to meet the needs of traditionally underserved populations, unified in the services of social justice and diversity. And whereas San FranciscoUnified School District recognizes that specific groups of Students Experience significant barriers to access, participation, and success in Arts Learning, and that these barriers are directly linked to persistent and pervasive inequities in our education system. These groups have historically included but are not limited to black, latin x, english language learners, foster, homeless, and lowincome youth. And whereas administrators across the state are declaring their goal to ensure that all students reach their full potential by advancing a curriculum that promotes arts for the 21st century workforce. This is contained in the declaration of all students to equity and Arts Learning. Therefore be it resolved the San FranciscoUnified School District recognizes that a powerful impact that a quality arts curriculum and instruction has in the cougnitive, social, and Emotional Development of students and its role of a comprehensive education and adopts the following declaration and commits to taking the actions to ensure equity arts access throughout the district. 1, the rights of equitiab equitiable that is part of the core curriculum and that provides both integrated and discreet visual and performing Arts Learning opportunities and the right to equitiable access. Every student in the San FranciscoUnified School District has a right to participate and succeed in high quality courses in a variety of art disciplines regardless of their background, language, socioeconomic status or place of residence. 2, the rights of special protection of every students arts or practical arts development. All students have the same right to fully develop their Creative Potential at every grade level and to not be excluded for any reason. Three, the rights to art learning that is culturally and linguistically responsible and relevant with concentration to those populations that have been historically precluded. All students have the right to engage in Arts Education that reflects, respects, and builds on their culture, language, and background. 4, the rights to culture language, background at School Including qualified administrators, teaching artists and other staff, adequate materials and appropriate facilities to support powerful culturally and linguistically Arts Learning. All students have the right to receive the resources they need to be successful in their studies, including the right supplies and facilities and especially qualified teachers and curriculum that honors all cultures and languages. Five, the right to educators parents, and leaders communities the nation and groebl society. All students have the right to be supported by leaders in their community and school who understand the benefits of an Arts Education to prepare them for College Career and life. Six, the right to be brought up in school and Community Environments that value and protect the arts and equity as essential to the full development of every student and that demonstrate those values, believes in their Public Policies and practices. All students have the right to learn and practice the arts in a positive environment where everyone unders and acts on the knowledge that they are engaging in valuable and important work. Be it further resolved that San FranciscoUnified School District will post the arts equity badge on the schools website and social network channels, and be it resolve that the district will ensure all strategic plans, including the arts and education master plan support our district in meeting the requirements of the declaration of the rights of all students to equity in Arts Learning. And be it further resolved the San FranciscoUnified School District will direct appropriate resources to all prek through 12 sites to ensure that every prek through 12 school has a minimum of one vapa teacher to ensure that every student participates in vocal and visual arts as a part of their core content instruction that promotes critical thinking, love, and knowledge of selfempathy, and solidarity and selfdetermination. And be it further resolved the San FranciscoUnified School District for 201920 will maintain its current Music Program at sites while directing its funding to strengthen our existing Music Program in schools. And be it further resolved that the San FranciscoUnified School District beginning in the 2019 and 2020 school year will work to collaborate with current sfusd music teachers and all equity and cultural initiatives such as special education c. A. C. , etc. , to resource, evaluate and align our Music Programs and offerings to ensure a scope and sequence and a diversity of experiences for all experienced prek through 12. And be it resolved that the sfusd will decentralize and democratize resources among all sites and ensure that staff have appropriate resources and planning time to include the following. Including a through g compatible source work, establish and communicate the baseline and pathways for vapa programming for all k through 12 programming at all sites. Work with education and Community Partners to create culturally relevant Cultural Arts pipelines that are geographically located across the city across all levels and are accessible to all students, families, and communities. This will provide opportunities for all students to participate in a variety of musical and performing arts disciplines. Design recommendations for staffing and organization of district wide general music, visual and performing arts instructions at the prek through 5 level to ensure all students have received exposure to fund amountal concepts and skills so fundamental concepts and skills, ensure visual and performing arts pathways are available to students at all sites throughout elementary, middle, and high school. Be it further resolved this planning will occur over the 20192020 school year with the support and coordination of Central Office vapa staff in coordination with all equity and social initiatives such as the s. A. C. , a. L. I. , etc. Vapa will present updates on their work in at least one regular Board Meeting for adoption the following year. And further be it resolved the San FranciscoUnified School District will revise the vapa teacher description to itinerant to site based and include family communication, school wide celebrations. And be it further resolved that the San FranciscoUnified School District will analyze and present annual district data reports showing student participation for all students at all sites including traditionally underserved students by division, elementary and middle high school, to the peef c. A. C. And to the full board. These shall be done in advance of approval of any peef funding allocations. And further be it resolved that the San FranciscoUnified School District will promote all arts and culture learnings to deliver arts and music instruction which reflects our citys rich Cultural Heritage and diversity. This instruction may include hiphop, chinese traditional music, filipino dance, japanese brush painting, latin jazz, spoken word, mariachi, etc. And be it further resolved that the San FranciscoUnified School District will provide materials and appropriate instructional space to that all sites are appropriately resourced to provide arts instruction to students. No students should be expected to rent instruments or purchase arts material to fully participate in vapa materials. All San Francisco unified School Districts materials shall be tagged and assigned in a regularly maintained database that included records, schedules and estimated budget for repair or replacement. Evaluation will include student and family feedback and input about programming, quality, and econtent and suggestion for improvements, including art areas, programs that should be offeredtor discontinued. The district will regularly create opportunities at a district level for districts, family, and Community Members to collaborate in designing visual and visual performing arts. And i wanted to speak. So weve added some amendments for tonight based on conversations both in the Curriculum Committee and also conversations offline with staff around the budget, and so we wanted to state, be it further resolved that superintendent will direct staff to conduct a detailed fiscal impact analysis, including review of existing resources, especially the public Enrichment Fund that currently overlap with the resolution or could be repurposed to align with the resolution. The staff steph should indicate how the investments called for in this resolution fb phase will be faced in to the call of pier dollars peef dollars, which are traditionally phased in over time. And be it further resolved that any implementation of elements of this resolution will be aligned to provisions outlined in collective bargaining agreements between sfusd and our labor partners as appropriate. President cook thank you. So we do have speakers a number of speakers that signed up for this item. Julia robertsfung is one of them. Greg pennington, peter govorcin, todd berman, peter socra, francis phillips, lily robinson, troy van, reed villanova, brandy markman, alice mosley, and julia martin. If you heard your name called, just make your way to the podium. You have two minutes. Okay. Hi. Hello. My name is todd berman. Im the executive director of the Arts Education alliance of the bay area, which that organization sent in a letter about this resolution, but im going to talk also about my experience. I was a longterm substitute teacher in the School District, and im also a provider of Arts Education through the where it lives program. So i think weve also seen theres been such a meeting weve seen a lot of Student Voice here, so the arts prioritizes Student Voice and student expression, and we can see how powerful that can be. So ive been as an arts advocate, ive been connected with some state advocacy, and the california Collaborative Campaign because i want to see sfusd be an art leader and join the statewide movement, and also affirm that arts are a right and essential to education of the whole child. So i really support this declaration, but i also see this resolution does more, and it seeks to make that those rights and that access a reality. It puts teachers in charge of curriculum, which is great policy. The those are the experts, absolutely. It looks to put a fulltime arts teacher in every school. As an arts provider, i would love to see someone whos an advocate for arts and understands each part of it at every school to connect it. Im excite today see real action excited to see real action happening and moving this forward. The arts master plan has brought in a lot of fresh voice voic voices but its been going on for a long time, and its a delay for change. Thank you. Good evening, friends. In the tradition of cleveland elementary, i come as a peace mistaker. My name is peter ciroc, and ive been teaching at the same five schools for a decades. My schools have become like an extended family to me. I love this position, its my favorite job ever, but there are so many things that make the work special with vapa the way it is. [please stand by] the thought that i may have to give up four of my schools is devastating to me. The classrooms and schools that i work with will feel the same way, i believe. The board needs understand what is at stake for many of us. That is all. Thank you. Good evening, again. I have a little bit of Historical Perspective and the arts initiatives in the 30 years that i have been here. I have seen them come and go and things stay the same, but i have to tell you, listening out loud to the resolution being read, i have never heard anything so comprehensive and supportive of Arts Education in my entire career. I think it is absolutely fabulous that you would be that specific about the needs at each site at the needs for teachers to be involved, and the needs for mastery and measurement, and facilities and time, space, and money. I cant do anything without those things. I think the fears that i hear from my fellow faculty have to do around, you know, that we will be taken apart, and i really dont see that in this resolution. I see just more. I also see that it addresses a systemic inequity that has existed for decades, and students not being served is unconscionable. I think it is institutional racism, i really do. We have to do something about this. We have a chance, and i think theres a lot of dedicated, good people who will be involved with the process, and it is not going to be easy. Change is not easy, but it is coming. Thank you. I urge you guys to vote. [applause] thank you, good evening, commissioners. My name is francis. Im the Program Director for the alt for the arts fund. We have found a significant amount of our grantmaking supports Arts Education in San Francisco and Public Schools and we really try to focus on equity , so i really applaud the Mission Statement behind this resolution. I really believe in equity and access for students. Im excited about focusing on those who are not getting the services now and really trying to bring them into the fold, and i was also a bit relieved by the