To mangoes. As i a totally different thing, or like a piece of steak. Its a very different thing. Im just urging you we do not have to prove this charter, and they can get approved by the state. I encourage us things are changing because people are seeing how things have been happening in the state. I think people are understanding that there is a difference between what has been happening, and will we really want to see happening. I want us to approve charters we believe in, we support and we stand by. Those are charters that are within the district that have unionized teachers are those are charters that participate and partner with us, and show up show up with us on regular occasions, not just for the times that they want to get approved and their tshirts. I want people who are going to partner with us in our district. Those are the charters that i encourage all of us to approve. Thank you. Just a note on the moving up of the agenda, its always my call to do that. When i see a large amount of kids i do it. I apologize. If there are no other comments on the first proposal so, its a vote yes on this proposal would be to support the staffs recommendation to renew the k5 charter. A vote yes proposal 19925s 19925sp1. Roll call. [roll call] it fails. Proposal 19910sp2 authorization material vision to the new school of San Francisco. This was moved and seconded on september 10. We are to hear the recommendation. We are heard Public Comment. Any comments from commissioners . Seeing then. Roll call vote. A vote yes on this would be supporting the staffs organization. Supports the recommendation to deny. Yes is to deny. Yes means to deny. Thank you. [roll call] that concludes section g. If you are here for a new scho school, this is the time to go. You are welcome to stay. Good night. Moving back to section d. Advisory Committee Reports and appointments. Number one, a report from the Committee Advisory council for special education. [please stand by] [please stand by] good evening. Whenever youre ready. Good evening president cook, commissioners. Thank you all for waiting for us this evening. The Committee Advisory commission on special education is happy to be here tonight. We will be presenting our priorities for the 20192020 school year. I am here tonight as your new sfusd special education advice percent and special new liaison to the Committee Advisory committee. That said, we have put together this presentation. The second page of our presentation has a link to all of our handouts. There was no you had handout packets. Everything was embedded. I learned of some new tricks. Without further ado 20192020 board to go ahead and introduce themselves. Good evening i am a Community Member on the Community Advisory committee for special education. [inaudible] good evening. My name is christina, i am co secretary this year, and i have two kids in sfusd, one is pretty complicated. Im danielle. I have one sun on the district i am the second chair for the advisory committee. [inaudible] the local plan is a legal document that explains how we provide services to students with exceptional needs. C. A. C. Is currently looking for members, and we encourage anyone who is interested in joining to come to one of our monthly meetings. C. A. C. Members at the local, state and federal levels for special education planning increase and support. C. A. C. Meetings are free and open to the public and are held from 5 30 p. M. 8 00 p. M. On the fourth thursday of every month. The majority of our meetings take place and focus families of children with disabilities located at one on the seventh floor. Interpretation is available. Our november meeting. [inaudible] we invite the board to attend all of our meetings and extend a special invitation. We have a general meeting this week, on thursday, on september 26. The topic is inclusion, best practices. The district has approximately 7500 students who receive special Education Services which is about 12 of sold total student population. This does not include an additional 1,000 students who receive 504 services. Special education is a service, not a place. 75 of special education students are not in separate classes or schools. They are in education classrooms alongside their peers. In 2017, the Supreme Court ruled districts must give kids with ieps more than a minimal education. Special education students must show meaningful academic progress every year. The California School dashboard is an online tool that reports on six state indicators. Suspension rate, graduation rate, college career, english, language, arts, and mathematics. From highest to lowest, the five performance levels are blue, green, yellow, orange, and red. Unfortunately, San FranciscoUnified School District special education performance ratings show that there are many challenges to be overcome. The c. A. C. Use these indicators as our guide for choosing our 20192020 priorities. Particular concern are the exceptionally low Performance Indicators for absenteeism in mathematics. Keeping the data dashboard in mind, here are the c. A. C. s 20192020 priorities. Evidencebased academic instruction and intervention for not only literacy, but also math. Ensuring that social and emotional supports are in place and that all students feel safe and included in each and every school will go a long way towards addressing chronic absenteeism rates. Since 75 of students, with disabilities, sit in general education classrooms, it is essential that general education staff have the support and training they need to teach all students. Lastly, it is critical that the c. A. C. Expand its outreach and share their knowledge about special education with all San FranciscoUnified School District advisory committees that support all mourner generalized communities. Marginalized communities. As a relates to real literacy, the c. A. C. Appreciates all the work that has been done and is asking for the full implementation of the california dyslexia guidelines. Guidelines also include early identification of children at risk for dyslexia in kindergarten and first grade as well as evidencebased instruction in general ed. The c. A. C. Was excited to hear about the additional middle School Teachers being trained and intensive reading intervention designed to support struggling leaders and non sfusd needs to increase these trainings so all middle school and high schools can provide interventions and instructions for students with dyslexia. In addition it is crucial that all middle school and high school texts are available as audiobooks and that all textbooks have digital versions available to students with print disabilities. Our ask is a collaboration between the Dyslexia Center curriculum and construction and your Curriculum Committee. In math, 11th grade scores for students with disabilities are very concerning when compared to results of all students. On average, sfusd students, are nine points below the standard while students with disabilities are over 100 points below the standards. The c. A. C. Would appreciate a chance to meet with the new chief academic officer to learn more to address these important issues. We would like to share a couple of bright spots. First, thank you for your support of the our healing and our hands resolution which focuses on Mental Health and wellness supports at the schools. Second, we want to share the highlights planned for this years School Celebration which will take december 26. Special olympics has put together resources for teachers and is ready to support schedule speakers or rallies. Support for families of childrens with disabilities will hold a Film Screening of the kids that we lose, a documentary that focuses on and the counterproductive ways our educational system deals with them. Lastly, on the final day of this week, the school of the arts will be holding an all School Assembly to watch superfast, the disability festival. The c. A. C. Wants to recognize work being done to fill special education vacancies. The pathway Teacher Program and other interim and emergency credential programs are helping to ensure that there are less special ed classroom vacancies. As of september 8 there were only three openings for certified teachers. They were at washington high school, Wallenberg High School and at sanchez elementary school. However, filling para educator openings remains a challenge. As of september 8, there were 49 para educator openings. It is good to know there is a para educator hiring event at october 3rd, the c. A. C. Encourages sfusd to continue looking at creative ways to entice people to apply for these openings. In addition, the c. A. C. Is asking the district to improve and expand case ms. Code reporting for a educators. It is crucial to professional development and supports are in place for these new teachers and are prepared to support students with disabilities. San francisco unified currently has about 400 credentialed teachers and another 120 teachers on interim or emergency credentials. This years new teacher iep training, and the para institute are move in the right direction. The c. A. C. Helps these efforts are expansive into the future for all existing staff. Specifically those in general education who may not have had any previous training on i. E. P. s and how to work with students with disabilities. What we are asking for is targeted universalism, ensuring the right number of staff and well trained counselors and gen ed teachers and other School Supports are at each and every school. Black and brown students are disproportionately represented in special education. Africanamerican students make up 7 of total sfusd population and 14 of special education. To address these issues, the c. A. C. Is continuing our collaboration with a joint meeting with aipac in november, and participation in in a panel one long beach. We want to highlight the work around the work around declassification of students who speak multiple languages, and also have an i. E. P. Thank you for your time. We look forward to presenting in february of 2020. In the meantime we encourage you to check out our webpage. Reach out to us via email, or follow us on facebook. Thank you for the presentation. We have two people signed up for Public Comment on this item. When you hear your name, just make your way to the podium. You have two minutes. William patterson, and megan. I am a parent of a child with dyslexia and coleader of the San Francisco dyslexia Parent Support group. I am a member of of c. A. C. Special education expands as an elementary educator myself. On october 27, i sent an email requesting that you listen to a documentary titled, at a loss for words. How schools teach reading by emily hanford, with American Public media. I understand as School Board Members your roll is really oversight and that you may sometimes choose to let the educators make the education decisions. There is a disconnect however between the science of reading and the accepted practice of reading instruction that has gone on too long and this really deserves your full attention. Youve probably heard of whole language and know that it has been debunked. Before emily hanfords podcast you may not have known that literacy, they approached used in many of our Elementary Schools is built upon whole languages, a flawed theory of how the brain learns to read. Many of Todays School leaders were trained in the era of whole language which has shaped the release of our reading. It is up to you, as members of the board, to be disruptors and ask hard questions about the district approach to instruction at all lever levels of the framework. We currently have a wait to fail model. Because of our flawed approach to teaching reading, struggling readers do not have access to the instruction they need until they completely fail to learn to read and qualify for special education. They are usually in the upper grades by this time which is several years beyond their optimal time for intervention. Can reliably identify children in kindergarten who are at risk for reading failure and 90 of children are children with reading difficulty will achieve grade level reading if they receive the right help before the end of first grade. Thank you. My name is bill patterson. I am a teacher. It was nice to hear my school mentioned in that last presentation. Im a specialeducation teacher. The resource specialist by title, but that really is in a title. I have a lot of things i would love to share with you, im just going to limit to a few today, couple i want to read. Right now, i just want to say, im very upset. I work in this district i want to serve these kids, this is my fifth year. I dont have the resources i need, and neither do most of the teachers i work with. Im having class zones that are being staffed by the resource specialist program. Starting years ago we began Inclusive Practices which is important. We have students that used to be in mildtomoderate classes being treated by resource specialist. They sell the whole day of special Education Support and how they get 90 minutes of support. I was so excited about ab b169. I even received a memo at the beginning of the year that began to be killed is schedule giving them the amount of time they need to learn to read. I have fifthgraders who read on first and second grade level who are perfectly capable of reading. Im now being told that ab1639 tier three intervention may not be implement it are funded. I may need to switch back down to 90 minutes per week who will go on to not learn to read, when they can. I dont want to just say that because i can only come up here and speak of dyslexia. Dyslexia exists with public disabilities. You cant take away money from one Group Without finding another. We have 41 million funded by the federal government for special education. That is a unfunded mandate. It is the responsible ability of the district to figure out where that money comes from. In 2012, the board decided to hire a budget analyst whose sole function understand utilize, and leverage their budgets for maximum special education efficiency. What they have done is changed our caseload from 12 students, or high need students up to 28. Why do we have 140 emergency provisional teachers. Thank you. We need a lot of help. Any comments or questions from commissioners . Thank you. I am so excited, julia, that youre working for the district now. Not so great. You know, as most of you know, i was with the c. A. C. Many years ago. Im always happy to see you, its just really so great to see the c. A. C. Functioning so well and partnering with the district where possible and pushing back where you need to. Thank you for everything that you do. Commissioner lopez . Thank you for presenting and being so patient. In regards to literacy the guidelines you mentioned, what would that look like . What other interventions . I think there is a couple of Different Things at play. Im probably not our biggest expert on literacy, i will say. I would say what we are looking at there are some flaws that we keep coming back. There is a number of studies out that are finding that it is not the best tool for identifying students with dyslexia issues. It is not what is being used for our students with special education needs. They are using fire. When we talk about the need to fail, those students are later identified. They are getting different support. When we talk about our general education students, the students that are falling behind, that is where we want to look at using other tools. They were chosen and the pilot we did a couple of years ago and that is where the discrepancy came. While our curriculum and instructions are actually going back and looking at candor and first grade that is happening right now. Not to say thats i think there is a lot of discussion about what the best way is to do that. That is why we are actually seeing that our teams meet with ucf. They have a lot of research about identification that they would like to meet with. The board Curriculum Committee, and our new person, and really come up with a tool that is going to work for sfusd. We have a lot of teachers. We have a lot of general education students to be screened. They are really dying to get involved and to improve on what we have and what we are doing. Does that answer your question . Yes. Commissioner lopez, to dive a little bit deeper since you are a teacher. There are two programs that sfusd has chosen. They are structured and sequential literacy programs. In order to fully implement a wilson program, for example, we are trying really hard, as a district. Weve sent a bunch of teachers through the threeday wilson crash course to learn how to teach the program. The full implementation of the program a year of ongoing training. In order to fully implement the amount of minutes that students need, it requires anywhere between 3045 days 3045 minutes per day in small groups. Which is where mr. Patterson was talking about the increased demands on teachers now. If you have to spend at least a half an hour with 23 students maximum, you have a caseload of 28. You can understand how all of a sudden there arent enough minutes in the day to implement your caseload. And the requirements of the i. E. P. Thank you again. I love it when you guys come, and i appreciate how thoughtful you are. You always provide these helpful things that that i want to share with everybody. Now im going to want to post this everywhere. It is a great example of universal design. Even though none of my children have needed support. I always feel like when you can help one group of students you help a whole bunch of other