Evaluation and realtime feedback, so thank you. Go ahead, Vice President lopez. President sanchez, i really appreciate your patience and your comments. In regards to these comments, im happy to hear that theres no restriction as far as the number that the state is requiring us to teach to be all online. Im looking forward to hearing what that looks like, but im also looking forward to hearing what the e. L. D. Or anything along those requirements are, given what we are required to teach right now, and how thats connected to the assembly bills. Its clear that we have to teach e. L. D. , that there has to be instruct specific to certain groups. I dont recall any specific minutes or hours requirement, so that can be a point of clarification. Every now and again, we check in with some friends and Capital Advisors for more guidance, so i can ask that question. But e. L. D. As called out is specifically not an option. So that would be included in the minutes that theyre required to learn . Its not set out. It just says we have required minutes parameters, and then, it says english language learning has to happen, but it doesnt set out if it has to happen separately or in those hours. [inaudible] my last question will be around any parent as teacher models that we have in place to support the work that theyd be doing at home . And im thinking specifically around some organizations who are already implementing this work that ive been fortunate to be a part of, as far as getting parents resources on how to get on parent view, how to log online, how to do all of the needs that theyll have to support their students. What are the School District doing to what is the School District doing to help them with that . We are making a plan. So that is you know, to be honest, the families and parents are one of those groups that were saying, how do we build up the capacity to engage in Distance Learning. There was a lot that we created over the spring. A lot of it was reactive and responsive, and now that we have that data, were actually thinking about making it more robust. We actually have a meeting tomorrow about the first 30 days, and a lot of the reporting before the first 30 days is about capacity building, and we have a lot of folks from sfusd that worked with our families to think about plans around this. And then, the models is that we generate is to take those to the stakeholders themselves. When melissa dow was talking about the t. K. To device roll out, weve been lucky to have working families involved in that plan. So were involving those particular stakeholders, the users, if you will, so we have some families that have been thinking about using that for families, so we want to take that out to the larger families, as well. The answer is theres a plan for that, but its not fully developed or flushed out. What we do know is we have to have a lot of different modalities. How do we leverage family liaisons we were just talking about this today. How do we leverage family liaisons, etc. , to engage families regularly to build the family capacity to get families interacting. Great. Im happy to hear that. Great. Any last questions or comments . Okay. I have one more quick. Yeah. Question. Theres information from the thought exchange and from the surveys, and im just wondering how those are perfect and so everybody can see them because weve been gathering a lot of input, and so it would be great for the public to see that. So weve been working thats a part of the detailed plan thats coming on the 28, so were working on putting it there. But at some point, it will be a link that people can go in and look at on their own. Thank you. And then, also is there a plan for a like, a question like, you know theres a lot of questions that people are going to have. Were asking a lot. I know were communicating out regularly with emails, but, like, is there a place where were just going to have, like, an f. A. Q. Or something . At some point, that will be on the website, but as you can imagine, the next two weeks are completely devoted to getting this detailed plan in place so we get it in front of you. Actually, we have to have it by next friday so its attached to the board. So but yeah, thats eventually exactly what were going to do. Commissioner cook . I was just wondering, the translation person come back . Is that something thats been happening during the meeting . Commissioner cook, i believe the translation person was back. Im going to report back to commissioner lopez in detail, but i believe theyre back. And then justin, do we have susan there, queued up . Yes, one moment. Hello, susan . Yes, justin. Lovely seeing your children, and thank you, president sanchez. So it is a little frustrating not to actually be in the room to try to get called on, but there were a couple of things that i really wanted to respond to. There were a couple of times that i thought the board and the staff were coming close to bargaining without us in the room. We do have two days next week when we are bargaining for a budget each day, so we are close to an m. O. U. I also want to point out that any plan that includes a change to our conditions of work as a plan will have to be negotiated. And just as a final comment about the fourhour workday, which i know has been sometimes controversial, i hope you all understand that virtually so many teachers and support staff worked well beyond their four hours, just as the sevenhour workday goes well beyond the seven hours for most educators, there arent enough hours in the day to do what we get paid for. And there are educators that are doing wellness checks on their students this summer, even if its on unpaid time. Yes. Thank you for that, president solomon. So right after my comments, student delegates, you can leave. I know this has been a long meeting for you, your inaugural meeting for us. I just have a couple of things to say. Thank you again for all the Public Comment. Theres still 444 people online and watching. That means theres still people that are interested in our outcome. We care so very much about the safety of our students, our teachers, and our staff. We cant bungle it. Susan just talked about teachers that are continuing to work with their communities, not getting paid. We all have to work. Were in this together, and i pledge myself to work with everybody else that we do this right. Im also concerned, as everybody else has said so, how Distance Learning works for us. It didnt work anywhere in the country, and were no different. We had some bright spots, but students and teachers suffered. I suffered. Im a fourth grade teacher. My district offered no support. I had to use sfusds webinars to help me. We have to do better, we will do better, and we have to use this time from now until opening to make sure that Distance Learning is as robust as possible. As soon as we open up, we have to prioritize those students. If that means commandeering outdoor spaces and other areas, we need to do that. We have to ensure that students in our special education categories as well as African American students and others to make sure that they are focused on in our Distance Learning at the least. So ill leave it at that. Again, thank you, everybody, for this, and were going to move on. Superintendent matthews . Yeah. I just want to be clear. Were going to announce this tomorrow i and i ju and i want to make sure that nobody is surprised, that the board is generally in agreement with the direction that were going, and were going to open with Distance Learning. And im going to channel commissioner norton, and say yes. Okay. Thank you very much, and student delegates, we will see you at the next meeting. Thank you. Thank you so much. Thank you so much, everyone, for having this consistent place for, you know, to advocate as students, and im looking forward to getting to know each one of you and being able to work with you all. Thank you. Yeah, and hopefully, we dont take up any time, but we just need to work on making resources apparent, especially on our website. A lot of students didnt know, far as, like, the issues of Sexual Harassment and assault, a lot of students didnt know where the title 9 resources were on our website, and a lot of students did not know what was available to them, far as, like, wellness support. Making sure that in our final update on the 28th that wellness is definitely an aspect that we focus on. Some Wellness Centers went virtual, but some did not. Also, creating a list of c. B. O. S were working with so students and families know where they can get resources. Good input. Thank you. Thank you so much. All right. Well see you at the next one. Thank you. All right. Update on district wide family wellne wellness checkins. Superintendent matthews . Thank you, president sanchez. So tonight, we have an update on wellness checkins. This will be done by the head of our student services, lao smith. Thank you, superintendent matthews. Ill also be joined by devon corey, and were going to be a tag team on the presentations. So justin, when youre ready, you can queue it up, and well get started. Im sorry. Im up in my attic room, and the lights are getting a little bit darkened. I cant read that well, so bear with me. All right. We are providing a district wide wellness checkin. Want to provide a summary of the results . As you might recall, on february 14, the board of ed passed a resolution calling for a traumainformed coordinated care plan and asked to conduct a district wide Needs Assessment and asked for that plan to be written by february 17. In the short time frame, which did our best to reach out to as wide an audience as possible, and no doubt we fell short in thoor areas, but our report is based on listening to as many stakeholders as we could listen to. Could you switch to the next slide, please. The district wide wellness checkins were designed to move away of traditional needs approach and be asset based. The vision of how families would experience the checkins was that the school would contact the family. A checkin conversation would identify needs, and if needs, the school would refer families to a School Support professional with support programs or a c. B. O. Would follow up. The key parts of the checkin would be the human element, to promote the Family Resource link, which at that time was in its infancy and identify families for further follow up. Next slide, please. The wellness checkin conversations included questions such as how is your family doing with school being closed . Is there anything you need to support learning at home . Is there anything your family needs at this time . And in that conversation that staff had, they would then fill out a form that provided that information to us on a district wide basis. Next slide, please. This script, as you can see, we shared the script, and it sort of followed an if yes, then this, and if no, then that, and school sites were provided training materials to support them in completing the wellness checkins. And at the time, im going to hand it over to Devon Corrigan to talk about the results. Im the supervisor of Research Analytics and planning and information. I have a lot to move through. Ill try to do it quickly. I just want to start off with some highlevel insights before i get into the charts. We reached about two thirds of our students. Some of you saw this data a few weeks ago at the Committee Meeting. Were not putting up a Mission Accomplished banner when we say 66 . Its a lot of students that we reached in a short time, and i couldnt possibly say more without shouting out all of the site staff who put so much time into doing this on short notice . But that also means we didnt reach everybody, and our goal is to reach everybody, so thats one of the lessons that were taking away, is to reach everybody. But to start off, we did reach two thirds. We did see some disparities. Racial, ethnic, along other student groups, which you will see in the results on the slides that follow. While the majority of respondents say they had everything they needed, we did see some unmet needs, and responding to commissioner collins comments a couple of weeks ago, we can see where it means a lot to check in with somebody, given the relationship you have with that person, which is a big learning thing for us. We had those main three questions, but there was also an opportunity to mark if a family requested a follow up. You could also mark if you thought it was something that required a very urgent follow up. So one of the things that we pulled out of this data was more than half of the requested follow ups were students who identified as hispanic or latino, who qualified for free or reduced lunch, or who received other family services. They were mostly related to financial assistance, to food, or to devices for learning. Despite the unbelievable efforts of our department of technology, you know, as we talked about so many times already, there are so many families who need access to devices or access to the internet or both. If you wouldnt mind going to the next slide. So just a bit more to say about who are our respondents. 66 we did manage to get in touch with, thats across all grades, and were talking about an overall number of nearly 36,000 students that had a form submitted on their behalf by an sfusd staff member. Of all of them, 66 requested a student follow up, and of that 36,000, less than 1 requested a follow up that was urgent. That number was 243, and we had nearly 2,000 sfusd staff that submitted at least one form. Again, this process was designed to be left up to sites to sort of put on top of their existing processes. We know that sonny of these sites had incredible processes that they were doing on their own, so they were left to do this in a way that worked out best for them. So principals, teachers, and staff were involved in this process, and overall, almost 2,000 staff. 40 said thank you, i dont need another one of these checks, so do not contact. Next slide, please. So a little more about our respondents. This is showing respondent rates across grade. Now in the gray bar, youve got the district average, which, again, is 66 . And i think whats striking here, and the reason i wanted to show this slide and not a similar slide for race, ethnicity, and other student groups is because in those, you see a pretty Straight Line across. But here, what you see is a very clear divide. You see a line across for the younger grades, and then another line across for the secondary grades. One of the learnings is how we can better support staff to get in touch with families of older students. I think early in this presentation or perhaps the last one, we were talking about because commissioner collins, again, said there were more relationships in elementary schools. Thats something were thinking about, how to support staff more to get in touch with our second year students. If we had done better in those older grades, we would have done better in reaching more families. So here, acknowledging, the caveat, this could be a really difficult time for your family. Nearly three out of four respondents said they were doing pretty good or great, so we combined those numbers, which is an overall favorablity score to compare cross groups. Great or pretty good, those are the two responses we had hoped to see. 72 of families across the district gave those responses. But then, you look at the racial ethnic groups, that wasnt all the same. We have some groups that were higher than that average, and some groups that were lower than average. If you look at special education students, students receiving homeless services, they were more low on that chart. One in four didnt say that, and were also seeing disproportionalities, so that is a finding that we wanted to surface for you all. Here, we get into the final two of the three main questions. Again, those questions were, did the family share anything about what they need to support learning at home, and then, that third and last main question, did the family share about anything that we might be able to help with in terms of connecting them with other resources. I think a lot of us were surprised to see these numbers, seven out of 10 or eight out of 10 says i have what i need. Were okay. But you have to look at the rest of those numbers and see the other families that said yes, i still need something. And those issues were internet, access to devices, and student behavior. We have a big district, and theres a lot of families out there that have Technology Needs as we look forward to the fall. This is also a way to sort of plug in how we are connecting to action with these results. Because we use a system which admittedly could be a little clunky, the reason is we could design it in such a way that we had student i. D. S attached to every single responsibilities. Out of those 36,000 responses, we had student i. D. S, none of which were incorrect. Here, we get into some of the disproportionalities that i mentioned in the summary slide. I know theres a lot to take in on this slide, but ill point to these are many of our student groups across the district. You can see there, those experiencing homelessness, English Learners, foster youth, those eligible for free or reduced lunch, those who reside in public housing, and those receiving special education services, all included in this chart here. And what you see, that darker blue, that darker blue bar for each one, thats the Response Rate for in that group. So for example, African Americans, you see of everyone that responded, 7 are African American. But if everybody requested follow up, that number was higher, 10 for African Americans. Those who requested an urgent follow up, you see that 9 there on the left. Now i want to zoom in here, what you see in the tidal, is for some groups of students, that disproportionality was much more pronounced. You can see that for latino students, you can see that for students eligible for free and reduced lunch were more than half, included in those groups that requested some kind of follow up, and that was a much higher number, higher percentage than what you saw for their overall Response Rate for that group. The point is to say among the follow u