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tv   Government Access Programming  SFGTV  January 7, 2019 8:00am-9:01am PST

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smoking a pipe. it is offensive. it says offensive as anybody, a jewish person lying dead would not -- with nazis over them, a gay person back in so met with an nypd standing over them. i could depict it many, many ways. so we have a committee who is discussing and making recommendations of why it should be removed. right now it is covered with the age. i say keep it covered. the hooks are up there. keep it covered. our children are seeing that every day. it is giving them an impression of empowering, but this is okay. this is part of the history. you step on those, you take from the land, you disregard the people.
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this has to stop. if we are going to teach our children respect, principles, take it back 50 years. this company has taken enough away now. bring respect back and bring honour back. when the recommendations come to you, take those murals down. [applause] >> hello. i am a seventh-grade teacher in the district and a member of the tribe in northern california. i was in an area that was affected by the fires. as an educator, i news -- i know student engagement arises when students can see themselves in their curriculum. students are engaged when there is public acknowledgement of the gifts that their communities bring to the table. in our political climate, it is essential students are taught to history that is accurate, and lifts up voices of resistance in the face of injustice.
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san francisco is a particular place and that history resistance and it is the duty of our teacher to leave this resistance. by immediately educating themselves on the cultural history of the students, and by critically examining the roots of indigenous genocide and oppression in our local san francisco and california communities. our climate crisis is another area where an examination of california indigenous land management practices can be worked into the classroom to give students agency over their futures. the possibility of an indigenous based curriculum are endless, especially with the claim of the trinity curriculum. is my hope the city of san francisco will invest more resources into rewriting the fourth grade california curriculum to reflect the reality of california resistance not the egocentric narrative told today. and to celebrate the current state of indian affairs. our native and indigenous students need to know their history is not just one of survival and struggle.
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but also one in which communities thrive and have thrived for decades. sfusd must take a stand and providing cultural competency training to our fourth grade teachers and any teachers giving the responsibility of teaching teachers which includes eight great teachers, high school teachers. this must be doing for the help -- done for the health of indigenous communities, communities of colour and active members of our democracy. thank you. [applause] >> hello again. i am amy anderson. all my relations, icu. let us put our minds together and see what life we can make for our children. while chief sitting bill -- >> sorry to interrupt you. go ahead. continue. >> while the chief said this to his lakota sioux first nation, i
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stand here with you sharing the district of core values. i hope we can put our minds together to replace the demeaning life of washington mural at the district school at 632nd avenue. for two years, i have been asking people to come together with me on this and i hear a question repeated. couldn't we just covered the american -- the dead american indian? setting the framework of the genocide, the answer is no. those committing genocide systematically enforce eight stages that lead to annihilation it perpetuates stage two symbolization and stage eight denial of the genocide of american indian peoples. put your minds together with me on this. symbolization. uncivilized, savages, native americans are portrayed shirtless and half naked. he painted scalps on american indians but none on american indians and colonial soldiers. scalping was committed by europeans long before they landed in the land.
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indians are sampled or symbolized a savages well washington attempts to annihilate indigenous -- indigenous people is denied and forgotten. a depicts american -- native americans as slaves and killers to attack while whites stand with arms up in surrender. it omits our true historic identity. can you put your minds together with me on this? it all needs to be replaced. accept may be the rainbow and sunshine above one doorway. thank you. [applause] >> hello. i am a parent of a 2-year-old who is taking a nap right now. i just want to say and urge, when i came here, the teenager to the school building character used to be childcare in the back room. let's bring the child care back for all the parents who are coming. i know the september chair is interested in working with you all. let's give them free childcare.
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i would like to say that land acknowledgement needs to happen. every time he started to meeting , there should be land acknowledgement. it takes ten seconds. today we gather here and acknowledge that this land was originally home to the original stewards of this territory. you could be the first district who opens this with land acknowledgement. instead of acknowledging it once a year, we should do this. a second, on the report, with the washington mural, i call for them to come down just like as the one statue comes down, we want to see this come down. this is huge for the american indian community, but also for the ed -- indian education packed. is the third year on record where they have asked over and over and over again for these to
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come down. the third, is a textbook. i agree we need to retrain teachers and do training and do curriculum. we can't retrain teachers and we can't have all this -- if we have messed up textbooks. i just had a white parent sent me a picture of what their kindergartner was learning, and i can e-mail it to all of you. basically it was a picture of pocahontas. you can draw and colour pocahontas looking all super happy, and saying they are taking responsibility for saving their tribe and all this. on the other side, it is fact or fiction. i want to send you that picture because that is what we are teaching currently kindergartner students. i had e-mailed brett confirmed that that is being taught currently in our schools. we are teaching them the myth of pocahontas. let's acknowledge and really truly take care of indigenous
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people like my ancestors. thank you. [applause] >> any comments or questions from board members? commissioner sanchez? >> thank you for the annual report. i do understand that there is a committee that is informed around the washington high school mural. is there any staff that could give us a short report on the status of that committee and their timeline? >> yes. brent stevens is here. before you begin, just to remind people that last year's report, that was a priority of the indian education program, and it is a priority of mine as well to
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ensure that there is adequate action taken regarding the spiro >> i appreciate the chance to describe the process we are now engaged in. i am working with the executive director of the california indian museum and cultural centre. she and i are co- facilitating a process that will bring -- group together for four meetings. we had the first of those four meetings on thursday of last week, and so we have designed a sequence of learning activities that centres first on the group learning more about the native american history in the united states and here in california, and introducing to the group a set of terms that are useful and in understanding the historical legacy of racism as it has existed in this country. so we move on from that topic to continue that discussion, and then we will be entertaining community perspectives. we will be learning about the
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mural and its historical context with the wpa, and the artist that was mentioned. and finally coming together in a final meeting to brainstorm options and make recommendations to the board. the process is scheduled to conclude in february with recommendations to be made first to the superintendent superintendent of the board by april. >> as well, the mural has a depiction that is really offensive to the mick -- african-american community. so i am just wondering, it is offensive to all of us, but the depiction is of slavery, do you have any african-american representation on this committee >> no, but in the first meeting, the subject of the depiction with all people of colour in the mural has come up. they will be putting their head together to think about how the mural impacts the native american community, but how it represents people of colour generally and how it should be treated. >> i don't recall exactly what
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-- when the mural was installed. i think it was in the fifties. >> it was 1934. >> in 1970s, there was an organization by the african-american community in san francisco to address the mural back then, and the resolution at the time was for the district or the school or somebody to fund african-american muralists to paint other murals that are in a different part of the building. to a lot of people, that was the end of the discussion. there was compromise, so to speak,. it is not the end of the discussion obviously, but i want people to know that they have tried to address the situation for decades now, so there is an amount of urgency around this and there needs to be some fair conclusion by the end of the year. >> can you stay up there for a second?
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thank you for the presentation and for all of your advocacy and work. there is a number of things in here around continuing certain partnerships around curriculum development and some potential pieces around integrating units in the fourth grade level. would you speak to what we are doing now and how you see that work evolving? >> in the very broadest sense, curriculum and instruction has a capacity to really support one curriculum area at a time. we are right now in year one of our support of the implementation of next-generation science standards, and we will stay with that investment for two more years. for the next two years, we will be laying the foundation of investments in a new history curriculum. i have had a chance to describe this to the board several times in previous presentations. over the coming two years, we'll be assembling groups of
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educators and partners to think about what the fundamental conceptual foundations of this curriculum need to be, and taking an eye that it should be the voices of the community, as they are represented both in the new california framework, were represented locally that should become centrepieces of the new curriculum. certainly right now, it is the case that most teachers are using old textbooks, in fact the text that was mentioned earlier is coming from one of our 1996 history adoptions. so it is not at all the intention to pitch to large publishing companies but to think about drying resources from historians who can accurately represent the perspectives of many communities another value that i bring into the redesign of the curriculum is not only to teach the abilities and questions, but to fill in this empty space that exists in our curriculum or affirmative representation of communities of colour are largely absent.
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you heard many members talk about the lies that are representing native americans in the curriculum, and that is certainly stereotypical. but we want to do is replace them and teach critical questioning and replace on the positive and affirmative truthful representation to communities of colour, both here locally and in the united states >> there is some ongoing training that speaks to the indian museum and cultural museum. some things in that front are happening and being made available to staff and educators >> yeah. that is correct. the museum and cultural centre has designed a training series for educators. they call it cultural intelligence training. in any fact, what it does it support educators to know the truthful history of native american communities in california and in the united states understand the detrimental impact of u.s. policy on native american communities, and replace all of the missed truths with positive
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representations in the community we have been working on a pilot basis with the staff at the elementary school this year. and based on what we are hearing from teachers, which is overwhelmingly positive, will be looking to expand training opportunities with them for the coming year. >> got it. thank you. hopefully as we develop the history curriculum and bring together the different groups that will make this a priority, and will partner closely with the education program and i also want to say because i won't be here when this comes back, i really hope that this board does take action on the murals at the washington high school. i think it is something that is overdue and i think it is embarrassing that you all have to come back each year to remind us that this is something that
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we need to address and to treat it with urgency and to listen. i want to echo the comments of commissioner sanchez that this is something that is offensive to all of us and that we should all be concerned about it. it is unacceptable to me to be in a place of learning that should be a safe place and should be a supportive and inclusive place for all of our students. i will not be here when this comes forward to, but i just want to encourage my colleagues to treat this with urgency and to immediately take action when this committee comes back and gives us options for what to do. i also want to appreciate the recommendation to think about a land acknowledgement and if there is a way for us to do that , i appreciate that and even just hearing you do it was powerful to hear. again, i have been on this board for six years and been able to learn from you all and each presentation that you give, i
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learned something, and i hope that this board and the district can continue to listen to you and to do a better job of supporting the american students -- american indian students. thank you. >> commissioner? >> thank you president his. first thing i want to apologize for the time it has taken to review the mural just remove the murals. i know this has been up for discussion for a few years now. but i will say that in agreement with commissioner sanchez, the process has begun, and i am looking forward to when the murals are removed so we can celebrate together at the school , and i truly believe that that day will be coming soon. as a look in the audience and know how the election went and having conversation with new commissioners on the way and the commitments from commissioners here, i truly believe it will happen pretty soon. i will be standing there with
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you when it does. i want to thank all of you for your dedication and commitment to making sure that our indian and native american children have the support and people who really care from the tribes working with them. i had a chance to visit a couple of years ago and i want to know their are people who are rooting for the does for you and people who are hoping you continue to be well resourced. there is a lot more work to do, but you have some folks who were on the way to help continue moving these things forward. thank you. >> thank you. i just really want to thank the members of the committee currently, and in the past for making the district a better place for our students. i think the district has come a long way. used to have to come every year asking for dedicated space. he used to have to clean up all your cultural supplies every day
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, and put them away. i was very please that this board made the decision to allocate space for the resource centre for our students, and to thank you for your advocacy all these years. hopefully the next board will be able to finally resolve the issue of the mural. thank you. >> thank you, guys. i'm thinking about -- i'm just sitting here watching you guys. we are all indigenous folks, and i'm really hurt about these murals, and i am on this board and those murals are coming down they should have been down a long time ago. i'm just confused why they are still up. [applause] >> i want to acknowledge they are hurtful and it's very sad,
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traumatizing on top of that to have to continue to go to school as a person of colour or as a native indigenous person. there's no excuse. i know we are working hard to make sure that we get this fixed we are with you in solidarity. >> thank you all for your report >> thank you. [applause] >> i want to make a few changes to the order of the agenda. i am moving up section e., number 7. the proposal. the renaming auditorium at 275 hayes street with the ghost theater.
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this resolution was already moved and seconded on october 23 rd. we got a report from the grounds committee on november 26th. i will ask commissioners to read the resolution for the record. >> okay. i will start us off. in 1980, sidney goldstein founded city arts and lectures, a groundbreaking interview series in san francisco with a national radio audience. and ms. miss goldstein dubbed the maestro a public conversation by the new york times, brought leading literary and cultural figures to san francisco for thoughtful onstage conversations with interviewers before a live audience. and whereas over the course of 37 years, until she retired in
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2017, she hosted an outstanding variety of leading singers from susan sontag, to sally mann, gloria steinem, to brian stevenson, truman capote, to david burns, lily tomlin, to darlene love, joan didion, to steve kerr, maya angelou, to desmond tutu, and many more. and many of her programs had an education focus, including lectures from nicole jones, janet cano, francis jensen, richard lou, marion nestle, and marian write a dome and. and whereas through its involvement with teachers and school communities and sfusd, city arts and lectures has reached tens of thousands of san francisco students, at each year , miss goldstein and her organization reserved thousands of free lecture tickets for teachers and their students, as well as nonprofit organizations like homeless prenatal projects,
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hamilton family, edible schoolyard, and the ella baker centre, and she also initiated a regular lecture series entitled on arts, with proceeds going directly to the scholarship component of a 26 valencia's college and career readiness program. and whereas, until 2012, city arts and lectures have the programs of the herb theater and when it was announced that they would close for retrofitting, she identified the long abandoned north auditorium at 275 hayes street as the ideal site for arts and lectures and events going forward. and upon receiving approval from the school district, she obtained funding for and oversaw the 2 million-dollar renovation, which brought the 1600 seat theater back to life after being shattered for overflow from decades. and since its renovation, the theater has served not only as
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the site for a city arts and lecture events, but also for many other local mountain -- nonprofits and orts --dash arts organizations in need of a venue and whereas family, friends in the broadly defined arts community near and far were greatly saddened by the passing of miss goldstein and september, 2018. therefore be it resolved, that a recognition of her tireless work in renovating the theater, as well as her monumental contribution to the san francisco community and for generations of san francisco -- they invite the school district to approve the north auditorium at 275 hayes street to be named the sidney goldstein theater, and that most or not at all cost associated with the name change will rely on private funding and further be it resolved that renaming the auditorium does not preclude sfusd from future
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changes to the auditorium if necessary in pursuit of sfusd's educational mission. >> thank you. >> if you hear your name, make your way to the podium. i apologize in advance if i mispronounce your name. casey his leg, alice shapiro, terry shulman, keane and mario, charles breyer, sandra holliday.
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>> thank you very much. hello commissioners. my name is vince, it is very good to be back here. as many of you know, i used to be your lawyer, and as your former lawyer, i know that sometimes it's fairly difficult to get things done quickly, but that is why it is so amazing that goldstein was able to convert the theater so quickly and so well. i do want to say, it is easy -- people often say that sidney goldstein did it single-handedly is not quite true. the district's former chief facility's officer is in the audience. and david played a significant role as well. sidney was a force of major -- force of nature. she has been a friend of mine
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for 20 years. i was happy to help assist in moving this project forward. we have a number of people who are here to speak tonight. we have chosen not to inflict upon you every member of the community who supports the renaming effort to, but a few members of the arts community are here to speak. there was also a letter that i read into the record at the committee meeting last month, and i am just going to mention some of the people who signed this letter from the arts community who are not here to speak tonight, the c.e.o. of the centre for the arts, loretto greco, the artistic director of the magic theater, glenn mccoy, executive director of the san francisco ballet. the music director of the san francisco symphony, christopher
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of the executive director of the san francisco gay man's chorus, and an artistic director. i will turn it over to supporters. >> good evening, commissioners. ladies and gentlemen, i am alice shapiro. i have been asked to speak because of my long association with sidney rachel goldstein and her family. i am here representing my husband, a local restaurant tour and member about me. i am retired from a career in landscape architecture and a volunteer with friends of the urban forest and the national aids memorial grove my family and sidney's have a long close
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family relationship dating from the late seventies. however, i am here for more than just stepping up for a dear friend, which anyone would. that because of the larger significance of sidney's influence on our city starting with her decades long programming at the hearst, and then the last six years at the north, details of which are contained in the resolution which you just heard. city arts and lectures is, to quote cain, an ornament of the community. and sidney was as fearless innovative leader who brought this unique forum for exchange of ideas to san francisco. we all agree that it would still be a dusty abandoned mausoleum of asbestos cased files without her can do spirits.
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this proposed renaming is most appropriate. lastly, on the topic of renaming , and in case there are those who object on principle to this proposal, these days, tournament seems to no longer exist. mr norris has been honoured for 100 years. now to sidney's turn. thank you. 's -- [applause] >> good evening. i'm very happy to be here and i thank you very much. it is an honour to be before you i am a very close friend of sidney goldstein who i admired as a friend, and her professionalism. sidney made a total commitment to her effort to bring the highest quality of city arts and
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lectures. sidney was modest, very mod -- modest. she had bold intent. with great integrity, dedication , and commitment to enriching our arts experience through the accomplishment of men and women that she brought to san francisco and through the environment and the setting that she had, it really spoke of how we all value the arts in san francisco in the bay area. sidney was self-effacing. never drawing attention to herself. and identifying a very top arts enrichment program in the city, city arts and lectures as a treasured program at the very, very top. sidney raised funds to transform the north auditorium 100%. she was determined, positive, forward thinking, and embracing the entire community in her quest to her honesty of purpose, enter values.
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she will always be remembered for her sincerity and outreach for the arts community and making it strong and secure. i am proud that sidney and i were friends and have been one of the many beneficiaries. [applause] >> hello. i am carrie shulman. for almost 40 years, i have been the director of the grants for the arts program which is a municipal arts funding program for san francisco. beginning in 1981, sidney goldstein was on our committee and when she rotated off the committee, we actually added a literary arts component to the discipline that was funded with city money. city arts and lectures was one of the first recipients of the literary arts funding by the
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city. and continues to occupy such an important place in our arts community. sidney loved theaters and she particularly loved the north. she had been thinking about the norse on and off for decades, speculating about what it could be, what could be done with the theater, who might use it and what it might take to restore it she was thinking about this long before she approached the school district, and more specifically, david golden with the idea of returning the space to public use. she was interested in the norse as a community arts venue which she knew was needed completely separately from the public utility. when the theater was closed for size meant upgrades, or interest tightened and one day she said to me, i have been thinking about it. let's see if we can get into see it. by great good luck, we found a kind custodian who unlocked the theater and turned on the lights
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revealing a scene of such decay and abandonment that it is almost impossible. i knew at once it was unsalvageable and sidney saw at once the potential of the space. not just for city arts and lectures, before the whole arts community. in fact, when she embarked on the north project, the announcement on the website did not say that we are creating a new home for city arts and lectures. it said, we are restoring a theater. from the beginning, she saw the space as a cultural and educational asset for all of san francisco in close partnership with the school district. nothing would be more fitting than naming the venue the city build theater. [applause] >> good evening everybody. i would like to introduce myself
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i am an 18-year-old syrian refugee. i came to united states in 2013, and i am connected to this topic in every way possible. i stand here as the first person in my family to go to a four year university, and i stand here is the first official sidney goldstein scholarship awardee or winner, edison honour and it will stay in honour for my whole life to carry that name as i read every day about the major accomplishments and the amazing things that sidney goldstein has done for the city and for the lives of many people i carry so much pride by knowing all of that, and i've carried so much pride in attending many events in the theater, and knowing that she was the reason for putting that up and having that as a place for not just
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anyone to buy a ticket and enjoy , but also for students and people who are part of the sfusd district. so i would like to say that i would carry double the amount of pride if i knew that i was part of not just carrying her name, but getting a good degree and becoming a good doctor, and saying i got my scholarship from sidney goldstein. i would also carry a lot more if i knew that i was part of giving life to her name by also having the theater and telling everybody to go to the sidney goldstein theater and enjoy their night. thank you. [applause] >> good evening, commissioners. superintendent. the city lectures series is a city treasure, i am a longtime public education and arts advocate. when you vote to approve this
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renaming, i want to make sure we are all aware that when we say this theater has returned to public use, it is actually not usable by public san francisco school students yet, and i do think that it is important to remember that as is -- it cannot be used. the city block, i would like to remind everyone for the record, just so we remember this, that the city block that the theater is part of it is slated to be the san francisco unified school district arts centre and step the school of the arts is slated to move there. this is a project the school board has put forward in the public have voted on. there are a couple that the public have voted on after this. when you launch your capital campaign for the art centre, i hope that the city arts and lectures community will be embracing that. it is a little exciting opportunity to embark upon the project.
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i do hope that when it is finally renovated so students in the school district to use it, students get first dibs on it, and for the commissioner we hope you will advocate for many of the excess funds that the city is going to be getting. i never hear the word excess and school district in the same sentence. i hope you lead the charge to make sure that the school district gets the money that it deserves from that windfall of access excess. it is a very exciting time. i started off by saying it is a treasure and so was sidney goldstein. that is a very exciting partnership. i just want to make sure we understand some of the history behind the project. thank you. >> hello. i am susan's daughter. i'm the former conservative director. i was founder of the county high school and i was the artistic
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director for the san francisco unified school district. i want to mention an angel who is in the room. david is getting embarrassed and shaking his head. david golden was a great pile and an admirer. but he was also a great pile of the arts centre program, which is getting the slowest walk of my long life. i have stood before this board back when we were at the middle school. in ancient times. we would always come home with pneumonia and promises and promises and promises were made to the children of san francisco you remember too. i'm looking around the room. you all remember. i remember. i remember before you ever ran for office. the promise that the high school would move downtown and the art centre would happen. i just want to remind everybody that the auditorium, or the sidney goldstein theater, it belongs to the children of san
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francisco, california. it is there, it is their sacred space to learn to be performers. aristotle said you learn to build houses by building them. you learn to be a good person by doing good acts. let me tell you, you are learning to be a performing artist by performing. as i said to my students, you can read every book on acting. you can read, and you can memorize the role, but can you get on stage and play it while you cannot. you must do it. you don't want to be the first one on the surgeon's table. he has operated before. the most sacred thing in the world to a young performer is space. they must have space. this is not a solitary act like writing a play or making a painting. you must be done in front of people. that theater is where many and many a lighting designer and a theater businessperson and an actor will cut their teeth. i just want to make sure that when the day comes, we are not in deep competition for that space, for the children you
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serve and i serve, and sidney served as well. we can't. we will have to have a dynamite schedule. >> thank you. >> keep your promises ladies and gentlemen. [applause] >> good evening. i am sidney goldstein's husband. it may seem unseemly that i am here in support of this resolution, but i wanted to say a couple of things. first, i wanted to thank you. i wanted to thank all of the people who have worked on this. it is deeply appreciated. i want to thank a new member of my family he was referred to as david goldstein, but i think he goes by another name, and he was instrumental. sydney would get up sometimes,, sometimes at 5:30 am in order to go down to the north theater to meet the people who were
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installing the seats, and of course, david would be there assisting. he is absolutely remarkable and a real treasure. it may be ironic but here i am standing in a room that is named after my father, and he spent 41 years as the council for the board of education. lasting a lot longer than the judge lost it. but i remembered the night they would come back from the theater after the board of education meeting that sometimes went to one or 12:00 where they would discuss things like flossing, they discussed loyalty, it was really an issue. when i heard tonight this presentation by the tribal group , i was really moved because i remembered the fact that actually here, at the very local level of educators, you deal with the hardest problems and you grapple with them and you listen to them and you try
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to resolve them. you don't want to hear my speech anymore. i just want to say thank you to all of you, and i know that while it's not seismically appropriate right now to deal with the students in that building, they are there as part of the general audience to see programs, to exchange ideas, to be motivated, the people of accomplishments have these ideas and express them. thank you very much. [applause] >> any comments from the commissioners? >> thank you. thank you everyone for coming and showing up. i think it is tremendously meaningful to have the family and dear friends here speaking in support of the resolution. i -- i never had the opportunity to meet ms. miss goldstein
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unfortunately, would of course, i, i knew her by reputation and continue to be a fan of city arts and lectures. i want to thank the judge for breaking this opportunity to me and to the commissioner to sponsor for the board. i can think of no greater honour it really truly is my honour to sponsor this and to report renaming the theater for her. thank you all for coming. it is indeed not unseemly at all for you to speak in favour of the resolution. thank you specifically for coming. i am so sorry for your loss as well. >> thank you. i too want to echo the sentiment when david golden -- when he tells the story of when sidney goldstein first flew into his office as a force of nature, and
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she has clearly left a sizable legacy, not only to the school district but to san francisco and to the literary field. earlier this year, they passed an ordinance really urging a review of public spaces named for women. so i am very pleased to offer this resolution to add to a growing number of public spaces that are here to commemorate women leaders in our community. thank you all for coming out tonight and i urge the board for this resolution. >> i want to thank my colleagues for bringing this forward and to thank the community. i came out tonight and this is a really beautiful story of partnership and of civic leadership.
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she came to us and saw this opportunity, and we opened our arms, and welcome back to david goldstein. to see this happen and to see it grow as the civic treasury that we know it should be and can be, and then to see tonight for us to have the opportunity to honour miss goldstein, i think is incredibly powerful. somebody who commented said we honoured somebody for 100 years with this and now we have the honour to darcy opportunity to honour someone who is on our minds and relevant, and contributed in such incredible ways to our communities. i think it is a powerful story. is a beautiful story and i'm glad we are able to be part of this. thank you to the judge for being here and for allowing us to do this. i think this is -- i also never
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met miss goldstein, but i am a huge admirer and an attendee of city arts and lectures. i always attend every year you speak which is held in that auditorium. even though we have not put it at a place and we will where this can be a treasurer for sfusd students. it is being used by young people and for the arts and other ways. we are all benefiting from the work of miss goldstein. thank you for being here. this is an honour. we are very proud to support the resolution. >> thank you. seeing no other comments, we will call role, please. >> thank you. [roll call]
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>> congratulations. [applause] >> you can stay for the board meeting or now is a good time. our former lawyer knows the way out. [laughter] >> i will move up a few other things so you are prepared. i will move up the suspension of rules for the support of establishing lisa clay. i will also move up section h., number 1, the african-american cheap achievement leadership presentation.
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so to start, let's have the ali report. [please stand by]
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>> president cook: if commissioner moliga comes back, we'll have it.
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mr. dickie. >> good evening, educators -- good evening, commissioners, educators and community. thank you for being here this evening to hear the update from the african american and leadership initiative. as many of you know the school board passed an initiative in 2015 to close the education gap among african american students. as you'll see, a link to this presentation at the bottom of that slide there is a tiny url, and there's annual reports available in limited hard copy. as a reminder, since 2015, we've presented to the board of education twice a year.
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our fall presentation provides an overview of our annual report on african american achievement while our spring prevention dives deeper into our program areas. with that, we are highlighting practice in place at sites and central office and to share reflections on accomplishments and challenges in 2017-2018. i'm -- to start off, i'll turn it to my colleague, anthony amaro, our post secondary pathway coordinator. >> thank you, landon. i'd like to orient the audience why we do this and approach it through our core functions. as a team, ali functions under its core values. for the sake of time, i will
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take them in order. we believe that excellence is present in every black and african american student in san francisco unified. student and family centered. the success of our students and families in san francisco unified drives our programs, policies, and decisions as a team. our students and families are experts of their lived experiences, successes, and challenges. therefore, we must elevate their voices to support them to thrive. high expectations. we hold high expectations for our students as learners and our families as they are their children's first teacher. we hold accountable all stakeholders that influence black and african american achievement. it takes a village, therefore, we must partner and collaborate with stakeholders throughout the district and city to deliver a high quality educational experience for
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african american students. these values and the experience represented within them drives or efforts to support our students and families within this district. in honor of our value to be student centered, we've lifted up some of the voices of our young scholars to share with the community. as you can see from the students represented here, they are motivated and driven to explore career options, to attend four-year academic institutions, to master s.t.e.m., to learn about their identity and gain understanding of how american society has shaped their identity. as the team in the district right lanes programming, we believe we have to actively and unapologizicly keeps in place these conditions to allow our brilliant scholars to succeed. as we've recognized in the past. we know this stands on the
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shoulders of several previous effort does. we're entering the fourth year of the ali journey, but this work started in the first year with highlighting the development of african american achievement, the development of action and launching our first initiative, the african american post secondary pathway. since then we've built a team at the central office to fund this work and staff at the sites to work with african american students and parents. we are now in a stage of generating more intentional partnerships to address imp reply sit bias, readiness for education and gender specific programming such as our african american women's heritage course, and in some cases, finding and developing programs that -- removing programs that we developed in our initial years. now, i'll turn it to chris lee, our research and evaluation
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manager. >> thank you, lyndon. so we worked with our research planning and assessment department to highlight results. we had the pleasure of conducting interviews with a variety of school staff including teachers, administrators, and instructional performance if a sill stators in their shift of practice that they've -- [inaudible] >> and in the case of marina middle school, lower suspension rates for african american students. at clarendon middle school, staff noticed that they've intensefied their focus on the early literacy grades, and they're intentionally integrated project-based learning and socio emotional learning into instruction. sherman faculty members heighted that -- highlighted that their high fidelity
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approach to strategy helps teachers and the schools devote specialized attention to students needing additional support. the staff there also described their use of consistent internal messaging throughout the staff and student community on the importance of high expectations for all students. faculty members at john muir elementary are partnering with an author to promote students a high independent learners and frequently engage in academic talk, additionally, they engage students and families to support learning outside the school days, so at home, during breaks or the summer through hosting family literacy nights that feature fun and engaging games. last but not least -- [inaudible] >> -- and perhaps most
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importantly, emphasizing the huge import of positive relationships between school staff and students and their families. >> good evening. as we work to help our students fully realize what we call bayview brilliance, with you realize our students need a teaching staff that is cultural competent and capable. [inaudible] >> through our strategic focus on building a collaborative network within and across bayview schools, building teacher capacity, efficacy and leadership and nurturing their sense of belonging, we are proud to highlight that we have increased teacher sense of belonging in the bayview schools, closing the gap between our schools and other schools in the district. moreover we've met our teacher
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retention goal, keeping all teach enters in the classroom. i'll now turn it back over to the -- not a doctor yet. >> not a doctor yet. so along with some of what we've seen in our school narratives and in our bayview schools, we just wanted to lift up some highlights and challenges that are covered in much greater depth than the annual report. so this provides a snapshot of what's contained in the report along the strategy areas that we focus on. as we think about transforming mindsets, i'll highlight implementation of the perspectives experience program, which is a professional development comprised of two on-line modules that allow educators to reflect on their impacts on forming positive relationships to