Here are the key issues discussed at this week’s Board meeting:
Memorandum of Understanding with SFPD: In January of 2014, the District entered into a landmark agreement with the SF Police Department (SFPD) that clarified the rights and responsibilities of students and families in situations where police are called to schools. At tonight’s meeting the Board received an update on the progress of the MOU and the ongoing relationship with the SFPD. The report was quite positive, and Lt. Colleen Fatooh (the supervisor for officers assigned to SFPD schools) was on hand to answer questions and engage with the Board. It’s not required for our district (or any district) to have such an MOU in place with the local police department, but in our case it has greatly helped the relationship between our two institutions and served our students and families better.
KALW Annual Report: Many people don’t know that the school district owns the license for KALW (FM 91.7), the public radio station that airs our meetings twice a month and offers lots of other great programming. KALW is a wonderful community resource, and it’s unusual for a school district to have such an asset — radio licenses aren’t exactly a dime a dozen. As the license holder, we operate no editorial control over the stations and are not involved in programming decisions – so long as the station complies with FCC regulations and finds an audience, it can broadcast what it wants. Financially, it’s almost completely independent of the district, mostly supported by individual donations and institutional grants (though it does occupy district-owned space at Burton HS). A few years ago, during the Great Recession, we extended a line of credit to help the station maintain cash flow, but they have paid it back in full and are in better shape now. There are plans to re-launch a companion philanthropic “Friends of KALW” organization and interest in programming continues to be strong (Note to self: check out the popular home-grown “99% Invisible” design podcast, available on iTunes).
Superintendent and Board agree on three-year contract: Board members were all smiles and full of compliments in the run-up to voting on a new three-year contract for our rock star Superintendent, beginning July 1 of this year. Richard will receive $310,000 in annual salary, up from the $282,500 he is currently receiving. The Board and Superintendent have a great relationship — we trust him and we (based on everyone’s comments at the Board meeting, I think it’s safe to use a “we” rather than an “I”) think he’s doing a great job. Is everything perfect? No –not even Richard would say that. But the important things are: Richard shares the Board’s values and works with us constructively and collaboratively, the district is running smoothly and moving in the right direction, and he’s a great public face for us. We’re lucky to have him and other districts know it — he was courted extensively over the past year by major urban districts all over the country.
(For a flashback of the day we voted on Richard’s first Superintendent contract, read this post — it tells you a lot more about the man who is leading the work). In addition, the Board approved agreements with five more labor unions, including United Administrators of San Francisco. Negotiation season is drawing to a close, which is good news for everybody.
We heard almost two hours of public comment, on two main topics:
Ida B. Wells/John O’Connell HS co-location: Ida B. Wells is one of the district’s continuation high schools, for students who are behind on credits or otherwise at risk of not graduating. The school’s longtime home, on Hayes Street across from Alamo Square, is undergoing construction so the community was co-located with John O’Connell High School for a year starting last month. The adjustment, let’s just say, hasn’t been smooth. Though both high schools have generally been peaceful places, there have been some safety issues now that the communities are occupying the same space and parents and teachers are alarmed. They came to talk to the Board about the issues and plead for more support (some John O’Connell parents argued strongly for Ida B. Wells to be relocated elsewhere, but that’s not really an option).
Finally, a number of teachers and students from Lowell came to discuss the new Common Core Math Sequence and its effect on Lowell students (more about the math sequence in this post and on the district’s excellent math curriculum site, sfusdmath.org). The issue, as I understand it, is that incoming 9th graders from SFUSD schools will not have taken Algebra I under the new course sequence. However, students coming from private schools may have taken Algebra 1 in 8th grade, raising the question of whether the new course sequence will create a community of private school “haves” who are eligible earlier for advanced math courses, and public school “have-nots” who will not have the opportunity to take an advanced math course until a “compressed” Algebra 2/Precalculus course in 11th grade. (Why Lowell in particular? The contention is that Lowell HS receives a high percentage of students who attended private schools K-8 and I’m willing to stipulate that is probably true, though I’ve asked for the data to see if other high schools should be concerned about this issue as well). Lowell teachers testified that the compressed course will not work because it will not give students enough time with Precalculus concepts to prepare them for Calculus in 12th grade. Other math teachers from other high schools testified in favor of the current course sequence. I just have to be honest and say I don’t know who is right — it feels a bit like he says/she says at the moment. I’ve talked to the Superintendent and our math content specialists at length about this topic and they are convincing on the idea that the new course sequence/Common Core offers a stronger foundation that will serve students better in the long run (and it’s true that we weren’t exactly hitting it out of the park on math instruction prior to implementing the Common Core standards). At the same time, no one wants to disadvantage our students coming from public schools who have the aptitude to handle advanced mathematics early. I’m told there are productive discussions going on about the idea of giving everyone a math placement test on entering the 9th grade, whether or not they took Algebra in 8th (Oakland USD does this). Stay tuned.