Students

Which perspectives would you represent? State guidance suggests Advisory Committee composition include the following perspectives/experience. (check all that apply)

Please provide a brief summary of your relevant experience and qualifications for the seat(s) you've indicated above on the advisory committee. This will help us ensure a well-rounded committee. Some examples of relevant experience and qualifications include memberships, affiliations, volunteer activities, personal background, and professional experiences.

Do you have any experience with students in specific grade levels (Elementary School, Middle School, High School)? Please describe.

Do you have specific experience, or professional or personal focus, on students who are homeless, foster youth, receive Special Education services, students new to the United States, or English Learners?

Why do you want to be on the Resource Alignment District Advisory Committee? What are you hoping to contribute? What are you hoping to learn?

Please share an example of a time when you helped keep discussion of a contentious topic constructive. What was the contentious topic, how did you participate, and which behaviors were most important for keeping discussion constructive?

Over a decade leading a community school serving students with greater need. Also experienced in public/private MOUs, grants, and partnerships to supplement district resources.

Yes to all -- these are the amazing students we serve

I'm hoping to learn how fiscal responsibility and a new staffing model can exist alongside equity funding with a careful study of impact.

Managed a full year of fallout from a sexual harassment case, keeping the focus on listening to community, connecting to core values, and taking action to protect those impacted -- while stengthening partnerships with families and community partners.

Administrators, Teachers, Students, Community organization partners to SFUSD, Labor, Land use expertise (cite more examples from statute here), Business community, Neighborhood association, other affiliations representing landowner and/or renter interests

Aportar experiencias personales con adicciones, tanto emocionales como física y mentales y seguir aprendiendo desde el dolor

Ayudar a otros, y el fin fue el que se esperaba en el debate

Chinese, Other Asian, Multi

Parents/Families, Business community

I'm a parent to two SFUSD elementary students. I've been a PTA officer and on the SSC for the school my children attended. I have volunteered much time helping other parents and future parents by answering questions and moderating the SFUSD Lottery Support Group, to help them understand their school choices and how to apply

Elementary thru 3rd grade and PL

I moved to the United States (not San Francisco) before high school and faced a loss of community and the environment I grew up in, even in spite of being fairly proficient in English when I arrived

I would like to help understand and help the district understand the tradeoffs between the various choices of resource allocation, how we can make the best choice, and how we can minimize or even eliminate negative impacts when those choices must be made.

I would say that removing the focus on ego and personal standing, and seeing past those to real substance of a dispute and the underlying common ground of the right outcome is most important.

Decline to state/I’d rather not say

Parents/Families, Neighborhood association, other affiliations representing landowner and/or renter interests

Accountant at small/medium local business and parent of 2 SFUSD students

My sons have been in SFUSD all their lives and they are now in middle & high school

My sons are both in Special Ed.

I would like to contribute my budgeting experience to help the district allocate resources so the students get the educations they deserve

I have been in many IEP meeting with my children’s coparent with whom I have had a contentious relationship for many years. I utilized neutral third parties when discussions became bitter. When those resources were not available I keep discussion descriptive and neutral

Decline to state/I’d rather not say

I’m a member of my chapters bargaining negotiating team, I’ve completed local 1021 Internship, I’m a member of my chapter LMC committee.

I’m interested in the Resource Alignment District Advisory Committee to be deeply connected to the district parents , employees and children and contribute my knowledge to the community.

Recently participated in the Economic package of current bargaining local 1021 , the key to this discussion was making sure cooler heads prevailed .

I’m currently the chair of the Theatre Department at Ruth Asawa School of the arts and have been in arts education for the past two decades. I was the Artistic Director/Arts Principal at Oakland School for the Arts where I oversaw arts programming and artistic partnerships with various Oakland and East Bay non-profit organizations. I’m a credentialed ELA teacher, formerly CTE credentialed teacher, and have significant experience in bridging high school, career, and college.

Before becoming a teacher I was a staff accountant for various advertising and media firms in San Francisco. I have experience with budgeting, federal compliance, fixed assets, and all aspects of general ledger accounting. I also have experience with grant writing and subsequent reporting of funds usage. I also do college counseling.

I’ve taught middle and high school arts, and high school English, World History, and Aesthetics. I oversaw art’s curriculum and programming at OSA (grades 6-12) and significant experience with developing developmentally appropriate curriculum and authentic assessments.

My work as an administrator has covered all of these. I have particular experience with SpEd students and creating equitable and inclusive spaces.

I have experience in the public and private sectors, as an educator and artist, as an administrator and a teacher, and my significant finance background all combine to give my an aspirational and realistic view of organizations and nurturing their talent. I believe I can cogently and honestly help confront our district’s challenges that centers the educator alongside the student, family, and community.

While people need to feel they’re being heard , a committee of this type must be focused on actionable items and outcomes. When at OSA our charter had to be renewed (I have ambivalent feelings about charter schools even as I worked at one). It was a particularly ugly process. As the Arts Principal I was an intermediary between students, teachers, parents, community members and Oakland Unified. The process was made harder because renewal was contingent on eliminating the audition process. It was something I actually agreed with, but it hit a raw nerve. I had to represent the arts staff and community partners while also being honest about the near inevitability of OUSD getting its way to keep the school open. In many contentious meetings, my job was to clearly norm the space to ensure everyone had access to the floor and to establish what the purpose of the comment sessions were and which parts of the meeting were specifically oriented toward actionable outcomes. I also made sure I offered contextualizing information when needed so that facts were central. Then I was answerable OUSD.

Parent to 2 black Afrikan boys . Lowell high Sch and Washington High

My boys are high schoolers

Experience. I also work for a community that supports black families in the Fillmore

I am a huge participant in rally’s at NAACP. I provide both aspects from a parents view and community view. Recent case of a child called the ‘W word. I asked that the organization not request to fire the teacher, than consider plight of teachers who are overworked in crowded classes, underpaid and stressed. Creating a win win situation.

African American, Pacific Islander

Parents/Families, Community organization partners to SFUSD, Business community

I am a San Francisco native, mixed African American and Filipino who attended both public and private school in San Francisco. I am a parent of two boys. My youngest is currently a 7th grader at Presidio and my oldest a junior at Lowell High school. I have served 3 years as a parent member on the school site council. And this is my second year on the LPTSA and the job is Diversity Eauity and Inclusion. I am a small business owner in San Francisco and one of the few Black women owned business in the city. I was a teacher for 6 years before I became self employed. I have a passion for bringing community together, teaching lei making and working to support our students of color and further equity in our public schools.

I was an Elementary School teacher at Sunset Elementary and Middle School teacher at Stratford Middle School.

I have helped house a homeless mother and her of her two children. I raised money for her to rent an apartment in SF and helped her find employment to pay for her rent and living expenses.

We need African American and representation at SFUSD and advocacy for the few African American students and their families. We need a voice and want to help my community to be heard. All students of color, and low income families should have support and access to good schools and a great education.

My son was admitted to Lowell through the Lottery. He had a difficult time freshmen year. He was made to feel he was not worthy or belonged at Lowell from a teacher and students because he the first class admitted through lottery. At a Lowell SSC meeting there was many discussions about the admission process from Merit to Lottery. I shared how my son was feeling and made the point that this is what we need to be focusing on. I told everyone supporting our students is most important not how they got into Lowell. When I spoke I told everyone that we need to listen to our students and find a way to support our students. Period.

I got some training about autism child.

I have some experience of elementary school.

I would like to share my experience and hoping to learn more about autism.

Parents/Families, Business community, Neighborhood association, other affiliations representing landowner and/or renter interests

Kalana Meneripitiya is a multifaceted individual whose journey is marked by impactful accomplishments and a deep commitment to education and community development. Holding a Masters in Business Administration, he also boasts the distinction of being the visionary founder of a fintech startup.

A true advocate for educational transformation, Kalana has played a pivotal role in the creation of thriving communities and the advancement of educational standards within schools. His mission centers on nurturing key skills such as entrepreneurship and financial literacy among students. To achieve this, he champions innovative teaching methodologies that equip students with a strong educational foundation, empowering them to embrace a successful future.

Kalana's dedication to global progress extends to his role as a United Nations Volunteer, where he has left an indelible mark by contributing to various global communities. Notably, he represented the UN Volunteers in its partnership with the African Association of Entrepreneurship, furthering the cause of entrepreneurship and economic development on a continent with immense potential.

In addition to his global endeavors, Kalana's expertise has found expression in the realm of academia. He has served as a lecturer at universities, imparting knowledge in the fields of Visual Communication, Advertising, and Branding. This academic engagement has allowed him to shape the future of aspiring professionals, instilling in them the skills and insights necessary for success in their respective fields.

Beyond the boardroom and classroom, Kalana has enriched the lives of young children as a teacher of performing arts. His passion for nurturing talent and creativity underscores his commitment to holistic education and community development.

I have been a teacher in visual communication, drama and performing arts for students ranging from 6 years to 18+ age groups

Yes I do have experience specific to students new to the United States and their transition stages in the educational curriculum.

I want to contribute to shaping a brighter future for young individuals to become great in building better societies in the San Francisco neighborhood. I would look forward to contribute my expertise in community building and engagement. I hope to learn different ways of tackling problems in an agile way.

I have been helping solving native African societies to work together when it comes to doing business as a unified group. Which helped them to get better value for the services and goods sold by them. Each group of people had different ways of doing business while active listening and framing the issue to be responded with respectful tone with correct moderation lead the discussion to be continued in a constructive and a productive way.

Parents/Families, Business community

I've been an active parent volunteer at Glen Park School for five years, with two of them as Vice-President of the PTO. I'm also active in my community more broadly, have worked on several Citywide campaigns, and been involved in endorsing candidates as part of SF YIMBY.

Outside of volunteer work, I've worked in startups - early stage, entrepreneurial ventures - headquartered in San Francisco - for 7 years, and have thought a lot about how we can continue to build a vibrant City and community, which starts with high quality public education.

I have two children, one fourth-grader, one three-year-old. I earned an MBA, and in a professional capacity work with teams who are going through stressful and tumultuous times as organizations, so am very capable with organizational behavior, goal setting, and conflict resolution.

My daughter is an elementary school student at Glen Park School; my son is in preschool.

I believe strongly in public education. Frankly, many of my peers from my MBA program or socioeconomic background have decided to enroll their kids in SF private schools, and I don't like that reflexive decision. SFUSD should attract kids from families of all backgrounds, and certainly, we should work to improve the decline in enrollment to enable the district to survive and thrive, not entire a period of structural malaise.

I am hoping to contribute operational and financial rigor to the resource alignment process given my background as a startup executive. So much of the district's woes are structural and financial, and there need to be perspectives involved which understand the mechanics of debt payments, expenses, and retirement obligations to ensure we can come up with a comprehensive plan that actually puts the district on sound footing.

I am hoping to learn more detail about how the district plans, budgets, and prioritizes, as I've only been privy to the school-level aspect of this work (via my work on the PTO at Glen Park).

I've been privy to dozens of contentious discussions over the years - my work in startups often involves teams that are under pressure, stressed, and overworked.

I start by listening. Understanding where each person is coming from, to really gauge both how their perspective is formed, but critically, what they need to see or hear to be brought along to a conclusion.

I think it's important to summarize where we are at any given time, as it's very possible to get bogged down in the weeds before you realize it, without keeping your focus on the task or objective at hand.

One specific example that comes to mind was school related. At a PTO meeting a few months ago, a parent of a student came to talk about his student's experience being bullied in the school. The father opened with some strong remarks, then proceeded to regale the room of about forty people (parents and teachers) of his son's experience being bullied, in excruciating detail. Initially everyone was listening, rapt, clearly affected by the emotional story. But after about five minutes, the father started to lay into the staff, the teachers, the principal, laying blame on them, moving from constructive sharing to destructive vocalization. No one was saying anything, unsure of what to do, anxious, but letting this continue, and I could sense it was getting to a place that wasn't productive. At one point after about 8 minutes into his speech I jumped in, and said something like "I want to thank you so much for sharing that, and I think we should all agree that we're going to go home, and talk to our kids about bullying, and the importance of welcoming all kids to Glen Park and not tolerating that kind of behavior," and I started applauding. The room erupted in applause and the Dad in question definitely felt seen, heard, and understood, but we were no longer entering an unproductive phase of his emotional sharing.

In short: listening and understanding where someone is coming from, then guiding their perspective to a shared objective or outcome, is something I have extensive experiences with.

Teachers, Parents/Families, Community organization partners to SFUSD, Labor

I am a seventeen year employee of the school district and have also worked with our partner organization Partners in Schools. In addition, I have been an advisory council member for First 5 of Santa Clara County and have served on SFUSD advisory councils. I am an award-winning educator with deep expertise in school finances.

I have personally taught Kindergarten, first grade, sixth grade, and college students. I am a classroom teacher.

I have taught and worked successfully with students and their families representing all of these groups; I have personal and professional connections with organizations supporting homeless youth and their families. Additionally, I have specific graduate-level training in educational linguistics, child language acquisition, and best practices for English Language Learners.

I have worked for and with elementary schools in all three MTSS tiers, which I believe gives me specific, actionable, and unusual expertise in how district-level funding decisions impact sites. I am fervently committed to equity and community voice in decision making.

I am extensively trained in Restorative Practices and coaching for equity. As such, I have routinely facilitated circles and restorative conversations not just with children, but with adults. I have successfully built staff coherence and shared purpose around difficult issues of equity in schools, including approaches to discipline, racial and ethnic bias, and disproportionate representation of students in Special Education.

I advise on statewide educational technology efforts as the Digital Equity Broadband Coordinator for the California Department of Education, specifically addressing Superintendent Thurmond's Closing the Digital Divide Initiative. Prior to joining CA DOE, my 20+ years in education spans roles from high school classroom teaching in different states to SFUSD TOSA and SFUSD executive directorship in digital learning, and from strategic plan development to leading change and project management across multiple public and private instructional institutions. My expansive experience and expertise in educational initiatives further allow for my collaborative, cross-functional, and holistic systems-thinking approach to examine the needs for high-quality access to equitable instructional opportunities and environments. Relevant affiliations include ACMP, ISTE, CUE, CENIC, HSN, Broadband Council.

High school; Higher Education

As an ESL learner, I can empathize what it means to rely on public education to support students' needs to receive resources and be set up for success.

As a former SFUSD employee, reaching across all audiences ranging from students and teachers to administrators and executive leadership, and now as a proud parent of a freshman at Lowell, I'm committed to continue supporting the district with an objective perspective to ensure that the best interests of the whole are considered.

Timely question with Anna Gomez's appointment to the FCC and net neutrality back on the table. People want to be heard and feel heard. First and foremost, introductions are critical - who are we at the table, and then establishing shared commonalities - something simple as favorite dessert or music preferences can go far. We then de-escalate predisposed emotions before the heart of the conversation starts with grounding activities such as brief mindfulness meditation so that we are present and in the moment. At the onset of what could be predicted as a contentious topic and conversation, I facilitate an opportunity for stakeholders to share their thoughts with structures in place. Structure examples include time limits and individual writing prompts to organize speaking points, mindful to ensure that there are no accusations, blame, or shame. We need to listen and draw connections, asking ourselves if there's a pattern and how that pattern can inform next steps. Depending on the situation, I also incorporate design thinking strategies to help refine and define challenges. Overall, we all must be on the same page with a common goal and keeping a common agreed upon best interest at the center of our decision-making. Return to the why when we determine what we're aiming for and how we will achieve the goal.

Other Asian, White (not Hispanic)

I have been a SFUSD English teacher at Galileo HS for 17 years.

High School students, primarily 9th, 10th, and 12th grade students

I have taught all of the above categories of students.

I am hoping to contribute a real perspective of the teachers and school site staff in relation to the district, community, and the students we serve. I want to make sure that the committee is genuinely represented by each type of member with a substantive viewpoint.

One time I was able to quell an argument in a professional environment. The UBC at my site was meeting with the school's principal at the time, and the principal was yelling and pointing at a UBC member over a disagreement. I had to raise my voice to get him to stop, but then he did, and I calmly questioned each of them about their perspectives after we all took a breath. Needing a minute to calm down and focus is very important as most impetuous decisions are made in the heat of the moment. Hearing each side's perspective is also very important.

Administrators, Labor

As an employee of SFUSD for the past 22 years I have paid close attention to district decisions made over that time and processed them with district staff at every level of the organization chart gaining perspectives both insightful and contrarian. These folks were able to tie recent decisions to similiar ones made in prior decades and recent the past that show how the district works to adapt itself to cyclical changes that occur in the city, how initiatives are repackaged overtime and in our current climate the need to look at the world with a different lens because of the pandemic. Personally, I have stormed the board room as a member of UESF; I have attended funerals of students and their family; and volunteered with CBO's in the neighborhoods of my students so I bring a variety or perspectives to the table. Finally, I have chosen SF as my home and I will retire from SFUSD so I have a huge stake in the decisions made by the DAC.

Middle School, High School through direct support as Counselor and Site Administrator and in a variety of district roles. I also served on UESF as the Counselor representative from 2005-2008

As a former school site administrator and School Counselor I do have specific experience with all of these population. In my current role as Director of the SIS Team I work along side staff to develop processes, procedures, and data collection to improve services to and tracking of these student populations.

As a site administrator and school counselor I have worked with students and families on issues related to education, behavior and attendance as well as listening to their needs as residence of San Francisco and participants in SFUSD. I would like to be able to share their voices as it relates to the changing landscape of SFUSD and the broader city. I have also participated on district committees related to the Middle School redesign, the implementation of Synergy and Sp. Education and have been at the forefront of implementing initiatives related to my committee work for the advancement of my school community. Based on my years in the district I feel I have a unique take on what has been done well, what changes over time were helpful and those that didn't go as expected. I have an understanding of how the fiscal landscape dictates school and district funding having participated in the process as a school site principal and district office leader.

This example is one of many that occur in the day to day work of a site administrator and school counselor when managing disagreements between school staff, parents or students. This specific example, is related to building trust with and establishing peaceful coexistence with a set of parents and their students who were struggling to get along based on one student's manipulation of facts. Working with members of my counseling staff and Family Liaison we met with the student's parent and counseled them to understand that student's role. Additional individual conversations were held with students and parents to organize for a larger group conversation about the facts of the situation and for them to own behaviors discussed in individual sessions. The goal was to get the students to maintain space from one another and leverage designated staff to support when agreements weren't honored and to open a dialogue to parents so that they would keep the school informed of situations and concerns. Needless to say, resolution took time, effort and the development of trust which was eventually reached.

White (not Hispanic), Middle Eastern

Teachers, Parents/Families

As the parent of an SFUSD graduate and current employee of the district, I've had the opportunity to experience being part of the system from two perspectives. In my time as a counselor I worked to ensure the needs of all students were met in addition to ensuring programatic initiatives moved forward. This year I work for C&I as a head counselor serving CTE pathways and early college. My broad experience gives me a broader perspective about some of the challenges our students and families face.

As a counselor I worked with all students to help meet their needs. Forty percent of my caseload was students who participate in special education along with a healthy mix of students from other categories. Additionally as a former English learner I can empathize with the struggles of students new to the country.

I feel like I can bring a different perspective but also a willingness to listen and learn to help SFUSD continue to adapt to the changing enrollment and demographics of our students.

As the the co-lead for the coordinated care team there were many times when different perspectives on how to address an issue arose. During those times I would encourage everyone to pause and then point out where there was common ground and remind them the purpose of the meeting was to serve students. Generally that helped stakeholders reset and return to problem solving and collaboration.

I am a Spanish and English Family Liaison for Monroe ES. I have worked with different communities and my dedication to advocate for others is a inheritance.

Yes, we serve kinder to 5th grade and approximate 540 students and families overall.

I have focus groups I support and work along, all included IEP, New comer students, English Learners and anyone in the foster care system.

I think many times our voices are not being heard and speaking up is hard for some people, so I want to take all shared experience and reflect that in our district. Where we are here for one goal/purpose. That students should have the essential things, and create a school that offers learning opportunities no matter the ethnic/or/and environmental background.

Working as a family liaison I have been in many committees and share workshops with others, I love to facilitate and encourage different point of views. I enjoy listening to how we can come together on ideas and make team work a powerful tool. An example of a meeting is how can we as school support students receive the best education while partnering with our community. To make schools safe and students feel welcome. We can't see students as numbers for of school system, but building strong generations ahead of us. Beginning with attendance, if transportation is an issue, closer schools to home, and how to motivate our parent/guardians to care about this topic.

Parents/Families, Business community

I've lived in San Francisco for 30 years, started a small business here, had two children here, sent them to SFUSD schools since kindergarten (they're now in high school), volunteered in their schools and other SFUSD elementary schools, served as a board member of the San Francisco Education Fund, and earned an Ed.D. at SF State with a research focus on private charitable donations to public schools. I am currently working with SF Parents Coalition as an education policy analyst alongside my other consulting work, which focuses on strategy, systems, and process improvement for state and local government agencies.

I have two children who have been in SFUSD since kindergarten. They're now 9th and 12th graders. During their elementary school years I was an active volunteer in their classrooms and was a lead PTO fundraiser. I also served as a literacy tutor for 2nd graders at El Dorado Elementary for several years.

As part of my Ed.D. program at SF State, I read extensively the current research literature on effective pedagogy and practice for English learners and students who receive special education services, as well as students from historically under-resourced groups. My dissertation focused on the history of residential and educational segregation in SF, systemic racism in funding schools in California, and how fundraising reinforces past patterns of inequity in school resources. In addition, my past consulting work with the CA Department of Education examined the effectiveness of categorical programs, including one that supported students from migrant families.

I believe strongly that SFUSD needs to place itself on a strong financial footing to ensure that each and every student, pre/T-K through 12th, can receive the education they deserve. This includes paying competitive wages for our teachers, creating community schools, and implementing with fidelity the curriculum and instructional practices that will have a material impact on closing opportunity gaps across student groups. I have worked through several philanthropic organizations to supplement the funding going to SFUSD, and have grown to realize that private contributions will never be enough to ensure stable funding to pay for the districts' needs. I want to contribute my knowledge of the district as a parent, fundraiser/donor, policy analyst, and Ed.D to rationally and pragmatically align our district's resources to ensure a strong financial future. I want to learn from the broader SFUSD community what their priorities are, and how these needs can be met through the resource alignment process.

As a management consultant, I have facilitated numerous work sessions involving changes to policy and/or process that have been contentious. Earlier this year I worked with the CA Department of Public Health on its mpox (formerly "monkeypox") response and there was disagreement between rural and urban health departments about the communication and outreach necessary to reach vulnerable populations. As external communications lead, I helped develop meeting norms, guidelines, and moderator scripts to keep discussion constructive, focused on completing items on the agenda and making decisions.

I a single Filipino mother of an 8th grader. I have worked over 20 years at UCSF specializing in Neuro and Ortho Surgery. I worked three summers at a summer camp for children and adults with mental and physical disabilities. I volunteered for two years as a nurse at a psychiatric home for teens transitioning from inpatient to retuning home. My daughter and I also volunteer at the SF Marin Food Bank. I am a member of the California Nurses Association. I have participated in multiple UCSF groups such as nursing OR education and OR employee retention. I have also been active in the aid of OR education to Fellows, Residents, and Medical students in the OR. I feel that I am qualified for this role because I am caring, tenacious, hard-working, dedicated, and find value in cultivating open and trusting relationships among everyone in the setting I am in. I also love working with teenagers, especially regarding mental health and ensuring that they feel seen and heard. I have a good relationship with my daughter and her friends. They know I am always here to listen to and give support when needed. As a parent, I know the difficulty in maintaining relationships with their kids, preserving their own mental health, and keeping up with family needs while working. Obtaining much needed support regarding education, housing, and food are very important. For many, these are difficult to obtain.

Yes. I have experience with teens 12-18.

I have worked with 5 to18 year-olds with all of the above in professional and volunteer settings.

I think I have many life experiences with 5 to 18 year-olds vital to the Resource Alignment District Advisory Committee. My insights as a parent and confidant to children and adults are valuable to the committee. I am hoping to learn about how positive changes in the agenda will be realized. Additionally, I want to know what people from other walks of life think and feel about the school system.

I had multiple incidences during my volunteer experience at the home for teens with mental health struggles. The topic was setting appropriate boundaries between a teen and their parent(s)/guardian(s). I was one of two mediators. As one can imagine, both the teen and the parent(s)/guardians became quite upset. The behaviors present were yelling, hanging up, crying, threatening to self-harm, threatening to disown the teen or sending them to “boot camp”, etc. I helped in many ways: 1) encouraged and taught better communication skills, 2) utilized relaxation techniques when possible, 3) set boundaries during the phone/zoom call in order to maintain respect and trust, 4) negotiated with both parties regarding compromise, 5) ended the phone/zoom call when necessary, etc.

Teachers, Students

I have been a Special Education teacher for almost a decade; I believe the committee needs to include representation from SPED; our department is extremely stressed in regards to resources and those who are not in it do not seem to understand the needs or circumstances of our needs.

I have worked with the UESF SPED Committee for a number of years.

I have worked as an advocate with a number of families.

I work as an advocate for early literacy with a number of groups and organizations.

Yes, I am a SPED Teacher; almost all of my students have been ELLs.

I hope to learn: more detailed workings of how a school district functions and how resources are aligned.

I hope to contribute: the perspective of someone who works within the system and has seen how poor resource management directly impacts students services in special education. I have also experienced and worked in other states and countries and have perspective of how some of those places function,

I am a SPED Teacher so this is essentially 25% of my job; I regularly hold IEP meetings with families where we discuss challenging topics and many times have disagreement about placements, services, present challenges their students face, and many other issues their students deal with. I have found that being an open person who leads with empathy is significantly beneficial. Disagreement is a fundamental aspect of life and can be done with empathy and respect as long as parties are honest and open. As a member of the SPED committee within UESF we also are often in direct opposition with leadership in the union as we walk a tenuous line as advocates and educators. When you lead your assertions and positions with evidence, compassion, documentation, and a willingness to listen, I have found our disagreements to be more successful and productive.

Hispanic/Latino, White (not Hispanic)

Parents/Families, Students, Community organization partners to SFUSD

I am a Children's Librarian at Glen Park Public Library. I am a parent to an SFUSD 9-year-old and have lived in San Francisco since 2006. I am married to a FedEx delivery driver. I know what life is like for working parents in San Francisco.

As a Children's Librarian, I have experience working with students in Elementary and Middle School as well as specialized training in literacy skills development.

As a Children's Librarian, I have experience working with all types of children and their families in San Francisco as well as access to all types of research and resources.

I think SFUSD frequently does not consider the needs of working parents in this city, especially those with "blue-collar" and hourly jobs. I know the needs of these parents very well because I am a working parent who is married to a blue-collar worker. As a San Francisco Public Library worker, I also talk to parents daily and know their struggles and needs very well. I would share my experience on the Advisory Committee with my colleagues at the San Francisco Public Library; the City should be partnering with the library to connect with families throughout this process.

We talk about how to get children reading every day at the San Francisco Public Library. Each librarian has their own philosophy. If the topic of discussion becomes contentious, I ask each person to cite the research and data that has formed their opinions. This forces the discussion to stay grounded in facts and science. I also have a strong sense of humor and I am a naturally nice person. And, as a City employee who works with the public daily, I am also trained in conflict resolution and de-escalation techniques and I can talk constructively with all types of people.

Teachers, Parents/Families

I am a parent of a high school student who has been in the school district since he was in Kindergarten. I am also a teacher in an SFUSD elementary school and have been for nine years. I have been on numerous committees in schools such as leadership teams and school site councils.

I teach 4th grade, but I have worked with my son and other students through all grades.

I have a lot of experience with students with IEPs, new to the United States and English Learners.

I am a big advocate for people trying to make a difference if they see an issue or inequity in their community. I don't think we can complain about what's happening unless we try and do something about it. I feel like my unique perspective of the district will help inform decisions.

The biggest way that I help difficult conversations stay constructive is by going back to the essential question which is usually: what problem are we trying to solve? Often we bring too many things into our perspectives that stray away from the actual issue/topic at hand. When things get too contentious, I bring it back to how we are working to solve the specific problem. I also try and make sure that every person feels heard and seen, even if they may be taking the conversation in a different direction.

Teachers, Parents/Families

My experience as a K-5 classroom Teacher and my previous work as a Consultant in the social sector has given me not only an unique insight into the tremendous need for resources and support for public education, but also the creativity and the knowhow to provide them. I would bring a mix of strong project management skills and innovative strategic thinking, and I am eager to use my knowledge and experience to provide the support that our students and communities need.

4/5th General Ed Teacher

As a General Ed Teacher, I have experience working with students who receive Special Education services, students new to the United States and English Learners.

As a parent advocate and a former PAC member, I interact with parents who need advice and help on navigating the SFUSD school system. One of the key components of the role is listening to the parents in the community as they share their concerns and barriers in understanding the process and obtaining necessary information. In addressing their needs, I have become a more conscious and purposeful listener. It has also enabled me to become more effective in my work as an educator. I believe that it will also help me to be an impactful Resource Alignment District Advisory Committee member, as I will bring my community’s perspective and understanding of their needs.

I would gladly discuss this in person.

American Indian/Alaska Native

Teachers, Parents/Families, Students, Community organization partners to SFUSD

I am very active in the community and know a lot of resources that many of families, teacher to work together provide great education.

Preschool/T-k/Elementary

Yes my son is apart of the Special Education department

I want to be a part of the team in the community and with the school district. I am currently working my psychology degree this just help gain more knowledge in the feild

I think the district could guide parents with better tips on how to help bullying and mental health also help parents have access to tutoring services and help achieve a child's education.

Work as an EHS Compliance Specialist. Member of leadership management. Project management.

Worked as a tutor for high, middle and elementary school students

Worked as students from different backgrounds, including students from low income families.

The reason I want to join is I believe I have the knowledge and cultural background to contribute to this position. I hope I can learn more about students from different backgrounds and learn how to help them.

One of my duties in my current role is conducting safety inspections. After inspection, we will hold meeting with different stakeholders to discuss the deficiencies we found. Usually, the meetings will have contentious issues. What I usually do is to remind everyone in the meeting that the main purpose of the meetings is improving operation and figuring out solutions to correct the deficiencies and preventive measures to prevent the deficiencies happening again.

Teachers, Parents/Families, Community organization partners to SFUSD, Labor, Land use expertise (cite more examples from statute here), Neighborhood association, other affiliations representing landowner and/or renter interests

Im a graduate of the SFUSD school system K-12( Juniperro Serra, Hoarce Mann and Phillip Burton) , I have been teaching in the district for over 18 years and have worked at a number of schools through out the City for many years. Im also a father of two elementary school children at Long Fellow. In short, I have a deep vested interested in our schools and I have a rich experience coming from our system. All my older family members attended SFUSD as well. Along with connections to SFUSD Im also very connected to the politics and different organizations through out this city that aim for the same equitable solutions to very hard decesions we will have to make. Im a founder member to United Playaz one of the most known and respected violence prevention organizations in SF, I worked many years in the Mission and Bernal heights with a number of organizations working around gentrification, land and other housing issues. Im on the board of Bill Sorro Housing program in the Tenderloin and South of Market (he is my father). On the corner of Howard and 6th street is an affordable housing project named after him. I also have extensive history with both SF State which I went to school, got my credentials and masters, along with teaching courses in community organizing and health. I worked at CCSF for three years and established the the Students Supporting Students program. The program is still thriving and growing. I was on the board until recently. Before taking the route in public education I worked at the City Attorneys office, and interred with Tom Aminano's office while he was president of the board of supervisors. My family comes from a long line of labor in SF. I have worked on many elections here in SF over the past 25 years. My mother worked for California Nurses Association for 20 years and my father was along time member of Local 378 the San Francisco Iron Workers.

20 years with high school students. 4 years with elementary school students. 20 years as both a teacher. 4 years as a parent. I also have a 18 year old daughter who graduated from High School.

I have been on the team to best support our Special Education students for the past 5 years and I have been helping to guide our support system as we are gaining more ELL students into our schools. I have worked with countless students in the "system" having to attend hearings, fill out reports and most important helping to provide a safe and stable learning environment for them. I have also worked very closely through the different agencies in the City with youth who are coming out of the justice system.

Many reasons ranging from my stake in this system and my children's. But I know they will be advocated for. I do, based upon years of participating in larger scale city wide decession making, that power has always lined its self with those who have the most resources and privilege to power. That means those who have both race and class power in this city. This means children of parents who understand how to obtain and use power, those who understand how to navigate this system. The parents who didn't go to college, who are renters living in sub par homes, the parents who work more than one job, the families whose neighborhoods are under constant distress, the children who come to school hungry, the children, communities and families who continue to suffer the greatest wealth disparities in this city, who are under constant stress, those children, parents, communities not only get over looked , but get treated as non existent. Its the way unequal power words. Where I can contribute deeper understanding what all children, families, educators really are hoping for. And with this understanding I know how to reach the deeper place of connection that can bring people together, despite which at times feels like impossible walls and opposite worlds. I have the knowledge, the passion and dedication to this. Im a product of it. Learn more how deceisions are made, how we can make changes towards serving everyones needs in an equitable way and more about how we can shift policy towards address the challenges and opening up new opportunities of hope and unity for us all.

I will draw many years back before I got into education and I worked at the Bernal Heights Neighborhood Center. This was the early 2000's. At the time, there was a ordinance that half of all the hours of city funded projects would be worked by SF residents. And a preference for people living in public housing. At the time the contractor had no local hires lined up to work on the project, (the corner of Mission and Cesar Chavez) I started to do out reach door knocking on all the public housing in the Bernal/Mission area. That included Alemany, Holly Courts and Bernal Dwellings. After month of out reach, I put together a forum at the neighbor hood center. On the panel was the head of the project, a city spokes person for local hiring, a leader from Alemany and my self. Over 70 people showed up with the hopes of getting jobs, hours they legally had a right too. The people were both frustrated and hopeful, and the contractors answered questions. The city person laid out the law. What was apparent and the area which was lacking was job training, the contractor offered to help in that area. Long story short, the hours never were taking up by local people form public housing, and it left people feeling let down. What came out of it was signing people up for job training program that the center helped to get people in. I think it was about 7-10 people. Eventually a few people got jobs, the contractor personally hired a few. the main goal was to not blast the contractor for not hiring, hw was just getting away with what he could, but rather to put pressure on the city to help train people so they can get onto work sites with the needed skills. The behavior I had to keep on was both keeping pressure on the city and the contractor with out making it personal and calling them out. I also had to try and not sell hopeless dreams to people looking to work while also leaving a path for people to take. I knew in my heart the contractor didnt care about the people in attendance. dance having jobs, but I also knew that it was wiser and more productive to bring him in. Many people in that showed up express anger and rightly explained that the whole system is racist, (most of all the workers where white men). I had to both agree and leave a place for people to go with that anger. That was my role and something I tried to provide.

Administrators, Teachers, Parents/Families

I have spent 27 years as a public educator- 9 as a teacher/coach, and 18 as a school administrator. In my role as a teacher and coach, I recognized the value of extra-curricular programs like athletics, clubs, and the performing arts on a campus and how the impact students' lives and educational engagement. As a veteran school administrator, I have worked on building a schedule for high schools with over 2,000 students, and could add insight on how staffing affects a district's bottom line. I have also been involved in various intervention programs on two different high school sites and how educators need to use best practices to support students. And finally, my child has been a student in SFUSD since kindergarten, and has had a wonderful experience with dedicated teachers, administrators, and classified staff. I want students to have the same enrichment opportunities that my child has had in her SFUSD years.

27 years of working in a public high school district in the South Bay.

Yes, in my role as a school administrator, I have been the administrative lead for our 200 + student English Learner program. In addition, I have been involved in 100's of IEP's for students with a wide range of disabilities. The schools that have worked in have multiple students that qualify for McKinney-Vento status, and thus have helped them receive the necessary services.

As I stated above, I am a lifelong public educator, and sincerely believe in the power of diverse public schools. They are the few institutions we have left in this country that bring so many different people together under one roof. If we get away from that, I believe we damage who we think we are as a country. If the district struggles with utilizing its resources, and is forced to cut essential and popular services/programs, then enrollment will continue to decline beyond just the natural population patterns that are occurring in the Bay Area.

In my years as a school administrator, I have held dozens of mediated conversations in my office between students. The conflicts are always different, but the actions of the students are similar, as they only see their own perspective. My goal has always been to allow students to communicate with one another (with snacks readily available!) in a neutral setting, and to speak their truth. From there, I want the students to acknowledge each of their role in the dispute, and find some common ground. Do they agree to go their separate ways? Do they agree to rebuild their relationship? Either way, my goal is for each side to have their say, discover a path to middle ground, and ultimately develop agreements that each party agrees to....I am not always successful, but if students are willing, vulnerable, and honest, progress can be made. I know that any conversation about school closures are delicate (our district closed one in the 80's and our feeder district just closed two), but if this group can find ways to redistribute resources to support students, then it can be successful.

Administrators, Students

As a graduate of both public and private institutions in San Francisco, Lafayette Elementary, St Thomas the Apostle, and Lowell HS, daughter of a George Washington HS Drop Out, and granddaughter of a Marina MS/Galileo HS Newcomer student I have deep roots in San Francisco Unified. I have also given over a decade of service to SFUSD as science teacher and newcomer teacher at Everett MS, teacher on special assignment in the Multilingual Pathways Department, program administrator for the SAILL program and site administrator at Lowell HS. I can speak to both my experiences as a student in San Francisco and as an educator trained in multiple levels of SFUSD's systems of support for our students, especially our English learner students and families, and our newcomer schools and programs. Lastly, I have participated, facilitated and lead efforts in racial affinity spaces for People of Color, and the Filipino community.

I have taught high school science, middle school science, and English Language Development for middle and high school students. Even as a TSA, I taught Saturday school and summer school to continue honing my craft and putting into practice the strategies that we are training folx in. Additionally I have participated in curriculum writing committees for the district's NGSS curriculum design for middle and high school and Designated ELD curriculum for middle and high school. Lastly, I have been a school site administrator and district level administrator for high school communities and have an understanding of resource management, professional development, and organizational structures in our high schools as well as our district.

My primary focus for 8 years of my career as an educator has been in the education of English language learners (Multilingual students) and in the support of teachers and schools that support our newcomer students and families. In this work I have lead professional development for educators, developed curriculum, managed our Summer Academy for Integrated Language Learning(SAILL), presented in conferences, and participated as a learner with organizations like West ED, California Association of Bilingual Educators, Writing is Thinking through Strategic Inquiry, EL Achieve, SIPPS, and more.

I am greatly invested in the future of public education and specifically in SFUSD. Having grown up in San Francisco and still having many connections with the community I believe it is important to both listen to the voices of our community and speak to the strengths and needs of my communities. Having participated in the HS Task Force I recognize that SFUSD serves a diverse population of students and families and has diverse resources, strengths and needs. I want to learn how to best invest in the strengths that we have in serving our populations while also understanding the limitations we now have due to the decreases in enrollment and overall funding. I hope to be able to support our communities and also apply my learnings from this shared space as I continue to lead at Lowell HS.

When facilitating my Filipino affinity space we engaged in a series titled "Combatting Anti-Blackness in the Filipina/o/x Community" from Tatlong Bagsak (https://www.tatlongbagsak.org/event-details) in these affinity meetings we first made sure to spend time setting agreements and aligining on the goals of our discussion to unlearn white supremacy culture, share the impacts of our own trauma in how we show up in our different spaces, and to practice discussing and interrupting anti-blackness that we see in our communities. We dedicated meeting time for developing a shared vocabulary when discussing things like race, oppression, and decolonization and we practiced things like deep listening and storytelling to build community and understanding. The hardest struggles we experienced were generational gaps and varying experiences in the decolonization journey and our toughest meeting was when we reviewed "dinner time" scenarios where a family member or a colleague makes a generalized statement that demonstrated anti-blackness. One conversation that we engaged in was supporting Black Lives Matters and being against Defund the Police Movements. This was a pain point for community member because of the fear of anti-Asian violence and seemingly rising crime rates and a reduction in prosecutions in San Francisco. In my conversation I made sure to hear out different members and ask deeper questions like why do you think that is connected, where do you get that information, and how do you think that will impact our communities as a whole. I don't think everyone left the conversation feeling like they were right, but they did leave better understanding each other. I understood the folx needed me to clarify that my defunding the police meant for our communities, investing in police alternatives, investing in social services, etc to address the fear and anxiety folx were feeling because of violence they had experienced or witnessed against their communities. I needed my colleagues to hear the dangers of 1st responders reacting to situations armed with dangerous firepower and filled with conditioned biases. After having these dialogues with people in my community I felt more capable of engaging in dialogue across difference at work and while socializing.

Llevo más de 10 años en las escuelas públicas he estado involucrada en los comités de SSC de la escuela elementary y el PTSA de la escuela intermedia de mis hijos. También hice trabajo cómo madre líder en el programa de participación parental de Mission Graduates.

En Elementary Premier grado, middle school octavo grado y high school onceavo grado.

Mi interés es aportar mi punto de vista de padres en la educación pública para mejorar la equidad en los salones,para tratar de mejorar la educación pública. Como los padres podemos involucrarnos en la educación académica de nuestros hijos.

Mi interés más importante es que en cada salón de clases pueda tener una enseñanza de calidad y equidad.

No relevant experience or qualifications. This is my first time applying.

My senior year in High School I was a Teacher Assistant (T.A) at an Elementary School in SFfor 1 year in 2000.
Summer Vacation through Winter school year in 2000 I was paraprofessional at the Women's and Children Center in SF on Turk St.
Volunteered at my son's Elementary School L.R Flynn in 2011 and 2012.
Volunteered reading to children at Rapheal House twice in 1998.

Only personal experience with my times of homelessness as a mother.

To provide myself with a opportunity to contribute and learn what the Resource Alignment District Advisory Committee is all about.

Parents/Families, Community organization partners to SFUSD

SPED/Foster

As a lifelong community member of the Western Addiction and a graduate of Galileo High School I believe my experience, commitment as well dedication to education is a major asset to this committee!!! In the past I’ve sat on the prop H committee here in the SFUSD as well as worked closely with several superintendents in thIs district going all the way back to Superintendent Rojas! Being a substitute teacher in this district for three years and receiving my Master’s degree in Administration Policy Study makes me a strong candidate to have on this committee!!!

I’ve work with students at all levels in the SFUSD as well as I was a substitute teacher at the high school level!

My past experiences has been working with students who’ve fell under Special Education, New to the United States, Foster Youth, and specifically our children who’s just been underserved!!!

What I like to contribute is a different set of lenses as well as my hope is always to bring equity to this process so the marginalized families will not be misled , misguided, given the correct information and able to benefit from this process!!!

One time when I had to keep a discussion that was contentious in the SFUSD was when this district was literally expelling Black children for frivolous reasons and we sat down with the district to navigate a very difficult but yet constructive conversations that help our young people at the end of the day!!!

Administrators, Teachers, Parents/Families

I have worked for SFUSD for 17 years. I have worked as a classroom teacher, an IRF and an assistant principal and principal, all in the south east part of the city. I also have a son who is an SFUSD graduate and currently attending college.

I have worked with students K-12; K-8 principal, 6-8 AP, teacher and IRF, 9-12 IRF and teacher. K-12 SFUSD parent.

As an administrator I have been on many IEP teams, I have supported students from all demographics.

To ensure that all students and families, particularly those that are traditionally marginalized, are fairly represented in the decisions.

Contentious topics are a regular part of being a school administrator, whether it is with families, students or staff. Being a patient listener is the key, as well as being solution oriented with an understanding of the lenses from which the conflict arises.

Decline to state/I’d rather not say

I have been a special education teacher in San Francisco for over twenty year and I have previously served as a member of UESF on a bargaining team. I have also served as chair of the SSC for at least 6 years at Balboa.

High School. Over 20 years I have taught at O'Connell, SOTA, International Studies Academy, and Balboa.

Yes I have been a case manager and have conducted hundreds of IEP meetings over the years and have both taught Special Day Classes and Co-taught at the high school level

I want to be on the committee because I think the district is at a turning point and difficult decisions need to be made with community input.

I participated in a town hall about reparations where I made a comment about trying to have concrete steps forward that would validate multiple perspectives and respecting multiple experiences of different individuals. The most important part of being constructive is mapping actual steps to be taken and how those outcomes will be measured agreed to by stakeholders.

Parents/Families, Students

I am a parent of an SFUSD kid, at one time both by kids went to SFUSD schools. I am

Both my kids went to Dolores Huerta Elementary and my daughter goes to SOTA. Both kids went to independent schools for Middle School, so we have experience coming, going and coming again, and also understand why families choose to not attend SFUSD. It is a hard decision but I think it is also one that should be listened to.

As a parent and volunteer at Dolores Huerta I knew parents and kids who were English learners and kids who were homeless.

On top of being a parent of SFUSD students, I am a project manager and have great skills running meetings, delegating tasks, getting hard work done and facilitating communication. I love to solve hard challenges and I am a realist, which is often what is needed in these situations. This challenge honestly excites me because of how big a challenge it is.

In my career in Quality Assurance, I have been in many contentious situations. One example I often use: It was a meeting with just 3 people but works for larger groups too. The product manager, the developer and myself were reviewing the newly developed product. The developer showed what he thought was great work, but it did not meet any of the requirements. Tempers flared, insults even. I stepped, said "Let's pause for a moment. I sense a lot of tension. Let's not gloss over it, but work through it. Then we can move forward." I had each person explain their own feelings, focusing on themselves, not others. Next I acknowledged their feelings and reviewed how they related to the facts and our goals. By this time the team had already started to find solutions, but in closing out the meeting, I re-iterating what our vision and goals were and how we could communicate in more productive ways by working together more frequently and address problems as a team instead of an us versus them approach. Being in QA and project management teaches you how to "hold the mirror up" as an old boss told me. You are a neutral 3rd party, helping everyone us see what we look like before we walk out the door.

Administrators, Teachers, Parents/Families, Students, Community organization partners to SFUSD, Land use expertise (cite more examples from statute here), Business community, Neighborhood association, other affiliations representing landowner and/or renter interests

I bring a diverse range of experiences and qualifications to the advisory committee, making me a well-rounded candidate for the position. My 20+ years of federal realty specialist and project management experience withing the federal government have provided me with a deep understanding of federal land and real estate matters. This expertise allows me to contribute valuable insights and guidance on related topics, I can work effectively with the city, state, and federal authorities to address community needs.
As a parent of two children currently attending schools, one elementary kindergartner and the other in middle school. I can effectively represent the perspectives of both students and parents. My close involvement in their education has also allowed me to establish strong relationships with their teachers(room parent), giving me the ability to advocate for educators' concerns.
I have a history of active volunteering withing my community.
Furthermore, as a landowner, I can represent the Neighborhood Association effectively. My personal and professional background has prepared me to contribute meaningfully to the advisory committees objectives, ensuring a comprehensive and well informed approach to the decision-marking.

I have an elementary Kindergartener, and a Middle Schooler - 6th grade.

I was a newcomer myself 29 years ago, when I first came to USA. I was able to learn English through the ESL classes I took at my high school. My kids are bilingual and were English leaners in Kindergarten(one is still learning in Kindergarten now) - so I definitely have direct experience.

I am interested in joining Resource Alignment District Advisory Committee (RADAC) because I believe I can help the community by giving parents, children, and teachers a voice and advocating for their needs. This opportunity will provide valuable experience for me, as I am confident that as a member of RADAC, I can advocate for the best interest of the children, and teachers, ensuring they receive a quality education and have access to necessary resources, and are heard. I also feel that this opportunity will help me gain insights into how the education system operates, its challenges and opportunities it presents. Furthermore, I consider it my civic duty to contribute to the community and support future generations.
As a RADAC member, I look forward to learning and working on priorities for the SFUSD, including education, extracurricular and support services.
I can help engage with the district and the local community, fostering connections with local residents, parents, teachers and administration. I hope to contribute to the team using my work experience and best practices, bringing innovative ideas and solutions. I aim to help the district optimize its resources, providing innovative ideas and solutions, along with my knowledge, expertise, and insights. My goal is to assist the San Francisco Unified School District in making well-informed decisions that benefit the entire educational community.
I am hoping to learn and get a better understanding about School District resource allocation strategies, its budget, and various program initiatives. I want to learn about strategies to promote equity and inclusion within schools, addressing disparities in access to resources and opportunities.
I sincerely hope to make a positive impact on the education and well being of students, benefit the entire educational community and contribute to the broader community as well. I eagerly anticipate the opportunity to work closely with the San Francisco Unified District and look forward to hearing from  you soon. .

In my 20 years of experience as a Project Manager, I have frequently encountered con
contentious discussions centered around projects timelines and budgets. One noteworthy instance involved a project with tight deadlines where any delays became a source of tension among team members.
To address this, I took an active role by facilitating team meetings. During these discussions, I made sure to actively listen to each team member, ensuring everyone had an opportunity to share their thoughts. I encouraged a problem solving mindset, focusing on solutions rather than assigning blame. Additionally, I empathized the importance of empathy, aiming to understand each team members perspective.
By employing these behaviors and collaborative efforts , we successfully adjusted project timelines, allocated resources effectively, and completed the project on schedule. Importantly, we maintained a positive team atmosphere throughout the process.

I bring a wealth of relevant experience in the field of human resources. Currently, I serve as the Chief People Officer at Seismic, a global private company with a diverse workforce spanning 7 countries. In this role, I have gained extensive expertise in fostering inclusive and supportive work environments, managing complex HR challenges, and promoting effective communication across diverse cultures.

In addition to my professional role, I am deeply committed to the advancement of HR, Learning, and Diversity, Equity, and Inclusion (DEI) initiatives. As a Senior Faculty member of the Josh Bersin Academy, a prestigious community for HR, Learning, and DEI professionals, I actively contribute to shaping best practices in these crucial areas. My involvement in this community has provided me with unique insights into the latest trends and strategies, equipping me to bring innovative ideas to the committee.

Furthermore, my dedication to community service is demonstrated through my past experiences. I have served on two Boards for my former employer's Employee Relief Foundation and the Seattle Opera, where I contributed to strategic decision-making and governance. Additionally, I have volunteered as a pro bono consultant, leveraging my HR expertise to support nonprofit organizations in achieving their missions. Mentoring has also been a significant part of my journey; I have had the privilege of guiding numerous students and professionals, imparting knowledge and skills to amplify their growth.

My commitment to conflict resolution is underscored by my certification in Alternative Dispute Resolutions and my experience as a mediator for the Huntington Beach courthouse. These experiences have honed my ability to navigate sensitive situations with tact and diplomacy, skills that are invaluable in fostering harmony and understanding within diverse communities.

I am enthusiastic about the opportunity to contribute my skills, knowledge, and passion for education and community development to SFUSD. For a comprehensive overview of my professional background, please refer to my LinkedIn profile: https://www.linkedin.com/in/linda-ho-1ba8a21/

Thank you for reviewing my application; I am honored to be considered.

I have extensive experience working with students across various grade levels. During my academic and professional journey, I have been deeply involved in mentoring and facilitating student interactions.
In grade school, I served as the liaison for neurodivergent students. This role allowed me to foster a supportive environment, ensuring that these students received the attention they needed to thrive academically and socially.
In high school, I played a key role in the student ombudsman program. Here, I facilitated student interactions, mediating in situations where conflicts arose and promoting a harmonious atmosphere within the school community. This experience honed my interpersonal skills and taught me the importance of active listening and conflict resolution.

My involvement continued into college, where I served as a resident advisor for a 70-person dormitory. This position demanded a keen understanding of the diverse needs of college students, and I worked diligently to create a positive and inclusive living environment. I supported students in various aspects of their lives, ranging from academic challenges to personal growth, fostering a sense of belonging and camaraderie.

Furthermore, I am a parent to a 6-year-old currently attending 1st grade within the SFUSD community. Being actively involved in my child's educational journey has given me firsthand insight into the experiences and challenges faced by elementary school students. This parental perspective provides me with a unique understanding of the needs of young learners and the importance of fostering a nurturing educational environment.

My combined experiences as a mentor, ombudsman, resident advisor, and parent have equipped me with valuable insights into the dynamics of different grade levels. I am enthusiastic about utilizing this knowledge to contribute meaningfully to DAC, ensuring that the educational experience for students is enriching, supportive, and inclusive.

Yes, I bring a multifaceted perspective to supporting diverse student populations within SFUSD. Having personally experienced the transition of being an English Learner myself, moving from Shanghai, China, to San Francisco at the age of 5, I intimately understand the challenges and opportunities that students face when adapting to a new language and educational system. This firsthand experience fuels my passion for ensuring that English Learners and newcomers receive the tailored support they need to excel academically and socially.

Additionally, my commitment to community service extends to my role as a Taproot Foundation pro bono consultant, where I have collaborated with numerous non-profit organizations focused on youth empowerment. This experience has allowed me to engage with various student demographics. Through these collaborations, I have honed my ability to address the unique needs of each individual, fostering an inclusive environment where every student feels valued and supported.

Furthermore, my dedication to mentorship is reflected in my volunteer work as a CONNECT Mentor with YWCA, where I have mentored both students and adults. This role has provided me with a deep understanding of the challenges faced by individuals from diverse backgrounds.

My diverse experiences and cultural background have equipped me with empathy, understanding, and cultural competence, which are essential qualities for effectively advocating for and supporting students from various backgrounds. I am eager to contribute this perspective to DAC, ensuring that the educational system remains equitable and accessible to all students.

I am deeply motivated to join DAC because I am a proud product of California's public schools, and I recognize the transformative impact that a supportive educational environment can have on a student's life. The Board of Education and the dedicated volunteers who shaped my learning journey were instrumental in my success, and now, with my child enrolled in the San Francisco public school district, I am inspired to give back and contribute to the community that has given us so much.

My background as an accomplished HR professional uniquely positions me to make meaningful contributions to the committee. I bring expertise in Learning and Development as well as Diversity, Equity, and Inclusion, areas that are pivotal in creating a holistic educational experience. I am passionate about fostering an environment where purpose-driven work can flourish. By leveraging my skills and knowledge, I aspire to support the committee in aligning resources effectively, ensuring that every student in the district has access to quality education and opportunities.

In addition to what I can give, I am also eager to learn. I hope to gain a deeper understanding of the intricate challenges and opportunities within the San Francisco public school system. I am keen to learn about the innovative initiatives in place, as well as the areas that require focused attention and improvement. By actively engaging and collaborating with fellow committee members, I aim to broaden my perspective and enhance my ability to contribute meaningfully.

My aspiration is to be a part of a collective effort that not only maintains the high standards of education within our district but also continuously strives for excellence. I believe that my passion for creating inclusive and purposeful learning environments, coupled with my professional expertise, can play a vital role in shaping the future of education in San Francisco.

My role as a Chief People Officer and a licensed Alternative Dispute Resolution expert has equipped me with extensive experience in managing contentious topics. While the specifics of many cases I've handled must remain confidential, I can share a general example of my approach to such situations.

In one instance, the contentious topic revolved around workplace policies that were causing dissatisfaction among employees. To address this, I implemented several key strategies:

1) Establishing Clear Ground Rules:
I initiated the discussion by setting clear ground rules, emphasizing active listening, the use of "I" statements, confidentiality, and respect for differing opinions. Establishing this framework created a safe space for everyone to express their concerns and perspectives openly. Additionally, pre-agreed methods to manage heightened emotions, such as taking breaks when voices were raised, were crucial in maintaining a calm atmosphere.

2) Shifting Focus to Solutions:
I structured the discussion to shift the focus from dwelling on the problem to collaboratively finding solutions. By guiding the conversation towards identifying actionable solutions, I encouraged participants to work together toward a common goal. This shift in perspective unified everyone and fostered a sense of shared purpose, minimizing conflicts and encouraging cooperation.

3) Documenting Points of View Clearly:
During the discussion, I carefully documented the various points of view and agreements reached. Clear and succinct documentation ensured that everyone felt heard and understood, which is vital for constructive discussions. This documentation also served as a reference point, preventing misunderstandings and keeping the conversation on track towards resolution.

In this way, by establishing respectful communication norms, guiding the discussion towards solutions, and ensuring comprehensive documentation, I was able to keep the discussion focused, respectful, and ultimately productive. These practices are fundamental in managing contentious topics, facilitating understanding, and fostering a positive atmosphere conducive to resolution

Teachers, Parents/Families, Neighborhood association, other affiliations representing landowner and/or renter interests

Hello! I am a 25 year resident of San Francisco (thanks Rent control!) For several years, I worked in Youth Development - running and providing direct service with kids at Boys and Girls Clubs and YMCA in the Fillmore, Mission and Excelsior Neighborhoods. I am also the parent of 2 SFUSD kids (Currently 11th and 8th Grades) who have attended McKinley Elementary, Everett Middle School and Washington High Schools - and we plan that both kids will graduate from SFUSD.

Finally, as a second career I got my PPS credential to become a school counselor. I currently work as a High School counselor at San Mateo high school, a different district, but serving similar populations to SFUSD. I interned at Francisco Middle School in SFUSD as part of my credential process, but I have been a high school counselor for the past 10 years.

At the end of the day, I have perspectives as Community CBO direct service provider including after school programs academic support, gang intervention and prevention programs, you leadership programs, etc. - who has worked and collaborated with schools from that perspective, but also served non-academic needs of children in the community and developed an understanding of the many complex layers in different neighborhoods. I also have the perspective of a parent who has been both proud of and concerned by my children's educations here -plus having the chance to hear what other parents say and feel in my peer group. Also, School Counselors have a UNIQUE perspective in that we work with all students and all systems. We have a pretty good understanding of what is working for students and where gaps are. Counselors are acutely aware of equity in schools - We see it on a daily basis, we live in the data of who is succeeding and who is failing. Who has built in advocacy and who does not. We work with admin on the systems level, but we also work with and are on the same level (certificated) as teachers.

Over the past 30 years, I have worked with students in one capacity or another in grades K-12. However in the past 10 years, my main focus is High School.

As a counselor, I have worked with all of these populations. I have been a newcomer counselor working with Newly Immigrated Students, and all school counselors work with Students in Special Education and Homeless an/or Foster Youth. At my current school, which has a very high newcomer population, we have a counselor assigned to this group, so I don't work with that population directly anymore. However, on my current caseload, the majority of my students are LTELs or Reclassified. About 10-12% of my caseload is SPED so I work closely with case managers to support these students. Working with students who have unstable housing continues to be a huge challenge -In high school particularly around earning credits and attendance.

Sigh. Great questions.
After thinking about how to to answer it comes down to this. I love San Francisco. I feel so proud of sending my own kids to public school here. And yet, I constantly feel like something is so wrong with this system. From the inequitable fundraising and parent engagement from school to school, to the poor state of the buildings, to literally not having teachers for students. (Both my kids have experienced that, my 11th grader currently does not have an English Teacher) Even to the way that Administrators communicate and work with families -- A lot of things about SFUSD feel so BAD. It feels bad to me that I have to work in a district 15 miles south of here to be paid a wage that allows me to life in San Francisco, rather than serving the community I love and believe in. And in a city that is one of the wealthiest and most well educated on earth, a city that purportedly believes in equity and social justice, we should be a leader of what public education SHOULD be, instead we are failing all students, particularly the most vulnerable. I do what I can as a parent, but I also know my own kids will be fine - because I have some control over their situation. But as a citizen of this city, I feel like I should be doing more for all of us, for all the kids. I'm looking for ways to serve, to help make this situation for our kids better. I have some pretty unique experiences and points of view that could maybe be helpful to this process. I fundamentally believe that education equity is the key to social justice. I also believe that schools are ecosystems, and are part of the wider ecosystem of this city. Every piece impacts another piece one way or another, so working to have all systems healthier is key. I want to contribute to making the whole ecosystem healthier, and see SFUSD be recognized for greatness.

Finally, if I'm not chosen for this committee, (there are so many important perspectives I don't offer!) I do hope you'll consider including a school counselor and also someone who works in other districts. I do think having an outside perspective of other folks doing the same work can bring points of view of how other districts solve problems (as well as what SFUSD is doing that is clearly working!!)

My son was a 6th grader at Everett Middle School the first year we opened up after the pandemic. This was a very hard year for EMS. VERY HARD. I was involved on the PTSA primarily hoping to support the school as much as possible as well as advocate for families and students in a system that was clearly falling short. At any rate, by the middle of the year, pretty much every PTSA meeting became contentious. At some point, much of the conversation was about the safety level of the school - which was facing some very huge obstacles. It was challenging for school leaders because root causes of safety issues were often issues they can't discuss openly; Students with trauma acting out, and Teachers/Staff with health and personnel issues out sick or out for personal reasons. Families were upset because they could not get clear answers to questions like: "when will my son get a new teacher? Why is my child reporting that class is interrupted by students wandering the halls constantly?" Admin were frustrated by not having control of the answers (e.g. there is no magic pool of amazing teachers waiting in the wings, and the sub shortage is real) and the daily emotional toll of working with struggling students in a struggling community with few resources.

As a person who could see both perspectives, I would often feel defensive of what the school was dealing with, while also frustrated with the lack of transparency and legitimate concern about the education of my own child. I think a very big piece in this was to make space for parent voice, in the case of EMS, the voice of our our mostly Spanish Speaking Latino parents, who were clearly feeling unheard.

In those conversations, I felt like my role as a parent on the PTSA was to offer SUPPORT to the the school in whatever capacity we could. To me, that meant focusing on what was in our locus of control, and sometimes aiming for small victories. For example, as the school was working on using the student store to reinforce positive behaviors, focusing on how the PTSA could support with that - eg. offering money from our budget to the school social worker, and setting up Amazon Wish Lists. At the same time, it was important to make the space available to hear the complaints and frustrations of parents, and to be an ally for that. In terms of behaviors, this required a lot of patience and willingness to sit with my discomfort.

When I had the chance, sometimes I could use my experience as an educator to explain how some of our systems work. I guess I hoped this would be helpful so that we could clarify what was an Everett Issue, vs. a Systemic Issue seen at many schools. E.g. It was an EMS issue that the communication between Admin and Families was problematic, so that's something we can work on. It's a systemic issue that kids were returning from Covid school at home with so much trauma and learning loss, at the same time that many teachers were leaving our district and when teachers were getting sick (from COVID) and missing 2 weeks of school there were no subs available etc so beating up admin about this wasn't going to help anyone. The hardest part about this was that our most vulnerable families were experiencing the impact of systemic failure on their kids in real time, with no real place to put that anger and sadness but the school. So, the best way to keep this constructive was to allow space for the concerns to be shared, often over and over, and when ready help to educate on what was a systems issue and needed to be addressed by the district, and then what to ask for from the school leadership.

At any rate, that was a complicated year overall, but I think what helped for our group of parents was to work together on positive things we could, such as a year end event for families and fundraising. We got better at asking our admin for concrete and doable things, like handing out flyers to parents about the PTSA or organizing a Saturday event, or allowing parents to help as greeters at pick up and drop off. At the same time, we used our voices to craft a collective letter to the district laying out our needs and concerns at a systemic level.

I would not claim to take credit for leading the above, it was a collective effort. But I certainly learned from it!

I have taught in San Francisco for 18 years.

My experience is working with high school students.

At John O'Connell we had a high proportion of homeless, foster youth, el students and students with IEPS.

I think it is important that east side schools are represented so that outcomes are equitable instead of equal. SFUSD serves students from diverse backgrounds but at some schools there are higher numbers of students with more intense needs and resources should be aligned so that all students have the same opportunities. I would contribute by advocating for these schools. I hope to learn how the district prioritizes how resources are divided with new leadership in place.

I was helpful during a heated discussion at a 10th grade team meeting when participants were upset but reminding folks that we had shared values and a common goal of serving students but that we saw multiple different ways of doing that. I think the most important thing was to come back to agreements we had made and the purpose of our group so that the argument did not become personal.

Parents/Families, Expertise in land use, building codes, or environmental impact, Business community

Senior business consultant specializing in city government policy, budgeting, and land use initiatives (Booz Allan Hamilton, CH2M Hill, Jacobs Engineering). Extremely active SFUSD school parent 2009-2021 (Rosa Parks Elementary, Alamo Elementary, Presidio Middle). Former Legislative Aid to SF Board of Supervisors (early 2000's). Former SF City employee and Union member. Expertise in facilitation, negotiation, public administration.

Long-time classroom volunteer parent (can provide references from SFUSD teachers), Parent lead for the school talent show 2014-2020 (Alamo Elementary), PTA officer (Alamo Elementary), School Site Council (Presidio Middle), School Foundation Liaison (Alamo Elementary). Basketball coach and parent advisor to numerous SFUSD school kids (1st grade through high school) through outside community organization (BCSFYAO). SF Little League coach to SFUSD students.

As a deeply active parent at Rosa Parks Elementary, then Alamo Elementary, I supported students across the full spectrum of backgrounds, perspectives, challenges, and needs. As a member of a multi-ethnic, multi-racial family in public school, I am familiar with the range of services expected of and required by the SFUSD. I have worked professionally for the SF Planning department to support and document their equity program with respect to land use and planning. In public transit, I have worked directly on both language and mobility accessibility initiatives. (Note, regrettably my kids could not continue to public high school.)

Unless we can quickly develop a shared understanding of the budget and business realities faced by our public schools over the next decade, there's no way we can stabilize the SFUSD work force in the coming years (and with the upcoming labor negotiations). SFUSD has opportunities for future revenue streams (land deals, tax initiatives, state funding) but those are only achievable if we can develop universal alignment of local stakeholders (labor, administration, political leaders). The kind of creative funding programs we need to initiate will be quickly undermined, if some voices in the community are not aligned with how revenues will be apportioned (between labor, capital improvement, and direct student spending). At a higher level, public education is a cornerstone of civic life, but not all the kids in my SF community are being served. As a 35-year resident of the City who's been deeply involved in policy-making and community building, this is a chance to apply my business background (budgeting, spreadsheets, tough spending choices, land-use policy, tax-increment financing, ballot initiatives, and creative business collaboration) to one of SF's toughest and most divisive challenges.

One year in elementary school, a teacher just stopped coming to her second grade class. As a known parent leader at the school, I was asked by parents from that classroom to intervene. The principal felt she could not engage with the parents because this was a personnel matter (and in danger of becoming a union issue). I worked with the principle, and her SFUSD managers at the Deputy Superintendent's office, to articulate the parent's expectations and expand on the schools options to replace the teacher. Critical to facilitating resolution was a detailed understanding of not only the contractual/legal issues, but a clear articulation of the shared moral obligations to the children. Most of all, it was essential to guide everyone on all sides toward fulfillment of their roles as parents, teachers, and administrators. The teacher was removed and replaced -- but not before several families left the school to enroll in private school. That was a formative experience that makes me want to work harder for the SFUSD. (Ask me later about my work with the Mayor's office to relocate major rail infrastructure in San Francisco for rezoned densification supported by tax increment financing -- which included a lot of community outreach in our southern neighborhoods.)

Teachers, Parents/Families, Community organization partners to SFUSD, Business community, Neighborhood association, other affiliations representing landowner and/or renter interests

First and foremost, I have been a parent to 2 current and former SFUSD students. I became involved in their schools' PTA, ELAC and SSC 14 years ago when my older child enrolled in kindergarten and volunteered as a resource for the school and the families. Secondly, I have been an employee of SFUSD for 7 years holding 2 part-time jobs in different roles. In one part-time job as a paraeducator, I am part of the school support team working closely with site administrators. In the other part-time job as a substitute teacher for SFUSD, I substitute teach high school math and elementary school RSP for IEP students. Since 2009, I have been an active member of various housing and trade organizations to resolve landowner/renter issues and am familiar with housing, land use and zoning laws. I have been involved in neighborhood merchant and resident organizations for 8 years in the Sunset and Visitacion Valley. My professional background is Computer Science. I received a Master Degree of Computer Science in Colorado State University, and ran a computer software consulting firm for a decade before dedicating my expertise to education in SFUSD. Throughout my daughters' education in SFUSD, I have been involved in the schools they are in, serving in parent leadership roles in ELAC, SSC, PTA/PTO, district level PAC, QTEA and other committees. In 2020, in order to empower Chinese-speaking parents to deeply engage with the school district, I joined 6 other Chinese-speaking bilingual parents in the school district and cofounded the Chinese Parent Advisory Council (CPAC) . I am proud of my work as a parent and a parent leader for bringing parents together as partners for the school and the school district. I am proud of my work as an educator for serving students and meeting their needs where they are. I am proud to be a bridge for the trusted relationship between schools, community and families. SFUSD has given my children top notch education, I am grateful for the opportunities to dedicate my skills to the education of other children, treating them just like mine own. SFUSD has given me a positive experience of working together and hearing our voice. I hope to be a resource for all stakeholders in this difficult time of our school district and be a part in bringing a balanced solution by serving in the District Advisory Committee.

Yes. I am currently working with elementary school and high school students, and have previously worked with middle school students. In addition, I am a parent of two current and former SFUSD students, one graduated last year, and one still in high school. For 3 days a week, my main day job is a Family Liaison serving immigrant parents as well as their children who are English Language Learners in an elementary school. Moreover, as part of the support team in the elementary school, I supervise 3 rounds of lunch for elementary students to ensure safety and orderly conducts. I have stepped up to support students on behavior and academics under the supervisions of the social worker, the RSP teacher, the TSA teacher as well as the principal. In the past year, for 2 days a week, I had been a substitute para in elementary schools for SPED with autistic students, or as a substitute teacher for RSP working with students with IEP, or as a substitute teacher for general education in 2nd, 4th, 5th grade classrooms. Since the beginning of the school year, I have also been substitute teaching Math (Algebra 2 and Geometry) in my younger daughter's high school due to teacher shortage. I started my job as a Family Liaison at my older daughter's middle school because I was a super active parent. I had a good experience working with middle school students as well. Overall, I have been working with students of most grade levels.

Yes. I have been a parent leader for most of the past 14 years supporting monolingual or limited English-speaking parents of newcomers and English Learners in ELAC. Among the decade long leadership service, I was the president of ELAC at Hoover Middle School for two years. I am also a member of SSC in my elementary school in the past 3 years representing Paraeducators. In addition, as a Family Liaison, I organize and support the ELAC meeting for the low-income parents in my school once a month. Many parents I serve live in Single Room Occupancy in Chinatown, where a family of 4 cram into a 10'x10' bedroom and share the bathroom with nearly a dozen other families. As a substitute teacher of RSP (Resource Specialist), I have been working with students with IEPs as well as youth who are at risk. In a few occasions, I was the first line of support in student behavior when at risk students were having a bad day. I have stepped in to support Special Day Classes for the mild, moderate and severe autistic students.

The school district is going through a difficult time just like our beloved city has been. As an immigrant myself, my family does not have any other school options for our daughters other than SFUSD and public education. We can't afford to move out of the city either. Defending the wellbeing of SFUSD is closest to my heart. There are so many families in my community that are feeling the same way - public education is their only option. As a trilingual speaker who am deeply in touch with the Chinese community representing the nearly 20,000 SFUSD students, I feel I have a responsibility to ensure that my community voice is factored in to the resource alignment. As an educator that have served students of different ages and needs, I feel I can contribute into how to move the puzzle pieces to maximize the protections for teachers, paras, support staff, secretaries, custodians and cafeteria workers.

In my personal experience, the key to keep discussion constructive is to listen and do the best for both sides. I never discount the needs from any side of the stakeholder. The goal is to list out every stakeholder's needs by practice deep listening. When we have to make a difficult choice to side with one party, we must do everything we can to ensure the other party is not a loser. Here are 3 examples. 1) In my school, parents couldn't agree to a regular time to meet for ELAC. I took down their reasons and eventually created a schedule that take place in alternating Wednesdays of the month. 2) In my school, the cafeteria worker is unhappy with the custodian on skipping some responsibilities. I stepped up to fill the gap and picked up the slack while finding out that the custodian is developing carpal tunnel syndrome due to overwork. I communicated with the principal who communicated with the custodian's supervisor for accommodation. The custodian is able to get a sub so that she can care for her wrist. 3) At the beginning of the school year in the high school I'm substitute teaching, many students came to class with headphones on and no eye contact. I realized they were not comfortable with the subject. It is understandable that high school Math is hard! Instead of giving them bad grades, I spent time in class to demonstrate the derivation of the math equations, and then walk to every desk to ensure the group of students sitting together grasp the steps. If not, I'll spend time to go through the demonstration again one-on-one. Students learned really quickly. Their grades gone up and their confidence perked up. I can tell they appreciate my effort. Being constructive in discussions or actions takes patience, kindness and dedication to ensure both sides, all sides are winners. It would be my honor to dedicate my skills for the critical mission of the DAC resource alignment.

Parents/Families, Students, Community organization partners to SFUSD

I am the executive director of the Arab Resource & Organizing Center, the only Arab-led service provider, and membership-based organization in San Francisco serving and organizing thousands of working class Arabs and Muslims. In addition to providing Arab youth programming across SF public schools, we have provided professional development for staff across the district. We have also worked closely with SFUSD to pass an implement the Arabic Language Pathway Program, and to support Arab and Muslim students in observing the Eid holiday. I am a member of the Racial Equity Advisory Council for the SF Planning Department, a former San Francisco Foundation Mission Neighborhood Koshland Fellow, and am also a faculty member in the College of Ethnic Studies at San Francisco State University. AROC is also a member of the San Francisco Immigrant Legal Education Network, and the SF Language Access Network, collectively representing and serving migrants from African and Afro-Caribbean, Arab, Asian, and Latino communities.

I supervise a youth program that supports Arab and Muslim youth throughout SF and Oakland schools, with an emphasis on high school youth. I have a background in curriculum development, and have taught high school. I also work with parents and families with children in elementary and middle school to support them with language access and education equity.

AROC servers poor and working class Arabs and Muslims across San Francisco, and over the years we have seen more and more of our community members becoming unhoused. We support them in getting housing, and other social services, as well as providing them a space to be in community. Most of the community we serve are migrants.

One of the most consistent primary concerns for our families is in San Francisco has been public education, and the experience of their children in schools. The impact that SFUSD's priorities has on working communities of color is major. I am interested in supporting the District to align its social justice values with its practice to ensure that the needs of poor and working families, in particular Arab and Muslim families, are being met to the best of the District's ability. I hope to learn more about how our community can engage SFUSD in shaping priorities, and to bring youth and parent leaders to the table as those priorities are getting set.

I have led numerous coalitions that are made up of people and organizations with various backgrounds, viewpoints and positionalities. Having clear points of unity, and focusing in on where there is alignment allows for difference to be respected and heard more authentically. Keeping discussions constructive, in my opinion, doesn't mean shying away from difference or opposition. It means making space for those differences in a way that allows everyone to feel dignified in the process.

Administrators, Parents/Families, Community organization partners to SFUSD

Administration - I spent about 18 years of my professional career in higher education roles, officially in the technology organization, supporting student services, academic services, and then at the university leadership level, first at UC San Francisco, Stanford, and then CSU Fresno. At CSU Fresno, I served on the university's executive leadership team and was involved with many important decisions relating to student services, student success efforts, academic/curriculum decisions, campus safety, technology services, and, of course, the university budget.
Parents/Families - I was born and raised in San Francisco and attended SFUSD for my K-12 education. I also have a 7th grader at Hoover MS. I serve on the Hoover SSC. My wife volunteers in a variety of ways with my son's school events since Kindergarten.
Community - I am involved with SF Parent Coalition to support student success, well-being, and equity through parent awareness, education, and advocacy.
SFUSD experiences - I recently served for one year on the SFUSD High School Task Force.

Most of my experience with students is at the university level (12+). My general experience in SFUSD is with my time on Hoover's SSC last year and this year, but this is not direct student engagement. I also served with students on the SFUSD High School Task For. e.

At CSU Fresno, we supported many college students who were Pell grant recipients, many of whom were food-insecure and housing-insecure. We also had between 65-70% of students who were first in their families to obtain a college degree.

I do not have much direct experience working with students in K-12 in these categories but have worked through community partnerships to support students in the P-16 journey.

There are very important decisions that will be needed to help balance the budget and make it sustainable for SFUSD. I feel like I have the personal care, compassion and interest as well as professional background to help contribute in valuable ways toward these conversations.

My time on the SFUSD high school task force was a valuable learning experience for me, and it became very clear that a lot of work needs to be done to support students in the P-8 years, and I hope to continue to contribute to SFUSD in some important way, and I think one of those ways can be on these types of advisory committees that can help facilitate feedback and make recommendations. I hope to continue to learn more about SFUSD and more about our San Francisco families and their needs. I am a bridge-builder in my personal and professional roles, and I think I can be a valuable contributor and collaborator on the DAC.

Using STAR (sitation, task, action, results):
S - as part of the SFUSD high school task force, one of the main topics of discussion and contention relates to the recommendation on selective admissions, especially as it relates to Lowell High School. There are strong opinions on the main two sides of the topic, one supporting the continuation of merit-based admissions and the other side supporting lottery admissions.
T - help the group support a process that takes in comprehensive feedback from the community, including students, parents, staff, and educational/policy experts.
A - I tried to be a listener and learner first, and then I worked on bringing viewpoints from the various sides of the topic to try to help the group move towards a recommendation. I also tried to put aside my own personal experiences and beliefs on the topic to try to really understand what was best for student success and equity for SFUSD. It was important to focus on the needs of all students but also the voices of the community when considering how to keep the conversations constructive.
R - Needless to say, emotions and other aspects were still strong and at play, but I think the group tried its best to be fair to the process. We tried to use logic/reason at times, and at other times, we relied more on our intuition. We did come to a vote and recommendation during the last meeting of the Task Force.

I am the parent of a 10-year-old in 5th grade at Sherman Elementary School. I have been involved at the school for years serving as room parent, an officer in the PTA, chairman of the School Site Council, running the morning drop-offs, and as Special Day Class (SDC) Representative. My son has ASD and splits his time between his SDC and his mainstream class. Due to his diagnosis, I recently earned a master's in psychology focusing on autism. My first one was at USF in Asian Studies. My background allows me to have numerous perspectives on school issues.

I am also a member of the Masons and belong to two lodges. As the chairman of the Board of Trustees for one lodge, I am part of overseeing educational grants to high school seniors and college students. I am also a member of the California Masonic Foundation's Public Education Advisory Committee with various programs like Raising A Reader where we donate books to elementary schools in the San Francisco school district as well as scholarships to for underprivileged first-generation college bound students.

My son is a 5th grader in elementary school. He is also in the Special Day Classes. As a parent and room parent, I have worked closely with his teachers in both the SDC and his mainstream classes to address his, his teachers' and the class's needs. As a member of the PTA and past chairman of the school site council, I have an understanding of both sides of the coin - development of the school budget on the SSC side and fund-raising to meet the SSC's requests on the PTA side.

My son has an autism diagnosis and has been in the special day classes at his elementary school. He receives occupational and speech therapy from Sherman and outside of school. I have been a room parent for most of his classes and am the Special Day Class representative for the PTA. I recently earned a master's in science in psychology from Purdue University with a focus in Applied Behavioral Analysis, the leading behavioral therapy for individuals with developmental disabilities like autism.

In my first year as chairman of the School Site Council, the school district had reduced our RSP headcount after we had submitted the budget. We led a successful campaign to allow us to re-open the budget while the principal and I worked with PTA to make the hard decision of meeting the needs of the students who depended on the RSP by reallocating the funds from enrichment programs to fund the RSP's salary. The following year, we took the initiative by contacting the Board and the Head of Special Education to stress the importance of having fully staffed RSPs to meet our students' needs. We were ecstatic when we received word that the Board heard our concerns and provided funding for our much-needed RSPs.

My goal is to be a part of guiding the school district in addressing parents', including parents of children with special needs and parents of minority children, concerns and how the district's diverse set of students' needs can be met.

As a parent of a student with special needs, participation in the PTA, and chairman of the School Site Council, I bring real hands-on experience and understanding of not just being a concerned parent but one that has been active in the school community. I also bring my professional experience in finance, banking, management consulting, program and project management, and vendor management which will be helpful in engaging with our labor partners on strategic and tactical levels.

Participation in the DAC will be a learning experience in a much larger context - meeting a more diverse group of people and discussing topics at the district level. I understand that operating in a corporate environment is different than operating in a public environment and hope to develop new skills and build on those developed from work and community involvement.

One of the fiduciary responsibilities of the Board of Trustees at one of my Masonic lodges is to manage a $1M trust that provides grants to college bound and college students. As chairman, I have been working to correct a number of gaps, one of which was the eligibility rules. The current trust was combined from a number of trusts with different rules. The prior chairman and board members were not following the latest trust but going by the older trusts, which were voided with the new trust. As a result, we were in violation of the trust.

I updated the bylaws and updated the rules of the grant which, under certain conditions, made some of the member's children ineligible. Of course, this became a contentious topic with accusations that the new policy was exclusionary and discriminatory.

As chairman of the board and the one responsible for the updated bylaws and eligibility requirements, I was the one to address everyone's concerns and arguments. I made sure that everyone's concerns were heard and addressed. I reminded everyone that the Trust provided the board with both the powers and responsibilities to carry out the wishes of the trustors and that, within those boundaries, we were operating with the Trust's, the lodge's, and the members' welfare in mind. I made sure that I understood that certain decisions had unfortunate impacts on some individuals, but they were made in a larger context of the lodge, the trust, and future recipients of the grant.

Parent to 3 children (2 boys, 1 girl) in the SFUSD Public Schools system. Wife and I belong to different races and come from different countries. We are highly invested in making the city and schools vibrant communities for our children. As a couple we are volunteers in our local school activities including school PTA treasurer, Sports team mgmt, Girl Scouts troop leader etc. I have also been a teacher on a Grad student scholarship at University level for 2 years.

I am an immigrant and non-native speaker of English.

I would like to bring the voice of parents who care about both equitable outcomes for children as well as ensuring quality education that will make our children better prepared for life skills and advanced education.

I have chaired corporate committees and also served on a corporate board where discussions can get contentious. The topics are confidential to the organizations I have served but usually involve multiple varied viewpoints and deciding on priorities.
1. It is essential to remain calm and objective. We often want the same outcomes but have different views on how to arrive at those. It is important to direct everyone's attention (time and again) to the big picture or goal we are trying to achieve.
2. It helps if we identify and clearly call out which areas we all agree on and which areas we disagree on. We may all agree to disagree on those - but that's still a step forward.
3. Once we define areas of disagreement, it helps to carve out at what is the level of disagreement and relative importance. For example, we may disagree on tactics although we may all be in agreement on the strategy. We may all want to climb the same mountain, just have strong opinions on which path we want to use.
4. DO we need to reach a conclusion today? Or can we table the contentious points so we all get to calm down and sleep over it.
5. Can we resolve some of these issues through offline 1:1 discussions where 2 major individuals or parties may be at loggerheads? Sometimes it helps to iron out wrinkles through personal one-on-one conversations over a cup of coffee.
6. We should accept that we may not all get what we want. THis is democracy - we are all passionate about these topics but we also are working towards the common good and not our own personal outcomes.
7. A calm voice, empathy and a smile. They go a long way.

Decline to state/I’d rather not say

I've been service as a Special Education teacher at Alvarado Elementary School for the past 6 years. During that time, in addition to serving on a variety of committees including UBC, ILT, and now site council, I obtained my teaching credential through the Pathway to Teaching program and went on to obtain a masters degree in Special Education demonstrating my ability to balance competing priorities. Since graduating from Pathway, I have supported the program in a variety of ways including serving on the application selection committee and supporting the pre-service summer training program as a teacher educator.

Prior to teaching, I spent 10 years working for Starbucks. By the end of my career there, I managed one of-- if not the, highest volume, multi-million dollar operation located at Union Square. This job required me to manage a team of upwards of 30 baristas, shift supervisors, and assistant managers. I was also integral in Starbucks' regional talent acquisition strategy often coordinating hiring fairs with our regional office.

I also have 5 years of call-center management experience I obtained through Apple Inc..

I also received a bachelors degree from SFSU in Labor Relations in 2011.

I am currently and have been serving students in a TK-5 Elementary School in addition to my supplemental experiences in ESY and Pathway to Teaching.

Yes, I continue to work with English Learners, students with IEPs, students new to the U.S. and other circumstances.

My private sector experience and my experience in education make me a unique candidate for the committee. I often find myself facing obstacles for which the private sector has found work arounds and ways to manage that escape thought leaders in education. For example, scheduling and operations management from Starbucks and service delivery standards from Apple. For this reason, I am uniquely positioned to help translate these experiences to help in our district's processes and methods.

Right now, I'm focused on innovating my role as RSP teacher but I aspire to move beyond this. My contributions have already included using technology, automation, and managerial practices to my current role.

My aspirations include obtaining my admin credential in order to expand my sphere of influence. Currently, I am applying to UC Berkeley's PLI and hope to use my experience on this committee to give me greater insight into the unique challenges facing our school district.

Just one!? I've been yelled at, called names, hung up on, you name it.

Most recently, I had a series of meetings that involved a parent who believed a paraprofessional hit their child. In less than 48 hours, my admin and I took that parent from crying in our office to sitting calmly for a productive and pleasant IEP meeting. This wasn't done alone and I've not often seen one person responsible for having a constructive meeting.

My best strategy, you might be surprised to hear, isn't a list of sentence frames or something as simple as going over a child's strengths first. Rather, my number 1 tool to help a group through a difficult or contentious topic is to keep myself regulated first. If I am dysregulated, there is little hope for me to help regulate a conversation or anyone else. Understanding that relationships are currency, my strength lies in my ability to come back to the table after a difficult encounter with a smile and grace.

That said, if I were to look at the pattern of my behavior in meetings my favorite contributions to meetings is to focus the conversation on meeting deliverables and work-products. My biggest pet peeve is a meeting with no output. I like to see action items, questions answered, or next steps clearly defined. Too often I find myself in a meeting wherein participants go around the table and share anecdotal stories or explain how they identify with a situation. Rarely do I hear anyone take the initiative to restate the meeting's purpose, outline deliverables at the onset, or summarize our findings and gain agreement before terminating the meeting.

Parents/Families, Expertise in land use, building codes, or environmental impact

I have two children in SFUSD schools (Flynn Elementary), and they are in 1st and 3rd grade, so I expect to have many more years ahead as an SFUSD parent. I have also worked in affordable housing development for the last 10 years, and currently am a Director of Real Estate Development for a non-profit houser and service provider based in the East Bay. I am a queer Black immigrant parent and I want to ensure that perspective is at the table in this conversation, as I am extremely concerned about the state of education for Black children in San Francisco.

Volunteered with 3rd grade class at Carver Elementary.

Determining the path forward for the school district through current fiscal challenges but also future population changes in the city is critical work, and it's essential that minority voices in the City are heard. I believe I can bring the perspective of a Black parent who will have children in SFUSD for the next decade, and is committed to our public schools. I have volunteered at a school in the Bayview as well, where there will surely be conversations about underenrollment and it's important that the conversation include the Black community. In addition, I have worked in real estate development for over a decade, and can bring that perspective to the discussion as well. SFUSD is one of the largest landowners in San Francisco, and all parties recognize that this will be a big part of the solutions for stabilizing the district's financial outlook. I'm excited to contribute these to the Committee, but I'm also excited to learn more about the district's status, expectations, and needs, since I will be a parent in it for years to come. I'm also excited to learn about the perspectives of others on the DAC, including community orgs, labor, and of course, my fellow parents.

As a developer of affordable housing I am frequently in contentious meetings around construction issues. I have been in situations where I am dealing with a tight budget, a site issue, and frustrated contractor and architect. Given the costs involved, stakes are high, and tempers flare easily. In this scenario, I work to find balance between the parties, gather facts before opinions, so that there's context that everyone agrees to, and remind everyone that our interests are ultimately aligned, and we all have the same goal - successful completion of the project. At the same time, in these situations I also have to enforce boundaries to ensure that discussion stays constructive. I've found that these approaches can help to assuage the underlying frustrations, and focus on next steps rather than blame.

Parents/Families, Expertise in land use, building codes, or environmental impact

I am a mother of two SFUSD children (1st and 3rd graders). I am an architect focused in sustainability/Decarbonization and equitable design/climate equity. I have spent many years designing K-12 years in the Bay Area and advocating/speaking at conferences for robust investment in public school. I hope all our education facility would be a vessel where kids feel belonged and motivated to pursuit the lifelong learning. Sky is the limit!

Elementary and middle school. I have done community engagement for projects beyond my own children.

I am an immigrant. I moved to the states when I am 14.

I hope SfUSD can provide high quality equitable learning model that meet diverse needs.

Listen to learn. Learn to listen.

Administrators, Teachers, Parents/Families, Students

I am an SFUSD school site admin (and have been for 10 years). I have worked in sFUSD since 2005. I have a 1st grader daughter in an SFUSD school and will have a student entering K next year. The school I work in is a Title 1 school as are the other schools I've worked in (E.R. Taylor, Bret Harte, Everett, Chavez) and my daughter attends a Tier 1 school, Clarendon, which gives me some perspective of the varying experiences of students, parents, and educators in our district.

I understand budgeting, various stakeholders, and the complexity of running schools/organizations.

PK-8 as a school site leader

Chavez serves students and families who receive all of these services and present these support needs.

I believe that budget is one powerful way of communicating and acting on a vision. I love budgeting at my school and would like to learn more about the SFUSD process and aspects to the budget that I don't know about as a site leader. I also look forward to being part of a conversation that could help improve our district and service to students and families.

When I find mysef in these situations, I try to connect back to the norms or purpose of the meeting or conversation. I try to reconnect the disagreeing parties with ways that they're more connected and aligned than they may be thinking based on words/phrases that thave already been said or reorienting the group to the purpose of the meeting.

Example:
Parent complaint about LGBTQ teaching at our school and demanding their child be changed to a new class.

My approach was to be clear that a classroom change will not happen and clarify the how and why classes get changed at our school.
I asked how their child has been feeling and what would help him feel more comfortable. I was sure to honor their religious beliefs and be clear that we are not trying to change what their kids believe. I leaned on the SFUSD family handbook and the fact that SEL lessons about diverse families is required. I shared the data point that a lack of gender inclusivity can lead to childhood depression and risk of suicidal thinking. We set an amount of time for students to continue in the class and said we'd check in after a few days if the student was still feeling uncomfortable, we would have a meeting with the teacher to get to know how to support a student who is still adjusting to LGBTQ content.

Teachers, Parents/Families, Labor

I moved to San Francisco in 2009 felt connected to it immediately. I love San Francisco. I met my husband here, had two very sweet babies, and bought in a house in Miraloma. I've done a deep dive on San Francisco history and trained to be a SF City Guide Tour Guide. I'm committed to the future of this city and the future of SFUSD.

I've been working as a special education teacher with SFUSD since 2011. I have been an active member of West Portal's Site counsel and leadership teams. I assisted on an audit by the DOJ for English Language Instruction in SFUSD. I trained as a SF City Guide. Member of UESFs Contract Action Team supporting the bargaining team. Served on COPE Subcommittee (Committee on Political Education). A recipient of a CAC award (Community Advisory Committee for Special Education) Member of the Western Neighborhood Democratic Club. Member of the United Democratic Club.

I have worked with students TK-5th grade as a special education teacher for over 12 years. I worked with middle school students for 1 year as a student teacher. Prior to teaching, I was a substitute as a classroom teacher and a paraprofessional. I work closely with English Language Learners and support them with IEP goals. I taught ELD for 4 years. I also worked with Camping Unlimited, a summer and year round program working with individuals with disabilities years 2004, 2005, 2012, 2013.

I have worked with students TK-5th grade as a special education teacher since 2012. I worked with middle school students for 1 year as a student teacher 2011. Prior to teaching, I was a substitute as a classroom teacher and a paraprofessional. I work closely with English Language Learners and support them with IEP goals. I taught ELD for 4 years.

I want to make sure the voice of a veteran special education teacher is on the committee. I'm hoping my experience will be an asset to the team. I want all students who receive services to have the supports that are thoughtfully written into their IEPs taken into account. I want to the address the burnout I'm seeing amongst my peers and how impactful fully staffed, stable, sped teams are to prevent that. I want to learn more about how decisions around allocations and resources are made.

I am also a parent of two future SFUSD students. My oldest will be starting TK fall 2024. I am heavily invested in their education and want to do everything I can to ensure they have the best possible public education. Many people in our peer group have opted to send their children to private schools because they have lost faith in SFUSD. I want to do everything I can to prove that SFUSD is an excellent option for everyone, not just those who cannot afford to send their children to private school.

As someone who has facilitated many IEPs over the years, I have had some very contentious conversations with student's families, and other members of our special education staff, when it comes to services, staff, and goals.

Coming prepared to meetings with thoughtful agendas and fostering a student first approach has set the stage for collaborative conversations, especially when different stake holders have different ideas on how to best support a student. In more contentious meetings, I make it a point to remind parents how important they are to our IEP teams and that only with their support, we will we come up with the best plan for their child. I have also had hard conversations with my special education supervisors about services, allocations, and how to best serve my students within the framework and confines of an understaffed special education team at my site.

I am very practiced at the delicate balance of holding space for all IEP team members while also threading the needle to create a plan that works best for the student.

Parents/Families, Expertise in land use, building codes, or environmental impact, Neighborhood association, other affiliations representing landowner and/or renter interests

My son is in 9th grade at Lowell High School. He also attended Daniel Webster for Spanish Immersion and was in a small private school for middle school (Nomad). He struggled to learn to read and I gained a deep understanding of how much time and resources are needed to support struggling learners, and what a challenge this is for schools, parents and students. My son now loves to read and practically inhales books. How much boredom, frustration, and isolation must be felt by the many, many kids that continue to struggle with reading or math.

During the last school year I was able to have time to volunteer with struggling readers at the Dr. Charles Drew Academy through SF Ed Fund. I tried to pass on some of what I learned in working with my son and help some kids whose parents do not have the time and resources that we had. I loved working with those kids but realized how deep the need is. To try to expand my reach, I’m now applying to be a substitute teacher and considering pursuing teacher certification.

I am a member of Potrero Boosters, the Eastern Neighbors Democratic Club, and also work closely with the Dogpatch Neighborhood Association on the Livable Streets Committee. I’ve been a renter all my adult life. I have been working with neighbors in District 10 on transportation planning, especially on bike and pedestrian infrastructure upgrades. I have an MS in Environmental Engineering and another in Energy and Resources and was a founder and staff member for 17-years of the International Council on Clean Transportation. Through my graduate work and career, I studied and sought to mitigate environmental impacts and oversaw some environmental impact plans. Before returning to graduate school, I also worked with impoverished neighborhoods in Chicago and Detroit to draft and implement plans to reduce environmental impacts in their communities.

Earlier in my career, I worked at a battered women’s shelter in Texas, leading the children’s program. I took up to 16 kids from the shelter out to parks or swimming every day and oversaw an evening small-group program staffed by volunteers designed to teach them about the cycle of violence and to give them the tools to break that cycle in their own lives.

My son has been in all of those grade levels, up to 9th. At SF Ed Fund, I worked with 4th and 5th graders. At the shelter I worked with all the kids that were kindergarten and above. I also taught Spanish to 2nd through 4th grades in an after school program when I lived in Chicago.

All the kids that I worked with at the shelter were homeless by definition. Many were also English learners and new to the U.S. I held groups in Spanish very regularly and also co-led with one of the women’s advocates a parenting group, which I translated into Spanish as needed.

I care a great deal about the public schools and I want kids to have a great experience and learn what they need to thrive in this increasing complex world. I think the SFUSD has a lot going for it, and also faces huge challenges. I want to be on this committee essentially because I really think I could help.

I am really good at helping people see areas of agreement, breaking down problems to understand what we actually care about, and analyzing a full suite of solutions. Problem solving in San Francisco often seems binary—this or not this—leaving out a whole range of complexity that could offer better and more complete solutions for everyone. I believe that I could be helpful in helping the committee to find and adopt full solutions that leave the schools stronger, rather than diminished.

Of course, I’m hoping to learn what these solutions are! I don’t come at this from an expert point of view. I’m eager to dig into to budgets and expenditures, look closely at metrics of success, and figure out how we can improve our school district in a way that works for kids, teachers, parents and administrators.

I worked for many years on contentious topics. Before moving to San Francisco, I worked in Detroit with a number of different NGOs that all shared the goal of cleaning up their communities but felt a great deal of mistrust in working together. The first step was to help them recognize and spell out their shared goals and then to agree to and practice a constructive way of working together.

At my more recent job, I had to help governments understand the benefits of strong regulatory standards and overcome the objections of industry. In one process I sat in regular meetings with industry representatives and government hammering out a new regulation for heavy-duty vehicles over many months. I was the only non-industry and non-government presence in those meetings, but I was trusted by the government, the industry, and the NGO community and we were able to come agreement on strong standards that were in the best interests of all actors.

In San Francisco, I feel there are so many contentious topics all the time. Housing policy is a topic where everyone pretty much agrees that we need more houses, but they often don’t agree on the tools to make that happen or the urgency and interconnectedness of the problem. I try to focus discussions on what and how pervasive the real problem is—housing scarcity is affecting and stressing so many SF residents—and what they really care about in a community and neighborhood, to help them to come to common sense conclusions. Like my son’s algebra teacher says, having them work out the solutions themselves is much more effective than lecturing them.

Decline to state/I’d rather not say

Teachers, Community organization partners to SFUSD

I am currently a credentialed teacher for SFUSD, teaching ELA / English subjects for middle school students at Marina Middle School. I have a background as a school parent in the SF public school system. I also have a background as SF Civil Grand Juror and I have a law degree as well. I belong to UESFG and support their ongoing organizing efforts.

As I have stated above, I am currently a credentialed teacher for SFUSD, teaching ELA / English subjects for middle school students at Marina Middle School.

My student population includes low income students, Special Education students and newcomer / English Learner students as well

I think that this type of committee has a real value in shaping children's education in San Francisco public schools, by giving many stakeholders in education places on the committee. I hope to learn the best way to influence school district resource decisions beyond just administrative decision-making.

In my time at the SF Civil Grand Jury, I headed a subcommittee on a mandatory jail review. that year I had to present the subcommittee's proposal to do a report on jail education against strenuous opposition from the full committee, refining my proposal many times against objections, until a passing vote was cast.

American Indian/Alaska Native, White (not Hispanic), My children are Hispanic

Administrators, Teachers, Parents/Families, Students, Neighborhood association, other affiliations representing landowner and/or renter interests

Background in bilingual ed; new M.S. on ELs; research on education; diversity, ethnic studies, indigenous and Latina/o/x cultures; teacher in SFUSD 10 years. Work with newcomers, migrant families, differentiation. By invitation - university accreditation for CTC; alumna CCSF; knowledge of getting into schools, scholarships, grantwriting; admin challenges.

Yes grades 1-7 as teacher; K-12 as college lecturer, raised my own kids; extensive experience with underrepresented non-English speakers. Teaching in Spanish and English.

Yes, work with all the above - migrant and newcomer youth, homeless families, non-literate communities, stigmatized indigenous ethnic groups. Recent (2023) added M.S. on ELs. I am an anthropologist by training, so much of the debate and history of the discipline is related to social and behavioral sciences - issues of class, race, ethnic identity, gender, and culture.

I hope to contribute in realistic ways to our ideas and ideals about resources and how they are decided on, rolled out, and used or not in classrooms. I have direct experience with issues related to textbooks, approved readings, Benchmark series, Scholastic, F&P, Balanced Literacy, and the recent HMH pilot.

Diplomacy is an art and science. I practice kindness and finding the good in others; I practice gratitude. I have been on committees that needed to find a way forward. I represented a university (along with a group of colleagues) that developed a super department, bringing under one umbrella, formerly distinct departments. This became the U.C. Berkeley ESPM super-department, where there had formerly been a broad set of science departments. "Buy in" and "skin in the game" are important when we consider how to advance a cause for society and for the greater social good. In the SFUSD I worked with the African American Roundtable and other teams at Paul Revere facing issues of how to ensure access and inclusion for all kids.

Administrators, Community organization partners to SFUSD

From 2012-2016 I served on the Bilingual Community Council for SFUSD. I also served on the LCAP taskforce during that same time- both while working at Coleman Advocates for Children and Youth. I was a school administrator for 8 years, and now I am the Co-Executive Director of Coleman Advocates for Children and Youth which has almost 50 years of experience organizing with and advocating for Black and Brown students and families in SFUSD. I am also a San Francisco native, bilingual, and have extensive experience in facilitation, outreach and project management.

I have experience working with students in a K-8 school environment, and experience working with high school age youth in an afterschool and extra curricular environment.

My entire working career has been specifically focused on young people and students that face many barriers to success. I have primarily worked with students that fall in all of these categories in a variety of ways.

I believe that community organizations serve as important safe spaces for students and families to voice their very specific and real concerns about what happens in their schools and in their district. Coleman has provided that space for almost 50 years, and being on the DAC would allow me to amplify the voice of our families who may feel uncomfortable in other spaces outside of Coleman.

I have facilitated many a meeting to talk about what education equity looks like in practice - which can be a contentious topic for folks that have a hard time understanding that equity is not about what's equal but what is fair. For participants that struggled with this, it becomes contentious in that they feek that something was being 'taken away' from them, and more importantly their children. I participate by asking questions and continuously redirecting the participants to 2 things; our agreed upon norms + our vision/theory/definition of equity. Being able to approach things with curiosity, validate feelings (not opinions) while also clarifying our end goal is what most keeps the discussion constructive.

Decline to state/I’d rather not say

I am the author of a substack (https://sfeducation.substack.com/) devoted to data about education in San Francisco. My hundreds of subscribers include senior staff in SFUSD, board of education members, teachers, and parents. For that substack, I have analyzed many of the issues that the committee will address including enrollment trends, school sizes, and facilities needs as well as other hot button issues in the district such as school funding, staffing levels, teacher compensation, and SBAC scores. I believe this makes me uniquely well-informed about the challenges facing the district. As a simple example, having produced many maps showing how SFUSD schools compare along various dimensions, I actually know the names and locations of nearly all those schools whereas most people just know the schools in their neighborhoods or the schools their children attend. This gives me a perspective others lack.

I have a child in high school in SFUSD.

I have analyzed the number of newcomers to SFUSD and the mix of languages that they speak and how the number and mix of English learners in SFUSD compares to other districts. I have also studied how English Learners progress, both the rate at which they are reclassified as fluent and their SBAC proficiency rates, and compared SFUSD's rates to other districts. The reports I wrote based on my analyses are available on my substack.

Writing a substack is easy: I have no responsibility for anything but get to criticize the work of others. The resource alignment DAC is an opportunity for me to make a practical contribution to the future success of the district because it promises to be the most consequential of all the committees the district has set up in recent years and its members are going to have to get up to speed quickly on a wide variety of issues with which I'm already familiar. I think I could add a lot of value by knowing what questions to ask and keeping the debate grounded in the data. If selected, I will strive to ensure that:
1) all DAC members develop a common base of knowledge (I can think of a bunch of things that I would want all members to know and I'm sure the other members will know things that I don't yet know). Reasonable people may differ even with a common base of knowledge but there's little hope of agreement without that common base. As it's sometimes written: you're entitled to your own opinion but not to your own facts.
2) the DAC adopts a structured multi-stage approach to its decision making (for example, there is no point in discussing whether school X should close unless you have first agreed on what enrollment capacity the school district needs to support and what criteria should be used to determine the portfolio of schools the district needs). Without a good framework, the DAC will flounder.

A key issue the DAC will consider is alternative uses of SFUSD sites. For example, what factors would make some sites better candidates for redevelopment than others? What would be the cost of any use conversion and who would bear that cost? Which alternatives would bring in the most money to the district? Does the board have a fiduciary duty to maximize the revenue from surplus property? I am almost completely ignorant here and look forward to learning more.

In my professional career, I ran the product management group for a financial software company while it grew from almost nothing to $200mm in revenue. In every software company, product management is responsible for balancing the priorities of internal groups such as the engineering team, the marketing and sales teams, the customer success team, and the finance team in order to come up with a product plan that will best meet the needs of customers and prospects and thus enable the company to grow profitably. In one particular situation, the company had reached a point in its growth where we had built multiple products on the same platform, and the contentious topic was how to allocate headcount given that the individual product teams was arguing for more than the company could afford. In my role as VP Product Management, I ran the meeting and pointed out that the teams had identified the same systemic problem as being the greatest weakness of their products but that none of the teams were proposing to spend any time fixing this systemic problem. We agreed that, instead of increasing each team's budget, the company would be better served by diverting resources to a new team that would focus on the common systemic issue. Even though no-one got what they had been seeking at the start of the meeting, we were able to reach agreement because everyone could see that the proposed approach was best for the company as a whole and would benefit their own products when completed.

More relevantly, I have been writing about all the most contentious topics facing SFUSD for the past two years without indulging in ad hominem attacks or getting involved in online flame wars.

I have worked in education for 17 years, including five years of teaching in Oakland and Los Angeles and four years of working in education philanthropy. I currently work as an independent consultant who supports education nonprofits and school districts with strategy and communications. I have a Master's in Public Policy -- during my grad program, I learned a little bit about school finance. I also had the opportunity to learn about school finance from Education Resource Strategies, which was an organization I supported while working in philanthropy. So I have a surface-level understanding of education finance, how complicated it is, and how hard it is to address district budget challenges. I currently serve on the Board of Directors for SF Parent Coalition and for my middle child's nonprofit preschool. I am in my fourth year of serving as Treasurer on the preschool's board.

My oldest child is in 1st grade.

When I taught in Oakland and Los Angeles, the majority of my students were multilingual learners. I also taught a few newcomers each year in Oakland. So I have some experience with the assets multilingual and newcomer students bring and the challenges they face.

I believe deeply in the importance of public education. I understand that districts must make tradeoffs and must adjust their budgets as enrollment changes -- and I also understand that these decisions have a real impact on students, families, teachers, and communities. I have deep empathy for all involved: the students and families who are already being impacted by budget challenges and teacher shortages, for the teachers who have more work to do, and for the school and district leaders who must make incredibly difficult decisions.

By serving on this committee, I hope to gain a better understanding of SFUSD's finances, how it can address its financial challenges, and how I can support this work as a parent and citizen. I think I can contribute the perspective of a parent and educator who understands the challenges teachers face in our most under-resourced schools, the incredible potential of all children in our school system, and the reality of having to live within our means.

While I'm eager to support these important efforts, I'm a little worried about the time commitment. I couldn't find any information about the likely meeting times and monthly time commitment. I have three young children so the usual timing of district meetings is difficult for me in this phase of life. I hope I can still find a way to support these efforts, if the timing/time commitment doesn't work for me (or if I'm not selected for the committee).

When I worked in education philanthropy, our team sometimes had contentious conversations about education, racial equity in education, and other similar topics. I was known for listening to different perspectives, and then joining the conversation by synthesizing what different people were saying and helping find common ground.

I really appreciate this question because one of the things that scares me about getting more involved with SFUSD is how contentious and -- honestly -- unkind some debates are. I do not like when people treat each other unkindly in the midst of contentious debate.

Administrators, Teachers, Parents/Families, Community organization partners to SFUSD

I am the founding principal of Alice Fong Yu Alternative School, a K-8 Chinese immersion school in SFUSD. I have had more than 20 years of experience in this role. Over the years, I have served on different committees in the District including Student Assignment, Budget, and English Language Plan Leadership Team. I am also the current president of the Association of Asian American Administrators (AAAA). The AAAA organization's mission is to advocate for the diverse needs of the Asian American community.

Yes, I taught elementary school for more than five years before joining the administrative rank. I have extensive experience with students in K-8.

Yes, I have experience working with students with special needs, newcomers (from China), and English Learners

I want to be on the Resource Alignment District Advisory Committee to ensure our students in San Francisco receive the highest quality education possible. I am hoping that my years of experience on the ground can help keep the focus on the needs of students and families at the center, I am hoping to learn ways to align our resources to serve the needs of all students,

As a site leader of an alternative school, I have had many experiences in facilitating contentious and highly emotionally charged meetings. The topics ranged from advocating for a language immersion program when the idea was not popular, to designing a brand new language immersion school when there was no other model, to discussing the rationale for a K-8 Chinese language model when there was none, to how much homework is too much when some vocal parents do not want any homework, to resolving conflicts between parents when both sides think they are right. The behaviors that were most important for keeping discussion constructive are having a sharp focus on finding common ground, having an open-mind, being able to listen to people with whom you don't agree with, Setting and respecting meeting norms are critical in order to have healthy discourse and debate on sensitive topics.

Community organization partners to SFUSD

I provide culturally relevant psychotherapy to SF youth and families through SFDPH Behavioral Health Services. I lead the Kuumba Healing Project which focuses on the Social, emotional and Psychological needs of child, youth and families of African descent. I collaborate with various SFUSD - our psychoeducational services are embedded in classrooms and curriculums.

Yes. I work with child, youth and families of all ages. Currently providing services and staff in VVES, Downtown High School and Dr. MLK M.S.

We serve everyone - however, as noted above - we have special emphasis serving families of Black/African descent; and those with learning differences and IEP's and 504's .

I'd like to support ways in which monies and services can be allocated to address culturally specific services to B/AA students, as well as for parents and guardians.

Regularly in my clinical position - when addressing issues regarding culture, ethnicity and learning differences - I find that we often find ourselves engaging in conversations which originate from places of scarcity due to limited resources and/or support through various behavioral health and education systems. I often facilitate conversations which can be quite contentious between parents and school officials and/or Youth/families and organizations.

Understanding that we all are operating with the best intentions and common goals - just different strategies often helps the conversation to move forward and creates the possibility for learning from each other.

I am a parent of two children: a 7 year old currently in the second grade at Rosa Parks Elementary and a 4 year old who will enter SFUSD this coming fall. For the past two school years I have been a board member on our school’s PTA, serving as auditor, parliamentarian, and treasurer. I have a PhD in economics from UCLA, where I studied the implementation of public school lotteries (among other things). I am a member of the SF Parents budget committee, and my children and I regularly volunteer at school work days as well as with Refuse Refuse and the SF Bicycle Coalition. I currently live in the Sunset, drop my kids in Japantown/the Fillmore, and work in Soma. In my day job I coordinate the interests of stakeholders in the process of developing scientific models to serve business interests; I am familiar with triangulating between individuals with disparate perspectives.

I have two children; one is in second grade at Rosa Parks Elementary, and one will be a kindergartener in Fall 2024.

As a parent of a current student and a soon-to-be kindergartener, I plan to be directly invested in SFUSD for the next 14 years. The current enrollment decline and associated budget decline is terrifying for parents who, like me, are committed to the District for the long term. I strongly believe that, when determining the alignment of resources subject to ongoing financial constraints, the District owes its community stakeholders clarity about its principles and priorities, transparency about its decisions, and proactive solicitation of input. I can contribute an understanding of the financial realities facing the District, practical knowledge of how to mediate the opinions of different interest groups, a willingness to listen open-mindedly to all voices, and an ability to take responsibility for hard decisions. If appointed to a position on the RADAC I hope to refine my understanding of the value SFUSD provides to families across the city. We cannot begin to align the District’s programs and offerings with its financial reality without understanding what the District needs to offer students and their caregivers; this must come from the students and caregivers themselves.

To avoid throwing fellow parents under the bus, I’ll focus on situations at work. As an economist I frequently help assess the business impact of new product features at my company. New product features which are beneficial to the core business may still cause harm to specific units, and decisions which are clear at a high level frequently come with strong pushback from individual stakeholders. To bring everyone on board, I take the following perspective.

1. Recognize that, although we all agree on the key objectives (e.g., allow students a top-tier education), individual priorities may differ in completely reasonable ways
2. When non-dogmatic individual priorities differ, there is room for compromise

To maintain constructive discussion, I maintain a clam demeanor and engage in empathetic echoing in response to comments from individuals that feel slighted. (“It is important that X, because Y.”) This allows me to help guide the conversation by highlighting potential compromise; which, at the end of the day, is a core mission of RADAC—if no compromise were necessary, there would be no need to align resources.

White (not Hispanic), South Asian (Indian)

I am the mother of two children who have been in SFUSD since kindergarten and who are now in 5th & 9th grade, so I have over 9 years of experience as a parent in SFUSD. I have also been heavily involved at Jefferson ES, AP Giannini MS, and the District as a whole as a parent/family advocate since summer 2020. As a result, I have significant experience and knowledge not only re: the schools my kids have attended, but also re: the BOE, Central Office, and a number of other schools. For example:

--Jefferson: PTA Board member since 2021--I was the Fundraising VP for 2 years and am now the Member at Large, working on projects ad hoc. Outdoor learning--I have worked extensively with parents and teachers on outdoor learning efforts since summer 2020, including as a member of the Jefferson "School Outside" group. I also worked with the principal and other parents to apply for outdoor learning bond funding.

--APG: I worked with the principal and PTA president to apply for outdoor learning bond funding.

Everett MS--I worked with a group of Latina moms who were concerned about safety and wanted to volunteer and promote outdoor learning at the school.

--Districtwide: I spearheaded efforts to promote outdoor learning during and after the pandemic, organizing parents, helping develop planning and advocacy materials (e.g., family survey, "how-to" workbook, emails to BOE and Central Office), meeting with stakeholders and interested parties (e.g., parents, teachers, BOE commissioners, Central Office staff, school site administrators), and making public comment. In addition, I advocated for reopening schools due to the harmful effects of SFUSD's prolonged school closures--especially for students who were already the most disadvantaged. More recently, I have also engaged in advocacy on a number of other issues, including literacy, math, and good governance.

In my professional life, I am an attorney and a writer, and I have spent most of my career in government and public service. For example, I have worked in the federal court system, done environmental advocacy, and taught ESL at community colleges and community-based organizations. I also served in LiteracyAmericorps, where I worked with at-risk high school students and adults in basic education programs, including immigrants, refugees, and native English speakers with low literacy skills; developed a series of "street law" classes/workshops for low-literacy and immigrant populations; and ran a speakers' bureau.

I also volunteer outside SFUSD. For example, I am an organizational advisor for LifeSpheres, a nonprofit organization that helps individuals and communities resolve traumatic experiences, and I have been a loan editor at Kiva, a nonprofit organization in the microfinance field, for ~13 years.

Yes--all three, but the bulk of my experience at SFUSD so far has been with elementary and middle school. My children have been in SFUSD since kindergarten; my daughter is in her last year of elementary school, and my son is now in high school. As noted above, I also worked with at-risk high-school students--I tutored individual students and taught some workshops.

Yes, I have personal and professional experience with students who are new to the United States and with English learners. My professional experience has mainly been with adults, including immigrants, refugees, and asylum seekers. I also have substantial experience with people who have suffered trauma.

I would like to be on the DAC because I think it presents one of the best opportunities to make real, positive, and lasting changes in the District. My own childhood was extremely challenging, and I know from personal experience what a critical role school plays in a child's life and in their prospects for the future.

SFUSD is facing numerous major challenges, including with the budget, enrollment, staffing, curriculum, and public trust. These problems have been long in the making, and we are at a crossroads now where we have to face up to them. The District too often fails its students and staff, even in the most basic ways, such as teaching kids to read and paying teachers on time. We can and should do better--much better.

Given my professional background and work within SFUSD, I think I could bring a very useful set of skills and traits to the DAC. I am highly motivated and responsible, and I care deeply about outcomes, so I would focus on data and evidence and seek to identify the most effective, reasonable solutions to the problems the District faces. In addition, I have extensive experience working with groups and with people from very different walks of life, so I could help foster respectful dialogue.

I also recognize that everyone has their own challenges, experiences, and biases--we are all human beings. I would welcome the opportunity to learn more both from and about others. I also hope to learn more about how SFUSD works--and what needs to be done to make the District stable, effective, and welcoming to all.

Ultimately, I would like to see SFUSD become a place where every child has the opportunity to become the best version of themself. Thank you for your consideration!

One time that stands out to me was when I was teaching an ESL class on American life and culture. The students were relatively advanced, so they were able to express ideas and opinions about a variety of matters. One day, the issue of flag burning came up, and the class was sharply divided on whether it was ever appropriate to burn a country's flag. Some students from China even disagreed amongst themselves, and it raised some major emotions about patriotism, respect, and what love of country means. As the teacher, I reminded the class that we were all here to learn together and tried to make sure every student was able to voice their opinion. I emphasized being respectful and and trying to really listen to what others had to say. They didn't have to change their opinion, but it was important to hear people out--and maybe they would find their thinking shift in some way.

Decline to state/I’d rather not say

I have served on SSC at both MS and HS, Galileo HS task force, and PEEF CAC. While my child was in ES, I partnered with families from 2 other schools to get $200,000 in additional corporate donations. I managed the Tenderloin Community School food pantry, which was the most challenging work of my life. My professional background is in archives and I hold a masters in library science.

I do not have classroom experience but have taken opportunities to advocate for schools at each level. I am a proponent of putting students at the head of the table and prioritizing student needs over adult goals and agendas.

My work on PEEF CAC focused on our focal populations and assuring they were being fairly served. I have advocated for SpEd students via my own child and other SpEd families

My student has always attended SFUSD sites that are underserved, underfunded, and neglected by the district. Yet they have strong community and are resilient, which has made my child the amazing young adult he is, and made me a better citizen. I hope to bring this belief in multicultural community schools to the committee. I want to learn what the district's plan B is and if it really intends to listen to students.

I was involved in the No School Board Recall campaign. I had people tell me I was one of the worst people in the city. I saw journalists harass my friends. I still have people who meet with Dr Wayne regularly who call me the "Alison Collins fan club." But I never yelled back. I remained polite in every conversation and offered alternative viewpoints. I did all of this months after both of my parents passed away. I believe this level of patience and level-headedness will be necessary in what will inevitably be a contentious committee.

Thank you for reading and the opportunity to apply. I look forward to your response.

Parents/Families, Neighborhood association, other affiliations representing landowner and/or renter interests

I believe that flexibility, resourcefulness, inquisitiveness, and the ability to listen to, and respect, diverse viewpoints are qualities I possess that will be critical to success on the advisory committee.

Below I have highlighted my relevant experience and qualifications.

Relevant Professional Highlights
I bring innovative healthcare products to market which involves creating alignment between stakeholders with diverse backgrounds and experiences to achieve a common goal.

My primary focus has been increasing access and equity in behavioral health.

**Ginger (now Headspace) - developed positioning and go-to-market strategy for 1st virtual mental health solution encompassing coaching, therapy and psychiatry
**Cognoa - brought the 1st ever FDA-authorized autism diagnostic from clinical to commercial to enable pediatricians to diagnose children as young as 18 months of age. The diagnostic was built with “responsible AI '' and performs equally well across race, gender and ethnicity unlike traditional research-based tools designed for white males.

Previously, I worked in the nonprofit sector:
*Net Impact, leading marketing and membership for an organization that helps students (high school, college, MBAs) create careers for good.
**AYUSA (Intrax Cultural Exchange) leading marketing for an organization which offers high school study abroad programs.

Relevant Affiliations
**Yick Wo Elementary School, SSC Chair (2021-2023). Applied for another 2-year term to SSC. Awaiting election.
**San Francisco Parent Coalition - School Lead (2022 - Present), Parent Leadership Council (2023-Present)
**Russian Hill Neighbors, Family Chair (January 2023 - Present)
**Amigos de las Americas, Board of Directors (2008 - 2013) for youth leadership program that helps students in the Americas build global competency and leadership skills
**Future Possibilities NYC, Kid Coach/Mentor - 1999 - 2001 - Mentored an at risk child and helped them achieve a goal of their creation.

Personal
I am the parent of an SFUSD 2nd grader and have experienced the impact of budget challenges and staff turnover firsthand. In addition, I have looked to find creative solutions in my capacity as the SSC chair including when Yick Wo:
**Had no Principal in the Spring/Summer of 2022 and an Interim Principal for 22-23 school year. Worked with Asst Superintendent Wesley Tang to expedite converting our interim Principal to a permanent Principal.
**Have worked with school SSC staff to develop creative ways to implement our SPSA when we did not have the requisite staff to meet our primary goals (social worker last year, TSA this year).

Elementary school
**Mentor to at risk youth through Future Possibilities program
**Classroom volunteer and field trip volunteer at son’s elementary school

High school
**Developed study abroad programs for high school students and assisted with orientations
**Partnered with youth representatives on AMIGOS board

**Special Education services - Through my professional experience at Cognoa, where I worked alongside a neurologist, a developmental psychologist and an OT, I learned about developmental and behavioral interventions as well as IEPs. I am aware of the importance of early detection and intervention for autism, ADHD and developmental delays. My mother is a “retired” teacher who specializes in supporting children with learning differences to bring them to (and beyond) grade level in literacy and math. Through her, I learned of the Norton Dyslexia Society and the Orton Gillingham program.

**Students new to the U.S. - While at AYUSA, I was part of the orientation group for a U.S. Department of State Bureau of Education and Cultural Affairs (ECA) grant program to bring high school students from countries with significant Muslim populations to the U.S. to live with a host family for a year.

**English Learners (ELL) - ELL are a focal population at our school (approximately 30% of students) so I work closely with ELAC and our family liaison to ensure that ELL families are informed and have the opportunity to provide feedback.

I am an optimist. I believe that SFUSD schools, like many public schools, are going through a challenging time of reduced enrollment, staff attrition and reduced budgets. However, I believe that there is also a great opportunity to align resources to outcomes and explore new, bold solutions. I would love to be part of this process in an official capacity.

I am hoping to contribute in several key ways:
**By soliciting, and listening to, diverse stakeholders and their perspectives
**By distilling information and communicating it in a way that most people can understand
**By helping to create a process for evaluation that is consistent and designed to reduce bias
**By helping to bring transparency to the process when we communicate outwardly

I have learned so much about SFUSD through my work on the SSC and attendance at BOE and Superintendent listening sessions. I am hoping to deepen my existing knowledge and understand more about the budget complexities and the five proposals that were presented by Superintendent Wayne.

In my professional life, topics that are considered contentious such as deciding which regions to target and determining who will be our telehealth partner sound benign to most people.

Given this context, I thought it would be more helpful to outline my approach as the lead of Cognoa’s Canvas Dx launch and also provide a personal example. My launch approach:

**Align on our goal(s). Start each meeting by leading with our goal(s).
**Reiterate that we all want to achieve this goal. This is why we are here. We all want the same thing even if we don’t agree on how to get there.
**Ask everyone to assume good intent. We all have different lived experiences which contribute to diverse perspectives.
**Ensure that everyone has a chance to speak and no one voice dominates.
**Bring people along. Consensus is not always possible but understanding, and accepting why decisions are made matters.

Personal
I was serving on jury duty in a DUI case in San Francisco. There were three counts that we asked to deliberate. On the deliberation day, several jurors started to become restless and argumentative after only an hour of deliberation. One wanted to just leave without reaching a resolution. Another felt bad for the woman accused of the DUI and didn’t want to inflict too much punishment. Along with the head juror, I worked to:

**Outline each of the 3 counts on the whiteboard so we could work on each one separately
**Reiterate the scope of our job. We were to discuss each of the 3 counts and determine a guilty or non guilty verdict.
**Allow those with differing opinions to have time to speak
**Consolidate and ask clarifying questions on testimony and evidence to ensure we working working off facts and not our individual memories which are clouded by personal perspectives
**Underscore that everyone is focused on their area of expertise. The judge would be responsible for sentencing and that the judge had listened to the same information as the jurors.

In conclusion we were able to reach a verdict on each of the three counts that all of the jurors felt comfortable with.

I grew up in the public school system and came from a poor background as an immigrant from Central America. I know first hand the importance of a great public education, being the first in my family to go to college and then grad school.
I'm a parent of three young girls whom all will go to public schools in San Francisco (one already is, the other two very soon)
I've been involved in grass roots organizations focused on helping under represented children improve their academics and help their careers such SEO (Sponsors for Educational Opportunity) and Students Rising Above.
As a research analyst and investor, my duty is to find the important facts and ideas that lead to long-term innovation and distribution of solutions to as many people as possible. I believe public education is the most important issue not just in San Francisco, but our entire country. There is no equity without education.

My daughter is in first grade. Her sisters will be in TK.

I am an immigrant who grew up in the public school system and I have family who didn't succeed in the system as well (some tragically). We were all English learners at the time (some never got there).

I want to contribute real world and life experience to frame our goals and objectives. I understand the complexity of building a great education system and I want to help keep us focused on what matters most: Providing the best academic experience possible to enable our students to succeed after they leave and have the ability to choose whatever paths they want.

I've found that defending the argument that you're against helps immensely. It happens all the time with family when discussing politics, but also as an investor. Part of our process is to reason through why an investment actually failed (hypothetically). It encourages leaving your biases at the door and honestly considering other ideas. It keeps me (us) honest and aware of the the pitfalls. Otherwise we're blind.

Parents/Families, Labor

SEIU Official Designee - I work as a researcher for SEIU Local 1021, and in my role I have supported our SFUSD chapter members -- custodians, clerks, school nutrition workers, and other SEIU-represented District employees. I have also supported the Unions of SFUSD and the San Francisco Labor Council in our work with the District. I have worked in various capacities for unions representing classified and certificated employees of several Bay Area public school districts for close to ten years. Additionally, I am the parent of a fourth-grader at an SFUSD Spanish immersion school.

I manage my child's fourth-grade soccer team and support the players in various ways. In particular, I have worked hard to recruit and welcome kids from both English-speaking and Spanish-speaking recent immigrant families at our Spanish immersion school, and to help build team cohesion among and create a positive experience for the players who have very different cultural backgrounds, household incomes, and primary languages.

For the past four years I have worked with other families at my child's Spanish immersion school to help ensure that our recent immigrant and English Learner students and their families are being prioritized and centered, their voices heard and their interests addressed. It is easy for more privileged parents to take up all the space at a school site, on the school site council, or in the PTA, and it takes a lot of work (organizing, advocacy, translation, communications) to make sure that does not happen.

I am applying to represent the Unions of SFUSD on this committee, to represent the interests and voices of workers at the District. I'm hoping to learn what we can do collectively to ensure that the District's many resources are being used in the most fair and equitable way for students, families, and employees of the District.

I have represented unions in several labor-management committees with different school employers. In one of these committees, the union and the employer were discussing health and safety issues -- specifically, ventilation problems in a particular building on campus that were affecting represented employees. There were a few union members on the committee who were (justifiably) angry about the issue, and the management-side participants took a defensive attitude. I was able to help focus the discussion on the facts we had -- building maintenance records, records of sick leave use by workers in the building, workers' firsthand reports of their experience, and Cal-OSHA information -- and this helped shift the discussion to the interests shared by everyone in the room, namely, that employees needed to be able to come to work without feeling sick. In the end, the district allowed the affected workers to move their workspaces temporarily while maintenance work was done on the ventilation system. Being able to focus on shared interests and on the facts we had available allowed us to get beyond the high emotions and defensiveness, and arrive at a solution.

I am the parent of two children in SFUSD. I have been active in school activities and I am a frequent commenter at school board meetings. I have a STEM background with extensive experience analyzing and modifying complex systems.

I have experience with elementary and middle school. My children are in 3rd and 6th grade.

I have volunteered with programs that assist unhoused children and I am an active parent of children with special needs.

Yes. I want to help insure equitable decisions are made with these tough decisions.

In my professional career, I often am involved in contentious conversations involving many competing interests. In particular, showing respect and giving space for those to express their opinions.

Starting with the 2022/2023 school year I have been employed by the District as a Day to Day K-12 Substitute Teacher. I have been a nearly FT sub working steadily in the district across a wide variety of levels, schools and subjects. I have also covered several multi week sub assignments where I have gone above and beyond instructing classes where the permanent teacher has been called to jury duty, medical leave or left the district.

I have participated in several offerings and programs provided by the District like Digital Day, Adobe Education Series and the Racial Affinity Leadership series.

I also serve as a Coach (Instructor) with Girls With Impact, where I teach Entrepreneurship skills and a Mini MBA to girls between the ages of 12 and 24.

In the past I have worked as a Community College instructor and an English teacher in Japanese High Schools on the Japan Exchange and Teaching program.

Prior to my employment with the District I worked in corporate environments as a marketer.

Outside of teaching in the District, I am a volunteer with SF NERT (Neighborhood Emergency Response Team) and volunteer as a mediator and Spanish interpreter with San Francisco Community Boards.

As a substitute teacher I have experience with all of these 3 grade levels. Given my background and experience as a HS teacher I have targeted assignments at the High School level. I have worked at almost every HS in the district and have spent several weeks/months at Thurgood Mashall, Lowell, Abraham Lincoln and Wallenberg. Accordingly I have a good understanding of the different types of high schools and student bodies in the district.

At Marshall I was a long term substitute and worked predominantly with the Newcomer population. As a bilingual Spanish / English teacher I was able to interact without a language barrier with these students. I also subbed frequently at SF International HS which is majority Newcomer. I have also worked in several Special Ed assignments.
As an English teacher in Japan I worked extensively with Native speaking Japanese students who were learning English.
I also have worked in several SPED assignments - from Mild/Moderate to Moderate/Severe and the Access program.

I want to be on the Resource Alignment District Advisory Committee for several reasons. As a Day to Day Substitute teacher I bring a perspective that few others can offer, a comprehensive snapshot of the situation that the district finds itself, informed by a grass roots level understanding of what is at play. I have also strived to make meaningful connections with both the students and teachers/staff of the schools I have worked at so I have a good pulse on the viewpoints and frustrations of the different populations. Being relatively new to the district I have fresh eyes that have not been tinted by years spent in the same role or level. Most importantly, I come with a growth mindset and a creative bias towards what is possible in terms of solutions to the many challenges the district faces.

While my role as a Day to Day Substitute affords me a birds eye view of many of the different partners in the SF public school ecosystem, it is not encyclopedic and I hope to learn from the different stakeholders whose perspectives and experiences I am not familiar with.

During my time as a juror on the SF Civil Grand Jury (2017-2018) I both put into practice and developed new skills on “keeping the peace” while engaging in “lively” civic debate. On the jury there were several strong personalities with viewpoints that had been formed over decades of lived experience in San Francisco. In terms of behaviors that were most important for keeping discussions constructive, in the beginning, we established norms of group conduct that we all contributed to and could take shared ownership of. These included how we would identify topics or themes to investigate as well as what to do when we had disagreements, among many others.

I can remember towards the end of the jury season when as a group we were feeling the pressure of rapidly approaching deadlines for our investigations to put them in the established written report format. Patience was wearing thin and at this point the jury had run through all dozen or so of the alternate jurors and we were actually down a few members.

Of the many contentious issues we dealt with as a group at this time, there was one in particular that comes to mind. One of the investigations was the subject of debate and soon infighting amongst the jury - on one side there were a couple of individuals who did not feel the caliber and quality of one of the investigations and its report and recommendations did not rise to the level of the other two investigations. The team of jurors working on the report in question felt differently and defended the robustness of their investigation. In addition to my other roles on the Jury (Corresponding Secretary, member of the Executive Committee) I served on the Editing committee and had read some drafts of the report in question so I was familiar with the investigation. My own early point of view was that the investigation team should continue to work on the investigation and its report.

At our next meeting the topic came up again for discussion and this time the “healthy debate” started to get personal. One juror was borderline disrespectful to the authors of the report and pointed out what were in his opinion internal logical inconsistencies with the report. The authors were defensive and it started to escalate into personal attacks. The foreperson stepped in to stop the back and forth. I raised my hand and sought to understand where the juror was coming from - was he finding fault with the substance of the investigation / report or was he bothered by the way it was written or communicated? After some discussion I suggested that the Editing committee be allowed to work more closely with the investigation team and offer our help to get the report as clear and informative as possible. This came to pass and at the next meeting the report was reviewed and taken under discussion.

Despite our efforts the individual juror still took issue with the investigation and report and maintained his original stance. I’m afraid at this point it moved from disagreement over an issue and moved into a personal position that was informed by a strong ego. At the end we voted as a Jury on whether to move forward with the investigation and report or stop work on it and focus our efforts on the remaining two investigations. The jury overwhelmingly voted to continue working on the report and it was published at the end of our Jury term.

In this case we were unable to resolve the conflict with open discussion, but we did move on from it and move forward by putting it to a vote, which was one of the principles we established at the beginning of the term.

Parents/Families, Community organization partners to SFUSD

I am a single mom raising a beautiful young lady. It has not been easy raising a child by myself but I’m hoping with all of the struggles we have been through together, that my child will learn to have a grateful heart for all that we have and don’t have in life.

As a Pacific Islander parent, my job is to advocate for the children of my community so that they have a seat at the table to share their experiences, their ideas, the things that they love and their stories. I am the co-chair for Mātua Advisory Council and I’m very proud to be supporting our Pacific Islander parents in finding solutions to matters our Pacific Islander children are experiencing. I am also the Education Coordinator/Family Advocate at the Pacific Islander Resource Hut. This role allows me to work with children as well as young adults in creating programs and advocating for the families in our community to receive resources.

I am a single mom raising a high school student, who is a junior now, and who is strong-willed and has very strong opinions. My child also has a very good heart and she loves being a Pacific Islander. I have always raised my daughter to know her identity, her culture and recently I have taught her our Tongan language. The reason for this is because I want my child to know that she is of Tongan descent and that her bloodline comes from the Pacific Island, even though she was born here in America. I also have watched her blossom into a passionate hip hop dancer and I’m grateful to watch her grow in the things that she loves and is passionate about.

I have experience with students that are new to the United States as I recently supported a mother and her child that migrated here to the US for health issues from the Pacific Island to get resources they need. It was an eye opener but I learned to be grateful for people in SFUSD that help new parents and their students receive resources and services. It made the transition easier for parents and their children.

I want to be on the Resource Alignment District Advisory Committee because I feel that the committee needs diversity to allow every voice in our school district to be heard. We all have different experiences and I think it’s important that our committee reflect the diversity in our school district. My knowledge of resources and being a Pacific Islander will be my contribution to this committee. I’m hoping to learn about a diversity committee and their experiences. I’m also hoping to learn to work together as a diverse committee to find resources for every student that attends SFUSD.

Years ago, during my college years, I volunteered for a Hawaiian Mediation organization that used the Ho’oponopono (a traditional Hawaiian practice of reconciliation and forgiveness) methods. I was very honored to be part of the organization and gained so much knowledge regarding mediation. The first step was to have everyone introduce themselves and the organization they represented. Then we had prayers as this was part of Hawaiian culture. We also had someone take notes on a chart paper so that we have all the notes from the discussion available after the meeting. The following steps allowed a more open and constructive discussion to find a solution to matters in the mediation programs:

- Make it safe for every participant
- Be observant and ask question but not in an judgment manner to help navigate difficult situations
- Start with facts not opinion statements by carefully laying out the facts behind point of views using specific and observable descriptions
- Don’t focus on convincing, don’t let your main goal be to change the other person’s mind. Instead, encourage the sharing of ideas and listen before responding.
- Be skeptical of your own point of view. Conversations work best when you come in with a combination of confidence and humility. Be confident that you have a point of view that is worth expressing, but humble enough to accept that you don’t have a monopoly on truth and new information might modify your perspective.
- Own your right to have your opinion, rather than rely on others to validate your right to your opinion, take responsibility to validate yourself.

Parents/Families, Community organization partners to SFUSD

I served on the AAPAC leadership team for three years and I am currently the AAPAC Program Manager. I worked at a school site as a Family Liaison during the Pandemic and worked in Policy and Operations, supporting the redesign of the school assignment policy for SFUSD through community engagement. I have served on the SFUSD Assessment Committee, Lowell Application Review Committee, and LCAP Taskforce.

I am the parent of 5 children: three graduates, one who had an IEP, two who took AP in mathematics, and two of whom are still in the district in a language immersion program.

All of my professional work has been inclusive of each and every student in SFUSD and addresses the challenges of the above-focal students with an intentional focus on our Black/African American and Pacific Islander students.

I hope to contribute a diverse perspective and collaborative spirit and support the strategic vision.

One significant instance that stands out is during discussions centered on the student assignment redesign. Introducing neighborhood zones was met with mixed reactions from various communities. The primary contention arose from families who felt that establishing such zones would curtail their choices, creating an impression that the district was depriving them of certain privileges. In response to the tensions and to foster a constructive dialogue, I collaborated with a dedicated team to create specialized workshops. The aim of these workshops was not just to hear concerns but to ensure that every voice was given equal importance, addressing worries and apprehensions and also highlighting potential benefits.

Parents/Families, Students, Labor

I have extensive experience working with various labor unions as an SEIU and UESF member as well as community and parent outreach as I’ve participated in 2DPTA, and on PTSA eBoard and SSC member.

Elementary as a SFUSD employee and high school as parent activist. Just beginning my youngest in Middle School.

Worked in Spring Valley Science School as a classroom educator, teacher librarian and arts coordinator with a population of 80% + ESL students and families

Hoping to help with these complex problems!

Stop and lean back and listen. Learn from others. Important listening skills are CRITICAL! The toughest situation I have been in was the closure of John Swett Alternative Elementary School.

Parents/Families, Community organization partners to SFUSD, Neighborhood association, other affiliations representing landowner and/or renter interests

Proud Latina/x SFUSD Graduate who has been committed to working in service of the Latinx community and beyond with the development of relationships with various community based organizations serving the Latinx community including the Latino Task Force. Long time SFUSD employee who has worked in various capacities including as an Educator, Family Liaison, member of the LCAP Task Force, Member of the Human Rights Equity Task Force and currently as a manager with the Enrollment Center. The Enrollment Center is the first touch point for families joining the SFUSD family and my focus is to ensure we are providing a welcoming environment for all families including the ongoing work to build out a Newcomer Welcome Center in collaboration with the Student and Families Services Division. In my work with the DELAC, I also worked to develop Latinx PACs at various SFUSD schools including The Academy with principal Greg Markwith, Everett Middle School with Lauren Ponti and Daniel Webster Elementary.

I worked as a Family Liaison at Sanchez Elementary and James Lick Middle School. As an employee at James Lick middle school, I also served as a member of the SSC and led multiple student leadership groups including the mentorship program, Green Team, Teacher Wellness Groups, Peer Resources Groups and taught dance/worked as the choreographer for the Musical Theatre productions.

I was honored to serve as the DELAC Liaison for over 6 years. Many students who are identified as English learners are also dually identified as students in foster care, are unhoused or are receiving special education services. I participated in many IEP meetings for our families as an advocate and interpreter to ensure families fully understood the process and that WE, as are meeting the needs of our students. I also have extensive personal experience navigating IEPs and special education services on behalf of my own twins who are blind/visually impaired and are now postgraduate students. In my current role with the Enrollment Center, we serve all students with varying needs, including a high number of Newcomer families that require more wrap around services that we work to meet.

I believe in SFUSD and truly understand all the work that goes into ensuring we are meeting our goals. I want to be able to elevate and amplify the voices of those who are frequently underrepresented at the decision making table and work to move from Compliance to Commitment in service of our families. I want to learn as much as I can to continue moving forward collectively as one.

As part of the Multilingual Pathways team, I participated to support the conversation understanding that the message we were sharing was not a favorable one. The community was advocating for a Tagalog/Filipino Language Pathway Program expansion and after the feasibility study we found that it was just not possible. There were longtime Filipino community advocates, current and former teachers, current and former families and students present. One strategy that we used that I suggested was to create smaller groups (mine was with families) and give families the opportunity to be heard. I captured their feedback, repeated what I thought I heard and committed to ensuring their voices would be elevated beyond the space we were in. Even when tensions run high, I always remain calm and remember that an angry parent/teacher/advocate is an engaged parent/teacher/advocate and they simply want to be heard.

Teachers, Parents/Families, Labor

Administrators, Parents/Families, Labor

I have over 25 years of experience as an Elementary and Middle School educator.

As the principal of an elementary and middle school, I have experience supporting stakeholders who may be homeless or in fost

I want to be part of the Resource Alignment District Advisory Committee because the stakes of the realignment are extremely high for our communities, and I want to be part of a long-term solution that keeps our students at the center of any decision. As a parent and leader in SFUSD, I want to share the multiple perspectives I have had within the organization. I hope to learn what challenges we face. What are the pros and cons for our students, staff, and families with any realignment?

In my first year as a principal at AP Giannini M.S. eight years ago, I faced a challenge that preceded me regarding the start and end time for the certificated staff. Half of the staff wanted to start at 8:15, and the other half wanted to start at 8:50. I worked with the staff and the Union Building Committee to bring the staff to consensus. We collected data from the staff, created several options based on the data, and asked the staff to vote on our start and end times. The staff eventually agreed via the UBC to an early start time, but many members of the staff were very displeased with the result and filed formal grievances as violations of the UESF contract. I believe the overall collaboration with the UBC was critical to a positive long-term outcome, although not all members were initially satisfied. Additionally, using data helped keep the decisions grounded in staff input. Other leadership moves that kept the discussion constructive were the use of agreed-upon norms and a calm demeanor in the face of elevated emotions.