tv Government Access Programming SFGTV February 18, 2018 9:00am-10:01am PST
for three years now, and i've seen all those productions and plays that these wonderful drama kids have done, so all that money is funded from drama tickets. we do all this hard work, we fund ourselves, for the most part, we do have little funding, if some funding, from the school, but that obviously can't pay for royalties, set pieces, props, you've heard it the past few groups. so i believe everything's been touched upon by these previous students. thank you for revising the thing and thank you for listening. [applause] >> we have three more names: is a man that rich, jessie moore,
and jill hendricks, please make your way to the podium. we have about five minutes left. >> hello. my name is is a man that rich, and i'm a junior at lowell high school, and i'm a member of the performers and stage for the last three years. getting to put a show on for an audience is so rewarding. i feel lucky to go to a school where we have so many different performing arts classes and extracurriculars that allows us to put on good quality shows for our peers. that being said, you've heard it's expensive because of costumes, security, and so on. not only that, lowell has to pay a fee for our auditorrium each year .
if this resolution passes, there won't be any shows to see, so how this equitiable. when reading the student council's amendment, i was relieved to know you were considering an amendment. what's going to be in charge of making these regulations? i worry if a person who's not well informed about the arts, they will make decisions that will hurt us rather than making us equal. our school has been committed to making it so all students can see performances by helping out any who can't afford it, and we have been doing everything and running it smoothly for years without any outside help, so why do we need to have outside help? it is very important -- it's very important to anyone -- it's very important to us that anyone can see our shows, so i hope you take these things into consideration when casting your vote. thank you. [applause] >> hello.
my name is jessie moor. i'm he junior at lowell high school, and i'm here speaking on behalf of the 40 members of lowell's technical theater program of which i've been a part fore three years. through ticket sales our drama programs are mostly self-sustaining and for our 2017 fall play, where we had multiple ways of selling tickets, through one of these facets of ticket sales, we made back over half of the money we spent on our play, and if the sale of tickets to students is discontinued, so will our shows, including our upcoming spring musical which student technicians, designers, actors and technicians have been working on upwards of three months. this would be a detrimental loss to money of us. we believe in equitiable access to the arts for all, but this proposed amendment by the student advisory council will
only push this problem farther away when most schools already have systems in place to ensure equal access. if this amendment is to pass, i strongly encourage the student advisory council to include students participating in those programs in all their decisions. thank you. [applause]. >> good evening. my name is joel hendricks. i'm the band and ork extra teacher at washington high school. most of you heard this week by e-mail. i'm going to take it from a slightly difference angle than you've heard from everybody else. as a band and orchestra teacher, my fund raising is very intensive. we basically fund raise all year, every year. the money that we use for the ticket sales for my particular area is for music for not all my groups because it won't pay for all the groups, so interfering with that, the same
as everybody else has said, i'm not sure what that accomplishes because i've never turned away an adult or a student either one. if they wanted to come to a concert, and it will continue to be that way, but i hope you will reconsider this resolution. thank you. [applause]. >> thank you. section f, public comment on general matters. >> did you want to take a vote on that item? >> this is my first day. all right. any comments from commissioners? commissioner? >> i'd just like to say that as a member of choir for four years myself, i just want to reiterate in no way shape or form are we trying to take away these performing arts
productions. what we are trying to ensure is the equity for all students, and as was reported with the student del gegate report, we will create an administration to make sure that students' voices will be the driving factor for regulations to ensure equity as well as stability for the arts. we have representatives from all schools, so i encourage you students to tell your school representatives about your concern or about what you would like to see reflected in this administrative regulation or ask them about when the next fac meeting is. we'll happily give you an agenda, and we'll happily invite you to our next meeting, as well. >> thank you. commissioner wolf? >> thank you, vice president cooke. i want to start out by saying our students are amazing.
[applause]. >> your advocacy and your passion for the arts, it definitely comes through as we have this conversation, and so it's just good to see you present when the policy first came forward and here tonight. i do think there's a little bit of comparing apples to oranges as we're having this conversation. we most certainly here on this board of education, and i don't typically speak for my colleagues, we don't want any of our arts programs to suffer, but the fact is we do have to be concerned about approximately 56,000 students and making sure that opportunities exist 230r all 56,000 students, rich, low income, middle class, across the board. i think the one thing that is missing in some of the advocacy as we have this conversation is the fact that there's a reality for some of our young people,
that they can't participate and see some of your amazing work. they can't participate and see some of the things that you have the opportunity to provide or performances that you had the opportunity to participate in. so that's the intent of this policy, and that's the focus of this policy, to make sure that we allow individuals without certain means in our schools to be able to attend events, but in no way, shape, or form are we trying to eliminate or hamper any of your program. so from my perspective, i think that -- and it was interesting because i did hear someone talk about tickets being set aside for students, and opportunity for students without means to participate in certain events, and i'm wondering, as someone
who grew up without means, if some people in this room tonight understand how it is to have to self-identify as someone who does not have an opportunity to be able to pay for something and basically say, let me get one of those tickets that you said aside, and everyone knows and understands that i don't have means. there's a huge stigma that is associated with that, and i definitely see lack of understanding in some of the advocacy here tonight, that those things apply to some of our students. and so one, as i thought about the amendment, and i had a conversation to briefly chat with mr. ong and miss min about this, is at first, it was something that seemed like i might be inclined to support, but as i sit here, listening to public comment today, i more and more understand that, one, i can't support the amendment,
but two, maybe we need to have further conversation about our policy, because if i vote tonight, i'm going to vote for the policy without the amendment, because again, i have a job to make sure all our students have equitiable access. and that's where i stand on this. [ inaudible ] >> commissioner norton. sorry, sorry, we had public comment. >> excuse me, you had your turn, ma'am. >> ma'am, if you don't -- please, thank you. miss norton? >> so i want to first say that i -- i think it's crazy the situation that we're in. i think that all of us would much prefer that the arts and school's equally funded so we shouldn't have a conversation about who we should charge and who we shouldn't charge to fund or arts programs at our schools.
so that feels very -- just sad and upsetting to me that we're basically fighting over the crumbs here, but -- because the state doesn't fund our schools, and certainly doesn't fund our education to the extent that it should be. that said, i also want to appreciate the students who brought forward i think something that feels like a compromise; and like commissioner walton, i, before the meeting, was inclined to support the students' amendment. i think what i -- in listening to the comments, though, i appreciated commissioner walton for your comments. i do think we should -- we should talk about this a bit more. you know, i think there's a -- there is room for compromise here. i would like to see the fiscal analysis that was requested, and i'm not sure why we didn't get one because the question was asked by a member of the
public, you know, where is the school analysis, and i asked the same question before the meeting because i think we were -- we did request that, that we wanted to know sort of how -- what are different schools charging, you know, and what the impact of not charging students would be to the extent we can determine that. i don't want students to have to self-identify for the charity tickets, and i don't want students to not be able to see their classmates perform, you know, in -- at schools. i mean, maybe the idea about there being after-school performances at some schools. i think that's great that that's available at some schools, but i do think we need to think this through a little bit more comprehensively, because we've hit a nerve here. clearly, we don't want to harm the programs that the students have really spoken really
eloquently that are really impactful to them, but we need to think through the impact of students who wouldn't be able to attend performances or who would have to pay for performances. i think i'd be in favor of sending this fack back to comm one more time to think this through a little bit more and have a more reasoned decision on this to hear from all perspectives, get a little bit more data, and really decide what is our policy goal here. so my -- i'm with commissioner walton, i think we should table it. >> commissioner haney? >> well, the first thing i think we saw tonight exactly why we need to fully fund the arts in our school district. i think this should not be a
situation where we are making anyone feel that by ensuring access for all students to these critical wonderful performances that are such a crucial part of the student experience for so many that we would be potentially eliminating all of them together, and i think that it's sad that that was what we heard tonight, because that's certainly not the intention of this conversation. we want to strengthen and grow these programs, at the same time that we want to make sure that everybody has access to them. i'm grateful for this, the student delegates, and for the student advisory council for stepping up to this. i think this is exactly why we have student delegates and an s.a.c., to be able to step in and get the feedback to hear everyone's voices and to do the right thing and to tell us what the right thing is for students, so i want to applaud you for doing that. and certainly if there is some
sort of compromise, i would like to know what it is. i think you've heard from us that we are very open to hearing what the possibilities are, but we're not willing to create a situation where some students don't have access, and that's a bottom line that we have, and we want you all to know that, and we hope that you hear that. there are many schools that have a process that works, so let's hear what those are and city see if there's an idea that works for everyone. i want not saying that you should show a special i.d. or put tickets aside. that's not a solution that at least in my opinion going to work. somebody brought up athletics, someone yelled out yearbook, student government, prom, graduation. i actually think we need to talk about those things, too. when -- when -- when -- when -- when i visited our school does, and i met with student
government, and i asked them what are the things that they're working on and what are the priorities that we have, we're told we actually can't work on challenges on our school because we have to fund raise for our school. which have to fund raise just to be able to go to graduation, just to be able to go to the prom, just to be able to do basic things that should be available to every single student. i do think if we're going to talk about the arts, we should also talk about these different programs because we tend to balance our budget on our teachers, on our students, and on our parents, and that's not equitiable, and i think as we do have a conversation about the arts, we should also talk about these other programs, because if a student is spending so much time and stressing out and staying late, raising money for things that should be basic and available to every student, that's not fair for that student and that's not fair for those
students who cannot pay and do not have access to cover it. so i appreciate those comments that were made around ensuring equitiable access to all students for activities that should be essential and available to all. so i wish you the best of luck. if there is -- if we want to, if there's another solution, i don't want to undermine personally the work that the student delegates and the s.a.c. have done, so i would like to also hear their view on potentially other opportunities, but i appreciate and applaud your work and thank everyone who's here, and i hope we can work out a solution that works for everybody. >> commissioner morase? >> thank you. i want to thank everybody who came out here tonight and on january 23rd, and those who contacted me on these issues,
particularly those students who are passionate about the value of the arts, but it's precisely the value of the arts that we want to make accessible to all of our students, and so in my response to the e-mails that came in, i asked folks to help us brainstorm how do we make these opportunities available to our homeless students, to our foster kids students, to our low income students so that they, too, can have the same spark that we saw so abundantly clear from the podium from our young people, and that's really the fundamental question. it really strikes me as inequitiable that students going to different schools have to pay to see their classmates be on stage. i think we do need to look at it district side rather than leave it school to school, and i want to thank my colleagues,
commissioners walton and haney for introducing a resolution in december to urge the state legislature to make it number one in the country, california number one in the country in perpupil spending instead of in the bottom ten states in the country. so really, as commissioner norton stating, this is an issue of fully funding our public education so that pta's are not just focused on fund raising, so that band directors don't have to be obsessed with fund raising. so i'm hoping the energy in this room will help us move the state in the direction for better funding for public education. i'm not prepared to take an action tonight until i see the fiscal analysis. i, too, was expecting some kind of fiscal analysis. i predict that it's not going to be pretty. i think we're going to see some schools with a lot of capacity
for raising money for tickets and other schools with very, very little capacity, and i think that's an equity issue that we have to struggle with. it's not going to be easy, it's not going to be pretty, but we have to struggle with -- you know, we heard from a number of schools from the west side of town. i didn't hear from any of the schools on the east side of town, and i think as we ponder this challenge, we have to make sure that all voices are represented, that we are getting input from a lot of different communities. just a final two things, i do like the compromise that was offered of a free daytime performance that's accessible to the entire student body and potentially a fee-based evening performance, but it's something that we should consider among
options; and th options. and then finally, i appreciate the student leadership on this. i do think the committee should also review it, so i am not prepared to take an action on this tonight. thank you. >> commissioner sanchez and then commissioner norton? >> thank you, vice president cooke. i want to commend all the students that came out tonight. i think we have, obviously, amazing drama programs going on in our schools, and other programs that are producing excellent talent, so i'm very proud of that. i do wish -- i want to echo some of thoughts of my fellow commissioners. commissioner merase bringing up the thought that maybe we don't have really strong programs on the west side or on the east side of town because we're not hearing from them. i urge those communities to come out, as well. i want to ensure we have being ses for all of our students and at least be able to attend our performances and not have to
worry about the financial aspect. i agree with other comments that this is linked to financing in california education. we are 46th in the nation in perpupil funding, and that means we can't afford to do the things we'd like to do all across the board. prop 13 needs to be revised, so that's one thing that we have to deal with, to make sure there's public funding for schools. i don't see why the s.e.c. and advisory council can't work as well, and be able to present at that curriculum committee -- and at the rules committee, as well, so i'd like us to urge to consider that happening, at well. again, i really appreciate all the people coming out to have their voices heard on this issue. >> commissioner norton. >> so i'm going to make a formal motion, although i don't really think i need to exactly because i'm hearing consensus,
but i'm going to formally move that we postpone action on this tonight, that we send the action back to the rules committee for further discussion, in particular, further analysis from the staff on what would the fiscal impact be on the various programs of not charging students. i realize that that may be -- it may have to be anecdotal data on this, but i think we should see what we have and look at that as part of our discussion. there's been a number of good suggestions made tonight, so i'm sure the committee, you know, is taking -- commissioner sanchez, you're taking note of some of these ideas. and i also really support the idea of having students continue -- the student advisory commission to continue to meet on this issue, so that's my statement, it was kind of long. >> can i ask a point of clarification, are you sure it's rules that the board would
like us to turn to, and not analysis since -- >> i think that's a component to this, but it really is a polish for the board, so i think it is more appropriate to go to rules committee, but i think that part of the -- the committee in evaluating potential policies should see what -- you know, what fiscal impact on the -- on the programs would be, and at least just data on, you know, what are different schools charging for their performances, because in my experience, different schools are charging vastly different amounts to attend performances. it may be that a nominal fee is fine and -- but, you know, what is a nominal fee, so i think just looking at the practices of various schools in those charging for those performances and what those charges are, i think is more of a data point for the polish that we're talking about. >> thank you. >> so we have a motion and a
second by commissioner wong. is there any discussion on the motion? >> commissioner norton, i just want to clarify a little bit about the s.a.c.'s stance and the student delegate stance on the motion. the s.a.c. unders the cost, and the elements of the performances. we are not trying to remove all tickets of performances. we also realize this compromise is a large compromise and trying to force this will undermine the purpose of what a promise is, and we dontherefor believe that it's necessary to-dispel this, and we're happy with having it go back to committee. >> commissioner wong? >> thank you, vice president
cooke, and i just wanted to reiterate something that commissioner haney said earlier. we thank you for going back to the table and working together to come up with a solution, but that is also part of why i wanted to move this forward because i did not want to go forward tonight against the wishes of the is. a.c. and the student delegates and what they propose, and i think we'll have more feedback from rules and our students, and be more inclusive and have a more inclusive conversation from the perspective of our students and schools as we move forward. i hope we see some of our educators and students in the arts at our rules committee, as we move forward because it's he important to have your input as we continue to push the policy, so i did just want to say that.
thank you, commissioner walton. we have a motion examine a second. ro role -- motion and a second. roll call, please. [ roll call. ] >> that's six ayes. >> thank you. section f, public comment on general matters. please note that the public has -- that the public has an opportunity for the board -- my script is a little off. this is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using employee or student names. if you have a complaint about a district employee, you may submit it to the employee's supervisor in accordance with district policy. as a reminder board rules and california law do not allow us to respond to comments or
attempts to answer questions during public -- during the public comment time. if appropriate, the superintendent will ask staff to follow up with speakers. so as you hear your name, please make your way to the podium. we have several comments for general matters, and ruth reynosa, lily beth satina, ingrid floroda, jocelyn portillo, you have two minutes. [ speaking spanish language ]
[ speaking through the interpreter ] >> hi. my name is ana ruth reynosa. i am a mother of two kids. the reason why we see difficult to share this space is basically because of the lack of classrooms that we have. there's not enough for all the children. practically all of them are busy or taken, and this school receives kids during the whole school year, and they need to have a space available.
[ speaking spanish language ] [ speaking through the interpreter ] >> and as far as we know, this new school will be needing six classrooms for their students, and in -- in the lower grades. and our first floor only has three classrooms. [ speaking spanish language ] [ speaking through the interpreter ] >> it would affect us all as parents, as well, as our children, because it will not be given the same services that they've been giving us. it will affect us, as will with, with the budgeting and the funding that we get for the school and for our children.
[ speaking native language ] [ speaking through the interpreter ] >> it also will -- our space as parents will be taken away, and we will be losing the opportunity that we have through this space to communicate with teachers, to bring ideas, and suggestions that will help strengthen the growth -- the academic growth of our children, and also our ability to get trained to be better parents and advocates for our children.
[ speaking native language ] [ speaking through the interpreter ] >> it would also affect the space that we use for special education children because there would be no more available classrooms, and we will have to use the hallways or any other spatial -- space available that we could find. like, it happened when we had another school get into emc a
while ago. it is important because in our community, we believe that we become human again, that we can -- we are important, because outside of the city, we are not welcome anymore, and in emc, it's different. here, we are important, here, we can say what we need, and here, there's always someone to listen and give us a hand. our children get all the help they need. it's a community where we get the strength and where we feel better. [ speaking spanish language ] [ speaking through the
interpreter ] >> thank you for the time that you're giving us. my name is lily beth portillo. i am the mother of a fifth grader in the mission educational center. we would like to express our concern of mec because of the information we received about another school that is going to get interim facilities. our school -- our concern is
interpreter ] >> and another thing will be that the school will have menos -- less space for the kids that will be arriving solidly throughout the year. the classrooms will be saturated. for so many kids, many kids will not have the same attention. as well, we will have -- we had a project of opening up preschool for all these families that come with very little kids, very small children, and with that, we will not have that opportunity, as well. you know, on the othernd had a, my experience with my children in this school -- on the other hand, my experience with my children in this school has been nothing but the best, and it's putting them on the path for getting this culture and this education that they
>> good evening -- good evening. my name is ingrid fajardo. i have a daughter in fifth grade in the mission educational center. already my friends have said almost everything. i just want to bring up a highlight the important that mec has for all the new comer children. mec is a community that every year, it rebuilds itself with new families, new students. the beautiful part of it is the diversity that enriches our community every year and the tri tribulation that we go through to live in this country. teachers are bringing us a lot of different aspects, in many
no longer be a cozy place. now that there's more freedom to express hate, and nonacceptance for immigrants, this school brings us that strength and it teaches us how to be strong for when it is our time to enter the real world. our families and students have not been through only by a problem -- academic problems, it's being added all the problems, emotional, and it adds with all the emotional problems. in this school, they help us. they help us get -- get on with our lives. thanks to the leadership programs that they offer for the families. i just want you -- sorry. [ speaking spanish language ] [ speaking through the
interpreter ] >> so i just want you to know and understand that our program -- that our -- our program, and that the next time that you have a plan, that you take into consideration who we are and what our needs as a community because we are community completely different in many ways. all we want is to contribute so this state has students that are proficient. thank you, and may god bless you all.
i'm in second grade at mec. while i think it's that kids could come from other countries and feel uncomfortable because kids laugh at them because they don't know the language. when i first went to mec, i was afraid because i wouldn't have a lot of friends, but when i entered, i had a lot of kids talking to me. i also thought the teachers would not be kind or polite, but as the days went by, i saw they were very kind, and every day, when they came by my side, they would greet me, things that made me remember of my country, because when i was starting school, the teachers would always greet us at the entrance. that's why i think this program is very good for the kids that are newly arrived because it prepares them for the other schools to learn english, and it can teach them for when they are older. and another part of this school
also teaches the parents and gives them the space they need to also adapt themselves. my mother participates a lot. she comes to hear the conversations and the workshops and to learn, and that makes me feel very happy because some things that my mom learns in school, she teaches us, and we learn together. please have that in consideration that this program is different, unique, and special. thank you. [applause] [ speaking spanish language ] [ speaking through the
interpreter ] [applause] >> hi. my name is merding. i'm 11 years old, and i'm a fifth grade student at mec. i love that school because they talk to us in spanish and at the same time they teach us english. i'm worried because all that i've been told next year they are planning to put another school inside ours. i'm worried when all those new kids from all overall these countries come to the united states, there will be no longer space for them and they will be taken to other schools where they will be sad because they will not understand english, and i want them to have the same opportunities that i had, to adapt to this country. i am worried that in other schools, these kids might not find the motivation to go to
school. in emc, they teach us words, and they give us tools that are going to be useful for us to go to another school and be prepared. here. we have a space that is adequate, and the classes are fun. besides, if these kids would come, it might be that some of them will be subject, not all of them, might be subject to bullying amongst them. in this program -- this program is very special. i would like for all of the kids to have the same opportunity. please, i would like you to listen to my petition, which is in the name -- on behalf of all the kids at mec because this is a unique, special program, with a structure and values that are very different. plus, our teachers love us. they support us. they value us, and they understand us.
thank you. [ please stand by ]. >> good evening, commissioners, and deputy superintendent lee. first, we want to thank you for your positive comments regarding black history month. we also want to acknowledge that this is something we want taught 365 days in this school, and this is something that we're going to continually ask for. we also acknowledge that there are many schools who are not celebrating black history month at all, and this is something that deeply saddens us because our children need to fully understand their history, understand where they came from, in order to know where they came from.
in 1926, negro history was commenced launched by the study of negro alliance and history. it was intended to encourage coordinated teaching of black history among public school systems. in 1969, the black united states at penn state university in ohio proposed expanding the celebration to a month. the university agreed to do so the following year. with support from president gerald ford, the president officially recognized black history month, along with the bi-centennial celebration. this is something that has been historically important, and it has not changed today, and so we ask that the board stand behind apaac and continue to support all of our school sites
to celebrate black history month. if we want to really get in and interrupt this system that's plaguing our children, where they're not performing, let them celebrate where they came from and let them make the great strides that they continue to make. let them see that they came from kings and queens, and not just slaves, and they'll begin to see the positive changes that they will continue to make. thank you. >> good evening. board president, board commissioners, my name is betty robinson harris, and i'm the proud early educator in this district for over -- about 30 years. about 30 years. as we celebrate our program's 75th year this year, i can say that we have one of the best programs in the nation.
being president on state committees and nationwide committees, i can attest to that, but there's always room for improvement, and i'm here tonight wearing multiple hats. i'm here wearing the hat of the early education committee that represents the students and parents and teachers and early educators. i'm also here as a child development teacher, i'm living and i'm practicing working with young children every day. i'm here today to share some concerns. pooley park is being renovated as we speak. i'm here speaking about the move that go he happening a move that's happening and the fact that we have been asked to
move three different times. i currently recently moved out of the main building. i'm being asked to move to a temporary site this summer and back into the main building again. three separate moves. i was told by the project manager this week that they would only reimburse us for seven hours. they indicated that that was negotiated. they also said that they had no idea what was going on in terms of why the pay wasn't paid. i personally packed 100 boxes out of my classroom, and i'm not finished. i'm going to make it quick 'cause i'm not sure about my two minutes or not. sk >> that's it. >> it is? >> yes.
time attack that comes right about education is their bottom line so on the one hand we have a president who is still pursuing his racist plans to build walls and keep out our immigrant students and their families and m.e.c. is one of the schools that has a unique history and the comments here tonight spoke to that. if there is a dip in enrollment, i can't help think it's not a connection to national policy, which we are, which the district itself has taken a strong stand into and protecting our values here. and to move in a child to this special space is unacceptable.
there has to be another solution. there's nothing more immigrant -- there's vulnerable students. there has to be a better way. thank you, very much, and we'll be following up. >> my name is julie roberts and i would press appreciation for the african american families at our school across the district who have been encouraging our schools to teach african american history month this month. they will survey schools to understand the baseline. my children are asian and white. it's important they understand and learn black history. black history is american history. when we fail to teach black and other histories that is a key
building block. i appreciate the work that families are doing. it also has started important conversations at our schools where it's open to conversations about race and what histories we are teaching. one of the things that we realised is there's an interest in making sure that we're teaching all of the history of the diverse students in our schools. the reality is we have a policy of inclusive and ethnic studies within our district. but we haven't actually, in my opinion, resourced it and created the structure to make sure that that's actually happening in classrooms. so in the same way we provide professional development and planning time for classes it's urgent we provide the same support for teachers and the school staff to be able to do that work and carry out these policies into the classroom. the reality is that very few of us were taught anything other than a white washed version of history in our own schooling so it's unrealistic to think
without additional preparation, anything different than that would continue in our classrooms. as we think of planning and budgeting i would love to us to see how we can fully resource that. so again, i appreciate black families that are doing this work. i hope the district will also take on the support of implementing it and i want to support the families from m.a.c. and point out the charter school being asked to work with them service less english language learners and is displacing 100% english language learners so i would like to ask we not do that. thank you. >> hi, good evening. my name is melissa. and i am a parent from rooftop
elementary. my daughter is 7-years-old. she suffers from a form of epilepsies. she had brain surgery for this little over a year ago. she was at rooftop. she has a pair professional and i'm here tonight to speak with concerns over her professional consolidation and the allocation process with the district. my daughter's professional is amazing. if it weren't for sure, there are days when i feel that my daughter wouldn't even be able to stay in the classroom. there's cognitive issues but also trauma as a result of all the medical intervention she's had. she's just terrified. i'm very concerned to have lost pair professionals from roof tops. this academic year. i'm concerned about the policy of allocation based on