🎙️ Join us for #BoardWatch on January 8th, 2026, at 6:00 PM! No Virtual Option for this meeting elevates the urgency of the issue of community engagement. Overview of ad-hoc committee, public engagement types, best practices, and board discussion. #AllVoicesMatter #SFUSD

MEETING ADJOURNED 10:51PM

ALEXANDER: Even on the website the PCAC list is not updated there is a list on the website but when you click throw the roster is old.

RAY: Shared that they participated in student governance training for board members, appreciating the district’s support.

FISHER: Feeling energized after a California school board meeting—received kudos for having a full delegation in Region 5 and thanks for reappointment via Consent Item 39. Enjoyed legislative, legal, and political updates, plus several valuable sessions at the education conference.

Motion to Approve Consent Calendar, 5 AYES Approved Alexander BP 9322

H26 Fails with 3 AYES

Vote to separate H26 to a separate vote. 4 AYES. Alexander notes violation of board rules.

6 AYES Approved of Item 2512SP3 approval of waivers.

Item 2512SP3 approval of waivers

Item 212SP2 update on superintendent short term metrics pulled from the December 16th Agenda to a future date.

All NO's from Commissioners on Fiscal Stablization Plan.

PRESIDENT KIM: Before the roll call vote, the commissioner acknowledged feeling constrained by statutory/legal requirements tied to the financial situation.

Curious why the team hasn’t acted sooner. We had plans to engage early over the summer, but after one meeting, principals acted as if decisions were final. Surprised by the lack of broader input—what’s been holding the team back from involving counsel until now?

SUPT: Highlighted using advisory bodies, parent councils, and school site councils for engagement. With the January summit, they plan to explore creative ways to meet with groups of schools to discuss how the plan could impact them.

SUPT: By January, the district will have updated information from the Governor’s budget, student enrollment, and site allocations, allowing discussions with site leaders to be concrete rather than abstract.

FISCAL ADVISORY: Clarified that the FSP represents a conceptual plan for potential cuts, not fixed reductions, and adjustments can be made.

FISCAL ADVISOR: "I cannot tell you what CDE will respond to if you don't gif them a fiscal stabilization report. Or plan. The responsible thing to do is to give them a plan. If there is part of a plan that you are uncomfortable with a z a board you can modify it,

RAY: Emphasized the importance of clearly explaining why certain requests can’t be met and appreciated efforts to cost out strategies and initiatives—a step not done previously.

RAY: "It looks like we ignored community feedback there."

RAY: Urged the board to meaningfully incorporate community feedback and clearly explain when requests can’t be met. She highlighted that social and emotional well-being was a frequent concern in town halls, yet social workers were presented as potential reductions without context or explanation.

STAFF: The FSP does not assume new revenue; it reflects first interim multiyear projections. If additional revenue becomes available, the worst-case funding gap would shrink.

STAFF: "And it's interesting, we do a great job on enrollment data. Kudos to the enrollment department."

FISHER: Noted that the FSP focuses on reducing allocations rather than highlighting investments. They asked whether it could include aspirational goals, like ensuring IEP compliance or pursuing additional state and federal funding.

FISHER: "I said a lot of what I want ed to say before. We have much smaller central office than we've had in a long time. We have new folks."

HULING: The speaker criticized early engagement around the FSP as insufficiently transparent, noting that families and staff were not clearly informed of the rationale behind proposals like the six-period day or potential cuts.

SUPT: "We need to make sure that we are engaging and I will also say that it means that I we need to have staff that has the time and bad width to do it"

STAFF: "So for example last June you voted on a budget and you had to adopt a budget by bylaw before the state adopts its budget and actually gives us its allocation so what you adopted in June"

STAFF: "Observation you made is exactly what I actually presented to the board in October is that the revenues and"

ALEXANDER: The speaker addressed confusion around potential cuts and the worst-case scenario, noting that reserve funds could theoretically cover some needs.

Alexander: "I do I want to notice that beautiful ban ber I have been noticed on TV made by James middle school student so thank you for providing your feedback."

The Fiscal Stabilization Plan (FSP) is a flexible, evolving plan updated each reporting period to reflect the budget’s status.

STAFF: Staff quickly reviewed standard budget items: funding sources, LCFF allocations for unrestricted general funds, and student enrollment trends showing declining students across the same number of schools.

Fiscal Stablization Presentation Slides 12.16.25 BOE Regular Meeting FSP Overview go.boarddocs.com/ca/sfusd/Boa...

SUPT: SFUSD has a $1.3 billion budget focused on supporting students and advancing key goals: third-grade literacy, eighth-grade math, and college and career readiness, all while serving the whole child. The budget team will now present details.

G1. SP1 fiscal year 2025-26 fiscal stabilization plan

Last year, strict restrictions on using certain funding sources for staff led to delays, causing the district to lose some grants and restricted funds.

STAFF: The supplemental hiring guide will return this year, providing sites and departments with instructions, timelines, and priorities—especially for classroom teacher staffing. Schools will have more flexibility to hire once the 95% classroom teacher threshold is met

GUPTA: The speaker appreciated student participation and encouraged attendance at the January 8 public engagement meeting. They recognized progress in earlier budget transparency compared to last year.

FISHER: "I really appreciate that context. And this level on the floor transparency and what the public is craving. And what our principal is craving and family is craving it's what we need. The question is how else to find that here at 930 at night."

STAFF: The speaker explained that the Board’s authority is limited, especially given reliance on restricted funding. Their role is to provide cost analyses without personal bias.

COMMISSIONER FISHER: "Thank you. Final comment is the six period day is discriminatory. We have students who are in study skill class and English language development accuracy who won't have access to an elective and that is discrimination."

FISHER: The speaker stressed that even baseline staffing reductions feel like cuts to schools and could drive students away. They asked whether the district has analyzed the unintended consequences of these cuts at the school level.

COMMISSIONER ALEXANDER: "I appreciate that. It's a fair opinion that your staffing it's generous. I'm not sure the public agrees."

STAFF: Cuts don't happen for school until March 15 this is staffing allocation for next year, this is not a cutting conversation. The only delta if funding has ex-pair ed or enrollment projected down.

The allocation methodology is based on past practices and the collective bargaining agreement, often resulting in lower student-to-staff ratios than state recommendations.

COMMISSIONER ALEXANDER: That's a different conversation on whether or not we will make reductions. Those are dinner conversations. If you are saying what our strategy and you want to increase math instructional time.

COMMISSIONER ALEXANDER: My question, I appreciate the one-on-one meeting. But it's a systemic question as to did -- how was this plan developed?

The student delegate expressed concern about proposed cuts affecting social workers and other student support resources.

STAFF: For middle schools, a 7-period day added a class without extending the school day, which reduced core instruction time below the recommended 300 minutes per week for English Language Arts.