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線上版三藩市選民資料手冊和選票樣本 聯合普選
2022年11月8日

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G
學生成功基金 — 對三藩市聯合校區的撥款

市府是否應修改市憲章,為三藩市聯合校區提供15年的額外撥款,以提高學生的學業成績和社交/情緒健康?

摘要 由選票簡釋委員會撰寫

現況:三藩市聯合校區(下稱校區)是一個獨立於市府之外的公立機構,營運三藩市公立學校系統至12年級。

市憲章設立公立教育充實基金。市府每年必須從普通基金撥出一定金額的資金給校區,用於學前和普通教育項目,以及藝術、音樂、體育和圖書館項目。在本財政年度,市府大約供款1.01億美元。

市長和市議會可酌情向校區提供額外資金。

根據州法律,校區和三藩市市立大學(下稱市立大學) 從教育收入增收基金獲得部分的本地物業稅收入。如果校區和市立大學收到資金後還有剩餘,市府會獲得大部分的剩餘資金。在本財政年度,市府大約獲得3.29 億美元。該金額在未來年度可能有改變。

建議:提案G會修改市憲章,從市府現有基金提供額外資金給校區,將其放入一項新的學生成功基金(下稱基金)。

該基金將對個別學校提供經費用於各項能提高學生學業成績和社交/情緒健康的計劃。計劃可能包括學業輔導、數學和識字專家、額外社工人員、藝術和科學計劃,或課後及暑期活動。

學校每年可申請至多一百萬美元撥款。要符合這些撥款申請資格,學校必須有一個校務委員會,並需有家長、學生、社區成員和學校人員參與,以及承諾聘請一名全職協調員。市府可於未來進一步確定哪些學校有資格獲得這些撥款,指定撥款分發的優先次序,並設立撥款的申請流程。

該基金還將支付校區的潛在撥款,建立計劃去提高一所或一組學校的學生學業成績和社交/情緒健康。

根據提案G,市府每年放入基金的金額如下: 

財政年度

金額

2023至2024 

1,100萬美元

2024至2025 

3,500萬美元

2025至2026 

4,500萬美元

2026至2027 

6,000萬美元

市府會對該基金供款至2037至2038財政年度,金額每年調整。

投「贊成」票的意思是:如果您投「贊成」票,即表示您同意市府為三藩市聯合校區提供15年的的額外撥款,以提高學生的學業成績和社交/情緒健康。

投「反對」票的意思是:如果您投「反對」票,即表示您反對進行這些變更。

市主計官對提案「G」的意見書

市主計官Ben Rosenfield就提案G對本市財政的影響發表以下聲明:

在我看來,如果建議的市憲章修正案獲得選民通過, 它對政府支出將具有重大影響,因為它會重新分配原本提供給普通基金的資金。

建議的市憲章修正案會在市憲章中設立一個新的預留基金,稱為學生成功基金(下稱基金)。學生成功基金將支付市府對三藩市聯合校區內符合條件的學校提供的撥款。這些撥款將透過社區學校合作的方式支援學生的學業表現和社交/情緒健康,可能包括學校護士、課堂指導老師、識字和數學專家、學業教練、社工人員、專門課程以及學校心理學家。

市憲章修正案會要求市府每年向基金撥款特定金額。在2023至2024財政年度(下稱財年),市府會撥款1,100萬美元到基金,在2023至2024財年為3,500萬美元,在2025至2026財年為4,500萬美元。市府會繼續向基金撥款6,000萬美元,直到2037至2038財年, 每年根據市府整體的可支配收入的變化調整撥款,依每個財政年度不超過3%。本提案包括允許市長和市議會在市府預計預算赤字超過2億美元的年度,或當多出的教育儲備金增收金額比上一個財政年度或三年前財政年度減少50%時,將對該基金的撥款減至最少3,500 萬美元。

建議的修正案會要求在每一個財政年度結束時將撥給基金的任何未指派用途的資金存入一個特別儲備金帳戶,該帳戶任何時候均不得超過4,000萬美元。每一個財政年度結束時,特別儲備金帳戶裡超過4,000萬美元的資金會退還給普通基金。在出現上述的赤字年度, 市府會從特別儲備金帳戶,即本市的預算穩定儲備金帳戶或從其他預算儲備金帳戶中撥款到基金,以滿足每年3,500萬美元撥款的要求。

本建議修正案是一項由選民通過無約束力,與市府撥款的修改案政策不符。該政策旨在限制撥款,減少由市長及市議會在年度預算過程中可作分配的普通基金經費。

提案「G」如何被列入選票

2022年7月26日,市議會以11票對0票通過將提案G列入選票。市議員的投票情況如下: 

贊成:Chan、Dorsey、Mandelman、Mar、Melgar、 Peskin、Preston、Ronen、Safai、Stefani、Walton。

反對:無。 

本提案需要有50%+1的贊成票才能獲得通過。

贊成提案 G 的論據

提案G為三藩市提供一個機會,讓大家團結起來,支持一項創制提案,它有助推動我們的學生更上一層樓, 幫助他們找到成功的路徑。 

三藩市的學校遭受經費不足和長期不平等之苦。太多學生正經歷尚未解決的心理健康挑戰和其他學習障礙;在核心科目學習上掙扎,考試成績低於年級水平。新冠疫情讓這種情況更加惡化。

學生成功基金是一項著眼於成果的創制提案,能在不提高稅金的情況下幫助有困難的學生:

• 每年從市府現有基金中撥出最多6千萬美元,專用於提高學業成功和社交/情緒健康的計劃。

• 允許個別學校申請最多100萬美元的補助經費,同時要求家長、教師、社區成員和學校職員共同參與。

• 計劃可以包括學業輔導、數學和讀寫訓練、藝術和科學計劃,護士和社工人員、心理健康計劃以及與非營利機構合作夥伴。

提案G將不會提高稅金。它將由現有的市府基金支付。內置保證以確保市府的重要服務在經濟衰退或預算赤字期間不會受到負面影響。

專為特定學校而設的撥款計劃能確保各項計劃滿足每個學校社區的需要。

學生成功基金為三藩市公立學校學生帶來重大的改變。這就是為什麼它已贏得教育界、市議會全體成員、心理健康倡導者、醫療保健專業人員、教師、家長團體和社區組織的共同支持。

請加入我們,幫助學生踏上成功之路。投票贊成提案G。 

市議員Hillary Ronen 

市議員Myrna Melgar 

教育委員會主席Jenny Lam 

三藩市民主黨

三藩市教育工作者聯盟

全國醫療保健工作者工會

三藩市燈塔創制提案

Coleman兒童和青少年權益維護組織

灣區信仰行動

sfstudentsuccess.com

所登載論據為作者意見,其準確性未經任何官方機構校核。英文原文的拼寫及文法錯誤均未經改正。中文譯文與英文原文儘可能保持一致。
反駁贊成提案 G 的論據

沒有人提交反駁或反對提案G_的論據

所登載論據為作者意見,其準確性未經任何官方機構校核。英文原文的拼寫及文法錯誤均未經改正。中文譯文與英文原文儘可能保持一致。
贊成提案 G 的付費論據

贊成提案G的付費論據

教育工作者強烈支持贊成提案G!

作為教育工作者,我們聽到很多關於需要系統性變革和更多資源的言論,但很少有機會為一項真正有可能改變我們學生學習和社會情感健康的政策投票。學生成功基金就是這項政策,我們請求您投贊成票,以便我們的學生,特別是我們最弱勢的學生,能夠在學校感受到成功和歸屬感,並取得最高水平的成就。我們的孩子們在這場疫情中經歷了很多,依靠我們在這個時刻為他們挺身而出,並重視於我們作為教育工作者的價值觀:學術卓越、身心健康、社區和社會正義。通過投票贊成「學生成功基金」,我們可以大幅加快對學生的支持,並自信地表示,我們正為長期、基於研究的體制改革投票。這就是為什麼三藩市市議會、學校理事會、教師工會成員以及眾多家長和社區組織的每一位成員都支持該提案的原因。

請與我們一起對「學生成功基金」投贊成票!

三藩市教育工作者聯合會

三藩市聯合校區校長Sarah Ballard-Hanson 

三藩市聯合校區教師Anabel Ibáñez

三藩市有色人種協進會教育與委員會主席Virginal P Marshall博士* 

前三藩市聯合校區教師Winnie Porter

*僅供識別身份;作者以個人名義簽名,並非代表某一組織。

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

以學生為中心的倡導者呼籲支持提案G。

作為站在倡導學生需求的第一線,我們對學生和他們的掙扎有第一手的經驗。雖然看著我們學生掙扎並不是一件容易的事,但支持幫助他們的解決方案卻不難。支持提案G可以成為選民幫助困境中學生的一個簡單方法,即資助社區綜合方案,讓教師、家長和社區與學生合作,找到量身定做的方案以滿足學生的要求。提案G旨在提高三藩市聯合校區學生的學術成績或社交/情緒健康。還會有技術援助撥款,以支持為獲得全額撥款做好準備。我們將投票贊成提案G,並邀請其他以學生為中心的倡導者也這樣做。

Coleman 兒童和青少年倡導組織(Coleman Advocates for Children and Youth)

三藩市燈塔計劃(San Francisco Beacon Initiative) 

三藩市青少年事務委員會主任Alondra Esquivel Garcia* 

加州青少年民主黨灣區副區域總監Joshua Rudy Ochoa*

*僅供識別身份;作者以個人名義簽名,並非代表某一組織。

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

家長為我們子女的未來而戰

我們學生的學校多年來一直受到資金不足和長期不平等的困擾,對低收入社區和有色人種、殘障和不講英語的學生造成了不成比例的影響。情況只會在這次疫情中變得更壞。資源和服務的不成比例影響了我們的學生,擴大了學術和社交情感的差距,導致在數學和閱讀方面進行不必要的掙扎以達到年級水平,惡化了現在已處於歷史最低水平的心理健康水準。多年以來,公立學校已經制定了每個學校社區特有的創新措施,努力幫助學生獲得額外的學術和社交/情緒支持。這些措施已經顯示出成效,但由於是一次性資金的原因,很難持續下去;當資金耗盡時,這些措施和我們的學生會受到不利的影響。學生成功基金為這些學生學術和社交/情緒健康的措施提供長期和穩定的資金。

學生成功基金為學校提供申請高達100萬美元贈款的機會,用於諸如識字輔導、社會工作心理健康服務、護士、藝術、科學、暑期活動等項目。贈款將取決於每所學校的獨特需求,並讓家長和教師參與如何最好滿足我們學生需求的過程中。

學生成功基金將是學校有機會獲得一流的學術、社交情感、增益支持,減少學校高人員流動和人手不足。這些項目將在經過驗證的成功改進方法的指導下運作;學生的成長成果將加快。

對我們學生來說這將具有改變局面的革新意義。請與我們一起對「學生成功基金」投贊成票!

三藩市公立學校家長協會(Parents for Public Schools of San Francisco)

Coleman兒童和青少年倡導者協會(Coleman Advocates for Children and Youth)

三藩市家長聯盟(San Francisco Parent Coalition)

三藩市家長行動(San Francisco Parent Action)

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

女性為三藩市的學生開闢道路!

提案G是一個重要工具,為我們的學生在學術和整體健康方面最需要的地方提供資金。通過支持提案G,我們正在為學生提供資源,例如但不限於額外的學術支持或輔導以協助教師和學生、全職的健康專業人士,如學校護士、輔導員和社工、藝術、音樂、體育、STEM方面的增益課程,課後和/或暑期機會,以強化學習。

加入母親和女性領袖的行列,通過投票贊成提案G,投資支持我們學生的成功。

三藩市婦女政治委員會(San Francisco Women's Political Committee)

市議員 Hillary Ronen市議員

三藩市民主黨主席Honey Mahogany 

三藩市民主黨財務主管Carolina Morales 

三藩市民主黨記錄秘書Janice Li

三藩市民主黨通訊秘書Anabel Ibáñez

三藩市民主黨委員會成員Jane Kim

三藩市教育工作者聯合會財務主管Geri Almanza 

特殊教育倡導者Alida Fisher 

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

投票贊成提案G,打擊對非裔學生的不平等現象

為我們學生站出來的時候從未像現在這樣緊迫。雖然非裔學生在學術界歷來得不到充分的服務和被忽視,但這次疫情更加劇了這種情況。學生成功基金將是打擊不平等現象的一個步驟,為在校和離校的學生提供所需的重要資金。我們呼籲所有關心減輕教育不平等現象對我們非裔學生影響的選民支持學生成功基金。

市議會主席Shamann Walton 

三藩市民主黨主席Honey Mahogany 

三藩市教育委員會副主席Kevine Boggess 

三藩市民主黨黨員Gloria Berry

三藩市有色人種協進會教育委員會主席Virginal P. Marshall博士*

前三藩市市立大學學生校董William Walker

三藩市有色人種協進會教育委員會副主席Arnold Townsend*

*僅供識別身份;作者以個人名義簽名,並非代表某一組織。

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

停止! 現在為了拉丁裔學生社區

學生是我們社區的種子,成長為我們的領袖。然而,當預算來臨時,我們學生的項目第一個被犧牲。好吧,我們說,夠了!現在是時候為我們學生提供必要的項目資金了。我們通過支持學生成功基金來支持我們社區的未來。學生成功基金是支持我們學生需求的一個開始,不僅僅是在學術成就方面,還有社交健康方面。我們呼籲我們的社區和盟友,現在就通過投票贊成學生成功基金來為拉丁裔學生表明立場。

市議員 Myrna Melgar

加州民主黨副主席David Campos*

三藩市民主黨財務主管Carolina Morales 

三藩市民主黨通訊秘書Anabel Ibáñez 

灣區信仰行動組織(Faith In Action Bay Area) 

三藩市拉丁裔民主黨俱樂部(San Francisco LatinX Democratic Club) 

拉丁裔工作組(Latino Task Force) 

三藩市拉丁裔平等和均等聯盟(San Francisco Latino Equity and Parity Coalition) 

市立大學董事會主席Brigitte Davila 

前市議員John Avalos 

社區組織人員Jackie Fielder 

*僅供識別身份;作者以個人名義簽名,並非代表某一組織。

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

與亞裔美國人領袖一起資助我們學生的未來

贊成提案G是一個具體、經過深思熟慮的提案,既注重學生的成績,亦注重學生的健康。這對三藩市學生的成功至關重要。我們的很多孩子在這次疫情中陷入艱難,需要援助。通過以學校為基礎來頒發補助金,贊成提案G認識到,不同的社區需要不同的項目來幫助學生繼續前進和向上發展。我們相信我們的學生在學術各個方面都能獲得成功,這就是我們支持學生成功基金的原因。

市議員Connie Chan 

市議員Gordon Mar 

公設辯護人Mano Raju 

前市議員Jane Kim 

教育委員會主席Jenny Lam 

灣區捷運董事會董事Janice Li 

三藩市市立大學董事會成員Alan Wong 

三藩市聯合教育工作者協會秘書Leslie Hu 

西南亞北非民主俱樂部

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

填補我們LGBTQ+群體青少年的健康差距

我們的社區有責任傾聽學生的需求,以便能提供公平的解決方案。我們的家庭聯盟是一個為LGBTQ 青少年提供服務的機構,今年早些時候發現,服務對象中有45%的青少年曾考慮過自殺,14%曾企圖自殺。我們的青少年告訴我們,他們需要改變多年來的常態,因為這並不適合他們。我們學校需要公平的項目來解決學生的所有需求。我們相信,學生成功基金將通過優先資助邊緣化群體,開始填補學生一直以來的差距。

Harvey Milk LGBTQ 民主俱樂部

市議員Matt Dorsey 

市議員Rafael Mandelman 

灣區捷運董事會董事Bevan Dufty*

前州參議員Mark Leno

加州民主黨副主席David Campos*

三藩市民主黨主席Honey Mahogany

三藩市民主黨副主席Peter Gallota

社區組織人員Jackie Fielder

* 僅供識別身份;作者以個人名義簽名,並非代表某一組織。

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

民主黨領袖支持學生取得成就

作為民主黨領袖,為學生的成功做好準備是我們應盡的責任!我們必須在每一步都滿足學生的需求,這就是我們支持提案G的原因。我們了解學生今日在課堂內外面臨的學術和社交問題,提案G為這些問題帶來了真正的解決方案。有了學生成功基金,學校將有機會實施量身定制的計劃,以滿足其特定學生的目標需求。這個機會歡迎促進學術成就和社交健康的解決方案。我們邀請選民加入民主黨領袖的行列,投票贊成提案G,支持我們的學生。

三藩市民主黨

市議員Connie Chan 

市議員 Aaron Peskin 

市議員 Gordan Mar 

市議員 Dean Preston 

市議員 Matt Dorsey 

市議員 Myrna Melgar 

市議員 Hillary Ronen 

市議員 Shamann Walton 

市議員 Ahsha Safai 

公設辯護人Mano Raju 

教育委員會副主席Kevine Boggess 

教育委員會委員Matt Alexander 

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據

工會以學生的成功為先

當我們工人肩並肩相互支援時,我們的工人和我們的整個社區就會勝利!這就是學生成功基金的意義所在,也是我們請求您,我們的勞工兄弟姐妹們,投票贊成的原因。

在學校,我們說「教師的工作條件就是學生的學習條件」,這句話從未像今天這樣正確。我們的公立學校正面臨著長期的危機,這種危機因疫情而加劇,並導致太多的教師、課堂助理、護士、心理學家和其他工作人員倦怠,甚至離開工作崗位。這傷害了工人,同樣重要的是,這傷害了學生。我們教育工作者和孩子們 – 你們的孩子 – 在公立學校裡應該得到更好的待遇。

學生成功基金將啟動我們需要做的工作,讓我們的學校走上成功的道路,以便每個學生,特別是我們最弱勢的學生,能夠改善他們的學習和社交情緒健康。學生成功基金將用現有的市府資金支付,並帶有保證,因此,如果市府預算大幅減少,將保護市府工人的工資和福利。不會有新的稅收。請與三藩市教育工作者聯合會和三藩市勞工委員會一起投票贊成!

三藩市勞工委員會(San Francisco Labor Council) 

三藩市教育工作者聯合會(United Educators of San Francisco) 

全國醫療工作者工會(National Union of Healthcare Workers)

ILWU NCDC 

這項論據的刊登費用的資金真正來源是:San Franciscans For Student Success。

向委員會提供資金的真正來源的唯一貢獻者是:三藩市教育工作者聯合會 (UESF)。

贊成提案G的付費論據在此結束

所登載論據為作者意見,其準確性未經任何官方機構校核。英文原文的拼寫及文法錯誤均未經改正。中文譯文與英文原文儘可能保持一致。
反對提案 G 的付費論據

反對提案G的付費論據

投票反對提案G。

提案G持續15年削弱其他市府服務,每年從警察和公共交通等優先事項中移除6,000萬美元的所需資金。

三藩市聯合校區最近的議程顯示對「學生成功」幾乎沒有任何興趣。在過去兩年裡,他們關閉了我們的學校、重新命名、取消標準、審查歷史性壁畫。

您是否有信心給他們額外的資金,模糊地要求其改善「社交/情緒健康」,並將產生積極的結果?

三藩市共和黨

John Dennis, 主席

Howard Epstein

Richard Worner

Lisa Remmer

Joseph Bleckman

Yvette Corkrean

William Kirby Shireman

Stephanie Jeong

Clinton Griess

Stephen Martin-Pinto

Leonard Lacayo

SFGOP.org

info [at] sfgop.org

這項論據的刊登費用的資金真正來源是:三藩市共和黨。

向委員會提供資金的真正來源的唯一貢獻者是:Dahle for Governor。

反對提案G的付費論據

投票反對提案G – 這是一個巨型的斂財行為

幾十年來,三藩市是所有大城市中學齡兒童和青少年比例最低的城市之一。2020年的人口普查顯示,三藩市的青少年人口在過去十年中進一步減少。

冷酷無情的事實並不能動搖市議員的決心,他們篡改我們城市憲法,並為三藩市聯合校區嵌入了一個全新的「預留」基金,通過「社區學校方式」發放我們的稅款 – 什麼兒戲!

市議員沒有認真審視多年來的反家庭政策,也沒有修復不合格的學校系統,而是違反了良好政府規定,設立了新的預留款。

提案G將要求市府每年向新基金撥出特定金額的資金。在2023-2024財政年,市府將向該基金撥款1,100萬美元,2024-2025財政年撥款3,500萬美元,2025-2026財政年撥款4,500萬美元。市府將繼續向該基金撥款6,000萬美元,直到2037-2038財政年度。在出現赤字的年份,提案G要求市府從儲備金和儲蓄賬戶中挪出用於災難的資金,為了滿足給學區發放3,500萬美元的要求,在給學生發放補助金的假象下,為失敗的學區發放撥款!

這種公然違反選民採用的政策限制了預留款,從而減少了在年度預算過程中本來可以適當分配的普通基金資金。

如此不遵守規定的行為並沒有讓市政廳感到困擾,它有意地、傲慢地無視選民批准的任務和良好的財政政策。

市政廳需要接受基本教育,了解其失敗的政策和無力承擔財政責任的情況。讓我們開始教育這些「天才」:投票反對提案G!

三藩市納稅人協會

這項論據的刊登費用的資金真正來源是:三藩市納稅人協會。

委員會提供資金的真正來源的三大貢獻者是:1. Paul Scott, 2. Diane Wilsey, 3. S.F. Board of Realtors。

所登載論據為作者意見,其準確性未經任何官方機構校核。英文原文的拼寫及文法錯誤均未經改正。中文譯文與英文原文儘可能保持一致。
法律文本

Describing and setting forth a proposal to the voters at an election to be held on November 8, 2022, to amend the Charter of the City and County of San Francisco to establish the Student Success Fund under which the Department of Children, Youth, and Their Families will provide grants to the San Francisco Unified School District and schools in the District to implement programs that improve academic achievement and social/emotional wellness of students; and to require an annual appropriation in a designated amount to the Fund for 15 years based on a calculation of the City’s excess Educational Revenue Augmentation Fund allocation in specified fiscal years. 

Section 1.  Findings.

(a) As we emerge from the COVID-19 pandemic, students in the San Francisco Unified School District (the “District”) are experiencing a greater need for an integrated academic and social/emotional learning and support system to succeed in school.  Current conditions in the District’s schools, exacerbated by the pandemic and persistent funding constraints—due to historic underfunding of public schools, declining enrollment, and increasing costs of operating schools—have resulted in too many students struggling in core academic subject areas, with many testing below grade level and experiencing unmet mental health challenges and/or other barriers to learning, including pervasive poverty, systemic racism, and other trauma.  Moreover, the current high rates of staff turnover and staff absences make matters worse for already chronically understaffed and under-resourced schools.  Many schools lack robust enrichment activities, such as arts, music, and sports, that educate the entire mind and body, trauma-informed practices, and mental health services.  Every year we face further educator and paraeducator flight, and enrollment loss in our public school system. 

(b) This Charter amendment aims to fund the creation of programs within a coherent framework informed by the District, to assist students to reach grade-level proficiency in core academic subjects, and to improve overall social/emotional wellness.  The Student Success Fund (the “Fund”) will allow every school the chance to have top-notch enrichment and support programs, reduce staff turnover and resultant understaffing, implement programs that are most beneficial for students in order to scale up proven successes, and ultimately increase enrollment in the District.  By aligning resources with evidence-based instructional strategies and wrap-around student support, the Fund will promote efforts at school sites to bring together local community stakeholders—parents, educators, administrators, and school-site-based and/or connected community organizations—to address the challenges identified above and center supportive programming on the distinctive needs of their students and their families.  To create this supportive learning environment, the range of interventions may include academic intervention programming, academic tutoring, arts and culture programs, social/emotional support, and/or programs that address the essential needs of families facing poverty and trauma.  To improve outcomes for students farthest from access and most impacted by the opportunity gap, schools demonstrating low academic achievement and other factors, including poverty rates of students’ families and enrollment of English-language learners, foster youth, and homeless youth, will be prioritized for this funding.  Indicators of these factors will come from State and District ratings. 

(c) The District’s community schools framework follows the definition used by the California Department of Education.  That definition includes four evidence-informed programmatic features aligned and integrated with high-quality, rigorous teaching and learning practices and environments: 1) integrated support services; 2) family and community engagement; 3) collaborative leadership and practices for educators and administrators; and 4) extended learning time and opportunities.  This framework, combined with strategic data collection and outcomes analysis, ensures continuous improvement to school-site interventions that best match student needs.

(d) The City intends to work in close partnership with the Board of Education and the District to ensure support, coordination, and collaboration between the District and City departments serving children and families.  The implementation of the Student Success Fund will serve to accomplish this partnership in service of children and their families.

Section 2.  The Board of Supervisors hereby submits to the qualified voters of the City and County, at an election to be held on November 8, 2022, a proposal to amend the Charter of the City and County by adding Section 16.131, to read as follows:

NOTE: Unchanged Charter text and uncodified text are in plain font.

Additions are single-underline italics Times New Roman font.

Deletions are strike-through italics Times New Roman font.

Asterisks (*   *   *   *) indicate the omission of unchanged Charter subsections.

SEC. 16.131.  STUDENT SUCCESS FUND.

(a)   Establishment of Fund.  There is hereby established the Student Success Fund (“the Fund”) to be administered by the Department of Children, Youth, and Their Families (the “Department”), or any successor agency.  Monies therein shall be expended or used solely by the Department, subject to the budgetary and fiscal provisions of the Charter, for the purposes set forth in this Section 16.131.

(b) Purposes of Fund.  The purpose of the Fund is to provide additional resources to the San Francisco Unified School District (the “District”) to accomplish grade-level success in core academic subjects and improve social/emotional wellness for all District students.  The Fund will encourage the District to be innovative and creative in improving student outcomes in both areas, so that successful programs may be scaled up.  One model to achieve the purposes of this Fund is the community school framework that has been implemented across the country with proven outcomes in academic achievement and student success.  

Using this framework, students, families, educators, and connected community partners work together with school administrators in determining strategies to serve students who are struggling at their schools, and integrate partners inside and outside of the schools, such as City departments and community-based organizations, to meet student and family needs in order to increase student success and equity in and among schools.  To help students succeed in the classroom, this framework bolsters current resources available in schools, and may include academic support, social/emotional interventions, strategies to address persistent poverty and trauma, or support for families to secure stability.  Many of these needs can be met within the school by District educators and support staff including but not limited to school nurses, in-classroom tutors, literacy and math specialists, academic coaches, social workers, specialized curriculum, and school psychologists.  Other interventions can be achieved with the assistance of community-based organizations and/or City departments including but not limited to programs and assistance to alleviate the impacts of poverty and/or trauma, after-school programming, therapeutic arts and culture programing, and summer school. 

 The Fund is born of a belief that students, parents, educators, and staff of community-based organizations at individual schools are the best situated to determine, within the District’s instructional and community schools framework, the direct interventions and programming that are necessary to help all students achieve academic success and social/emotional wellbeing at their school.  The community schools framework continuously monitors programs and practices in each school community to ensure that strategies support student progress and outcomes, and that the entire school community is part of that work.  The Fund is also born of a belief that it takes a village to successfully educate students, and the involvement of more caring adults to help students overcome challenges is a building block to their ultimate success.

(c) Definitions.

“Core Staffing” shall mean the minimum classroom teacher staffing levels required by the District’s collective bargaining agreement with the labor organization representing teachers in the District.  For the purposes of this definition, Core Staffing also means the school principal.

“Department” shall mean the Department of Children, Youth, and Their Families, or any successor agency.

“District” shall mean the San Francisco Unified School District.

“Eligible School” shall mean a school in the District serving students at one or more grade levels from pre-kindergarten through 12th grade.  The Board of Supervisors may, by ordinance, or the Department may, by regulation, establish criteria or prerequisites for Eligible Schools to receive grants from the Fund.  If there is any conflict between an ordinance and a regulation as described in the preceding sentence, the ordinance shall prevail. 

“Excess ERAF” shall mean the amount of remaining Educational Revenue Augmentation Fund monies allocated to the General Fund in a fiscal year under California Revenue and Taxation Code Section 97.2(d)(4)(B)(i)(III), as that provision may be amended from time to time.

“Fund” shall mean the Student Success Fund established by this Section 16.131.

“School Site Council” shall mean a council established under California Education Code Section 52852, as that provision may be amended from time to time.  The Board of Supervisors may by ordinance modify the meaning of the term “School Site Council” for the purpose of this Section 16.131, provided that the ordinance must require participation by parents, students, community members, and school staff.

“Significant Reduction” shall mean a decrease in the amount of Excess ERAF from previous fiscal years such that the amount of anticipated Excess ERAF, as determined by the Controller, in a fiscal year is either (1) 50% less than the amount of Excess ERAF in the immediately preceding fiscal year or (2) 50% less than the amount of Excess ERAF in the fiscal year three years prior.

 (d) Annual Appropriations to the Fund. 

(1)   In Fiscal Year 2023-2024, the City shall appropriate $11 million to the Fund (an amount that is equivalent to approximately 3.1% of the anticipated value of Excess ERAF for Fiscal Year 2023-24, as projected by the Controller on June 1, 2022).  In Fiscal Year 2024-2025, the City shall appropriate $35 million to the Fund (an amount that is equivalent to approximately 9.4% of the anticipated value of Excess ERAF for Fiscal Year 2024-25, as projected by the Controller on June 1, 2022).  In Fiscal Year 2025-2026, the City shall appropriate $45 million to the Fund (an amount that is equivalent to approximately 11.5% of the anticipated value of Excess ERAF for Fiscal Year 2025-26, as projected by the Controller on June 1, 2022).  In Fiscal Year 2026-2027, the City shall appropriate $60 million to the Fund (an amount that is equivalent to approximately 14.6% of the anticipated value of Excess ERAF for Fiscal Year 2026-27, as projected by the Controller on June 1, 2022).  

(2)   In each year from Fiscal Year 2027-2028 through Fiscal Year 2037-2038, the City shall appropriate to the Fund an amount equal to the prior year’s appropriation, adjusted by the percentage increase or decrease in aggregate discretionary revenues, as determined by the Controller, based on calculations consistent from year to year, provided that the City may not increase appropriations to the Fund under this subsection (d)(2) by more than 3% in any fiscal year.  In determining aggregate City discretionary revenues, the Controller shall only include revenues received by the City that are unrestricted and may be used at the option of the Mayor and the Board of Supervisors for any lawful City purpose.  

(3) Notwithstanding subsections (d)(1) and (d)(2), the City may freeze appropriations to the Fund for any fiscal year after Fiscal Year 2023-2024 at the prior year amounts when the City’s projected budget deficit for the upcoming fiscal year at the time of the March Joint Report or March Update to the Five Year Financial Plan as prepared jointly by the Controller, the Mayor’s Budget Director, and the Board of Supervisors’ Budget Analyst exceeds $200 million, adjusted annually beginning with Fiscal Year 2023-2024 by the percentage increase or decrease in aggregate City discretionary revenues, as determined by the Controller, based on calculations consistent from year to year.  In any such fiscal year, the City also may in its discretion appropriate to the Fund an amount less than the amount required by subsection (d)(1) or (d)(2), as applicable, provided that the City must appropriate at least $35 million to the Fund in each such fiscal year.   

(4) Notwithstanding subsections (d)(1), (d)(2), or (d)(3), if the Controller determines that there will be a Significant Reduction in Excess ERAF in any fiscal year after Fiscal Year 2023-2024, then the City shall not be required to appropriate the full amount set forth in subsection (d)(1) or (d)(2) for that fiscal year, but the City shall appropriate at least $35 million to the Fund in that fiscal year, in the following manner and sequence:  In any such fiscal year, the City shall appropriate monies withdrawn from the separate reserve account under subsection (d)(6) until that account has no remaining funds.  If there are no remaining funds in that reserve account, the City shall appropriate monies withdrawn from the City’s Budget Stabilization Reserve established under Charter Section 9.120.  If there are no remaining funds in the Budget Stabilization Reserve, the City shall appropriate monies withdrawn from other budget reserve accounts established under Charter Section 9.120.    

(5) If, at any election after November 8, 2022, the voters of the City enact a special tax measure that dedicates funds for the purposes described in this Section 16.131, the City may reduce the amount of appropriations in subsections (d)(1) and (d)(2) in any subsequent fiscal year by the amount of special tax revenues that the City appropriates for those purposes in that fiscal year. 

(6) Reserve Account.

(A) The Controller shall establish a separate reserve account in the Fund to facilitate additional appropriations and expenditures during fiscal years described in subsections (d)(3) and (d)(4).  In any fiscal year described in subsection (d)(3) or (d)(4), the City may appropriate and expend funds from this separate reserve account for the purposes permitted by this Section 16.131, provided that the total amount expended from the Fund in any fiscal year shall not exceed the amount set forth for that fiscal year in subsection (d)(1) or (d)(2). 

(B) At the end of each fiscal year, the Controller shall deposit in the separate reserve account any monies that were appropriated to the Fund under subsection (d)(1) or (d)(2) but that remain uncommitted, provided that the amount in the separate reserve account shall not exceed $40 million.  The Controller shall return to the General Fund any additional monies in the Fund that remain uncommitted.

(e)   Uses of the Fund to Support Community Schools.  On a funding cycle determined by the Department, the Department shall invite Eligible Schools and the District to apply for grant funding to support academic achievement and social/emotional wellness of students.  The Department shall establish after making reasonable efforts to consult with and reach mutual agreement with the District, or the Board of Supervisors may establish by ordinance after requesting input from the District, a simple and accessible grant funding process.  If there is any conflict between any ordinance and a regulation described in the preceding sentence or in any other provision in this subsection (e), the ordinance shall prevail.  

(1) Criteria: The Department, after consultation with the District, shall adopt criteria, and the Board of Supervisors may by ordinance adopt criteria, establishing the qualifications for Eligible Schools to receive a Student Success Grant or a Technical Assistance Grant, or for the District to receive a District Innovation Grant in coordination with one or more Eligible Schools.  At minimum, to receive a Student Success Grant under subsection (e)(2), each Eligible School, including Eligible Schools covered by a District Innovation Grant, must meet the following criteria:

(A) The Eligible School must have a School Site Council that has endorsed the Eligible School’s grant funding proposal and has committed to supporting the implementation of the programs and/or staffing funded by the grant.

(B) The Eligible School must have a full-time Community School Coordinator, or must plan to hire and in fact hire a Community School Coordinator, who will serve in a leadership role working alongside the Eligible School’s principal in implementing the grant and ensuring that the programs funded by the grant integrate with and enhance the Eligible School’s academic programs, social/emotional supports, and other programming.  If there is a program or a community-based organization integrally connected to the Eligible School that provides on-site services and support for students and their families, including without limitation an after-school, Beacon, or other program, the Community School Coordinator must fully integrate these programs or organizations so they work together to enhance the academic learning and social/emotional support that occurs during the regular school day.  The Community School Coordinator must participate in the School Site Council to help it gain and maintain the skills and capacity to meaningfully reflect the values of the school community and support the implementation of programs funded by each Student Success Fund Grant.  The District or the Eligible School may pay for the Community School Coordinator with monies allocated through Student Success Grants or Technical Assistance Grants.

(C) The Eligible School must agree to coordinate with City departments and with the District’s administration to ensure that all resources, strategies, and programs at the Eligible School best serve students and their families.  If the Eligible School implements initiatives that advance the community school model but are not funded by a grant under the Fund (for example, but without limitation, Beacon, ExCEL, or Promised Neighborhoods programs, or other partnerships with community-based organizations), then the Eligible School must demonstrate to the Department how programs supported by the grant will coordinate with, align with, and share leadership with those other initiatives.  Eligible Schools’ initiatives should utilize the state-mandated school plan to ensure a coherent approach and align resources allocation with student outcomes in both academic achievement and social/emotional wellness.

(2) Student Success Grants:  The Department shall provide a Student Success Grant to each Eligible School that the Department, after consultation with the District, determines is capable of successfully implementing the District’s instructional and community schools frameworks or other evidence-based school improvement strategies, based on the school’s application.  The Department shall establish criteria, or the Board of Supervisors may establish criteria by ordinance, to prioritize grants to schools demonstrating low academic achievement and/or with a high number of vulnerable students, including but not limited to English language learners, foster youth, students eligible for free or reduced-price meals, homeless students, and students who are otherwise vulnerable or underserved.  To determine whether an Eligible School has demonstrated low academic achievement, the Department shall rely on ratings prepared by the State and/or the District.  The Department may determine the amount of each Student Success Grant, up to a maximum amount of $1 million per fiscal year.  In addition to other uses consistent with this Section 16.131, a Student Success Grant may fund the Eligible School’s staffing costs associated with administering the programs funded by the grant, including the Eligible School’s Community School Coordinator.  The Department may develop a process for working with Eligible Schools to determine alternative programs for the use of grant funds where the Department finds that the Eligible School’s initial proposal does not align with the Department’s criteria.  

(3) Technical Assistance Grants:  If the Department determines that an Eligible School does not have the organizational capacity to implement a community school model in the next fiscal year, the Department may award that Eligible School a Technical Assistance Grant, which shall be a grant to provide technical assistance to prepare and assist a school community and its School Site Council to gain the skills and capacity to apply for additional grants in future fiscal years.    

(4)  District Innovation Grants:  The Department may also provide grants to the District if the District applies for funding to plan or implement innovative programs designed to enhance student achievement or social/emotional wellness at an Eligible School or group of Eligible Schools.  Such programs may but need not be pilot programs.  The Department may determine the amount of each District Innovation Grant based on criteria adopted by the Department, or by the Board of Supervisors by ordinance.  Any such criteria shall prioritize programs in Eligible Schools demonstrating low academic achievement and/or with a high number of vulnerable students, including but not limited to English language learners, foster youth, students eligible for free or reduced-price meals, homeless students, and students who are otherwise vulnerable or underserved.  

(5) Restrictions on Uses of Student Success Grants and Technical Assistance Grants:  Eligible Schools may not use Student Success Grants or Technical Assistance Grants to pay for the Eligible School’s or the District’s costs to provide Core Staffing. 

(6) School District Coordinator:  Notwithstanding any other provisions in this subsection (e), the Department shall not issue any grants to Eligible Schools or the District unless the District has at least one full-time employee or full-time employee equivalent dedicated to managing and coordinating the community school framework District-wide, and providing training and support for each Eligible School’s Community School Coordinator; or unless the District is in the process of selecting and hiring a full-time employee to perform those functions.

(7) Outcomes and Goal Measurement:  The Department, in consultation with the District, shall establish clearly defined goals and measurable outcomes for each grant and for the interventions and programs supported by the Fund overall.  The Department, in consultation with the District, also shall establish a report structure and template for Eligible Schools, the District, and the Department to evaluate the effectiveness of those interventions and programs.  The Department’s compliance standards and evaluations for Eligible Schools shall complement and align with those of existing evaluation structures, such as, but not limited to, quality practices of the San Francisco Beacon Initiative, 21st Century Community Learning Centers Program, and ExCel After School Programs, and any new similar out-of-school programs that the District may implement over time.  

(8) Ordinances:  The Board of Supervisors may enact ordinances setting forth additional criteria, restrictions, procedures, or guidelines, including but not limited to additional permissible or prohibited uses of grant funds.  

(f) Uses of the Fund for Administration by City Departments and the District.  The City may appropriate up to 3.5% of the monies appropriated from the Fund each fiscal year to City departments to implement this Section 16.131 and administer the grant programs.  Additionally, the District may retain up to 3.5% of each Student Success Grant or Technical Assistance Grant to cover the District’s expenses to comply with the administrative, implementation, and reporting requirements in this Section 16.131.

(g) Reports.  As a condition of each grant provided under this Section 16.131, the Department shall require the District and Eligible School to provide the Department with data documenting the student outcomes, both academic and social/emotional, of the programs funded by the grants, to the extent permitted by State and federal law.  Based on this data and other information available to the Department, the Department shall regularly assess the outcomes of the grant programs to evaluate how they are serving students, communities, and schools to meet the goals of improving student academic and social/emotional wellness outcomes.  Each year by no later than May 1, the Department shall submit to the Mayor and the Board of Supervisors a report covering the prior calendar year and providing information about the uses of grants awarded under the Fund and data regarding outcomes from the grant funding.

(h) Task Force.  By no later than March 31, 2023, the Board of Supervisors shall pass an ordinance establishing a task force to exist until at least July 31, 2024 with the purpose to provide advice to the Board and the Mayor regarding potential future sources of revenue for the Fund, including a potential special tax measure that would dedicate funds for the purposes described in this Section 16.131.

(i) Expiration.  This Section 16.131 shall expire by operation of law on December 31, 2038, following which the City Attorney may cause it to be removed from the Charter unless the Section is extended by the voters.

 

  • 地方選票提案和論據的資料
    • 三藩市債務概覽
    • 名詞解釋
    • 提案 A: 退休人員補充生活費調整; 退休委員會與執行總監的合約
    • 提案 B: 工務局及委員會、衛生與街道局及委員會
    • 提案 C: 無家可歸者監督委員會
    • 提案 D: 可負擔房屋 — 創制提案請願書
    • 提案 E: 可負擔房屋 — 市議會
    • 提案 F: 圖書館保護基金
    • 提案 G: 學生成功基金 — 對三藩市聯合校區的撥款
    • 提案 H: 在偶數年舉行的市府選舉
    • 提案 I: 金門公園內甘迺迪大道(JFK Drive) 以及大公路(Great Highway)的車輛
    • 提案 J: 金門公園內甘迺迪大道(JFK Drive) 的休閒使用
    • 提案 K: 按三藩市高等法院命令, 提案K已在選票上移除。
    • 提案 L: 用於交通項目的銷售稅
    • 提案 M: 住宅單位的空置稅
    • 提案 N: 金門公園地下停車設施; 金門公園廣場管理委員會
    • 提案 O: 用於市立大學的額外地塊稅

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