have ramifications. there are some ways that will help us to define our extended learning model as well as developing summer bridge academies for our kindergarten students, as well as readiness for grade 5 making transition to 6 and great 8 making transition to nine. >> are overarching goal is that all of our students meet their academic targets. >> in order to do all of this work -- how? what are the means? we have already launched dedicated superintendent zone at teams by reorganizing centrally to be more in schools directly. we are working carefully with school principals and communities to assure given their priorities that there are budgets and resources available to them -- personnel, money, and

time aligned to those priorities. we expect that our school improvement grant application will result in the $45 million and have often recommended, which will help directly support 10 of our 15 schools in the zone. we continue to be aggressive about pursuing external grant funding. we have already been successful with a couple of significant grants with the support of the alliance and others. human-resources staff and support -- i wanted to put an example around some of the ways our departments are being responsive to the needs of the zone. we will continue to place the emphasis in the queue. the other is the investment in human capital as a resource alignment to the effort by dedicating our resources to the professionals in the school. >> our overarching goal for all students is to meet their

academic targets. i need to do this more often. that is our right. [laughter] for the third time, all of our students -- not particularly. i am better one on one. [applause] all of our students will meet their academic targets. they will all the college and career ready. that we have quality schools in every neighborhood. and that students and families with in the neighborhoods will choose to stay within the neighborhood and attend those schools. we will demonstrate school improvement models and that will be the foundation for improving all of our schools even more.

there will be lessons for larger systemic reform. >> we clearly find ourselves at the beginning of this effort. it is a continuous cycle of improvement that we have given new. it sheds a bit of light around how we are beginning to frame this work in collaborating with our school communities in making that analysis. immediate next steps are to continue to engage our school community on tailoring their specific plans by taking our councils, pdas, and other involved partnerships -- ptas and other involved partnerships. we want schools to revisit their specific plans and make sure what was originally outlined meets their needs after the have

reflected on their data and inserted their upgraded priorities. we cannot do this work without involving the range of the professionals in our schools, engaging our labor partners to help strategizing about how to capitalize on what is going to be a significant but temporary windfall to invest in our schools and professionals so we are left with sustainable quality schools. >> i would like to add that we are very excited about this opportunity and want to thank you for giving us this opportunity to do the work. president kim: any comments or questions from the board? commissioner norton: i appreciate the presentation. but i guess i have a couple specific questions. my big question is how does this really look from the ground at

some of the schools we're talking about. a number of these reform efforts are things we have described in the past that we were going to do in the bay view and some of our most struggling schools. we are doing things differently, but what is different on the ground? can you give me some examples for how this is going to feel different? >> actually, this is the first time i think there has been a targeted team. it is triage almost to go in. we have a team of very highly respected -- very capable professionals. we are going in, evaluating, seeing things that in the past the assistant superintendent has had so many schools there were not able to spend as much time on and did not have the personnel. we are able to do that now. so we are seeing needs that are

bubbling to the surface that affect academic achievement that have not been seen before. we are coming up with things like ways to increase instructional time as a result of seeing targeting each of the schools, being there several times a week. we have our people working to increase attendance. there are just little things that were slipping through the cracks that had not been identified. that is the beginning stages. then there is the professional development. we are developing ways of doing zoned professional development. we are reaching all of the teachers and not just a school of teachers. >> some tangible ways you might feel or observe the difference is parents will be much more thoroughly engaged about

understanding what expectations are for learning in the classroom grade to grade, quarter to quarter, and have clear measures for understanding how their students are doing. in the classroom, you might see a second teacher during the lift receive block, either providing demonstration lessons and, working on a specific strategy, providing intervention support using tailored curriculum materials with a set group of students. you might see partners and coaches working with grade level teams and instructional leadership teams as well as the principal in defining their action plan. our neighborhood cbos are meeting regularly, collaborating in ways that are also impacting on the school and neighborhood. there are daily ways we expect you will see things different that are more meaningful, and

building capacity. feedfecommissioner fewer: i hada couple of quick questions as well. >> everything about the way we are going about this work is by -- this is what our teams have been doing the first few weeks of school. we have been taking a careful inventory of what is in place and have they implement a structure to provide first come second, and third tier support interventions for students. we are taking a similar approach in thinking about our schools and how we respond to their needs. as we bring in resources, we need to have a clear sense of what is needed so we can tailor those in very customized ways.

everything about how we are doing this work we hope is about having clear differentiation for our students, teachers, and schools. commissioner fewer: is this hour demonstration project for the district? not to put you on the spot. we have been talking about implementing an rta-like structure. is this where we are starting? -- commissioner norton:. >> we hope to demonstrate what effective school reform looks like. it is innovative so that it is captured in a systemic way. what we would like to do is that whatever we are doing in the superintendent zone that is showing results we can replicate and scale at other schools. so when superintendents talk about the differentiated level

of support by school, by classroom, by community, it is completely about an rti-type model. in a very long winded way, yes. commissioner fewer: thank you for this presentation. i just have a couple of questions. i did not see anything around restorative justice in your from work. if you look at these schools, these are schools that some of them may not be involved in restorative justice implementation. but i am assuming some of them will be. i did not see that in the category at all about discipline and how we discipline, and the change in the culture in which we will discipline. i hope to see that inc. when we look at reform. i would like also to use this as

a test case in the zone if we have restorative just as practices. how would you change the culture of discipline bursa's punishment -- versus punishment in our schools? i think part of a a barrier is the language of the bureaucracy of our system. i hope that when you are meeting with parents and speaking about the zone that we break it down in a way that is not intimidating and actually has a real personal meaning to what is going to happen to their children in the transformation and what parents can expect. my next point is that we have been working very hard to give different services to reform what we do around parent engagement, bringing it to an empowerment model. some of the things you outlined

that you may have in schools might be something different than what the system as a whole has said to support a cultural shift from dependency to empowerment. i wanted to keep you in mind that we should probably have updates about the direction of parent engagement so that it actually complement's what you are doing and supports what you are doing, so they work together. these children may not also be going to schools in this zone at three years from now, but we want our parents to be empowered and have a strong sense of efficacy wherever their children may go. the other thing is around the current engagement we already have existing cbos doing a lot of that work. i am glad to hear you are around

the table with them and they are not being shut out of this process. today in our agenda we have mous and agreements with many of our cbos which support the direction you want to go with superintendent zones. looking at this, i am very hopeful, but i echo what commissioner norton said. i would like to see what it means on the ground. the only reason that i pushed back a little on it is these schools have been persistently and consistently lower performing. that have not been reaching their potential. we have a great opportunity here. we have also given this community, these communities, many false promises. we have failed in our promises multiple times. i think i need to remind this district of our failures.

i am anxious about this. i am hopeful. i hope that we can get updated on a regular basis about it. i hope this is truly a reform them will be successful to transform not only our schools but the lives of our students that we have not been able to see it reached academic success. there is a lot in your hands. commissioner wynns: think you for the presentation. i was listening while doing something back there. i appreciate the work and the focus, which i think is important. i am entirely supportive of the idea that we needed to form these groups for schools that

need extra help and support. this is an equity issue. things have not been equitable. there is an issue of federal government intervention. we have mixed feelings generally. what i wanted to do is ask if you can help us in an ongoing way for the board by setting up some way of communicating with us by e-mail, letting us know what is going on. i would particularly interested in those professional development opportunities, and some advice for when you think it might be helpful if we are available to show up to show support. i do not think it is appropriate for board farmers to be at all the meetings you have -- all board members to be at all the meetings you have.

not only do i want to see how this is working and the potential implications, but also i think it is important for the people working at these schools to understand how important we think this is. if you can in the coming weeks figure out a way to do that, give us some advice. i would appreciate that. >> we would be glad to do that. commissioner yee: thanks for the report. i have been anxious to hear about these for a while now. a couple of things that would be helpful for me -- i would like to get an update of the organizational chart. i know you have given some

organizational charts before, but it would be nice when i am walking to the schools that i see that. also, this thing between mthe zones -- that would be really helpful. a comment about your professional development and york cluster meetings you are having -- your cluster meetings you are having. i think they are great. the question in my mind is if indeed these were not successful and were meeting with each other to find out, are they hearing other ideas? do you have any plans to cross pollinate into other zones or possibly there are ideas that can use? i am not hearing that.

you might take that into consideration. one of the things i have seen on the ground, more so this year than in previous years -- executive directors. i have seen several of them meeting with principleals. generally, when i am visiting, the principal would drop everything. in several cases, they did not seem to want to drop it. it was good there were engaged in the process. that is what i am sensing on the ground, immediately from the beginning of the school year. i guess it is to complement your efforts. that is sort of missing. i know you have talked about some of the cbos.

from my point of view, when we talked about initially trying to look at the whole community, like bayview, and that was a priority for us last year, one of the things that stuck in my head was this is not just about the school issue. it is a community issue. it is about everything in the community. even though we are talking about cbos that can help the kids academically, we started with a few meetings and did not go too far in regards to -- how does the city get engaged in the other issues? maybe there are discussions about it that are not showing

here. i think it is important that we do not isolate ourselves as an institution. the plan in the schools you have looks really good, but it is silly to think we can do everything by ourselves and not engage the city with some of the issues of families have. that is important to me. maybe you are doing that, but you did not mention it. >> i totally agree with the apparent agreement peace. we need to shift things where we are not looking at [unintelligible] it would be good if we looked outside at training that parents can get that would empower them. there are a bunch of organizations that do this type of work.

commissioner yee: what is missing here is, again, how do we change the culture of the school to embrace the whole parent empowerment peaciece? if we do not do anything to change the culture of the school, nothing is going to happen. do you want to address any of these issues? >> yes, sir. maybe not daily, but weakly and sometimes daily, we meet with community-based organizations. we have had an education summit in bayview where community-based organizations were there. we have let them know that we are not dragging our feet. we are trying to first get the instructions started while we are meeting with them to see how they can contribute to what we actually need. we do know they can.

commissioner yee: are you planning further community meetings like that for the city departments? >> we are. we are also meeting with the mayor's truancy program. i know we are meeting with the hunters point foundation, with the ymca, with all of these organizations. we are trying to get started first. we are supposed to have sort of a brainstorming session with some of the community-based organizations this week. i am, at least. >> we are about four weeks from the school year. this summer, most of it was spent on the streets. elements of this presentation -- we have been in dialogue the least in this last week with

dozens of groups of parents, many of which have been enrolled in specifically the kinds of parent leadership institutes and groups that i am hoping will begin to form the troops of folks that will be engaged in our schools, having a clear understanding of what our reform effort is about. a lot of what is here on the slides were not on slides at the time when i got to rehearse it tonight. i have been hearing their concerns. a lot of what you are seeing here is based on some of what they have voiced. there are other voices that still remain to be heard as well. our community and neighborhood organizations and neighborhood agencies, many of which have longstanding partnerships -- we have made a commitment to meet around the table no less than monthly. we know and we have models across the country, like the harlem children sound. the think we can learn lessons

there. -- like the harlem children's zone. we think we can learn lessons there. we know we cannot do it without the community. >> truancy is a huge issue in many of the schools. i have actually met a couple of our prutruant students. what is the next step? i do not want the police coming in picking them up. what do i do when i meet these students? they go to the schools in both of your zones. >> you can always call emily weighed thompson -- wadwade

thompson. she is our community outreach supervisor. she will call the school and the parents. >> talking to the students it is more they do not want to go to the school that are out right now, whether because of a fight or some issue. they want another placement. >> that is for students support services. >> i know you told us a couple of months ago. every team has someone from hr to deal with the teacher. who is in everyone's team again? >> our area teams are quite lean. each of the assistant superintendents has a right hand person, an executive director for instruction. we have started off the school year with a few content specialist. we are working with the teachers

in our school sites. bayview has a director for community our reach. the mission team has yet to identify that person. when you look at the team expanded, if you think about the centro contacts, we grow that team to about three dozen. we have a specific lead person to help us in all of those areas which our principals and families can rely on. we have several other key professionals that will help us to serve the schools. we are hoping that attendance is an important area we need to have capacity to do. i am right now trying to work with our students support services to make sure we have bilingual folks who can help us with that effort. >> we do have an independent liaison in the bayview

district. president kim: i know we talked about this. the piece i am most concerned with more than what the plan looks like is that we need a comparison. i would love to see an educational placement center in mission that is very accessible to the families so they can learn about process and how to apply and all of that. that is something i would love to see in the plans. i note that this is a planning. period for extended learning and all of those things. in essence, the board has prioritized certain priorities -- restored to justice, parent engagement, and english-language learners. -- restorative justice. it would be great if we could help to realize some of these

priorities in the schools. that was meant to close our achievement and opportunity gap. a lot more details on -- maybe the best of what we want, lowering our expulsions and suspensions, parent engagement, english language learning. that could be realized so we can launch them in other schools. the thing that would be the best place for us to implement a lot of these initiatives. having that be more specific would be helpful. also, something that would be helpful for me is what the goals are that we hope to accomplish every year, even if we achieve them or do not achieve them, just to know that we can measure whether these are working. we want to lower truancy by 10%. we want to lower expulsions by 5%. at the end of the year, we know whether we are meeting our goals

are not. it does not mean that if we do not meet them wheat were unsuccessful, but at least we know what is possible and have a means to keep us accountable to what we are promising the community. in terms of the parent empowerment, we definitely want alignment to the plan we have been working on. i really wonder how we can do a lot more parent visits. obviously, i would love our staff to do this as well. if we are empowering parents and community based organizations, but they can help us reach out. there are parents who are not protected to anything -- no organization or a school. the only way we can reach out to t