this summit. >> it's called the safe school line. it was adopted this year. we have yellow cards and there's 3 ways to report an incident to the safe school line. to handle incidences related to school. you can go online, click on either of those and it will take you to the save school line. it's again on the yellow card and you can email a complaint. this system was set up so youths can report complaints

anonymously. what we found out is that youth are less likely to report crimes and incidences because of no snitching. so having an online system or telephone where you don't have to leave your name or give school hints as to what's happening so they can address it when it starts. someone mugging at someone before it gets into a huge brawl. >> 241-2141. >> i was going to say that's an action item >> can i put an idea on the table. it's a slightly different approach. but, what parents and young people tell us is they don't participate in a lot of after school programs and other kinds of programs because they don't

feel safe. so what they're doing in they have a fleet of buses that go around every neighborhood and young people can register for the bus. it stops at the local library and it goes from morning it evening. we do fund van collaboratives. but really having a system in san francisco, it not only gets them safely, we could design it for san francisco and it can go

to the every neighborhood and go from neighborhood to neighborhood. that's something i'm interested in looking at. it would provide an alternative. if you tell the mayor it's going to be a green us. they make peek his interest. i am interested to see what people think about this. is this something the children's fund. we can do a pool. how much of you believe that is a problem? people having transportation to your services? >> all right. so i will take that as a 92 percent rule. >> thank you. >> i would like to ask, thank you very much, margaret, that was great. i would like to ask principle

dierck about an experience at his school when i young person saw another person being victimized and actually a group of young adults were stealing school binders and he was afraid she was going to be victimized. how do you work collaboratively with schools, >> i have 2 stories to relate. the first one, took place at washington high school. we had adopted a hot line many years ago before they were in vogue. this young man call about criminals victimizing kids on

the 38 bus line. every day these guys were getting on the same stop and steal shoesing and pack backs from kids and get off the next stop. no one did anything about it. he didn't do anything about it until the guy in the row in front of him got victimized. the police were able to put up a sting operation and that they were able to catch them. another instance. somebody jumped on the bus and beat this boy up and jumped off the bus and the other students at our school have all our

students have been taught what to do in case someone hurts you on the bus. they had the bus number. the time, the description of what the people looked like and within 2 days these people were arrested. part of what we need to do is teach our kids to be aware of their environments. especially for middle school kids. they are not as worldly as high school kids. they need to be trained to negotiate their environments. >> i think that's a great bridge to doctor wenz, you teach people how to negotiate an environment. it you tell us what your advice

would be and also what the science has shown what works and what doesn't? >> at this time, i was just introduced to mr. dierck, and had the opportunity to see what he was doing at his middle school. i was very impressed. my background has been in education since about 1972. this whole movement for social-emotional movement is gathering a lot of momentum. when george anderson developed this and he saw a need in california.

his curriculum that he developed is the only one accepted by the courts as well as the prison system because of it's effectiveness. george expanded to that to include emotional intelligence and the 4 components are developing empathy, creating compassion and working collaborative and forgiveness. in developing that, in order to understand what george developed, i have to say that i am a little nervous. you have to excuse me. it's been a while. george is a 70-year old black man who group up in mississippi

and was diagnosed as retarded before special education. he was one of 6 people with a nonmedical degree to participate in a harvard study in science. george has been in business for close to 40 years. he developed this anger management program to help people get along with themselves and secondly, to get along with each other. the one thing he believes and practices, our emotions are the characteristics that unite us all. the one thing we share in common are feelings and emotions. this is the one area we fail so

badly as educators, counselors and therapists. one of the commonalities as an educator and as a counselor is, i was, 10 years ago. i was working with native american students, i am from the midwest and i moved out here 6 years ago. prior to that, however, i was, the counseling department for a native american therapeutic school. we had 260 students grades 4 through 8. 75 percent were on special education ie p's. 90 percent were already enrolled in the juvenile system and in the drug and alcohol programs.

later on, i would show up and be a counselor at the betty ford center with attorneys and other professionals. the one commonality that the children at therapeutic school and the professionals at the betty ford center had in common was no clue about feelings and how to be aware of their feelings and how to address them. what mr. dierck has done is one of the things that we as educators, it's the one thing we have missed. it's the absolutely one thing we missed to teach our children to recognize and be aware of their own feelings and work with children with similar

feelings. we can teach them all the math. we don't have clue one to teach them how to feel and express it appropriately. it's the same thing i start with in in-patient or out-patient. how do you feel and how do you express that. the sel is very important. social, emotional learning. one is illinois, they have laid out an entire track. the teachers have to be taught before they graduate and become certified. and texas just recently passed the law, every middle school and high school student has to go 3 anger management and emotional training before they

leave school. what makes more sense? how do live with yourself and others at the same time. >> thank you. i am going to ask officer parillo to talk. often people are intimidated by police presence. how have you been able to work collaboratively with parents to gain trust and how have you used community policing, that term can mean many things to see a police officer as an ally as an friend rather than perhaps an authority figure who is simply going to be

disciplinaryian? thank you. for me and my colleagues. it's about relationship building. most definitely. and the only way to do that is to be there. and to listen. if you're talking, you're not listening. those are all great trendy words to say. we are on board with that as well. that can't be done unless you already have as my colleague, doctor wenz is saying. part of the sro program, it offers 6 officers skills clinic.

we are doing that within 9 middle schools. it's grant funded specifically for that. and so far, the funding stream is there and the school district has been supportive of that as well. that add to the other programs. project impact and alert. all very important programs. the other piece that we're charged to do is help create a saver environment for the children in school. so we, as school resource officers, wear many hats. 1 day we are mediating or siting a child. we offer classes. we have a wilderness component.

we take them hiking. we do that with the school district, the boys club and the ymca. the connection is the important thing. without the connection and listening relationship, there is no trust. that's what we strive to build. >> thank you. did you want to add something, angela? >> yes, i did, i had a couple of action items. i think this is a good time to add. to officer parillo. there's a lot of great programs. i noticed these programs are sporadic. there's a couple at this school and this school.

maybe a year, 2 years. there's maybe one program. not that many programs that we invest in long term. i was looking at this the other day with the contents. if you look at the back. there's a charter of the usfd. violence prevention chart. the most important part for me is the school wide behavior program. what's been found to be the best way to prevent violence is have a school wide program. it has to be embedded in your curriculum. the different ways you create different rules in class and how do deal with that.

there's an entire school investment that has to be involved in this. there are tribes chants. is one method. but you notice. it's some schools. 3 or 4. maybe they had it for a year. it's not a consistent thing across the school district. it's frustrating. the elementary schools have some sort of program, which is an entire positive school climate that includes curriculum. what i would suggest or advocate for. for everyone invested in these school programs to be adopted

more widely. if we are concerned about preventing it. we need to change the way we teach class. it's not as simple as excelling the student, you pick up the phone, you call the police. that's another minority system out of the school system and into the juvenile system. >> before we move on -- thank you. the other part of what we need to talk about. what happens to a young person when they are arrested? before we move on. i wanted to ask doctor brodkin if you can expand on that. >> i just love what you said. we have to take all these

fragmented programs. there's a growing movement at the core of some of the ideas of education reform. a community school. every school has a full range the services. the district can't do it alone. school is center of community and really owned as a place by the community. i had i wonderful, i think we can do that. in great britain, they are going to have all community schools. it's what my colleague, jim dierck, is doing. we need to turn every school into a community school. i had a fabulous opportunity to visit this school.

it's for kids who have failed in every way. it's colead by the cb on. they do the counseling. vocational work. the district is the class teaching. they have somebody at their side all the time to help with the needs of the student and the principle and cbo get up and meet every morning. they were total partners in making this a community school. then i will be through. i had the opportunity to go to another school at 9 o'clock at night where i thought it was going to be closed. i walk into the school in upper manhattan and it is lit up like a christmas tree. we have to light up every

school. it changed the whole neighborhood. it was a beacon of wonderfulness. it was full of activity. of young people. parents. esl. everything. i got so excited about the potential could be. and it changed the neighborhood and young people. if you want to talk about safety. i think we can make a joint commitment to this philosophy and start making it happen in san francisco. >> i really, i completely agree with margaret. when you look at this list, the reason some schools have this is because those schools go out

and hustle funds. we are blessed because d.c. yf. we have the city that helps us. we have prop h. but the reality, the bottom route is our state doesn't fund anything. our problem, frustration as a school districts. they are not opposed to doing what texas has done. we would love to have social emotional communities. we don't even have the money to have a basic teacher in every classroom. california is an out right disgrace. how can we be the eighth

richest economy? we're the 8th richest economy and we rank 48th. we will be dead last. that means louisiana. mississippi. every one will fund education. better than the 8th richest. every one of our children deserve this. we aren't walking the talk. the reality is, we talk a good line. but we don't walk the talk. this public, all the citizens. not only in san francisco, but in california better start standing up for our kids. we are not funding it. let's start getting behind and

forcing the politicians to say, the most important thing is our children. >> all right. okay. so that is actually an excellent segway. we have approximately 7 minutes. so i am going to try to squeeze in 2 questions. i want to discuss what we're working with right now. we are working with and schools incorporating school based programs. they don't have the funding or resources. with that being said, what are some of the barriers of working with the community based organizations to be able to

work in an effective manner with the schools. i would like to refer to bianca. i know she worked with united players. to talk about a successful working with the program at a community based organization and other folks on speak to the barriers and strengths. >> i have been with up for a year and they provide amount. it's a violence prevention organization. they take you on field trips to fight for the power. the stop the violence. what i really liked about it. not only did it help you to fight for power. but provided you with jobs. i know it helped a lot of kids

and they come in and a lot of schools. they come in and we have meetings. we talk about many stuff. but i think, once a youth has an organization helping them out. when they are aware of all the stuff, it's really up to you. the youth is aware. the up awared me of a lot of stuff. it's up to me if i want to stop the violence. if your community, in your hood for your people. >> principle dierck. >> i would like to say, one of the barriers we need to work on is, we write a lot of grants at my school. we have 26 partners.

so that means most of the grants are 2 or 3 years and then they sense it. you get going on something really great and it goes away. we need to work on longevity. i would like to mention 2 programs that are great and one is the roots program. and those of you who don't know what that means. the program that was developed to help the sons and daughters of incarcerated parents. we started at my school and it's moveed to balboa. to help a lot of kids who are victims themselves of the system. we have kids now who used to hate to come to school and now

they are there everyday. they are getting what they need done and moving on. that's a good program. and secondly, the beacon program which, we have 8? >> yes >> we have 8 beacons around the city. they are really wonderful and lead the way to helping us with all of our kids. and i commend the mayor and margaret for help us out with those. >> mr. garcia? >> also, i need to add the wellness centers. >> around thing we need to build on is restored advocacy. we are pilots