accountability. on page 86, we are talking about p.l.a.n. eight monthly development professional workshops. we are wondering, when are these workshops going to take place? it says eight monthly workshops.

are they going to take place during the school day? how will those people be replaced when they are not at school? and i think i have one more. there was one in here that referred to a report a lull, and there was no report below. i was just wondering what the problem was with that report below, it has to do with one of the pride -- one of the contracts that has been given. i am sure you can take a look at that, and you might puzzle equally as to how effective the reports are, where is the report?

>> as a reminder to the public, and concordance with the board policy, and individual wishing to address the board on agenda items on or matters other than those calendars can call the board office by 4:30 on the day of the meeting or by completing a speaker card on the evening of the meeting prior to the item being called. items will not be accepted. i of the students have come to support the resolution on the calendar. if any of you were planning on making comments or speaking, i need to get a card for you. you will not be allowed to speak unless i have one of these cards prior to this item being called. i this want to be clear on that.

the consent calendar, i need a motion and a second. any items withdrawn or corrected? >> we want to postpone action on 4b. these are the resolutions that are up for second reading on pages 1310. we like to postpone action and bring it back at the october 26 board meeting. >> they have been pulled off, so there are second reading. to clarify, you're not pulling off any actual content items. >> is the consent calendars

resolutions removed. they are not current consent items. >> items 3, 5, 6, 11? you guys, let her answer. >> they are on pages one through 10, they are zero the consent calendar resolutions that were removed at a previous meeting for second reading and action. they're not part of the current consent calendar. it is item n. >> item n is different from the k's currently -- i wanted to make sure we are clear on that. >> and we have one more item that we want to pull, in this

current consent calendar. that is k-5. and we would like to withdraw that for first reading. >> any items severed by the board or superintendent? commissioner norton: k4. to addres the questions -- address the questions raised. commissioner maufas: [inaudible] >> take your hand off the button. move your hand. >> k6. k11.

>> there are too many people talking. k6, 7, 8, 9, 10, 11. any other items? commissioner wynns: i'd like to remove 3o on page 56. >> thank you. the superintendent's proposal, there are none tonight. the board members proposal, there are none tonight. is that right?

ok, so we're doing in -- ok. the request to speak regarding general matters. i have a couple of speakers. wendy, you want to speak on the proposal, is that correct? i will have the speaker on the proposal. -- you speak on the proposal. you have two minutes. >> i work here previously, and i missed the last meeting so i come back today again, and if you don't remember why i was here, it was for my niece's

school assignment. it is not about my knees anymore, but i speak on behalf of all other students that have the same problems as my niece. the problem was that the students are being assigned to schools that are far away from their houses. in know, in previous towns, i asked the board to provide any information to show me the logic of the process in the school assignment. i have a second thought, maybe it is not that simple. now the only thing i ask, if the school board truly believes that this process works, i want to see evidence that the school board supports the process.

what do i mean? i want to know where your children go to school. the think your children are different? they are smarter than the rest of the other students? you exclude them in the process. well they participate in the process? to help with this system to work. that is the information i would like to have. i hope you prove me wrong because i have been looking that you get these special treatment. >> i left you a message that my children did not get special treatment.

>> john templeton, i am here to underscore the presentation to the curriculum committee last monday regarding the participation of african- american students in mathematics and science. there are seven times more likely to be in special education and seven times less likely to be in calculus. i will send a copy of the power point to the secretary so they can see that. it emphasizes the importance of adopting a standards based approach districtwide to the infusion of african-american content throughout the classroom experience. plus, we have tremendous resources. i want to emphasize that we had

a number of specific action steps in the nine-page document that we provided to the commission. for instance, we have the fifth annual preserving california black heritage conference november 16 through 19. we will have a day where we focus on maritime history of african-americans including the underground railroad and the focusing on the role of leroy king and the church labor coalition, so if we're talking about social justice, and we're not talking about these examples in the community, we are doing the kids a disservice. and we talk about math and science. we want to encourage their be an urgency about acting on these statistics. it is like having cancer and deciding that we will come back

in three months. >> were you able to show that information with board members? >> yes. >> thank you. i have no other speakers. the revisory committee on reports by board members, are there any appointments? seeing none, the special order of business. the discussion of other educational issues? >> i would like to call on carlo bryant. come on down.

>> i want to present this with my partners in crime. we have a power point. it is actually in front of you along with the handout. what we have done is presented this the first time to the curriculum committee. we will respond to some of the feedback as well as continue on with the things that we are currently working on. we divided this into five parts, first of all, what is it? we're going to look at the law and what it says. there are five parts to it and it is very simple. we took time to look at our partners that have already done

-- and we talked to them, went on line to see what they learned, and we are going to summarize some of the partner learning that will help us consider some of the work that sfusd will need to do. and we will look at the activities that we were in the middle of as we start to talk about it internally and talk about it with the community of around how we can prepare for next year. and then we have time for questions. at any time, darlene or nancy will jump in and answer questions. we are learning. what is transitional kindergarten? there are five parts.

here is the first part. it simply states that these are the times that a child can be entered into kindergarten. here are the dates. this year, as long as you were born on or before this date, you can be in kindergarten. they go through this each year until 2014. the second part, if you are a kindergartener, this is nothing new. this is part b of this law that talks about transitional kindergarten. it says that once you enter a child as a kindergartener, with the parent, you can determine how you had met a child into kindergarten. this becomes important when we talk about the designation of a

tk'er. the first two, a and b, you're a kindergartener, this is when you can become one. and as long as your won by a certain date, and you can have discussions and it says israel clearly, regarding what is the best place for your child. nothing new, really. this is when they start to talk about tk. children entered during this time period, right now we don't have a tk child officially. you can have parents said they would like their child to do a two-year program. parents always said that they want to hold their child back. again, nothing new.

but this says, we will designate a certain set of children as t k'ers. they will be offered a two-year program, and this is the date in which they must be born. this is just the operational park. what does it mean for us this year? next year, children who were born between -- born on november the second can be designated as a tk. they can be offered a two-year program. right now, we have that this is simply just what you can do. this is where things get very interesting. transitional kindergarten means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is developmentally appropriate.

do we get a new curriculum of for these special children who were born? they were born in this 90-day window. next year, kids are born in the 30 day window, then 60 days, then the 90 day window. do we need a special curriculum for those children? that is the question we have been asked for a -- from a few people. and then the last one says, this cannot be construed as a new program. and this is just straight out of the code. straight out of ed code. we can't create a program for a higher level of service.

so sit with that. this is a modified two-year opportunity for children. and in that opportunity, it cannot be construed as a new program. so we have individuals that have been doing it in spirit for many years. and we have taken time to sit with them and talk to them. i want you to know, who are we sitting with? we have an individual that was in tk plc for the last five or six months. she has been learning about how they have been doing tk. i have also been invited to participate in plc with associates that have been placed into -- one that i will sit with

will be lost angeles. this is yours to learn more about. we are all participating in a professional learning community. besides that, we have a close relationship with california that has been really sort of the person or the group that has been really encouraging the idea behind transitional kindergarten. they will tell you that it was all about addressing those young children and moving the age back. they did not think it would turn out this way, we would do this a little bit at a time. and have it sitting for two years in a kindergarten class and i will talk to you about why they are coming to that. preschool california has created a web site to see what they have

learned, and in your packet, that four pages i have handed to you, this is a summary of what they have learned. in that summary, it simply highlights the nine key learning as they have learned over the last few years. attached to that, you don't have it right now. it will have individual schools and what they have responded to in those nine questions. when you see something that says program, it shows how they will set up their program. the other individuals, we have had direct conversations and interviews with loss angeles, oakland, san diego, and santa clara county. what have we learned? i just summarized the 40 learnings that will actually move us to what we are considering.