-- no end. one of these days we are going to get stuck because we have already started a contract, and we have people who have already done the work, and we do not know where the money is coming from. i want to emphasize the retroactives are inappropriate. we need to figure out, but i continue to see retroactive, and i do not think we should have these ever.

commissioner fewer: i would like to speak about the bay area apparent action network. they have trained many of our parent leaders, but many of them on our advisory councils, so they have trained a lot of the parents theory goes -- of the parents. they would like to continue the work they had originally, so this is building on what they have already learned. i think this is exactly what they need help with. i am ready to support this.

>> for the record, it is not about the content. in days about the process of how we do it. is there is no more comment on items 6 through 11 -- commissioner wynns: i want to comment on the retroactivity. if you could comment about the issue that we thought this was there, and we need funding for it, that is something i would like to know. an e-mail would be fine for me. the other thing is the issue of retroactively, i appreciate the concerns about that, but on this issue when the money you think

is fair from a certain source, that is a legitimate retroactive ishiguissue. you are making an amendment, because you have the wrong names, so there are things that become an attractive -- retroactive through nothing we can control. and we have had people say, they did the work, so we have to find a way to pay them, so if there is a way to distinguish them, most of them are just all the

information is not there or the money is not there. we make those judgments ourselves by looking at the reasons, but some staff inside might be good. >> this is somewhat of a moot point, up because the reality is we are moving to make this electronic. it takes so long. some of the problems we have had is that we are so antiquated in how the process moves along that it can take 30 days to 90 days. when you have things planned and they go through the system, nobody has 30 days to 90 days. we have been piloting this.

i believe this will not be an issue by next year. there are a few glitches we want to take care of, because we tried it out and got some input from people. once this is done, you will instantly know the funds are not there, because it will be rejected immediately if the funds are not available and if people do not sign off on it, so the system will change radically, and we are very close to durin fiveoinoing that.

we are going to do it right. we have identified a few issues. we are going paperless, and our big frustration has been we have antiquated technology to get us there. we are scaling that up. this will not be an issue. >> this issue will go away. one down. >> roll call please on items 6 through 11. i thought you were bunching them altogether, so go ahead. >> 7. k8, k9, 10, and 11.

>> are you now doing all the -- >> i am just telling the folks that are here so they know. >> i get the idea of the kids wanted to go on the use backpacking trips, but it seems like a small amount for five middle schools, so how many kids are going? i was reading the selection process. the sentences the department has been working on this for 30 years. it does not mean it is great.

why are we keeping this program going? it seems like a lot. >> i think there are seven, and it is $400 per school, and they can select from a menu of options about what they want, so this happens to be one thing they have i asked for, and they take up to about 20 students on the wilderness program, and this is what they have opted into, so it is one of their selections. they have done internships but come to the school. -they have a whole range with limited funding, but this is something they selected from the

menu of options available to them. rex thank you, so k-8. but was just seven. >> it was really eight, nine san, and 11 -- 9, 10, and when and 11. i think the board of education needs another presentation, because these are shocking, so i

really needed education about what we are doing. i really want to know -- in the bullet points, providing the research and instructional model, i struggle weswith and wt are they doing now? we are working on and on and not a whole different curriculum model, but i know they are getting specialized attention, but this almost looks redundant.

they are doing this for the schools as well. maybe i need to been corrected on five. don't we have a research-the departments? when it is talking about literacy and literacy coordinators', don't we have people working on diets? why are these folks coming in to do that? how does it work in conjunction with the others? >> i am happy to speak to k-8.

is to serve teachers at six different schools, so we are talking probably a couple of hundred teachers but will benefit. this really is a central aspect. it focuses on our balance of literacy approach. it is a high-quality learning organization. i know you are referring to the research. they just completed a four-year longitudinal study demonstrating

the impact the schools have had, so it was with a lot of discrimination and discernment that we went with this instruction in mission district schools, so i know there is what appears to be a significant amount of investment. this was our critical piece to provide guidance across the schools. good this includes instructions so they can attend these sessions provided by trainers. i know you referred to is this

something separate from what our district is doing? are they also being implemented as well? >> that is really helpful. i would love to see that. the data shows they would have a significant amount of impact on reform, and we want to use them. >> i can refer you to a simple study of this. you will see awhile longer a longitudinal study.

literacycollaterative.org. you will see the report. >> we will send you about a report by e-mail, so no need to log on, but just a general comment. if you remember, the theory of action is we need to disrupt the historical threat you're a good you are going to see some research-based, nationally vetted, and given the seal of programming that is going to come forward, so this is

probably not the last one you will see, and the questions you're asking are critically important, but in the general sense, we are trying to disrupt the historical pattern of under achievement, and we feel the best way to do that is to invest in the teachers in those classrooms and give them the best training we can give while we have this opportunity to have some funding. >> i appreciate you saying that, and i forgot about windows comment. goo -- linda's comment. you have significant dollars in

the agenda, and that would help me tremendously. i was shocked, but i did not have time to get to you. if of was sent rain, that would been very beneficial to me. >> the original proposal we responded to have things you were supposed to do, and two of the largest things were to have an external partners for reform, which could been at the restructuring level, but is expected you will have large

investments common and is the -- and large investments, and this looks particularly large, vico's sandford cisco -- and san francisco has one of the largest. when you see something like this, is significant it is divided between schools. >> can i make the request? there are specific and tenants that need to be taken care of.

because we know that, maybe we get this goal, and i have done my research. but is one thing the house to be completed common-law -- that has to be completed. does that make sense? >> absolutely. there are two different frameworks they have to go respond to, so it always has to be a mesh of those things. goowe should reiterate those things or give you a document, because like you were saying

about kevin always being are around, a lot of us who are in its day today who are familiar with those and to do not get reminded often and not. -- often and not -- often eno ugh. >> are you going to answer nine and 10 and 11? if that is ok, can we take all of these together, and we can vote all at once? i do not know if any other board members had questions. my question is around matching core curriculum, but this is a

huge chunk of money. i got not a lot of explanation. >> k-9 represents a representation to continue working with them for a smaller amount of money, but their work focuses on results-oriented activities within schools, so it is working with instructional leadership teams around a data- driven improvement cycle, so they are always looking at student work and performance data, and their work focuses on doing that within schools. we focus on underperforming schools for one -- for quite some time, and we are named an external partner which schools. you will see a breakdown given a

more strategic level with partners they are seeing, which includes actual personnel. >> because they have worked so intensely with that, have we managed to integrate our own people so when this money is gone and they are no longer in love with us anymore, how will we continue to do this, because we will need to stop because the money is not fair. perhaps it is a gradual release last year it was about 164,000

per school. this year it was 128,000, and some schools but do not need as much attention are paying 77,000. i will say they do outside funding and fund raising to support their work. because they have been able to pay at this level for the schools, they have allowed us to apply for other schools who do not have the same funding, so it is like they are part of it by virtue of the fund raising, but it is a gradual process.

each of these schools get one every day as well as someone who coordinates the work and works of his own level and partners with us in all the ways we are supporting coaching for all the schools and relate helping us to build capacity. >> monthly, there is a principal network that is held which builds the capacity of our leaders. >> we are at 10, which is the

coalition, so there is one insurer in -- one issue, and that is a problem. we learn line return we learn them, and they go away. >> that is dynamite. they actually have instructional leadership. they thought it was humorous, so that one is unique.

they must be equity-based. that is the main thing. two of our partners and where providing support to the school district of the district level and now works with john o'connell high school, and they have complementary strengths, so they are working with overall transformation planning process with the leadership of the school.

they work in this energy and in complemented of ways. >> is that a typing error? >> a small and learning community, so to support those they have to develop these. the school has divided into some small learning communities, and they come together in a meeting of holvithe whole. >> that is all i have zero. i can now understand what is about. > > k-11, which is 87,004 central high schools, and i guess i am asking why do they

need the coaching. i fethink they do really well. i go there all the time, so i am trying to get a better understanding. . how are the school communities involved in the decisions that happen to them? that is the last question i have a sore all of you. how are they involved in these decisions? first mission and why they need is a particular service common and how are the school communities involved? >> you chose a good one, because

mission high school in the original proposal we have large external partnerships, and each of them wants to work with different partners. nation has been under spending in rome of the external partnerships. this is the first major expenditure it is doing, because they decided they had enough people that they wanted to pay for some of their own folks to be coaches. they have chosen those folks because they have certain expertise or certain