this is one time we will start taking advantage of it. >> on page 106, you have a resolution which essentially looks like you are contacting the work at h.r. by spending $128,404 to hire the friends of the school of arts to not only higher but managed all the artists in residence and taking it out of the districts hands and put it in the hands of a separate, private organization. i am on page 124 now. he spoke highly about the new teacher project, and we're not

here to criticize that, but what it says in the description is they will provide consulting services to support the reorganization and the strategic staffing in the superintendent zones for a quarter of a million dollars. it would be my presumption that they are staff now. what are the needs in those zones, or are those not staff at this time. then you will take the resolution 15, starting on page 126 through to page 139. notice these are the students support resolutions, and you have some strange variancts.

you are talking about a cost of $265,000. on page one under 31, you have 627 students for $560,000. keeping in mind as the bouncing ball moves further said you had these students, and when you get to page 134, you find out you serve wanted 38 students for $230, and there seems to be a fairly large disparity of what is being done, and the right of

some are very similar -- writeups are very similar. these are items we have been the agenda that we hope you would be able to find answers for that would be clear to us. >> may we have a motion and a second on the consent calendar? >> the item on page 77. the last line should read, it is estimated to cost $150,000. the second is on page 139.

the requested action should read that it authorizes to enter into a memorandum with the bay area urban debate commission. this will stay in full force until may 27, 2011. the purpose is to establish of bay area fervent debate league. >> thank you. any items for a first reading by the board o? commissioner norton: i would like to sever 2b.

>> thank you. >> w30 and k14. >> seeing no others, roll-call -- >> 106. >> roll call will take place. we have an ordinance of the board of education, authorizing a special task. this has already been moved and seconded, and we will have our reading. >> i will just read the most

relevant portions. by passage of this ordinance, the board authorizes a special tax pursuant to section 53338 in accordance to exhibit a. the special tax is in fiscal year 2010 through 2011. >> i do not have any speakers signed up for this item you're a dead -- for this item. are there comments? >> i just want to reiterate my thanks to the staff and those in san francisco who have continued

this to support our facilities. >> we thank the city for investing in our public schools. roll call please. [calling votes] >> we have a board member's proposals. there is one to nine -- 106. this has already been moved and seconded on an june 8.

we have our report. >> they heard this item and pass it on with the positive recommendation. >> the budget committee passes on with minor amendments. >> now we have a reading by commissioner yee. commissioner yee: to finance a student missing 10 or more days of school, regardless of whether they are excused or unexcused contributes to lower achievement starting in kindergarten. there is lower for four months for all children.

among poor children, chronic absence predicted for achievement. this is a time they are more likely to have challenges the lead to chronic absences in subsequent years. students do not have equal opportunity to learn when they are chronically absent from school, and while it is often overlooked because most often reaching most tracks unexcused absence, both can mask children. good while chronic absence is

higher in secondary schools, it is crucial to start addressing among the youngest children. whereas in san francisco, many students are missing 10% of the school days, at least 16 of the elementary schools have a chronic absentees didn't rate of 16% or higher. whereas many utilize a variety of strategies to reduce chronic absentees, whereas a careful

analysis of chronic absence-that is essential because it can have greater impact in approaching the problem to case management, and whereas many students are engaged in after-school activities with community-based activities, and often students have developed close relationships with community workers, and whereas the department of youth and families is a close partner to help students become productive citizens and ready to work, and whereas the district is creating a plan in which educating parents can be incorporated, and whereas education can beat adversely affected, and by addressing

chronic absence, the district can improve attendance, which can increase the resources available to all students. therefore, be it resolved the district requests the superintendent of schools to provide an annual analysis of patterns of elementary schools for schools, grades, and education and to reduce the rate to moment -- to no more than 10% by the end of 2012 through 2014 school year. this will focus on schools during the 2010 through the 2011 school year to reduce the chronic absentee rates by at least 5%.

each will be decided by the basis of grant funds. at the end of 2013, they will reassess the targets for absence reduction, given progress made over the past three years. the superintendent has requested each elementary school site to create a student monitoring team. they will provide an analysis of barriers. each school will develop a

message of reducing chronic absences -- a way of reducing chronic absences, and they will partner with community programs and after-school programs to get children to school, and further, be it resolved the district will take steps to insure the ability to regularly produce reports on attendance data. that is the end of that. >> thank you, commissioner yee. we have two speakers signed up on this item. two minutes each.

>> thank you. it is a pleasure to be here during dead -- to be here. i will say the challenges san francisco faces are present throughout this country, and i am the proud mother of two unified school district children -- that you are taking a step to make a difference on this key issue. this is a really important proposal, and i want to say a few things to drive home the point. i think chronic absence is one of the points we should be tracking if we want to reduce the achievement gap. it is a sign of academic failure, both for individual kids, but if you have a large number is not getting to school in the first place, we know that

school is not going to be able to perform academically. reducing public absence has the benefit of increasing state revenues, so we win in every way possible, but in san francisco, we do not monitor the chief point. we all think this is great. you could still have 30 kids chronically absent. it depends whether they are distributed throughout the student body.

there was an analysis that informed office, but that was a onetime analysis. we need to monitor this over time. my last comment is we have lots of resources to bear. if we have the will to work on this, we have the resources. >> i am the director and the co- founder of the family support network. this is comprised of private foundations, public departments, and community-based organizations. the school district is actually a member, and we appreciate

active participation. our policy committee has a focus on developing economic success. one of the key strategies is on education, promoting education to support parents and support the children. we raised so many children not being prepared, so we want to applaud you for shedding light on this issue. we are a city known for lacking in coordination. looking at his provides a key

opportunity to look at the various resources to bring to bear on addressing a challenge that is not simply a school challenge. we stand prepared to insure that all children have the ability to be prepared. thank you. >> thank you. i would like to take comments from the board. commissioner fewer: i would like to speak to what the public speakers said. during the committee meeting, we did discuss, and you emphasize the need to have more

information, and we had a discussion. it is true we have not been collecting data. we turned the conversation to chronic absenteeism. i think we all came to the conclusion that this is a problem that we need to address and that we actually do have some resources, but that we can collect better data collectors around this issue. >> i want to thank the speakers

who came out to support this. the data was collected as part of it, and i think if we're going to pass this and take it seriously, we should probably do another analysis so they will actually know where they started from. >> commissioner norton. commissioner norton: i think this is important. it is the students that are gone continually and missing a lot of school, but not in chunks. it does add up. thank you for bringing this up.

>> this is one of those things we paid attention to, and we had some starts and stops. i think one of the most important things is that we have to put more attention on elementary school absences. most people in the community think it is about not showing up for school, which is an area of concern, but the habits of life that are formed when kids miss a lot of school and do not learn it is their job to show up for school are really having a tremendously negative impact on their lives. i think it is important that we recognize chronic absence among elementary school students is an

adult issue. we have a responsibility to make sure we change the pattern. i hope this will work, and i like the idea of starting with the schools. hopefully, it would give us some resources. also, it gives us an opportunity to integrate into the other strategies of school improvement we are developing, so i am very supportive of this and hopefully will be following through. >> i want to make decisions i think will help as well.

we're having a tendency part of the questions that are asked when it comes to any of the reporting that is happening, so they are asking questions about attendance and when parents are engaged, they are also being asked about attendance. often one student will cut five departments, and we have been working collaborative lay -- collaborative flav -- collaboratively around shared data. you have a more collaborative association.

if there is the case across the board that reaches all of the departments with one person reporting, we are hoping this is going to help with that. the last point is we want to set a goal for ourselves, and we are not only looking at how we reduce truancy but how we move students who have been chronically absent and moving them to 20 days. that really makes a difference. we really do need to start looking at the number of days our kids are missing. i want to thank the commissioner for bringing this as well.

we are seeing a lot more citywide support to bring this in the school. >> i just want to thank the commissioner, because it does start at the elementary level. if you get used to not going to school, you will get into have it in high school as well. i noticed it said using schools as more of a tool, and i want to see in the future if a high- school level parents will be able 0 give more involved in how many absences they have been reduced that number. -- and reduce that number. >> any other comments? >> i'd just want to thank commissioner yee for bringing this before us, and i am glad we

are going to do some work around it. roll call please. [calling votes] >> six ayes. >> now we are coming to our general public comments. we have quite a number of speakers for this item. i will read it in the number we got it. [list of names] you will have two minutes each. [list of names]

you have two minutes each. that is not very much time, but if you can please wrap up when you hear the timer go off, which we will year. -- hear. >> i picked seven schools. i got none of them.

my wife is an assistant. we innovated everything, so we own all home in san francisco. we had to move out of san francisco looking for better schools. there are latinos and pacific islanders, and -- [unintelligible] they were tested, and they kept higher standards.