>> good afternoon. welcome colleagues and members of the public to the regular meeting of the city and school select committee. today is thursday, september 23rd. i want to acknowledge colleagues that are here from the board of supervisors. supervisor daley. we have jane kim and sandy furor. i'd like to take a moment to recognize andrea albury andest they're carrasco. madam clerk? >> it's file number one 0028, students served by multiple

systems -- >> thank you so much. we had a hearing over a year ago that touched upon issued of student who are served by multiple agencies and the school district and looking at how we could do a better job at coordinating services and promote bert outcome -- better outcomes. we're center concerned about at-risk students that encounter the city and school district in different ways. what we are going to do is we are going to start with the associate superintendent for student support. kevin truth is going -- truip is going to be here. we will be joined by ji ling

su. andre notten and rachel who are here from the department of youth. some of the focus of this hearing has changed just in the last 48 hours and i really want to thank individuallies -- individuals for changing their schedules to be able to support us in this endeavor. and so with that, we'll turn it over to our associate superintendent kevin true it. -- truitt. thank you supervisor dufty. sandra from dcif, we are going to start with the school partnership model. we have a brief segway to multiple systems for students. >> we have some handouts for the committee members and

copies for those of the member of the public that are here -- members of the public that are here. thank you for inviteding us here today, committee members. we are happy to give you an overview of the new effort that the partnership and the department has called the school partner model. we have a power point that walks through some of the main points and a handout that gives a little bit more description. so the school partner model. >> i'm going to ask you to speak a little more robustly. that's a little tough, if you can. thank you. >> this grew out of the dcyf's education related goals for its current three-year funding cycle. in the planning for this

current cycle we initiated conversations about what the needs are of the students and also we're in many meeting with the youth council focusing on how to make sure that work base learning and youth jobs really had its high from educational attainment. so from conversations in the past few years, to reach out to continuation schools and target student who are under-credit or at risk of not graduating high school and really try to link a lot of the great youth development and youth workforce development that some of the committee organizations are providing with what's happening during the school day to provide relevance to what the students are doing in school and how that applies to their career options and their ability to be marketableable in

the marketplace. so from those conversations grew this model which the goals are to to support workforce opportunities to have relevant learning opportunities, real applications in a real hands-on way, to include educational attachment and to develop their skills. the district had a great job articulating this. so there's a new effort, it's building off some existing models that are in place. in some school sites it's starting from scratch. it's funding that was awarded in july. and so there's a six-month planning process. we're going to be talking to you about the goal and be happy to report to you once the programs are up and running of what's happening on the ground. so this next slide kind of just demonstrates how really the

whole point of this model is to kind of have the school day learning that's occurring really apply to what students are experiencing in their workplacement whether that's an internship that's the core of what this is all trying to achieve. >> our model has four components for detail components. and it's in your handout right there just under major problematic components, under-education. under-education of their work experience. the teachers make an effort to align. they're aware of those workplace opportunities and they incorporate those into their learning. they have the possibility of dual enrollment with city

college, program requirements. we're looking into that right now. of course, the school success is integrated and we're tracking the progress also linking that to school attendance. the career exposure -- the students could and these are part of the problematic as we're planning this right now. they could participate in career panel, job shadowing, field trips. the students will be developing workplace skills, teamwork professionalism, communication through project-based learning activities. the students will complete internships and intentional learning objectives at these placements with the support of mentors. the work experience and workplace internship can be in partnership with the mayor's office of workforce development in the area of retail, health care, information technology,

biotech, etc. another important component is that there is a post secondary light planning goal to the workforce -- to the workplace development. so that the students are also developing a post secondary plan. and that also they were connecting to support services so that as we identify additional supports and needs and resources that their students and their family might need that we're aligning those resources with city services also. there we go. >> the effort is really involving three major parties. so there's the school sights and the community organizations which has the expertise around workplace learning and workplacement and then the employers. so the whole model of those three entities is to work together to go design these workplace opportunities.

so we've outlined those levels. so the school sights will be identifying which students that they think this program will really work for. they'll will be co designing what happens during school days and out of school time and tracking kind of the progress and trying to align other resources to the student's experience. the community organizations which receives funding from them will be charge of the overall coordination as well as the co-designing of the intentional workplace opportunities providing some of the work readiness training which is their expertise, recruiting and helping employers understand what this models' trying to achieve and that may are rewarding. and then linking them to the student for their support services that kevin mentioned that you might hinder a student's success, to kind of make sure their needs are met.

a co-designer makes sure those are being met, meaningful and have value in terms of the skills they're developing when they start looking for a job. >> so what does this actually look like? so the grand -- again, these are for our alternative and continuation schools. the following schools actually awarded the grants from dcyf. one, for instance at ida b. wells, they had a culinary arts class that was gaining success that was gaining interest. they partnered with buchanan ymca to create "the heat of the kitchen" schools who work partnership. and that will involve 120 students per year called the culinary arts and about 40 of

the students will be placed into short-term paid shadows and internships in the hospitality business. another downtown high is to be working with jewish services. the plan is to take about 25 students from downtown high school that has attendance issues. perhaps have low testing skills. 25 of the probably most challenging and disengaged students from downtown high school and engage them into a variety of occupations with various partner, employers. another is with o connelly. we've had a partnership with bill s.f. building on this success that they've had over the years. now these are all kind of

programs that were in developing right now. to be implemented in january. but with the principal center collaborative and y-tech, we do have the big picture program which actually has been up and running for the past six weeks and we brought the principal to actually tell you what's happening at an actual sight right now with the students that are enrolled in the big picture program. so again it's just six weeks in implementation but jim can give you some real details of what's actually happening with the students. >> i'm jim and i'm principal at the school. these things that are happening are happening at our school right now. the big picture is all about

internships. it's all about getting students out there doing realtime -- real life work and then bringing those back to the school sight to work on as their interest -- as their curriculum. it's going extremely well. we're in the process of moving the students into internship. this is our sixth week. the students spend a certain amount of time with their cohorts getting to know each other doing interest surveys and going to field trips and job shadowing. just this week we're into moving the students into some of the internships that are around our sight all over the city and all over the city -- some of the students are interested in automotive technicians. some are interested in being in doctor offices. it's really robust. it's really happening much more quickly than is expected.

with the help -- there's an internship coordinator that's partnered by the school model. so that's the big picture. >> could you -- i wasn't familiar with your school. so for those that are watching, would you give a little background on your school. i guess enrollment fluctuates. >> sure, absolutely. it's an existing school. at the begin og this year, there were 60 students, probably 50 to 60 students and that grows as the year goes on. big picture schools, there are 50 around the world, the idea is to building -- build around the student. for example, they start doing

research into the spca which would culminate in two days a week, tuesdays and thursdays going to an internship who has a mentor further their education. they bring that back to their school. they study all the different subjects within the spca or organizations like that. it's a multilevel organization where you are going to be adding some of your core classes. could be going to college. could be through a workshop at the sight. and it culminates every nine weeks in what they call an exhibition. it's very, very important for students the writing and making a 45-minute presentation every nine weeks. soy think it's going to be great for our students. we've seen the result of that. if you saw the students at matt west that's where we'd like our

students to be. so we're really excited about that. >> thank you. >> commissioner kim? >> oh. thank you. since we visited matt west, kind of where we're at in terms of the first six weeks. i'm really excited partnering with big picture. they're doing a great academic studies. i think i talked to someone about this. is it changing a bit? are they staying at principal center for the rest of their time through school? how's that working now? >> that's a great question. for students, this is a complete change from the principle center. they were sentenced and that's the way they view going to principle center. we really wanted to change that

>> right now it is probation only. we're starting small. we're going to do where students are placed at principle center. we have an interview process. they have a choice that they are placed there. we have an interview process where we show them the big picture videos and this is what the school is going the be about. is this something you'd like to be a part of. when it is over, you are absolutely able to stay here at big picture if you'd like. and the motto as ms. kim goes, it -- model, as ms. kim goes, it could go on for years. students who are older and are close to graduating and may want to graduate from their regular comprehensive school. that's how we would tailor that they're program. >> is there a point where we're not going to be able let students -- i think continuity is so important for our

students in general, especially when they come to principle center. >> we have six advisories and the optimum -- the maximum number in each advisory is 15 given the sight logistics, they're small bing lows. we're hoping that they 140 students. wore hoping to move into another place next year and increase our population up to that number. but i think at principle center, i think we're going to be -- i would have to say 70 to 80 students batesed on that sight. >> the students are exploring their interest and the interest coordinator is looking to find their interest and is going through the interview process. >> the students are actually -- the growing part of big picture is that the students actually doll the internship explore ration themselves and that's a big change. the internship coordinator and all of us help them do that,

but it's really their job to do the cold cobs, to find out what they do at their jobs, the job shadowing and finally mind a mentor and move into that. we expect that to happen at around the ninth week based on what's happening so far. >> there's something i loved last year that the students took the initiative, and the staff helped them write scripts. we're doing this work with the buchanan ymca and j.v.c. in terms of this school program. are we able to do some professional development so there's a level of consistency. i think it would be great if there's a level of consistencey? >> i think that's a great idea. i think we could certainly do that. we're certainly available to do some professional development from our sight as the matt west

site has done for us. absolutely. >> any of you familiar with the europe program? >> i just want to say that having had a lot of exposure to working with young people in that program, i think that they do an outstanding job of getting young adults prepared to give you that strong handshake, look you in the eye, directly ask you a question -- your presentation talks about 21 century skills. i'm interested in asking -- what do those look like? is there something that looks different that we want our students to have. but beyond that i would like to suggest that maybe europe could offer some support not having to reinvent the wheel but to bring people in that really do that and i think do an excellent job to that. i think they'd be very open.

i'm hoping the superintendent is smiling and that's usually a bad sign. >> on that note because this is a new initiative and again some of these programs are employees. some are starting from concept, ground zero and moving forward. we are bringing the four sites together. we'll be visiting other models to be a part of that program in terms of bringing everyone up to speed on what are some best practices. it might not be an internship coordinator but there will be that type of role. trying to allow for the needs of each school but providing those practices and training -- best practices to all the sites as we kind of move forward. >> along those lines i'd also point to co ral foundation where they work with high school students and they work with individuals that are post college. but there's a very strong

emphasis on creating a culture and you feel like you're part of a very unique experience and how you think and what you -- how you rationalize issues and how you solve them. that would be great just to draw from some of those elements. a number of your students i have had the privilege of having a student that will be graduating this year from downtown high school. one of the things that i've learned is when you talk about many of these students, they've had such bad experiences with school themselves and so i'm just wondering how do you go about the buy-in process. -- process? are you doing focus groups? do you get young people that are turned off by the process and turn the page and recognize that this will be a different experience for them, hopefully. >> the approach has been -- how

we conceptualize the model, the schools will determine what student will benefit from this experience. they have slightly different target population but leaning toward the school staff to identify who really is interested, willing or they think could really benefit from it. >> where i have a problem with that is that i've had the student with me and she stayed in trouble with the leadership of our school because she was consistently 20 minutes late because she was responsible for getting her younger sibling to element school. there's no way she couldn't do that. but she stayed in trouble about things that i'm not sure were the most important things to be in trouble about. i come back to the point that i just don't want to cherry pick in this environment because i think that they're enormously talented kids. they would not be the kids that you would most identify at any

of these schools. i hope you'll be mindful of that and that's why i talk about something -- a buy-in process that's really a little different than the school leadership than a teacher or a principal identifying that these are the right kids for this experience. so i would just be my beg. >> this is just a pilot process. it varies with each school. principle center is the exception. it's not schoolwide at this point. but we're hoping that this three-year cycle funding will inform how to make all high school experiences, relevant and focusing on 21st century and learning in that marketplace. so this is just the beginning. but we'll definitely keep those considerations in mind. >> commissioner? >> oh, i actually had a couple of questions, but i guess it's still ul