agencys that were happening before and we collapsed all those until it would be larger. everyone's on the same page as to what needs to happen for these cases and the kind of support that our staff needs. you hear si ling to talk about communication. one of the key parts of the meeting too is that at the end of the meeting, the deputy directors meet also. so that when we have particularly difficult situations we're able to work together across our agency to come up with solutions. and that's been very effective. there is just some more information about the purpose and goal on the next page. i wanted to talk a little bit

about specific partnerships that we have in the school district. the services program is a division of the school system that works specifically with foster use in san francisco schools. and they have several staff who provided a number of different services. one is a pam let. that one was described to you. these include educational type management. including with special education. they have been able to participate in 100 decision-making meetings last year. those are meetings that take place whenever we look at removal of children. one of the things that we know is that educational success and

consistency is very important. they start having educational problems. it request be very demand pg. so they have been able to provide educational at the meeting or they've helped insure that they provide us with the information that we need so that we can assure that the educational needs are getting met. we also on our staff have a child welfare worker who acts as the liaison with the unified school district. they worked with the services staff and the two representatives to have a collaboration. through the part northeast are nership through the foster

services. the other brochure that you are in front of you describes that. this is a have innovated project. it kicked off in january. what we've done is turn to the school community. >> can you show us which pro sure we're supposed to be looking at? >> it's the with the families. ok. so the -- >> we're doing foster care with their quim. in the adoption agency, it has done the needs for foster care. the the needs for the children to remain in the community and in this school setting as much as possible. since january we've been able to make 15 placements of kids

with families in their school. we're very excited about it. it's quite innovated. we worked very hard on it. another core project that we have is sp-163 wrap-around program. this is something that theykes state and federal funding for children, the foster care placement funding and allows us to draw down that same level of funding, but provide services for children in family settings who are at risk of going to a high level group home placement. so we're able to access more funding to provide the services that they need to maintain them in family settings.

and that is an interagency partnership between human services, mental health, juvenile probation, and the school district. and then seneca connections is the private agency that actually provides the service. so it's primary -- primarily the child welfare kids and the few mental health clients who access that. and this just gives a little bit more description of who is actually eligible for the service. you need to be in at risk of group home placement and you need a 362 status or be a.b. 3632 eligible or have a.p. we're also offering it to adoptive families to make sure the adoptions stay in place. supervisor dufty: how long is that extended for new family adoptions? i have had situations where adoptive households have had issues that cropped up several

years later? >> they're still eligible for this service. supervisor dufty: ok. >> we have a couple of a.a.p. staff. they'll often make referrals on behalf of the family. supervisor dufty: we're good. >> this was mentioned earlier in the presentation. this is something that comes out of the communities of opportunity and is a coordinated case negligent approach for families in multiple systems. and specifically for families living in the public housing developments in hunters view and hunters point. so it's, again, having one plan across multiple agencies for families and it's a community-focused family-centered program. staff are trained in these kinds of practices. i think we have about 10 families participating at this point in time. and finally i just wanted to reference again some documents that our department has submitted to the board and have been approved in the last year.

the system improvement plan which the board approved in august and the reports that i mentioned earlier, the san francisco task force on residential treatment for use in foster care, which were submitted last year because those contain a lot of context of this information, a lot of detail and the strategies that we have identified across systems to address the needs of children with complex issues. supervisor dufty: and, mr. kelly, do you have a presentation as well or are we coordinated here? that's awesome, that's awesome. i wanted to open this up to public comment to make sure any members of the public who wish to be heard, we'll allow two minutes each speaker. you're welcome to come and provide testimony. welcome, walter. we don't often get you here, we'll welcome you. >> thanks, thanks.

♪ been around the world of schools, i can't find a place ♪ ♪ i don't know where foster you're going ♪ ♪ i don't know where in the world you might go next ♪ ♪ you did too much trying ♪ didn't waste a second of time ♪ ♪ here you cry ♪ ay-ay i've ay ♪ i have been around the foster world, i can't find a place ♪ ♪ i don't know where you're going next ♪ ♪ i hope you find a place ♪ all i know is you did too much trying ♪ ♪ you didn't waste anytime ♪ oh, i know better you're going to find ♪ ♪ been around the world like you can't find a school place ♪ ♪ nobody wants you all the time ♪ i know you're going to find ♪

supervisor dufty: thank you so much walter. any other members of the public wish to be heard? seeing none, we will close public comments. we will open it up to colleagues who might have questions. commissioner kim. commissioner kim: i had a couple of questions, they were just quick questions. i was wondering what it meant on page numbers but on the system wide client profile, how do these -- how do client needs impact their life and you mentioned student recreational. i was wondering if you could be more specific about school issues meant and what does recreational mean? >> recreational really means how you use the time outside school. so whether they're using it in

er activity, whether they're doing prevocational work or participating in meaningful activity or not, i guess that's -- so these are really kind of interview questions that we ask at the beginning at intake at the initial meeting with the family and with the youth themselves so we get information from them. this is really kind of putting in a rating, like a scale where it is rated in the report. so in terms of schools achievement, it talks about whether there is grade level achievement and then really kind of school performance. school behavior really refers to how is the student functioning in the school involvement in terms of constant behavior and disruption and it's a different kind of measurement. commissioner kim: you have problems recreationally?

>> i think that means that you get in trouble, like if you actually, you know, instead of go home, you may actually spend more time like four hours to get from school back home or you go out and smoke a cigarette rather than -- things like that, yeah. commissioner kim: so i'm looking at just the last slide about percentage change in clients' needs over the six months, are there more longitudinal evaluations? i mean, it's nice to see that the bar goes down a little bit, but it's not that reassuring. >> of course. because we just assigned to do this system wide, it takes several years to retrain everybody and certificate everybody to use this tool in the way we know they are using it. after all the training -- we train about 700 providers, clinicians to use this tool. it's being used across our system and we're beginning to

actually -- and we put it in a database and now we actually, we had the initial database, we're now changing to another database because we are putting a whole electronic health record. we will track it over time. commissioner kim: what is the hoped outcome? how do we measure success? >> how we measure success is that we want to see areas that need help will go down over time. so it's really a composite. so if you come in and you have 10 areas that need help. over time, we really want to see that your areas needing help go down and your areas of strength because you also ask about strengths, what do you have going for you? do you have opportunity to access prevocational service? do you other kind of things that are going on, maybe religion, other support. so you want to see the problem areas go down and the strengths go up. so over time, what we call the

actionable items should get smaller and smaller. that's what we look at. the nice thing is really, we're really emphasizing on using this as a communication, so we actually have trained some of our parents to learn about this, too, and also give feedback to us about how they experience being a user on the other end and then training our clinicians about how to administer it so they actually get the kind of answer that they could get. yeah, it's a process. commissioner kim: i completely understand that it's a process. my question is more how do we know that what we're doing is successful? what areas are we successful in currently and are we really good at addressing depression or anger control? what do we know that we're doing well and where are we weak? >> if you look at this, it looks as there is a drop, almost biggest drop is in anger

control, the second column that looks like a pretty impressive drop. i think we're doing a pretty good job there. if you look at the next entry, the depression, that's a pretty significant drop. when we're not doing very well actually is in impulse activity and hyper activity. there is no change. commissioner kim: how do we know that we're not successful in an area? >> that is a good question. when we see this we know, this is one of the few areas that we have effective treatment, which is really a referral for psychiatric assessment when you have hyperactivity and we actually -- so that's why i talk about the multilevel importance. once this is feedback to the clinician, the clinician sits down, goes over it with the supervisor, well, how come there is no change? have you referred the child to see a psychiatrist? oh, i haven't thought about it. then you refer to a psychiatrist and then you

actually change your practice. so i think this is really an ongoing process of multiple levels from the client to clinician to the supervisor and to the administrators who look at this and say, hey, system -wide this isn't good. maybe i need to do more education to let people know there is more effective treatment for this particular problem. we need to make this much more of a practice and make this a policy when you have this diagnosis, you need to make a psychiatric appointment. so that's the utility of using that data to help us. supervisor dufty: what would you say are you most happy about over the time when you were here last and till now, what would you say is the best that's happened and given that you have got an audience of school board members as well as supervisors, is there any direction you would like to give us as policymakers as to where you really think we need to do more work in setting

policy or trying to encourage more success in terms of serving the students? >> i think it's key, i went to a school board meeting two nights ago and hear about some of the new direction that the special education, the team is recommending and there is a lot of emphasis on using data to guide decision-making. i see one thing that i feel the most proud about is how we are able to actually change our system from the last time that i came in and talked to now we do have a way to actually track multiple levels, clinical outcomes and also communication to talk about the same language. so when we're talking about this, everybody knows what we're talking about. we can actually get our heads together. we have a lot of resources in the city. we often don't coordinate all, even don't even ask what is happening from one to another, one hand to the other hand. this is really a tool to help

us to communicate and then to also measure our change over time, our success over time. it's really critical. so i think that is really -- i'm really proud of this. the second thing that i'm actually really doing a lot of work on is implementing parenting training. we have a parent training institute with the support from the first five commission and agency. we're seeing that almost as an i knocklation, an immunization for parents. it's really a whole set of schools that really we need to really teach and learn and support each other to do. and through this, we introduce two evidence-based parenting practices. if we do a good job, especially for the under 12 years old, for the younger children from birth to 12 years old, do much more

universally training parenting support that would go a long way in helping our youth need and our youth problem. i think those two things would be really successful, would be really helpful, thank you. supervisor dufty: thank you. i want to open it up to any of the presenters. are there any things that you want to bring up at this point having had the presentations chief zuckerman, school board, human services, are there any other things that you want to bring to us? no, ok. great, colleagues, i see no one on the roster, so i would like to thank our presenters. i think that this is extremely helpful for us to have a benchmark and to see where we are and i'm certainly encouraged of all of the work that is being done and certainly very excited for the school district to have this new initiative. i think we look forward to working with it and following it through this committee and

through our respective roles with the city and the school district. so with that, i would like to ask our clerk to continue this item to the call of the chair in case we would need to bring it back and to share that on october 28, our next committee meeting, our agenda is going to be about student school assignment, an informational briefing that we'll have at that time. so that's what our plan is for our next meeting. so with that, colleagues, we are adjourned for today, thank you all so much.

>> the san francisco arts commission's public arts program made a big splash in the civic center with the world premiere of three heads, six arms. the artist came from shanghai to help us celebrate the unavailing. we had a chance to speak with him about his work. >> the san francisco arts commission is pleased to be

celebrating their relationship between san high and san francisco. the shanghai and san francisco. this is a 30 relationship that stretches back to win dianne feinstein was the mayor of san francisco. we premiered a new work of art here in san francisco called the three heads, six arms. welcome to san francisco. thank you for bringing your extraordinary sculpture. can you tell me about what inspired you to create this sculpture? >> this started with some trips that i took years ago. i went to to bed and i saw a lot

of statues and i started to really feel the spiritual life of people in tibet. it really inspires me and i went back to shanghai and i started the creation of this. >> we see that one of the heads of the bullet it is your face. can you talk about the significance of that? -- we see that one of the heads of the buddha is your face. >> i started doing public art almost 10 years ago. what i want to express this as

an extension of my our practice. this is an accumulation of my own experience as a performance artist. >> we see that the scale is very important. we have seen other works where a limb of this culture is on the floor but everything is very big and large scale. what are you trying to accomplish with expanding the scale of these images to such a great size. >> i wanted to make large scale art and see how this plays a

role in contemporary society. i think that is the mission of contemporary art, to serve as a social critique. >> when the mayor knew some -- when mayor newsom join you in dedicating this, they wanted to find a work that was big and bold. he was so pleased with your participation that he made you an honoraria citizens of san francisco for the next 18 months. the public reaction has been very positive. what is your reaction of how people receive your sculpture? >> i think that san francisco has a long history.

this gigantic sculpture is in front of the civic center. i know that that is not the kind of a go with whole environment. there is an exchange with the american culture and the asian culture which has created this very strong power. this power was created by east meets west may be is exactly what our mayor or the public wants. they will start to be curious and wonder how this is here and how we look at the asian culture. >> you have lived internationally, you have lived in cities like new york and beijing, now shanghai. you made a very conscious

decision to lend this culture to san francisco as opposed to having it premier as an exhibition at another museum. >> i am very satisfied with the turnout and i lived in new york for 8 years and all of my children were born in new york. i already have the american spirit. i am proud to be here and i really appreciate the spirit of committing to things and being honored and being collaborative. when i flashed back to my career, i think about what an artist can do is a teeny tiny thing. i want to contribute to the hall human society.

what art can do is just this tiny bit. >> your invitation has already proven to be a great success and we really look forward to spending time with your sculpture. thank you for being part of "culture wire." >> thank you for being part of this project. >> thank you for watching. join us for future episodes. join us for future episodes. you can

so are you going out tonight? i can't. my parents say i have to be home right after work. ugh. that's so gay. totally gay. ugh. that is so emma and julia. why are you saying, "that's so emma and julia"? well, you know, when something is dumb or stupid, you say, "that's so emma and julia." who says that? everyone. announcer: imagine if who you are were used as an insult.