functioning. we track how we address it over time. this is a full assessment. pretty much we were able to impact, you know, some areas. so depression gone down and the control gone down. and so you can seer we are working these two to gain tracks. both for the clinnings and also for party makers such as you. that concludes my presentation. if there are any questions, i'll be happy to answer. >> what i'd like to do is i'd like to bring the other two departments and have the questions all together. next i'd like to invite our chief of juvenile probation bill sufferman to join us.

>> thank you. supervise or dufty. supervisor daily. bill sufferman, chief probation officer and asked to participate in today's hearing. i have to be >> very frank. i don't shy away from any opportunity to share information about the partnership between the juvenile probation department and the san francisco unified school district. i welcome this opportunity just to present the main feature of our partnership with the district. as you know and may find hard to believe that some of the students in the san francisco unified school district get themselves into difficulties that wind up placing them under the auspices and just diction of the juvenile probation department. and for those youth that find

our way to our doors and find our way into the temporary juvenile detention center and in our system we have a number of initia actives that -- nive actives that provides that. the detention center school at the juvenile detention center, the services provided at the county day school the principle center collaborative where the big picture school has been introduced into the circumstance william this year. and the services at log cabin ranch that are provided by the district. all of these represent key threads in the fabric that establish as very positive culture, within the institutionings and provides support -- institutions and provides support and are required to attend schools. >> this partnership has never

been as strong as it is in the 5 1/2 years that i've been here in the city as the chief probation officer. we will be present, i believe, at the call of the next chair to present some specific information relative to our partnership with one of the newest initiatives with the district. and be presenting along with other partners at the next hearing. but i'm also here to answer any questions that you might have about ways that the department can improve our cooperation with the district in providing the education nal pathways for youth that are in both of our systems. >> thank you. so bill, i'm going to ask you if you can stay a few more minutes and then we'll come -- come back. >> sure. and 50eu8 be joined at that time by allison mcgee our

director, administrative services that we'll also be available for any questions you might have. i want to thank for being here. >> sure. thank you. >> i want to invite liz crudo and dan kelly of the department of human services. >> i values handouts. so -- -- i also have handouts. so. h -- -- so -- >> good afternoon. i'm liz crudo, i'm a program manage we are the family division of human services agency and dan kelly is the manager for our planning and

evaluation staff. i'm going to talk about our some of our inner agency partnerships that are serving the school district children in san francisco. this is not all of our partnerships but they are some of the key ones and you'll hear some echoing of what si ling is saying with our partnership. just so you have some background and some context to foster children in san francisco, this is some statistics on who those kids are. there's about 1,300 -- there's a typo there. there's about 1,300 who are san francisco department. half of those students are placed out of county. about 60% of those 1,200 children are placed with relatives. 426 are age 5 and up. so that's the population we are talking about, age-school

children. i wanted to talk a little bit about our math team which is an inner agency collaboration of the different divisions. but you see here before you today, our agency, human service, juvenile probation of the unified school district and mental health. this is an -- a meeting to talk about services for them. it came out of last year. there was a series submitted to the board of supervisors. this is one of the core things that came out of the meeting. we had a number of inner 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 public wants to access particular information about your house or neighborhood we point them to gis. gis is a combination of maps and data. not a graphic you see on a screen. you get the traffic for the streets the number of crimes for a police district in a period of time. if the idea of combining the different layerce of information and stacking them on top of each other to present to the public. >> other types of gis are web based mapping systems. like google earth, yahoo maps.

microsoft. those are examples of on line mapping systems that can be used to find businesses or get driving directions or check on traffic conditions. all digital maps. >> gis is used in the city of san francisco to better support what departments do. >> you imagine all the various elements of a city including parcels and the critical infrastructure where the storm drains are. the city access like the traffic lights and fire hydrants. anything you is represent in a geo graphic space with be stored for retrieval and analysis. >> the department of public works they maintain what goes on in the right-of-way, looking to dig up the streets to put in a pipe. with the permit.

with mapping you click on the map, click on the street and up will come up the nchgz that will help them make a decision. currently available is sf parcel the assessor's application. you can go to the assessor's website and bring up a map of san francisco you can search by address and get information about any place in san francisco. you can search by address and find incidents of crime in san francisco in the last 90 days. we have [inaudible] which allows you to click on a map and get nchldz like your supervisor or who your supervisor is. the nearest public