youth transition from there into our school, because it was a bit more flexibility. alan: one other -- supervisor alioto-pier: is it school policy if a teenager that gets pregnant? >> no. if we put all of our pregnant teens in one place -- >> that would be illegal. >> but we do have a wonderful school that i'm very supportive that i want to see continued because -- no two children are alike and no two situations are alike and hill top is our continuation of high school and does a wonderful child and child development center there, but i don't think you should be mandated to go there. >> it's against the law -- maybe 50 years ago, but that's

illegal. there are some benefits for young women to go to the hill top program. it's got a lot of add junk services available right there on the site, prenatal classes and care and after birth, there is a nursey, so mothers can go there. supervisor alioto-pier: would be nice if we had those services for adults. >> commissioner kim. president kim: amazing school. some of our best teachers, not just for pregnant teens but young moms so they continue to stay on until they graduate. my concern is we aren't doing enough outreach to our pregnant teens and young moms because i don't think all of our students know about it. but once there, it is an amazing community and they build a

community. last year, they graduated their first dad as well. it's technically for all of our young parents. i have some questions on -- and i know not everyone is here on data sharing and what that really means. we know the problem is we aren't sharing data and known that for years. what are some of the steps we can take with our city agencies and school district to overcome those barriers? what i would be interested in having tiers where we name the students so if we know that 60 students are in three of our system, we actually identify who those students are and when we meet as, you know, this in these meetings, we talk about these students as a group, similar to what we have been doing in our schools where are teach hers are discussing students and you

learn how to work with a stupid in one classroom and are able to share that and wrap around services continuously for that young person and have different tiers. and as much as we can kind of work with those people. i'm wondering, what is it going to take to get that that point? some of our systems have trouble gathering data. but i want to know the first step, second step, what can we do? >> answering a little bit of that question and maybe claudia could follow and we have elaine here. and so i would start off by saying with tark, there are people apart of the agencies and so they are receiving services

from multiple disciplines. and what we have come up with is that if these agencies partner in some of the opportunities that we offer, like, for example, the tark coordinated care meetings, they could agree on a confidential forum to be able to move forward communicating about any of the client needs. besides that, we had talked about through s.f. can do some of the data base sharing efforts. that would help to be able to move that forward because it would allow us to do this universally. someone would go through s.f. can do and there would be a case manager there and would allow us to communicate. that is future, just in the moment in time, just supporting with help, we were able to convene a lot of the departments that worked together and really

enforce the sentiment that it's important to get everyone at the table. i'll refer to claudia about other ideas. but besides that, i think we would need something more system attic and we would need the funding to be able to support them. pier president kim: is the number one obstacle funding, because i don't want to come back and find out that the problem is we aren't sharing data. what are the first steps we can do? is it regulations, policy? >> let me speak if i may with respect to any attorneys who might be present. i think the biggest challenge is, you know, policy from the unified side of the table, you know, violations of confidentiality laws and ed code

and how do we get permission, the very similar left of things -- simplest of things. parental things. sharing of information between our counselors and the tark staff. and so i think a good start would be getting an interagency group of attorneys to talk about if there is a directive that we want to make this possible, what can they do together to make this happen for us. it is frustrating. president kim: would this be primarily the city attorney's office and our legal office at stusd? would that cover it? >> some of the reading has to do with health information and so it is confidential. there is law that governance the protection of health

information. each -- health is health protection. criminal justice and juvenile, and school district. so the only situation when you have an abused or neglected child, the law requires and allows sharing information. our departments work closely together for the past 10 years to build much more sharing and we have a weekly meeting. every wednesday we meet and we go through sharing of information about the most vulnerable children at that time and try to come together with all information and bring together. probation is there and health is there. but there are many more possibilities.

president kim: what information can we already share because i was at the public defender's office and maybe because once you are incarcerated, you can get all the information that you need and that's an unfortunate place to be at to compile a young person's services and needs and student records. is there anything that we can already start to share now, like transcripts? what is allowable? >> well, what i can say is, we can share quite a lot if we have a consent form from a parent. most school sites, they certainly share attendance data with probation officers and they will share transscripts. beyond that, very little at this point. president kim: do we have a sense of the number of students in our multiple systems?

>> i can't say i do. >> i think the figure was 100 to 110 is the figure that were in all systems at the same time. the child welfare, juvenile system, mental health system and the school district. there are several hundred more. there are about 100 that are in all the systems at the same time which is a pretty telling number. president kim: one of the reasons i think we meet as a body is to be able to figure out how we can make this actually work. >> for me, i'm most interested and i don't want to talk about the problems we're having but moving towards either a time line or list of priorities. this is the first step we can take as the city and school district and this is the second step and having some kind of plan of how we can move forward

to meet, because at least 110 students, they are at risk and will soon enter adulthood and will lose our services and so whatever we can do to prevent them from slipping is really urgent. for me i'm curious to find out what we can do to make that happen. >> i wanted to talk about a couple of things. the two issues i want to get some feedback on, one is what are our objectives? and one of the things i think helps to measure success is what are our goals and is there a mission statement related to young people that require coordination between these

multiple systems, because they are in those systems? and it would seem -- these hearings, because of privacy, because of how we work, are very much at a high level, talking about a lot of acronyms, but these young men and women who have come into the juvenile justice system in the past decade are coming in with enormous educational deficits and many years behind in reading and math, very challenging conduct. so the principal, would not rather have a handful of these kids and makes it harder to meet the needs of the larger student population or one or two kids can flip a classroom of 25 kids. and so i'm wondering, have we thought about what are our

objectives here, what is a measure of success if a student comes in and is seven years behind in reading and math and we have a year and-a-half left, should we be thinking about what we would like to see happen in this case? i recognize some students will turnaround and you can change things. but the difficulty is, it becomes hard to quantify or communicate that level of success. and so, here at the board, you tend to find that the violence prevention dollars or the dollars that the board of supervisors has to put back and most of the agencies that do that work are engaged annually in a multi-month multi-pronged effort to come before the board of supervisors. and it's extremely disruptive to these organizations truthfully

that have to spend their time motivating clients and participants and coming out and it's frustrating because these hearings last for hours and supervisor daly has chaired the hearings and done the most to restore these funds. is there a way to look at what is our mission, what are our objectives to kind of quantify it more so it is consumeable for the general public and others to understand the importance of this work? and i recognize it's challenging, because violence prevention, you are trying to prevent something from happening and you don't know whether you have or haven't. it's one of these things it's hard to get a handle on. but some of the most impressive people i see doing nonprofit work in the city are in this field and they have dedicated

their lives very passionately to it and are extremely loyal to these young people and very truthful to them, even that they are more skeptical on average of the police or the institutions that are perceived to have failed these young people along with families and other support systems. and so i don't mean to ask a -- i guess i did mean to ask a sort of broad question about it, but i think those are two things that i would like to suggest would help us in this movement and effort is to really quantify a bit where do we want these young people to go and maybe that is happening. and then i think beyond it, i think we need to kind of communicate what this work represents in a comprehensive and thoughtful fashion that resonates with the public, because i don't think they get this. i don't think they understand

it. and even as we talk about it here, there are so many acronyms we are throwing around here that i can't imagine somebody who hasn't worked in the city government for a decade could follow when we talk about. when you get your cart and say what is the a.i.c., i have no idea. but that is actually a person. there has got to be a way to communicate this in a way that people kind of get -- i mean, i think the public understands better what we are doing in the public health and homelessness and they understand community policing. they can get better what we are doing than what this is, which is intangible to the average citizen of san francisco, who i think if we got them more on board would be supporting these agencies as well as the city, because that's one of the challenges, that some of the agencies that are doing the best work that are most deserving to

have the kind of structural support that you see in an organization like larkin street don't have it. family foundation, they don't have that board or annual events and it's not because they aren't doing good work and lashingen street deserves every dollar they get from the private sector, but you can't bilk up "business times" and see that they are bringing in c.f.o.'s and a lot of these agencies, jamestown, girls 2,000, that all of these groups need to be communicated better to the business community and to other communities that i think have a vested interest in having our young people who are at risk succeed and abating this climate of violence that continues to challenge our city and most cities in america.

>> solved the whole problem right now. i did want to say that claudia and i for years in the county schools and court schools have said let's see if this works. and i have to say in recent years, the school board certainly and janet who is now my boss, the assistant superintendent for high schools has had these kinds of visions and very supportive of trying new things. let me give you an example, secondary, when we moved there, the population was around 60 students and it was disappointing at that time because it came from three schools that had that population for each. after the second year, had a change in leadership and the way the school was being run. i may have said this before, i asked the students what would bring your friends back to school? and they gave me some ideas. for example, they gave me

alternative schedule. if students could only come up until lunch and leave at lunch. that's not all schools, but that's better than nothing. they are taking care of younger brothers and sisters and started an online school to support a lot of people and changed the funding and moved things around. and then we added -- g.e.d. program and some other music programs and next year, we tripled the population because the students were telling their friends, look, you can do this, do that. as a principal of the court schools right now, i deal with that on a daily basis, a student coming in who is 17 years old, could be homeless, could have multiple issues, and you try to sit down with that student and figure out the best path for

that student. in the recent let's say three years, there are more options for those students. so i was seeing that with a student today. we mapped out something for him. he is coming back into school after not being in school for four years. what do we do with him. i showed him the options he could take. and he bit into a couple of them, which is great. and we will try that. and if it doesn't work for now, we could try the g.e.d. program, the city cards program, online schools, there are all kinds of things that claudia and i have done forever and it is with the support of a lot of people. we try small programs and see if they work. i think care is an example of that. people are saying what do we do with 20 students not going to school. how about we build a program. we added cyber high school, online high school. we added g.e.d., combination of

programs with civic center secondary. now with big picture, we are taking a lot of those students that evidence for years and years and trying this with them. it may not stick with all of them, but we are trying these small programs and i will leave you with this, for me, the best way to try to solve this problem is ask the students and they will tell you exactly what they need. for example, if a student is not going to a comprehensive high school, they are telling you something about their fit with that high school and that's ok. let's try something else with that student to see if it works. >> commissioner mendoza. vice president mendoza: a couple of comments to add to the presentation. part of the work we have been doing is trying to align our community-based organizations with the strategic plan and that has made a huge difference. we don't have c.b.o.'s in our

schools doing whatever it is they like to do, which don't get me wrong, we appreciate. but one has tapered off quite a bit and are wanting to make sure the work we are doing -- and that has made a huge difference. and c.b.o.'s was built through dcyf and the work we have been doing here at city hall and the school district. with regard to the social workers, one of the things we have been trying to do is to have students who are touched by multiple departments to have one social worker. and i don't know if we have been able to be successful in that mode of operating, but at least we wouldn't have four, five different social workers to talking to the one student and not having the four, five social workers talking to each other, but can we assign one social worker to the student and then

be able to connect with all of the different departments. that was our other way of trying to get services to the student without having them touch multiple departments. we have also been trying to do some work around public housing and we have got legally involved in the public housing conversation as to what can we share, what can we send in the bills, what can we do specifically for our students in public housing, because such a high percentage of our kids in public housing tend to have the services not quite get to them. so we have been working closely with public housing as well. and we have also been working to -- with the funding that we have through dcyf, actually asking the question, having the c.b.o.'s ask the question, what does attendance look like for each of our students. adding that as one of the criteria that they look at when

they are doing their regular reporting. so that wasn't something we were doing in the past and we are actually able to see where the chronic students lie and what additional services we can give to them. one of our partners is sfpd. they have been cooperative and hasn't been an area they have been thrilled about but they understand the challenges that we have been faced with and they have been great partners.

speaking directly to the mo magic collab ritive. bringing together people every month to talk about the challenges of the youth. so we have made sure that the school district has connected directly with the organizations bringing these groupings together and make sure we're at the table to show our support of the work they've doing, and secondly, to make sure we're partnering directly with them and the value of the work they're doing in the community and thirdly, solving some of the issues that they themselves have not been able to penetrate in the school district, so we're giving them a front-line face and staff member or staff members to make sure that they have a direct connect from the outside to inside. and so those are all really just in addition to all of the tremendous work you guys have

been doing and i want to thank you for the collaborations that have been happening and the consistent meetings you've been having. and people show up. i think that we have put this on the front, forefront of the work we want to do. this has become a real priority and we saw some small changes in our -- actually, it was about 16% in our truancy both on chronic and habitual average. and we have some goals, now, that we really want to reach and they're going to be higher than the 16% and i think with all of these mechanisms in place and the other things people are talking about wanting to do including reaching out to the community, you know, saying to the merchants, as we've done, if you see any of our students who are out and they shouldn't be, here's an anonymous phone number you can call or these are ways

you can help so we want to come outside of the school, also, to help our students not get into situations that they don't need to be in and continue to support them the best ways possible. so thank you for the work you've been doing and being that collaborative partner that we've all being the last year and a half. >> commissioner kim? commissioner kim: i was going to add that i'm so happy that, hydra, you just mentioned the partnerships going on because i think to solve the issues we're talking about to deal with violence, to prevent it, to intervene it, to address it, we have to be able to first identify a partner, a neutral party that will be able to create this collaborative effort, this collaborative opportunity with multiple city departments. and then we need the departments that are experts in, let's say, mental health,s for, dph has

taken the lead on addressing the needs overall for mental health of young people. so creating the partnership, identifying who is the lead, and moving on with the issues that deal with violence, that's really helped us, for example, in the truancy reduction initiative. tark is an anchor, a base to be able to look at as a possible solution. however, truancy reduction is something we had to communicate to all city departments and say this is an issue that we're facing, truancy, who is at the table and what resources are available that already exist and how can we better work on a consistent basis to be able to resolve this, come up with better solutions. so i want to echo that. another thing i would say is dcyf, we've recently submitted to the nccd the 13-city plan that reduces community violence and it's an effort to bridge all

different departments. we've had letters of support from all the departments we've mentioned already involved with the truancy reduction initiative and we've identified five major goals that reduce violence and that includes legislative support, that includes education and work force, it includes community safety and community policing. it also includes really looking at re-entry services, bridging that gap for the 18- to 25-year-olds. so developing these plans and making them live and assuring there's a department that consistently tracks and meets all the goals that are met in our plans is also really important so i'd love to share the 13-city plan in the future with some of you and i know we have panz to meet with supervisor dufty and a couple of other board of supervisors to share more about these plans. but again, collaborative efforts, partnering, leadership,

all of those efforts support solving this big problem. >> commissioner kim? commissioner kim: these questions are for tark. i was just curious, now that i know it's still not been that much time, but if we've been collecting data and how things have been going at tark and maybe some of the success stories and some of the challenges thus far. >> i can give you just briefly. we can arrange another time to come. i know we were trying to schedule a time to talk about specifics. i can tell you that in general there are about 46 cases that are enrolled. commissioner kim: how many? i'm sorry. >> 46. and most of them are kristin cavallari and habitual. and there's been an estimated 36% decrease from chronic to habitual. some of the profiles we're dealing with, we're talking about youth that are multisystems involved so jdp and h.s.a. have been at the table to talk about dealing with wrap-around services and addressing som t