actually brought up the last time, the opportunity to have exposure to a second language. we would imagine it coming up as soon as middle school. it is a larger commitment, but at middle school we can expose our kids so they are getting exposure at a high school level, so is that something we are going to be considering moving into the high school at some point? >> that is something we are interested in exploring. perhaps if a particular schedule

allows for an additional whorled language courses for some students, we would have a teacher that could provide that instruction. >> i had questions with regards to how to answer questions that we may get from families. help me to understand. if i am looking at the presidio and roosevelt and way the schools are allocated now, and i am just: names -- and rosa parks for example is going to go to presidio. why would they go to presidio and not to roosevelts bowman and if i am looking in terms of dissidents, for many years we brought language immersion programs to schools to because

it helped support the schools and bring more enrollment, so i am just curious, because they are both schools but are highly desirable and would want them to bring those programs to roosevelt verses presidio, and i am looking at the elementary schools that are going to be going to presidio. it seems in balance to me. -- on balance to me. >> one thing we considered was the capacity of the school and proximate steve. for roosevelt they have a number of chinese by literacy programs nearby. they are also considered a middle school but has a small number, so we could not put both

the chinese program and the japanese program at that one side, so we thought to put the chinese program there, and that meant we could put the japanese program at presidio. they have had a history of providing japanese instruction as well. we look at the readiness and history of the school site. those are the considerations that were thought through for that particular middle school. >> in thinking of my personal experience and having gone to fairmont and having rallied families to bring it to school enrollments so they could go to everett -- could you explain that to me as well -- i am sorry. for months -- fairmont.

thank you. you know what i mean. >> we had to carefully consider the balance. in the number of schools we did select, we did consider that, so firm on is a large school, and that is why it is placed at everett -- fairmont' is a large school, and that is why it was placed at everett. capacity was a huge factor. commissioner maufas: i actually

-- commissioner norton: i actually question some of the nuts and bolts. what i would like to see is what is the makeup of the schools now and what would they be like if this pattern is fully implemented, because i already have gotten calls today, and i think there is some concern about things that are working that may be disrupted if this plan goes into affect. i think the way to understand that would be to see what the schools actually looked like before and after. in general i think that we are getting there. we are on the right track. we are talking about the right

things, but i also think there are people that are going to perceive themselves as clear winners and others that are going to perceive themselves as clear losers, so i do like the tie breaker strategy. it does give people a choice they might not have, so that is where we are now. >> i want to be on record supporting auction a region -- option a. i am very satisfied they have addressed the concerns about african american students, special edn. it looks like it is set aside for a special language program. i think it provides an

incentive at the elementary school level to participate in language programs. i have a concern about the cost of seventh period, but i do think that is the right direction. i wanted to be increasing and that of the direction we have had to go because of budget cuts. whatever we can do to focus on prioritizing. on the presidio question, before i came to this board, we did a survey, and families were generally supportive of the presidio. i am concerned about clarendon, but the support for japanese is

there, so i concerned staff to reach to the clarendon families. i want to echo some of the parents. the younger siblings tiebreakers should be prioritized. under option 3, it is priority no. 2, but unlimited time, so as a parent i think it makes life so much easier when both kids are at the same school. in terms of reordering the tiebreakers, the board has made a commitment to the strategic plan and equity.

>commissioner maufas: i do appreciate this. i know we are going to half a meeting to talk further. i just want to talk about a reordering. i have areas of concern today really reflected strongly in the diversity of language program.

the barriers are not on our side. folks are having a difficult time getting to us and what this will mean to their families. i believe it provides the opportunity for parents to learn more than two languages. think it gives them a chance to

succeed in this world. we will find that students that do not have two languages and will really be struggling in life and work and society, and if we can provide that opportunity it has to be and must take, and that is what we should be pushing. i do not see it any other way. we are so behind an -- that is my phone. i am really looking to hear how we are going to address the barriers for families to understand this. i do not think it is us. there is an accountability we

have to accept, but as a parent that information was never readily available. they had to go see it out. i do not want that to be a clique thing. it needs to beat everyone knows, so these are really my deepest areas of concern, and is not just for african american families. get it is for all families, no matter where they are coming from. now particularly at elementary school graduation, i asked him how many notes to languages and how many notes three languages, and then i asked to see hence for how many notes just one, and i say c'mon, we have to do

something about this. i really believe it is a must. you will be learning about a different culture. you are really careful about your own culture. those are really the things i hope to hear from you. one more quick question, and i guess this is how it works for public schools.

how well are you coordinating getting this across on a regular basis. >> i think with the community engagement process, we are scheduled to do a similar presentation with of bilingual council. >> i look forward to hearing feedback. >> i am going to wrap this art curator -- wrap this up. commissioner wynns will go next. >> i just wanted to point out we had a meeting prior to this, and i directed staff to look into

this. if we are going to spend funds we do not have, i would rather have explore a four by four blocks where students get 8 periods. if you look at cost analysis, it is basically the same. if we look at that, in reality, students get so much more out of its superior -- out of it. it gives students an opportunity. a lot of high schools do it. a lot of middle schools to do it, but it gives them an opportunity to take so many more classes. we would open it up to do so much more, so that is something we are going to take time

exploring, so is this evolves, those are some of the issues we are going to see. commissioner wynns: thank you. i want to thank you for the presentation triggered i want to start by saying, and i think we all have some misgivings about doing it all at once. this gives us an idea of what people will faint. -- think. i had the same concerns about being able to implement this as

i did last time, because this is not affordable to reagan -- this is not affordable. i would like to know how that could be done in a middle school. i hope you are going to say there is an easy way to do it, because it seems impossible to meet. i would like to know about that. i am concerned, because if it is inequitable if we say we are going to spend a significant amount of money on kids in language. this would be way beyond that.

i am entirely in agreement that i want every child to have the opportunity to learn a second language. it looks like what we are doing is talking about organizing our district in such a way that if you are not in dual immersion from kindergarten, you are left behind. i would like some information given about and what we should offer for kids. when this is fully implemented for those who come later, what opportunities do we half for mainstreaming special ed kids.

i want some kind of plan that says this is when you might see those. this is when we have scheduled to do the planning for these issues and others i am sure you can think of. >> thank you. the superintendent wants to make a remark. >> i completely agree that it is going to make it tough to do that, but i also think the district gets a sizable amount of money that is a remnant, and i think we would have to entertain some serious discussion and dialogue in terms of what we do want to do with those types of funds.

it is all about what our priorities the reagan -- priorities. there is a huge did in academic achievement to middle schools. i do not think we fix that by doing it the same way. we are not going to solve all of these things in the next year or two, but we are not going to be in an economic crisis forever. maybe i am old and have seen it

come and go, but this, too, will pass, but if we do not have a vision for when it does pass, we are missing an opportunity. the best time to plan is when you are in an economic crisis, because it allows you to dream what you want to be. >> i want to go to my arsenal comments and i ask the staff to be really clear about the rationale, so i was knocking on presidio. -- i was not knocking on presidio. i want to be really clear why some schools are brought together. maybe even having some simpler

explanations, especially around when we are doing some things that she not make sense. we should be really clear about those. >> i second that now, and if we can have a more complicated visual components, it would be great if we could post that on our website. they may not like the answers, but they will like the logic behind it. one thing to think about, as we developed this language passed away, it may include the seventh. -- seventh period, i want us to

think about what impact it has on high school. it seems like the would have some impact on high school. i am in favor of the third option. i want more clarification of the thinking of the phrasing. i would be supportive that we made a decision on that third option to up the younger sibling two beams a tiebreaker.

not everybody weighed in, but i think there is enough, so if there is somebody who really does not believe this is the way to go, let them know after the meeting. >> i am not in agreement with putting it that far. agaii just want them to be where there is going to be discussion.

the last comment. and >> thank you. we just want to thank you for your feedback. this helps us in developing the plan, and our covenant with you is that whenever we bring you is going to be educationally sound. we want to thank you for your feedback. >> when the new project you will bring this topic back in front of the board -- wendy you project you will bring this in front of the board for discussion? >> i believe it is made. that would give us an opportunity to have our

community engagement informed the work we are doing. we really do want to listen to our communities and include that in the work plan. >> we are a little worried about it. >> if they can do their things, i think they are going to really appreciate it, but it is better to do it right then not do it right. there is supposed to be a staff presentation of no more than 20 minutes, and is somebody presenting?

>> are deputy superintendent will assist. >> go ahead and start it. >> good evening, commissioners are reagan -- commissioners. i want to acknowledge others who participated in this presentation.

sandeep osborn and crawford was the after school programs, so thanks for helping prepare this information. i also wanted to thank some of the staff who helped put together some of the maps to illustrate the information visually. i will go through the presentation quickly. i thought i would start by providing a timeline, reviewing the community engagement, the next step, and board discussion. there are some handouts available to the public. there are some handouts, frequently asked questions, a feedback form, and all of this information is posted on the web, so people can just go to

sfgov.org/enroll, and there is a link to transportation. why even change transportation seven? there are a couple of reasons. one is that the routes were established in the 1980's, and we want to make sure they reflect the board commitments and strategic plan. we also want to minimize the use of general fund budget for contributions. in terms of the framework, the board approved a policy in december on how to consider changes, so some of these priorities are to support choice as a tactic, to pr