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 provide reasonable access to english and lerner half wages for areas with the lowest -- pathways for areas with the lowest test scores. that is the framework we used

for all of this. jumping to talk about the budget, this is an overview of how much we spend on transportation, and this is something that breaks it down by categories. we have a three-year budget reduction goal. we currently spend $6 million on transportation. we are looking at reducing that to 5.1 $6 million common -- $5.1 6 million, and we would cut from the currency and budget of transportation, said that could be redirected to other classrooms. we are looking at in 1213 having a reduction of $4.8 million. that is gradual, so we can phase

it in. one assumption is that the title one fund will continue at the current rate and that by 2013 it will be reauthorize, so funds could be repurchased four things other than transportation or that 20% of title 1 funds if they have to continue to be allocated to that, the board would want to change it to expand supplemental education, and the third assumption is any increase would been offset by an increase in revenue, so if any of these assumptions do not hold true, these would change, but these are the assumptions.

right now we have 44 buses. we are looking at 48 buses in 1112 and by 1314, 25 buses. that is a 14% reduction in buses. it is very difficult and how to make decisions about taking things away. some assumptions is but it will require limited transportation, so this would require the same amount or less than we currently use for middle school transportation. this is a huge assumption that it will require a limited transportation, and we know the work is just beginning. we are assuming by 2013 this will be true.

another important assumption is set it will need to change. to maximize the opportunity to use a smaller fleet, we want to make sure that is well- coordinated and schedule. i thought i would talk next about community engagement, because i am sure your top question is going to be how are you going to inform the communities. we are going to have a workshop on transportation at everett middle school. yesterday we gave an update to the principles and shared some of the draft proposals. we are going to draft a letter they can share with their families. the feedback form -- parents can submit that online, or they will

be able to get copies from their principles. they can fax them in or drop them off, and we will be able to respond as needed to meetings if schools want to have discussions. we are identifying a phone number that will be available for families who may want to call back in. we are encouraging parents to submit it by writing. it is easier to get it via the writing, but for families who are unable to do that, we will have a service. people can review the information and provide feedback on line. in terms of how we will incorporate feedback, we are hoping families and the community will give us feedback. then in march and april,