year-long approach to managing the budget. this plan includes significant reductions for education, summer school, and the programs that we offer. what this means for 2011 summer school, we will be offering extended school years, that is for students that receive special education services. not all students receive special education services, but only those indicated in the iep. we will offer our prep courses for students that still need to pass the test along with an opportunity for taking the test. we have to continue as a summer schools, it consists of the principal center collaborative and the log cabin branch that goes year round.

besides those, we also have an improvement grants specifically in the mission that will be supplementing and offering a summer school. we have grants with summer school, you heard all of the wonderful programs that we have in partnership with the bridge to success programs. her elementary schools, middle and high schools will be through july 15. beyond of offerings that we have identified, there are three groups that we would continue to support through summer schooltht in need of summer credit opportunity is our current ninth graders, and newcomer students, recent immigrants, and our eight great students that are in transition. we have identified those three

groups because of the importance of the ninth reindeer as being a transition year. -- not have -- ninth grade year as being a transition year. >> just to highlight the importance of the ninth grade year. it is a leading national indicator that not completing high school is a failure of two or more classes in that year. we have an average of approximately 17% that failed two or more core academic classes each year. that puts them at an 80% chance of not completing high school within the four years.

this next slide gives you a snapshot of the condition of our current ninth graders. these are the numbers and percents of students in the ninth grade from the fall. this is only in english and alter bros. two courses that we would typically offer in summer school. algebra is a true gatekeeper. if they do not get through algebra, then they have a tough time mastering geometry and the more advanced courses. as you can see in the data, the end total is that we have 2240

students who took ninth grade english, 441 received an f. i broke it down into various groups. chinese students, out of a totaled 1866 chinese students that took ninth grade english, 5% of them received an f. out of a total of 325 african american students, 94, or 29% of them received an f. latino students, out of a total of 863, 21% received an f. out of our english lerner students, 19% received an f. our students to receive special education services, 255, 65

received an f. there are some duplication numbers for those of you poring over the data. you can see the data for the algebra. our newcomer students, who are recent immigrants, also had an extra burden in terms of trying to meet the graduation requirement. they are coming in with a little bit level of english. they only consider one year, or 10 credits of english language development courses out of the 40 that students need to complete the english language requirement. the newcomer students typically need extra time within the four years to complete their graduation requirements. we did our data reviews and most

of our newcomers students do not earn 50 credits in their ninth great year. that is what they have an opportunity to earn 60 credits. we have approximately 309th grade newcomers and 800 total in ninth throutgh twelth. another group want to highlight is a great transition students. they would have to repeat the eighth grade without an intensive program. this program is focused on language arts and algebraic thinking to get them ready for high school.

this highlights the estimated need of dp gap we are trying to fill for our summer school program. these are the students that are failing algebra and english in the ninth grade. looking at our average summer school attendance rates, which is about 70%, and then we break down those numbers to the students that can get a supplemental program to get the more credits. the same for the newcomer students. that we have the eighth grade transition students. how we are working to address the need within current budget constraints is we are going to line our current resources to support the program as best we can. through the extended school year for the students who receive special education services, we already have the funding for that. we will be addressing their

needs to prove that. you have approximations of the number of students needed. we worked with our gear up grant to a line credit support programs for the best. with our school improvement grant, we will be serving approximately 59th graders in the mission. -- 50 ninth graders in the mission. assuming the attendance rates and those eligible for esy gear up and add an extra class for spring numbers, we have identified additional needs based on a 25-one student to teacher need. and a 20-1 need for newcomers. you see the class's and the number of teachers. summer school teachers teach two

classes each. we have a certain number of minutes that we have to hit for students to receive credit. results that we have had from past summer school programs before 2008, 75% of ninth graders passed the courses and went for summer school. in 2009, out we upped that. last year, during the eighth grade transitional program come lot 28 students were able to transition to high school. thank you. any questions? supervisor avalos: just a question, is it just the students that are having difficulty in english and alg ebra that will be eligible?

other subjects like history, will they be able to attend summer school? >> depending on how we will be able to align our funding, we picked english and it algebra because that is where the need is. there are students that failed at a much lower rate. science classes are difficult to do in the summer. they use the labs. students are limited it to two classes in the summer. we decided to focus on english and algebra. students have failed other courses. >> these percentages for students who have failing grades. students who are close to failing who are very times who perhaps are getting d's, they

are not going to be eligible for summer school then? >> currently comeuppance a d in our school district is a passing grade. we would give priority to the students that have failed. whenever possible, we are working in students who have made d's as well to get their grades up. it depends on how many courses we have to offer and how many registered. >> a student who has a d is at risk of failing. it is possible that they are barely on the line. the school district can do as much as they can to provide access to those students in need. do you have any idea how many those are? the percentages of students who are receiving d grades in

english and algebra? >> overall, we have about 379 students who are receiving d's in algebra, which is 15%. in english, we have a 11%. 439, which is about 10% of their students. >> you said that 379 is 15%, but a higher number is a lesser percent? >> i have three years of data. 319 students received at d's in algebra for the fall semester. in english, 439 students, which is about 10%. it is a higher number because

all ninth graders take ninth great english, but not all ninth graders take algebra. >> if we were to look at that in terms of ethnic breakdown, we are seeing higher rates of lower grades with african-americans and latinos? >> the pattern continues. >> thank you for your presentation. i think some of it is pretty disturbing. being on the school board, when we passed the graduation requirements, we also have a commitment to the students to see them through the four years to graduate successfully. i just wanted to mention to our listeners at home that we are

offering a large offering of summer school through our after- school funding of elementary and middle school students. when you think about high-school is where our void is. i want to mention that these are the fall semester grades. when we see that a student has a d in the fall semester, they could raise their grades higher. if we are anticipating that these all grades are a good indication of the students that will probably receive a d or f in the spinring semester. we may need to take into account that there may be more students that receives f's. math is sequential in nature.

they may be receiving an f for the spring semester. this is a good indication that this is a great need. this is our first class that we are trying to graduate in four years a-g qualified. our board has been -- we will find out what the state of the state funding is. is it just a matter of money for the district? you brought up avalos and other class work such as biology, which is a very typical class that a ninth grader might take as a requirement for two years

of laboratory science. many eighth graders take the course and they are not successful. this is their introduction to a highly rigorous science course. our ninth graders, many of them come in not prepared. they can do any sort of labora tory science preparation. >> they are among our highest. our biology numbers overall is 355 students, or 14%. the aspect breakdown, the numbers are even higher, the percentage of failures. >> thank you. director mendoza. commissioner maufasmendoza: i jt

wanted to share as an advocate who has expressed very strong concerns about this particular area and a day later we met with the chancellor and the president at the city college. some of the work we are going to be doing together with the school district and in collaboration is looking to see how we can serve this very targeted group of students who are doing better at night great. we are looking at two options. one would be to have the ninth grade come to the sites that the school district would have open anyway. the second option was provided by the president and the chancellor but the opportunity to be on campus. we would hire our own high school teachers, but we would have an opportunity to be on campus. we would be working through

those options. those services would be going specifically to our ninth graders who are performing with d's and f's. >> are there any other colleagues? thank you kamala doctor -- you, doctor. we will open in up for public comment. i have three cards in front of me. >> the speakers will have three minutes.

>> hi, members of the board of education and the board of supervisors. i just wanted to do a quick introduction to what we were doing. we had three members who wanted to speak to this issue. we have many members that have ran here from schools to make it here before the meeting is over. before we speak, we just want to say thank you so much for prioritizing a hearing about this issue today. we are extremely grateful that you responded in a quick fashion to our concerns. i just wanted to it knowledge that we really appreciate that and we just wanted to in knowledge that we appreciate the mayor meeting with us on tuesday.

>> the supervisor -- he is quick to speak in spanish and then i will read his testimony. >> [speaking spanish]

>> good afternoon, my name is marco santiago. we believe that all students should have an opportunity to get a good education, no matter what education they live in. not everybody in our society believes that all students can be successful. most white students have high expectations and opportunities.

most black and latino students get low expectations and few opportunities. we believe that the graduation requirement is the most critical promise that the city needs to make to the next generation. we need to talk to you about how this promise as falling short. me and others from the high schools and the elementary have come to city hall to give you an update on their campaign for education equity. >> my name is jennifer sanchez. i go to downtown high school. summer school is important because we need to graduate. sometimes students may take longer. sometimes students are dealing with tons of issues that distract us from being successful. we need our city to believe in

it us. our city leaders have been with us. you can offer the first class of the new graduation requirement a chance to recover credits before their 10th straight year. with more budget cuts, students are being set up for failure. our city leaders were helping those that will receive a d or f. we will get students back on track and close the opportunity gap. thank you for your support. >> i have the privilege and pleasure to be the campaign lead for coleman advocate. the members behind me have been aware of this issue since

january, when we normally would have asked about how the ninth graders have been doing. we have watched this seriously. we wanted a major partner to push for this graduation requirement. we do know that budget cuts are coming. we do know that we have sustained a lot of cuts. our city made a promise that we would like to work together to stay on track to graduate our students college and career ready. we would appreciate any help you could give to us to secure funding for summer school. these ninth graders can get the opportunity to get back on track before they go into their tent great year. we know what education research says. we know how critical this is. summer school is not our only concern. we are concerned about what it means the next year when we will be experiencing a potential

budget cuts. what will happen to our 10th graders who are our current ninth graders and our eighth graders will be next year's ninth graders. we want to come back to select committee and have a conversation about what it will look like to put better supports in place so that weekend be proactive and put some types of support in place for next year. we will have two years of classes that will have to meet the new graduation requirement. we asked two things. the first is to help figure out ways between san francisco and san francisco unified school district. we can invest in summer schools for this summer. i wanted to highlight the difference of what coleman was asking for. in our system come a d does

represent a passing grade. when students go to apply to college, colleges do not accept d's as passing grades. i wanted to highlight that. we would like to be able to come back next months to one of the select committees and talk about our recommendations for students support and talk about how a city services can be aligned to create a stronger system so that we can be more proactive and prevent students from failing. thank you so much for your time. we appreciate hearing your response. >> thank you. thank you for coming. my question to you, your request asked for a subsequent meeting and to create a partnership about what you think would be

the appropriate support services. do you happen to have a draft of some of those ideas? anybody who could see the draft would be able to formulate on the city side how they could potentially supports such requests. we could have a much more robust conversation around that when the meeting gets scheduled. >> you will see a yellow paper. we will be spending the rest of this month to finish this. >> thank you. >> we are going to be going through an extensive process to go down to san jose unified school district and talk to education experts to identify what students supports are considered quality when it come t sito a-g. we are waiting to do more research.

what we do more research, we would be glad to report it to you all. >> thank you. >> are there any other members of the public who would like to make a comment? at this time, public comment will be closed. is there one more comment? >> [inaudible] >> sure. ok, i need you to announce that all mic so that people at home know what is going on. >> people want to do eight unitsclap with the -- do a unity clap with the city leaders.

marco santiago is going to lead us. [clapping and cheering] >> thank you. on that note, colleagues, and do you have any other comments, questions? thanks again c comeolem -- thanks again, coleman, for coming out. i ask for a motion to continue. call the chair. thank you. so