in middle school, that is $360. gooour leadership and works cloy to make a fast passes free to students. i did not know how long that can continue, so i think it is important to note that we are asking families for additional expense in their planning, and the question i have is first we lay out the processes on page 12, the transition and full implementation. my question is about the second and third round, because i think when you have here is what happens during an initial

assignments and tiebreakers, but i got a lot of feedback from families who suddenly realized they were not going to be at the top of the line for around two or round three, so i would like some elaboration about the initial stage and what happened subsequently. my second question is about program placement and my firm belief that one of the successful strategies is soon -- to replace language programs in schools, and i would like to ask -- we have an opportunity to bring the program.

i do not know that we are making a pitch for strong music. my final question is we have some families saying they do not want to go to hoover, and the staff responsive and suggestion for families who would do the right thing and give people access to middle schools who may not necessarily be in their curriculum -- what would you say to these families? >> on the first question about

the program, as we were designing the system, we found one of the greatest inequities' about the old system is a prioritized on time applicants. choice is not mentioned as . tuesday with the same set of priorities all the time -- to stay with the same set of priorities all the time, it would reduce the opportunity or incentive to put a fine choices

-- to put down choices they might not want. the program placement fees -- piece i will not be able to elaborate on except that you were suggesting how can we make sure that all of our schools are attractive and what do we need to do to provide that opportunity to families? i think it is part of a broader discussion they are having in looking at what are the changes we need to make. in terms of monroe and some of the families not wanting to go to hoover, i think that is one of the features to going first with a choice that is going to increase transparency and provide an opportunity for greater accountability with the district as well. until now, your customers are

basically anyone who this view was a choice. we will be able to anticipate -- anyone who listens to you as a choice. we will be able to anticipate, follow up with parents, get a deeper understanding, and it provides an infrastructure that is going to make it a lot easier to have a deeper understanding of why schools are more appealing are less appealing, and because of this choice, they will not have to list it as a choice, and we will be able to see what they are telling us about a parent's desire and how our system is working. >> is it possible that the 622 applicants in the middle school is actually 662, because you

said there were 622 carrier -- there were 622. is that the arch will number -- the actual number? that means every applicant got a school they requested. that means it is working. good >> what affect is it having on the system? it is working in terms of being a revised. -- being prioritized. >> i do not know if anything -- anyone has anyone else they would like to say.

>> i would like to talk about elementary schools, but really about the review we were going to do on an annual basis. i believe what we agreed upon was also that we would look ratner -- look at our overall policy also, so what i am seeing is an annual analysis. we'll get -- we looked at the areas, having changed, and what does that tell us thomas -- what does that tell us?

it is a rapidly changing demographic with new housing developments in jamestown. 1147 new units, so we see a rapid change of demographics in that this still means there are students that i believe are underperforming, so also when we were saying we want to monitor itsel about what our student society process is hitting in terms of goals, so when i see some of these guidelines for the review, i wonder about the measures we are using to use

student assignment. after we heard you have over a certain percentage of a certain population, it is much more difficult to get over the systemic policies that make it harder for schools to actually have higher achievement. buwe heard from our sandford folks, and i think we heard it from our own research and accountability is curator of we saw a lot of staff on it. -- accountability. we saw a lot of data on it.

it is really the whole process in general, because we have heard so much information. we knew we cannot get to exactly where we want it. i want to know about that. when i think about what makes schools more attractive, i would like to think they close the achievement gap. we stood also look to things of help us close the gap, -- that would help us close the gap. and we were looking at keeping than in mind. -- keeping that in mind. is it a school that is equitable

in the school? are we trying to reach all students? i'd think i am wondering is whether this evaluation is monitoring the measures, the goals. this is such a small piece of it, but this tells us much more about how the student assignment process is helping us meet the goals of our student assignment plans but also our strategic plans. >> i was just asking about those furs their egos -- asking about those areas.

they make it a responsibility to look at those things and actually decide if we want to change them for the coming year. that is the responsibility, and of course we are voting on the feeder half turns, so we want an update. -- feeder patterns, so we want and of faith. this is about monitoring and having the board members come through. i do not know if we are specific enough about the testing things we would like to be monitored. i would like to have more information about the students and how the process works when we have the-so, there are other the yanks -- other things.

i am assuming that is the overall suggestion. i am presuming that is what the monetary -- monitoring committee will do. that is their corn job. >> they are the advisor rich commission -- the advisory commission. we are sure they are doing it on a voluntary basis. we are going to share if and suggest feedback the superintendent will be able to

bring forward. i think a lot of commissioners have asked questions about the policy itself, but we will be able to work with the feedback, and we will be able to share what we are recommending, and if we want new commissioners to make suggestions, but i think in terms of your question of general feedback, i have gotten a general sense, and we can keep the dialogue going and in august finalized questions. >> i have one subjects i would like to put on the table, just to reiterate one thing i think

we need to explore, but we need to find a way to monitor and do research with the results of aren't on system and give some -- of our own system and to give evidence of feedback is the actual choices that our families are making. i think we were surprised we did not see a different pattern of choosing this year. people have to understand it is really true that the pattern look at the same as before they have a preference, so i am the

committee will be exploring if they have an idea of what we might need to know, because certainly we cannot know more about how it works over time, -- we can know more about how it works. unless somebody says different, i think we want to cancel the meeting into live. i want to point out the meeting in august is before the first school board meeting, which is ok with me, but as time goes by, if staff has an issue with that, maybe we will want to consider the, although it took awhile to 7 on those days. it should be noted -- to change

those days. it should be noted that will be our first meeting of the board. thank you. the meeting is adjourned.

>> here we are at the

embarcadero. we are standing at one of locations for the street artists. can you tell me about this particular location, the program? >> this location is very significant. this was the very first and only location granted by the board of supervisors for the street artist when the program began in 1972. how does a person become a street artist? there are two major tenants. you must make the work yourself and you must sell the work yourself. a street artist, the license, then submitting the work to a committee of artists. this committee actually watches them make the work in front of them so that we can verify that it is all their own work. >> what happened during the holiday to make this an

exciting location? >> this would be a magic time of year. you would probably see this place is jammed with street artists. as the no, there is a lottery held at 6 in the morning. that is how sought after the spaces are. you might get as many as 150 street artists to show up for 50 spaces. >> what other areas can a licensed street artist go to? >> they can go to the fisherman's wharf area. they can go in and around union square. we have space is now up in the castro, in fact. >> how many are there? >> we have about 420. >> are they here all year round? >> out of the 420, i know 150 to sell all year round. i mean like five-seven days a week. >> are they making their living

of of this? >> this is their sole source of income for many. >> how long have you been with this program. how much has it changed? >> i have been with the program since it began 37 and a half years ago but i have seen changes in the trend. fashion comes and goes. >> i think that you can still find plenty of titis perhaps. >> this is because the 60's is retro for a lot of people. i have seen that come back, yes. >> people still think of this city as the birth of that movement. great, thank you for talking about the background of the program. i'm excited to go shopping. >> i would like you to meet two

street artists. this is linda and jeremy. >> night said to me to print them -- nice to meet you. >> can you talk to me about a variety of products that use cell? >> we have these lovely constructed platters. we make these wonderful powder bowls. they can have a lot of color. >> york also using your license. -- you are also using your license. >> this means that i can register with the city. this makes sure that our family participated in making all of these. >> this comes by licensed

artists. the person selling it is the person that made it. there is nothing better than the people that made it. >> i would like you to meet michael johnson. he has been in the program for over 8 years. >> nice to me you. what inspired your photography? >> i am inspired everything that i see. the greatest thing about being a photographer is being able to show other people what i see. i have mostly worked in cuba and work that i shot here in san francisco. >> what is it about being a street artist that you particularly like? >> i liked it to the first day that i did it.

i like talking to mentum people. talking about art or anything that comes to our minds. there is more visibility than i would see in any store front. this would cost us relatively very little. >> i am so happy to meet you. i wish you all of the best. >> you are the wonderful artist that makes these color coding. >> nice to me to. >> i have been a street artist since 1976. >> how did you decide to be a street artist? >> i was working on union square. on lunch hours, i would be there visiting the artist. it was interesting, exciting, and i have a creative streak in me.

it ranges from t-shirts, jackets, hats. what is the day of the life of a street artist? >> they have their 2536 in the morning. by the end of the day, the last people to pack the vehicle probably get on their own at 7:30 at night. >> nice to me to condemn the -- nice to meet you. >> it was a pleasure to share this with you. i hope that the bay area will descend upon the plaza and go through these arts and crafts and by some holiday gifts. >> that would be amazing. thank you so much for the hard work that you do.