would not otherwise be reached. and so my thinking is i am willing to tolerate the risk in enrollment. my daughters went to a program that has moved many times and each year you lose enrollment. i agree with my colleague about it being unfair if you have not been at the same site. it takes a kind of permanence to get in roman going. in terms of looking at new charters, we have new charters. i am going to be critical about any new charters. we need to make sure the charter's we have granted are supported and could be as successful -- as successful as they can be. new charters i will have to ask how are you addressing students that are not being met by the

charters we have granted. >> i am glad to see metro is back in bayview. the last time i visited you were in -- heights and i loved you were so close to the community on a number of different fronts. i am happy to see you there. when the mayor and i were at the lights out event in bayview, your teachers were out there, we had a chance to talk about them. they spent time with my intern's. both the kamara teachers or recruiting both of them. which is mildly challenge right now. with what i am seeing on the data sheet. as you grow, there is a need in the community that i live in in bayview. before another school and

another option for many of our students. it is to see a lot more diversity among your staff. i hope that you will work hard to have your staff be more reflective of your students that you are serving. and so i would like to have you be thoughtful. i want to see you grow. there is a lot of potential and opportunity. i see many of our kids coming out of our community and going to other high schools and feeling that is what they now. and i like seeing you in our community and i would like to see you on the corridor. i would like to see you in different parts. there is a lot of work that is

happening and commitment going on. we have college track is opening a new site down the street. i want to see more of you and your students participate in what is happening to boost our bayview community. if there is no other comments, roll call, please. >> ms. tom, ms. fewer, dr. murase, ms. norton. ms. wynns. >> no. >> that was the most positive comments i have heard from commissioner wynns. despite her vote. commissioner wynns: there are those charters i wholeheartedly

support. that is where they belong. >> as you are clearing the board room, we're still meeting. if he could leave quietly. students, go home and get rest and continue to work hard. -- if you could leave quietly. item j. i have a few speaker cards. thank you for those of you who have waited to speak on general items. i will call your name and just come out. linda rovano, yvonne durkley, tiffany wong. come up and you will get two minutes. >> i am here on behalf of some fellow parents i met in the waiting room at the school district office.

it could be quite a while so you start talking. i am here to ask that you make the system, i have a kindergartner going into kindergarten. the system should be more transparent and user-friendly. we went through the first two rounds and got nothing. the reason we did is also another matter. the schedule does not work for families. our work issues, we send our kids to grandparents that live in a different country. that is another thing. i would hope that maybe this would laugh -- be left of the neighborhood school. i went through the first rounds and got nothing. i had both my kids with me and we would sit for two hours and only to be told that for the

four or five, seven choices, there is 35 people waiting. 42 for gratin, and 30 for another school. you would -- they could tell you you are fifth in line. you're first choice is alamo. they could not tell you anything. where you were on the list. they could not -- you did not know if the 42 included #seven. it was a frustrating process. i would hope that maybe a the system will be worked out and be more user-friendly for us. and on the 11th hour, we did get a school. it is sad that is is five weeks into school and you have pushed back the school year.

two weeks. i do not know that can be addressed. the waiting room is kind of a disgrace. i was there four times and three of four times, people were swearing and get upset. it was embarrassing. i had my kids with me. i saw other kids, i do not care how old. somebody needs to be in their when people do that and ask them to leave or stay on the wall, please, no swearing. it is embarrassing when that happens. what do you tell your kids? we're waiting for our school. thank you. >> thank you. you made some great suggestions and we will should -- be sure to get them. could we get your contact information? you made a few statements that were not correct around list versus bulls and i wanted to make sure that was clarified for you. >> i am here because of the

enrollment process for new entrants. it was a difficult process. i did the job fair, i filled out applications and the amendment form. it took me for trips to the office to find out if my child was on the list. in visiting, somebody said to you want to speak to a counselor? i did not know there were available. i had five trips to the counsellors to find out where my child was. one of the counselors told me if somebody registered they had the same equal chance as i did having registered and follow the rules that you put in place. that is not fair. if somebody waited till the last minute, there should be some consequences and they should not have the same priority as i did following all the rules.

speaking to some of the parents to registered, there were able to get into high performance schools. i know about the low test scores. some parents were able to get their high performance schools registering at the last minute. minorities do not seem to get an equal share to have a fair chance to enroll. i think that needs to be changed and some transparency should be shown so we would know how you are -- how everyone gets into high-performance schools. >> thank you. would you mind giving your contact information also? >> i was here through its ago. i asked the board why my niece was assigned to a high school.

that is located at the opposite corner of the city. i wanted to know where the children of the members of the board are going to school. i did not get any answer to my question. my nieces still calling me almost every day crying and telling me she feels depressed. three weeks ago i did not say too much. i assumed the board understood why my knees had to go to the high school she was assigned to. even at 14, my knees understood it did not make sense of all. for her to have to spend more than an hour on more than two buses to get to school and to get home. not only that, if she were to go to that school, she would not see most of her friends and she would not have time to study, to

sleep, and to participate in any recreational activities. the most important reason she refused to go to that school was because the board has taken away her dream. let me tell you a little bit about tiffany. when she was younger, she used to have recurrent fevers which caused her to have a headache and lethargy. she did not let her disorder to stop her from doing what she wanted to do. she studied hard in school and participated in many activities. she dreamed about going to a local high school. unfortunately, she was not accepted. initially, the rejection was difficult. finally, she came to terms and accepted she might go to lincoln or washington high school

someday. that was also taken away from her. i wanted to plead with the board to help my knees before her education or mental health gets worse and become irreversible. i also question the program -- question and the program about it. whether it to the works and whether you believe in the program itself because from what i heard, most of the children are going to their privileged school. >> i need you to wrap up, please. >> i question whether the process is fair, ethical, or illegal. i hope to prove me wrong. >> thank you. >> hello, i am tiffany wong. i am here to speak the truth on my side of the situation.

i want you to help the students that need to commit at least an hour a day to get to school. why must they do that? living so close to the district to a certain school but the get assigned to a completely different school and a different part of the district there not familiar with. i do not understand why that is there. it makes it harder for them, lack of sleep. for me, i cannot make it to practice any more. from my school to practice is really far. i do not understand. a lot of students are so stressed out and there is a reason for all these appeals. i spoke to so many of my peers and they told me how stressed out they were. i even have a friend, i can i get to her swimming practice because of the difference from school to her practice from

home. i want to know why. everything is stressing everyone out. i want for better results. i do not see it. every year, i see this happen more and more. i do not see anything better. i feel like it is coming to of worse end. thank you. -- to a worse end. thank you. >> thank you. president mendoza: next item and then it is for public speaking. the advisory committee reports and do any board members have appointments to make on board committees? item l, no business. item m. >> i would like to call on dr.

connor. there she is. hard to see with the glare there. [no audio]

>> good evening commissioners, and colleagues, and superintendent. this is the result of the summit of our last year's efforts.

we have other measures, like the kc and the cme and other results. we're looking briefly at some of the highlights of these results. the detailed results are available on the state's website and our sharepoint site. i would encourage you to look at some of the details. here is some brief overview and highlights of what we saw last year. in terms of the summit. the first thing we are going to cover is cse by -- cst by content area. it is one of the assessments given under the start testing program for the state. with minister it in -- we

administer it in social science and math. the results of the last five to six years have shown an upward trend every single year. it has gone from 47.5% acting profession or danced in 2000 -- or advanced in 2006 to 67.4. ok? over half of our students in english language arts districtwide our profession or advanced in the english language arts. we test 37/thousand 666 students -- 37,666 students.

there -- it has gone up to 66. every year there has been an increase. you do see a flattening over the last year. we see that in the last year when we had 8.8% increase in math. this is grades 2 through 7. when we look at grades 2 through 11, the increase is 7%. much less than the increase we have seen in english language arts. then you see the flattening is even more obvious. the 55. for -- 55.4 to 55.6. math performances lower. 55.6 district wide as compared to language arts which was 57.6. you see a flattening. the district does intend to

address that. >> i came up here with my associates. we have taken on the math improvement initiatives, district, and are working with the common core state standards. we have instructional guides in the hands of every teacher and classroom that addresses the standards which focuses on higher order thinking skills and application. this flattening means we have almost 60% proficient. if we want to get to 80% and 90% we're looking for, we must do more application, more development of concept and application of higher problems. we have that going at every turn. the district was awarded a $3 million grant to work with all educators in the district to come to know the common core standards well and use them in

classrooms and align our curriculum. we're looking forward to that effort. >> thank you. not only do we have assessments that we are adopting this year in math, but also the common core standards, and we have partnerships and professional development that we are doing in math to address this pattern for this trend. next is cst science. you will see a very positive increase, especially at the elementary science level, where we see 21% growth in this last six years in elementary science. most of the reason for that is the w.i.s.e. program that promotes a lot of analytical thinking. in science as well as a lot of project based learning.

additional to all that, there has been times that has been set aside in the day to teach science. ok. now we look ouat cst in comparison to the state. schools -- this is a federal indicator. when you look at sfusd's results as compared to the state come in early math and science, we do better than the state. however in grades eight, we are 1% below the state. -- in grade 8, where 1% below the state. the academic performance index, we have continued to grow. the state's target is 800 and we're at 796 today which is close. looking at the federal indicator, ayp, this has been

set at a very advanced -- there are 22 districts today who meet of all the districts in california. this is one of the indicators where the bar has been set pretty high. however the district mrs. it, the 67% was the rate you have to reach to meet the target. we're at 58.8%. the achievement gap is pretty obvious on this chart. if you look at african-american performance, it is at 31%. the gap is 27%. you look at latinos, there at 37. the gap is 21%. -- if you look at latinos, they

are at 37%. we did not meet the target and the gap is even wider with african-american and latino students in math. we have addressed our strategies to close that gap. other than the focus on curriculum, the district also has set up the superintendent's areas in the mission and the bay view where most of the districts that have concentrations of those populations are getting the superintendent's resources. moving on to cst growth by ethnicity and programs. as the performance gap exists, there is an accelerated group among some of our targeted students in english language arts and mouth. when you look at african- american, last time i, -- latino and samoan, you see

this is higher. it is narrowing of the achievement gap. the same it -- was ... for math. the el -- it was the same for math. for special ed students, it was before we look at the result, it was necessary we understand who gave the cst, the kappa, and how many took the modified assessment after cst. in 2007, we had 2996 students getting the cst and 455 took the kappa. we see more of the students who

took the cst in 2007 are taking cme, a modified version of the cst. the number taking cakappa is the same. the number taking cst has dropped to half. the no. now take the cme and the other take cst. the results of the ame is on the next page. kappa, 85%, an alternate performance assessment. cme is 33%. special ed students and the

distribution for the mouth -- math test and results are presented on the next two slides. with that, we will move on to other measures. in terms of other measures, the first thing we want to look at is algebra. enrollment in algebra and performance in algebra. algebra is considered in research as the gatekeeper to graduation. looking at this gatekeeper for graduation, you will find the district has increased the number of eighth graders taking algebra. so we have increased the access to courses in algebra. we still maintain our proficiency level as over half the students or 51.6% of the

students had proficient -- were proficient. if you look at a five-year trend on kc, the passing grade has been pretty constant at 77%. in math, and has been -- it has been at 81% throughout these five years. again, very constant passing grades for 10th grade which is the first time students have taken the kc. >> i want to ask this now. we have a dip in the algebra 1 or higher? >> we increased the number of students that had access to it. it almost doubled.

from 2003, 85 students to now we have 3084 students taking algebra. >> we have more students -- thank you. also, do you have that broken down by race? the proficiency level by race in algebra one? do you have it -- >> not in my brain. >> it would be interesting. traditionally, this district has had an algebra readiness test that many students had to participate in. what we saw at school sites was that many of these students were not actually taking algebra in eighth grade. now that we have increased it, it would be interesting to see