them are going to are affordable housing projects elsewhere. a lot of them are doing a asbestos removal. we are working with the residents to increase some of the skill levels. we feel like a lot of the residents have the skill levels to go from the point where they are a labor to be trained on the trade. there is not distinct work in front of office. it is a blend. we are being very deliberate about this. as the work ends, we are looking at the site as an option and around the city as well. we want to place those who have been trained into more skilled abort and use some of the service connection dollars to do that training and get them where they need to be. if they are not, we are going to

try to find them. >> the purpose of this hearing as about the connection with the school district. i appreciate your responses. >> i will invite up the principle. >> good evening. this is a pleasure to hear about the wonderful partnership that we have had the honor of experiencing over the last three years. i am the principle of power complex academy. i will introduce some people that i brought with me that are very much involved with the goings on at the partnership's we have development. this is a fourth grade teacher. he is a fourth grade student.

he is a fifth grade teacher. he had a wonderful opportunity to work with the architects and do some work. i am trying to see what i need to say that would give you some understanding of what we do at malcolm x and the importance of this partnership. with the students that we serve and the families that we serve, there are lots of changes happening in the community. instead of having a disconnect with the change, being a part of that change. we can see ourselves in the growth and the change taking place. the architects, and at the end of the spring. they spend the da-- a day a week working on this.

if you are going to spend time here. what do you want to happen? one thing that was shared at one of the last meetings was that the students are seeing part of the change. i have had parents come up to me and say, i have got a job. it is so nice to know it is not something from the outside coming in and taking over. it is all of us doing it together. with that, i am not born to talk anymore. i will ask them to explain the benefits that day reaped. >> the benefits i have reaped from this wonderful partnership

is to be able to take california academic content standards and to be able to apply them to a project that affects our lives. i worked with the architects and the groups and i put forth standards that i need to cover. this past year, i worked with world presentation ratios. area, perimeter, all of those things are woven into the project. it allows students to see this discreet thing that we are trying to teach them. it shows them that it is not discreet. it is part of your world. it is part of your community. under -- another wonderful thing that has happened is that has forced me to look into the

community and forge relationships for our students. this is a relationship that i am continuing to develop for our students. it is a resource that is close to us. it showcases some of the sustainability features that students are thinking about in terms of water conservation. it is wonderful for my students for six weeks to get to work with my architect. it is one thing to have job day when people come in and give their spiel. it is different when it minority architects come into the classroom and forge relationships with my students and show them the possibilities

of what is out there and the choices that they can make. tell us some of the exciting things that you learn. >> one of the exciting things i've learned doing architecture is how good it can be explored and what you can make in in- house. you can have a green roof. a rain chain is where you save and collect water you can use for washing your clothes or washing the dishes i guess. while we were making our projects, say we made this whole building two inches tall. and then it is two feet.

that is our model. one ouf our models, when you go on your model, say it is two feet, you go on there. i made a bike thing that you use as a bike. you can get energy as electricity. >> he had a very important question that he asked the audience that came to see our presentation. some of the features that we were designing, solar panels, do you remember what you ask them? why do we not see these features in our homes? why am i not seeing these features in the buildings around

me? it was a really powerful thing. >> why are we not seeing it? will we see it? that is an integral part of it. when i go past park, am i going to see that? are we going to see these ideas that we are talking about? i would love to see that. we create these things and then it goes away. >> what was the answer? when they raise the question, did they get an answer? >> they said, that is a good question.

>> having those types of discussions with children. they have to make sense of it. they have to know that this is not just a one shot deal. it is tied into our academic achievement. we are going for 900. before i retire, we needed to be 1000. it is taking life and talking about it and creating change and using the skills we have gotten along the way as far as academic standards for being able to make oral presentations. it is not just creating, but sustaining change. we are the change engine.

it does not happen to us, it happens because of us. >> i am going to flip through the slides that show some of the pictures that the children made at malcolm x. i am the director of the executive policies for the school district. i have been working with small compacts and on the city's services committee. >> i just wanted to say thank you for the presentation. to show how it is integrated into the school site and the great energy that you are exhibiting. thank you. >> i will quickly flipped through some of those slides. some of the older students that participated in summer programs

came and share their talents. that is their field trip. that is some of the work that the architects provided inspiration to the students. this is some other models that they built. you can see this. when they presented to the group, the presentations. as we walked around and they gave us individual presentations that they have done and gave some scale models. moving on from that, when we look forward, we know that there are a lot of resources that come along with this kind of project. we want to make sure that we spend them well and do that as a part of the work we are doing for education as well. we created and education task force as part of the campaign

for hope sf. it is one of three task forces to determine how money for hope sf would be spent. a private taskforce came together with 18 members. we met a total of four times and had deep sessions and came up with a list of recommendations in key areas. we adopted some objectives that are pretty much in line with the district's. our objective as a district, providing high-quality early care and education and moving through all the way from the high-quality preschool to ready ness for college and career. and the steps that link those

together. this was around parent and community education, to make sure we were making be links between home and school. this is coming from the new communities that are being created right now. coming up with ways to engage school staff. supporting alternative communication channels for parents from schools and for all kinds of activities throughout the gear that we want to make sure parents are a part of and understand and know about. we wanted to focus on summer and before and after school care and in richmond. one of the major areas that we -- that pop up where transitions. we do not have additional state funding to support summer school or before or after school in a

way that we would like. there are specific times in a child's school life that can be very difficult. transitions is one that came up from preschool to kindergarten, off from elementary to middle school and that from middle school to high school. that is a big area of emphasis for this group. lastly, quality in school time experiences. we want to make sure that the schools that are around hope sf, along with other schools, we have the resources to engage with the community around education issues and we have the resources to address the challenges that come from being in a really stressful

environment as many of these students are. we can create the programs that many of us heard about that malcolm x to create real world settings. i am going to leave it there. he will talk about some good news we received about choice neighborhoods. >> good afternoon. i am with the mayor's office of housing. school board has an evolution and there is a a little bit of an art to it. that taught us some of the power of involving be youth in the school. thinking big across five sites. what are some of the leavers of change for education?

talking about really whalookingt that port in terms of the shipyard transformation in the district. i wanted to talk specifically about the work ahead and how we are feeling excited about going to scale out there. for those of you who follow federal housing policy, there was a program called hope 6 created under clinton. it was cut back drastically. under obama, it is the new public housing transformation program. the exciting thing is that it does not take the old footprint and bold new apartments and hope for the past. it is actually transformative. it is about housing conditions and creating a mixed income ladder.

it is about talking to the people in the neighborhood and what kind of opportunities the residents themselves gain. these are service opportunities that are not too far in these neighborhoods. they are addressing the core safety issues in the neighborhood. most of our housing developments are very island-like. we are talking about the whole neighborhood of services. this can turn it into a vibrant mixed income neighborhood. the exciting thing about choice neighborhoods is that they have strategies for education. as somebody who has been falling policy for a while, talking about educational outcomes in early childhood.

this is a grant provided by housing and urban development. given the scope, the constellation the partners, the grant is given to the lead developer with national expertise in rebuilding housing communities in a joint partnership with the housing authority and the school district as well as the mayor's office of housing and redevelopment. the school's strategy and plan, in many ways, it is about breaking the cycle of poverty for families who have lived in public housing for too long. creating opportunity for the young people. we have the opportunity to look at the schools. the majority of the people think

about the strategy for strengthening the community and thinking about the schools. the schools around griffith are george washington carver, malcolm x, a hidden gem, and double rock. the willie brown school was closed. it is proposed to be reopened when the bill passes. then the partner high-school is marshall, where the majority of kids tend to go. many kids go to a range of schools. these are partner schools. i want to talk for just a second. the grant to does something for the residents.

it provides social service money to provide an on-site community center. case workers worked in the developments day today and wake up every day and think about the need for those residents and then work differently in a way with those families. they also partner with the consolation of schools. the thing that is exciting is that it really comes at a time when the district has already been focused on the school transformation through the superintendent zone under the leadership of the doctor and the superintendent himself. there was some core work that was happening to address the historic inequities in the bayview. the district has been focused on release supporting and developing the teachers as the change agents in the school.

some principals now a seat -- receive coaching and extra support. there are some financial incentives for the principles that take on what can be challenging schools. this builds on what is working on the ground and adopting and implementing standardized curriculum. providing extra professional development. this is because of the work that is being done out there. there are incentives for teachers. in addition to that, the district reform strategy talks about building data driven instruction and seeing how the teachers are doing. that is work that was already underway. it has a lot of leadership and momentum in the community. it comes at the perfect time in

the transformation. what we are doing is amplifying and complimenting new strategies. the first and foremost are are community goals. some of the resources will actually be giving the schools in the zone that do not have them a school corte madera. we can put together the partnerships to address the non- academic barriers of learning. and really make these schools and to the centers of the community. in addition, there will be resources to partner with parents and provide kids with support opportunities. schools are too under resource to do this. this is a dressing parenting, preschool, and to be sure that

these schools have great opportunities. malcolm x ran a wonderful summer camp this summer. we hope that to be continuing so that kids have opportunities, even when some of our resources are a challenge. the point that nancy made about supporting transitions, having pathways' when kids move to kindergarten and then from elementary to middle and college or other career. last but not least, continuing what we have fallen into in terms of product based learning and involving young people in the community and the classroom and envisioning their new community, there are resources to continue the work at knock a max and bring it to the next level. -- malcolm x and bring it to the next level.

as the plans for rebuilding double rock take place, we are on course to do that. the students will have the opportunity to learn about the change coming in their neighborhood and contributing to what they want to see. i think we will be able to show you some of the learning. we have found that this work is scary and big. they're the next generation. they are the long-term residents of the neighborhood. the kids are involved in helping us see what we cannot see in front of us. i will say that i shared a lot with you. i will stop there. there is the contact information. i thank you for the time.

>> to do is you have any questions? no questions. we can move to public comment. no public comment. we can close this issue. are there any other items on the agenda to be called? >> no. this meeting is adjourned. thank you everyone for attending.

>> the san francisco ethnic dance festival is one of the jewels on san francisco sculptural crowns. this is in its 32nd year of showcasing the celebrated dance troupes. this year will be one of the past with four new works representing kondo, afghanistan, china, mexico. -- congo, afghanistan, china, mexico. more than a hundred 30 ensembles and soloists auditioned in january for a slot in the ethnic dance festival. in the end, 37 companies were selected to perform.

26 of those performances are world premieres. >> each year, we assembled a panel of dance experts that is made up of academics, scholars, researchers. people have been working for decades in the field. many of them came to this country in the seventies and have trained the next generation of dancers. they are proud to see many of these students at the these masterful levels. this was one of the best panel'' we have ever had, extraordinary people. at the end of the process, they rank their top groups which are then merged into a master list. >> performers are judged on stage presence, costumes, and

innovation. >> the four programs are created around an exciting and dynamic range so the soloists and groups selected each weekend will have enough dynamic range to be a society overall to are experience. >> hundreds of dancers from different countries need each other, compare stuff, and make new friends. this has resulted in new cross- cultural collaborations'. >> one of the extraordinary things is that it really only happens here in the san francisco bay area. all of the dancers that we are presented -- presenting are from the area. they have full-time jobs and they spend their weekends

nurturing their passion to sustain these extraordinary dance forms from around the world. the audience cannot help but be inspired. >> this year, the festival will feature a special collaboration that celebrates the mexican bicentennial and commemorates the 100th anniversary of the mexican revolution. >> one of the great area biographers has stepped out of that role and we asked them to create a special work working with 6 x ordinary dance companies that we have assembled dancers from all of these companies to present a united work in celebration of the bicentennial. >> dancers from over 20 countries are staunch cultus