going to be provided, particularly because it is so difficult with the days that our early education department program marks, it has always been an obstacle. i hope you will look into that. and is this for the teachers? or is it just for the presenters? on page 84, i see that the after-school program is going to be partnering with edgewood, and i am wondering, who is going to evaluate that program? it looks as if that is part of their charge t on page 86, we are talking about p.l.a.n.

eight monthly development professional workshops. we are wondering, when are these workshops going to take place? it says eight monthly workshops. are they going to take place during the school day? how will those people be replaced when they are not at school? and i think i have one more. there was one in here that referred to a report a lull, and there was no report below. i was just wondering what the problem was with that report below, it has to do with one of the pride -- one of the

contracts that has been given. i am sure you can take a look at that, and you might puzzle equally as to how effective the reports are, where is the report? >> as a reminder to the public, and concordance with the board policy, and individual wishing to address the board on agenda items on or matters other than those calendars can call the board office by 4:30 on the day of the meeting or by completing a speaker card on the evening of the meeting prior to the item being called. items will not be accepted. i of the students have come to support the resolution on the calendar. if any of you were planning on

making comments or speaking, i need to get a card for you. you will not be allowed to speak unless i have one of these cards prior to this item being called. i this want to be clear on that. the consent calendar, i need a motion and a second. any items withdrawn or corrected? >> we want to postpone action on 4b. these are the resolutions that are up for second reading on pages 1310. we like to postpone action and bring it back at the october 26 board meeting.

>> they have been pulled off, so there are second reading. to clarify, you're not pulling off any actual content items. >> is the consent calendars resolutions removed. they are not current consent items. >> items 3, 5, 6, 11? you guys, let her answer. >> they are on pages one through 10, they are zero the consent calendar resolutions that were removed at a previous meeting for second reading and action. they're not part of the current consent calendar. it is item n. >> item n is different from the

k's currently -- i wanted to make sure we are clear on that. >> and we have one more item that we want to pull, in this current consent calendar. that is k-5. and we would like to withdraw that for first reading. >> any items severed by the board or superintendent? commissioner norton: k4. to addres the questions -- address the questions raised. commissioner maufas: [inaudible]

>> take your hand off the button. move your hand. >> k6. k11. >> there are too many people talking. k6, 7, 8, 9, 10, 11. any other items? commissioner wynns: i'd like to remove 3o on page 56. >> thank you. the superintendent's proposal, there are none tonight. the board members proposal,

there are none tonight. is that right? ok, so we're doing in -- ok. the request to speak regarding general matters. i have a couple of speakers. wendy, you want to speak on the proposal, is that correct? i will have the speaker on the proposal. -- you speak on the proposal. you have two minutes.

>> i work here previously, and i missed the last meeting so i come back today again, and if you don't remember why i was here, it was for my niece's school assignment. it is not about my knees anymore, but i speak on behalf of all other students that have the same problems as my niece. the problem was that the students are being assigned to schools that are far away from their houses. in know, in previous towns, i asked the board to provide any information to show me the logic of the process in the school assignment. i have a second thought, maybe

it is not that simple. now the only thing i ask, if the school board truly believes that this process works, i want to see evidence that the school board supports the process. what do i mean? i want to know where your children go to school. the think your children are different? they are smarter than the rest of the other students? you exclude them in the process. well they participate in the process? to help with this system to work. that is the information i would like to have. i hope you prove me wrong because i have been looking that

you get these special treatment. >> i left you a message that my children did not get special treatment. >> john templeton, i am here to underscore the presentation to the curriculum committee last monday regarding the participation of african- american students in mathematics and science. there are seven times more likely to be in special education and seven times less likely to be in calculus. i will send a copy of the power point to the secretary so they can see that. it emphasizes the importance of adopting a standards based approach districtwide to the infusion of african-american content throughout the

classroom experience. plus, we have tremendous resources. i want to emphasize that we had a number of specific action steps in the nine-page document that we provided to the commission. for instance, we have the fifth annual preserving california black heritage conference november 16 through 19. we will have a day where we focus on maritime history of african-americans including the underground railroad and the focusing on the role of leroy king and the church labor coalition, so if we're talking about social justice, and we're not talking about these examples in the community, we are doing the kids a disservice. and we talk about math and

science. we want to encourage their be an urgency about acting on these statistics. it is like having cancer and deciding that we will come back in three months. >> were you able to show that information with board members? >> yes. >> thank you. i have no other speakers. the revisory committee on reports by board members, are there any appointments? seeing none, the special order of business. the discussion of other educational issues? >> i would like to call on carlo bryant. come on down.

>> i want to present this with my partners in crime. we have a power point. it is actually in front of you along with the handout. what we have done is presented this the first time to the curriculum committee. we will respond to some of the feedback as well as continue on with the things that we are currently working on. we divided this into five parts, first of all, what is it?

we're going to look at the law and what it says. there are five parts to it and it is very simple. we took time to look at our partners that have already done -- and we talked to them, went on line to see what they learned, and we are going to summarize some of the partner learning that will help us consider some of the work that sfusd will need to do. and we will look at the activities that we were in the middle of as we start to talk about it internally and talk about it with the community of around how we can prepare for next year. and then we have time for questions. at any time, darlene or nancy will jump in and answer questions.

we are learning. what is transitional kindergarten? there are five parts. here is the first part. it simply states that these are the times that a child can be entered into kindergarten. here are the dates. this year, as long as you were born on or before this date, you can be in kindergarten. they go through this each year until 2014. the second part, if you are a kindergartener, this is nothing new. this is part b of this law that talks about transitional kindergarten. it says that once you enter a

child as a kindergartener, with the parent, you can determine how you had met a child into kindergarten. this becomes important when we talk about the designation of a tk'er. the first two, a and b, you're a kindergartener, this is when you can become one. and as long as your won by a certain date, and you can have discussions and it says israel clearly, regarding what is the best place for your child. nothing new, really. this is when they start to talk about tk. children entered during this time period, right now we don't have a tk child officially.

you can have parents said they would like their child to do a two-year program. parents always said that they want to hold their child back. again, nothing new. but this says, we will designate a certain set of children as t k'ers. they will be offered a two-year program, and this is the date in which they must be born. this is just the operational park. what does it mean for us this year? next year, children who were born between -- born on november the second can be designated as a tk. they can be offered a two-year program. right now, we have that this is simply just what you can do. this is where things get very

interesting. transitional kindergarten means the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is developmentally appropriate. do we get a new curriculum of for these special children who were born? they were born in this 90-day window. next year, kids are born in the 30 day window, then 60 days, then the 90 day window. do we need a special curriculum for those children? that is the question we have been asked for a -- from a few people. and then the last one says, this cannot be construed as a new program. and this is just straight out of the code.

straight out of ed code. we can't create a program for a higher level of service. so sit with that. this is a modified two-year opportunity for children. and in that opportunity, it cannot be construed as a new program. so we have individuals that have been doing it in spirit for many years. and we have taken time to sit with them and talk to them. i want you to know, who are we sitting with? we have an individual that was in tk plc for the last five or six months. she has been learning about how

they have been doing tk. i have also been invited to participate in plc with associates that have been placed into -- one that i will sit with will be lost angeles. this is yours to learn more about. we are all participating in a professional learning community. besides that, we have a close relationship with california that has been really sort of the person or the group that has been really encouraging the idea behind transitional kindergarten. they will tell you that it was all about addressing those young children and moving the age back. they did not think it would turn out this way, we would do this a little bit at a time.

and have it sitting for two years in a kindergarten class and i will talk to you about why they are coming to that. preschool california has created a web site to see what they have learned, and in your packet, that four pages i have handed to you, this is a summary of what they have learned. in that summary, it simply highlights the nine key learning as they have learned over the last few years. attached to that, you don't have it right now. it will have individual schools and what they have responded to in those nine questions. when you see something that says program, it shows how they will set up their program. the other individuals, we have had direct conversations and interviews with loss angeles,

oakland, san diego, and santa clara county. what have we learned? i just summarized the 40 learnings that will actually move us to what we are considering. what did we learn from our partners? it went up to 184 this year.

some of 80's have today. some of its is full year. give an -- sumome is half a day. some is the full day. we will start with l.a. in l.a. started with 36 stand alone, but as they tried to move it out, they have gone sugato ak model. title 1 was not available this year. he actually recommends that model, and he had many reasons why. what did we learn about demographics in enrollment?

the program mostly served boy a spirit of -- always. remember that people volunteered -- the program mostly serves boys. remember that people volunteered. the people who decided to opt into these programs varied based on the school district, and i will talk about certain districts and what happened, who decided to go into them and who did not, and some programs are ell, and that happened in ocean view. goas far as special ed, they fod approximately 12% of the kids were identified as having special needs, so not too far off to the norm.

what are the special demographics behind enrollment? last year san diego ruled out of their program, and they decided the most fiscally sound model to try this on were kids who had at least for kindergarten classrooms, because they could make it 3 kindergarten and one tk. what they found is in some of the schools they did not have enough tkers enrolled. in one situation and they decided at one site they would try a satellite site where one school would serve multiple schools, because these were under unrolled. gooparents did not opt to put te children in a different school, so if i wanted to put my child

in school a but you have a satellite at sea b, i would opt. they found it was hard for t.jk. to get started, that parents would opt to keep their kids in preschool, but as time has gone on, they are finding more people are opting in to it, and in los angeles, there are certain communities said did not except the idea of their children would do a two-year program in kindergarten, so they could not get the enrollment with certain communities, so what do we learn from that?

we are not nuclear and once it becomes -- not clear once it becomes mandatory. they had to learn as they went along. until you do it, you will not snow. you will not know who will off in and who will decide to do something different, so what about the curriculum? most of the program focused on math and early and literacy. these are the different types of curriculum people used. they modified curriculum's already in the system. nobody we spoke to went out and

bought a brand new curriculum, so in a ballel, they slow down e sequence for tk classrooms, so they did not adopt a new curriculum, and some programs had some specific programs around ell, but these were already used within the district, and no new curriculums, and the other area we learned was funding. other districts found standalone classrooms cost more and did not generate what they had to stan pend, so you actually end of spending more money. they started out with funds for title 1. they now have donthe tkk model.

they did not have as many people who wanted to go in, and they did not have the funds anymore. one thing that was an unintended consequence, because of the training l.a. did, and they did five days in the summer, and they were the only ones that did this kind of training, the tk ers perform just as well as kindergarteners, so you have these young children you would think would be behind. that was an unintended consequence. they did just as well as their peers, and the reason they talk about training, and development and appropriate