and also the financial impact that we need your monitor, because it is not only impractical but really a bad idea to have this discussion as though it was not a budget crisis, and then when the budget is done to say, we cannot do that, even though that is what we need based on these earnings, so i am hoping the answers to all the questions will be in that context, that you will have the practical impact about what we think is doable. nothing could explain how we could do more days of

development and not take into account what we are going to do with kindergarten teachers, how they are going to cover all the other things the school is covering. i want to understand those things. one other question i have. i will e-mail you, but i really appreciate all the work. it is of huge challenge for everybody. i do not know how everyone can take on a huge challenge, so my admiration is unfounded, but my practical lens is telling me we need this conversation, and this

is what we are actually going to do, because i honestly do not see anywhere we cannot do what you appear to be recommending. at the curriculum meeting we talked a lot, and i would like to understand more. we talked lot arthur curriculum meeting -- at the curriculum meeting, so my limited ability to understand instructions at an

elementary school level or even high school level, i would like to understand more about this specific program and what we might expect it to look like and how it might be different, and i actually think one of the things we can and should do is the community and parent out reach, so we need to be talking about the two-year kindergarten program. i would like to see how about is developed. i am sure we can come up with some strategies that might help with that, and these

conversations held us a lot, because we understand more about it, but i think there is a lot more we need to know. >> you mentioned there was an unexpected consequence of meeting. what happens when parents want to move their kids straight into kindergarten? what happens when they cannot qualify? >> with information the parent can request since it -- can

request, and we need to understand what is the process. we need to make sure that is one thing we shore up. we already have the process. >> i have one other question. i was curious if in our next presentation, i am hoping, because i thought it was interesting that they supported

more noise than girls -- boys than girls, and i am curious about what is they age. our boys older -- are boys older? do they wait until 6? our data shows our families decide what time they decide to enroll. doesn't seem they are older? >> in your presentation you mentioned a majority of the children were ell, and i was wondering how you would account

for that. would you have to hire new teachers? i have been hearing about having difficulty with professional development, so would there be special teachers picked out. >> that was a particular program. that was their emphasis, ell students. >> that brings up a point tie-in cases where we have a bilingual strands and an english language development strand, we might need two classes with a tkk component, because some children who are coming in may be enrolled in the bilingual program, and some may be

enrolled in english development. >> i remember the question i wanted to ask you. you said they found the kids in these classrooms did better. i wonder how they knew that. >> they were just surprised that younger kids did just as well. >> would you tell us what assessments you plan to do? that is a whole different issue. commissioner fewer: how does this work with our language e. immersion programs em?

we are going to line the curriculum, but these kids in the two-year, learning the target of language, how are we going to adjust the curriculum? >> that is the same question we are asking around preschools, and i keep bringing back, this is work that is going on now. how are we aligning where we have three schools on the same site, and we have schools athat we want to make for preschool is aligning with kindergarten, so this is going deeper. give we are looking up at work right now o.

i think that is one part of the question. the other question is at issue of all of a sudden we are going to have to deal with people who want to enroll their children in a specific programs, and that is something we are going to have to think through. how do we do that when we are working on that with preschool? not creating a new process of trying to work with what we already have. we are going to have to learn. commissioner norton: i want to ask that this data if i can get it in a table format, i would like to see which schools have more and which schools have less. >> i have a couple of questions. i am trying to wrap my head

around this. i zoned out. i cannot deal with this. i will put out some of my bigger concerns. will this take seats away from our kids? that is my main concern, so i can already see families of set that kids coming in will get placement there, and they will automatically be placed if we take 10 kids, and that means we are only taking in ten, so i am really worried about about, and i am wondering how this will affect our pre-k classrooms, and how much was the packard grant and? >> we have two now, so it totals

325. 325,000. >> that is going to be for professional development, and will that help to implementation? >> part of that your good >> what else will we be able to tap into? >> we will have to look into title 1, a general fund. good everyone was clear. it costs to do this, and it is probably the worst time. >> just to show how challenging this is to grasp, i started reading student assignment because it seemed more interesting to me, but i did note it is in the enrollment drivguide for this year.

we do not even know what is, so i am curious. that is due to go out soon, and we do not even have a policy on this, so i do not want to go back to we are doing this and we are not doing this and having to explain ourselves, so is it better to put it out there and think we are going to have to explain what it is? i want to avoid that, except that we do not have the money to produce this separate plea, so to -- not to do this separately, so i am coming up with something solid in terms of a policy are rounded or a

plan around it? >> it was due yesterday, or last week. the way that we wrote it up was that more information would follow. that is when we decided after the conversations that we would have a supplemental died. we were hoping that we would have most of it rolled out by the time of the fair. how we're going to implement it, how we are going to enroll, and how we are going to apply. we have to offer this program. it is mandatory. but we don't know how the implementation is going to be at this point. >> any other questions or comments? think you all very much. the next step is getting back to us on another round of questions or another plan?

you're going to get back on the questions that were asked? >> he made a statement that caught me a little bit by surprise. you said this program is mandatory. how can it be mandatory when kindergarten isn't mandatory? >> is mandatory for the district to offer it, it is not mandatory as for families to take advantage of it. >> when you say it is mandatory for the districts to offer, i am not sure i understand that statement in relationship to kindergarten period quote >> is it offered to everyone? or are we offering it and we have 25 slots? >> we will receive -- average daily attendance funding for students that qualify based on

their birthday. for next year, just to those children that were born from november 2 to december 2, i guess. >> we would have them anyway. we would likely have kindergartners that would fill that spot. doctor because the date is changing, our group of kindergartners for next year would be reduced by one twelfth the because a month would have been taken out. the total number won't grow until we get to the fourth year because then we will be serving a whole year of kindergarten and another month. and it will begin to get bigger by 25%. >> we want to talk about something else now. >> i am sorry. the president has been saying

she is worried about them taking spots from k kids. there are not a certain number of seats at any given school. we're just saying that we are going to assign kids the way we always have and kids land where they land. and we say there are 10 at this school, for at this school, and depending on how the numbers come out, where do we place them. >> and will they get first priority? will they be in the same pool of applications? are we going to take all of them that apply and offer speech to anyone that is left over? or are they going to be part of the poll. >> that may not have the opportunity to come into the program. >> great question. i know you are wanting definitive answers, but the one

thing everyone keeps saying is that it is just not rolling out the way they thought it would. they don't know the numbers. next year is the year that we look at who opted in, what happened with the seats. if you asked me what are rolling out, i must say this. we are saying that we need to have a classroom if possible at every site which is what we have now. this is the year to do this. that is exactly right. and people say i don't know what it is, these very children that you already have in the school and going to continue to be in the school, they are now given the option to do a two-year program or not. and i think some parents will say, i don't want a two-year program. >> it is defined differently.

the idea is that it is an option for them is what is making it a little crazy. >> the next thing that we need to roll out is to say that this is what we are saying. all 76 or 75 schools being open to having a tkk model like now. identify the tk'ers and make predictions about the next year and parents will have the option at that point to say, do i want my child to do two years or do i want my child could do one year? and those things that are very clear, what we need to work through, what are the numbers? >> what you're hearing from the board are things for you to consider as you are developing a more solid program. one last comment. as we are thinking about having them leave it to your calendar

program, is there not an option for us to have them be two-year 3 k programs? having them stay one more year and going and to convert instead of having them do two years of candor? and we are trying to get our families to do prepay. if we want them to do pre k and we offer them to stay longer, the auction is, -- at the option is that you're no longer eligible. and did not have this transitional so that the kids that would normally be there anyway. now there is a cut off. can we also consider doing the longer pre k versus an earlier

kinder? >> i wonder why we didn't do it this way, but i think commissioner wynns answered the question, as a compromise to make sure the district kept ada. >> we can't do predictions, but we're likely to get -- we have had great enrollment. we don't know how many of those will siphon off, but i guess we will see. thank you. meeting adjourned. [laughter] all right. you are right, i did not. it was informational.

do i need to do public comment? >> it's ok. >> is this the appropriate place for her to do it? >> thank you for giving me the opportunity to speak about this, it is very near and dear. united educators and our state affiliate's have been working on a program since its inception. there is a lot of the motion and energy about what was said, but i only have a minute and 45 seconds, so one of the things that i really want to share with this commission, good evening and i forgot to say that. before things that the state affiliate's are asking every

district to do is to make sure the curriculum is developmentally appropriate. that the ratio will be one to 10 with a maximum of 20 students per class. that the program the self- contained, a full-day program, and not a two-year kindergarten. it defeats the purpose. we have argued and we compromised with legislators on this issue. number seven of the transitional kindergarten set is very clear and says that the law is to provide a separate and unique experiences for transitional kindergarten children. i cannot say lauder what the implications of this combined kindergarten program will have

on our kindergarten teachers. first, we're telling them to be developmentally appropriate and we have taken away the ability for them to be developmentally appropriate. and now we say, it is ok. you have to open in your program, but have them for two years. this doesn't make a sound sense. sound decisions for young children. this is a unique opportunity to close the gap. you call in the educational, you call its social justice, the gap is there. this is an opportunity to take those young children, separate them with the developmentally appropriate practices, and let them sore. thank you.

and >> let's get back on track, students, thank you for saying. i will see if i can move around a couple of things because you guys need to get home and do your homework. n is pulled so we're ok on that. so item o is a vote on the consent calendar. it was moved and seconded, so roll call, please. >> it's on. it's on. yes? thank you. [roll call vote]

>> can i ask the superintendent on the consent calendar, there were several items severed? is that a quick discussion? no? so these are the items? >> i think it would be appropriate to have the students go first. >> i would like to have the students come forward and we can have a discussion on this later. the superintendent's proposal,

there are none. the board members proposal for first reading, i need a motion and a second. on suspension of the rules to have this item heard tonight. roll call? >> [roll call vote] >> i need motion and second for item r. the reading? >> a student delegates will read this into the record. >> of the resolution supporting the implementation of free fast passes for all used in san

francisco. whereas there are 75,000 live in san francisco, the remaining 23,000 attend private schools. out of 11,512 middle and high school students who responded to this question in the spring of 2011 used a vote student survey, 42% take muni to school. those and respond to this question in the spring of 2011, 58.4% take it home from school. 36,000 riders per month according to the budget and

legislative analyst support. while the price has increased 110% in the last two years from $10 to $21. and whereas a 61% of students that completed the lunch forms for the 2010 to 2011 school year qualify for free or reduced lunch. and the board of education approved a three-year plan in december to reduce the number of school buses serving 59 elementary and middle schools from 44 school buses down to 25. excluding the school buses for special education students. and because these and the it is unified school district aims to promote an appreciation of the diversity that exists in every neighborhood and community, you should be able to