on saturday. i am curious what the outcome was for the six schools in particular, if you saw it at all and i do not know if you had a chance to dissect this. an increase in choice in the schools. during the process we were getting a lot of calls about mission and o'connell, how pleased parents were about these changes and everest, those are the schools that was hearing about pretty consistently. there are families that would not have considered those choices in the past but are putting them down as the first. i am wondering if you have had a chance to sort that out to see if there is some improvement around choosing schools that historically have been lower. >> we have not been able to go over that day yet. i think we have not. i will say that at o'connell,

that was one of the three that we had to replace, has been making great strides. as powerful as that is and as powerful as the reaction is, we still have -- see a shrinking number. we are concerned about the size and we're looking at creative ways. we do not want to lose the momentum and looking at creative ways to look at technology and other opportunities and career path ways for students to rejuvenate that but you are spot on when you say the buzz around the schools have been on the up. commissioner mendoza: the sustainability component will be important thinking forward. a lot of the work you have been doing all in thezones -- in the zones can be replicated.

the knowledge of the city in terms of how we're progressing and the kinds of things that we are determining through data that work and do not. it will be key. >> we like to believe that money could go way and everything could be sustainable. there are things we could do and we're building those in as capacity is being billed but there is nothing like continued resources to make the transformation stick. that is why it is so great we have the promise neighborhoods opportunity and we're looking at that for continuing funding for community school coordinators' or looking at a variety of potential possibilities within that funding stream that would support that transformation. commissioner mendoza: we just came from a couple of days on the hill talking about sig and promise never hurts and the leveraging -- neighborhoods and

the leveraging promise used with sig. all our representatives were pleased we got the funding for that part of it. we had an opportunity to sit with secretary duncan and he appreciated there was leveraging that happened around that. the targeted work in the mission is coming in strong so we're looking very hopeful around some great outcome. thank you for your hard work. >> sure, and thanks go meadows for the proposal that was one of the highest-rated. commissioner maufas: the highest rated. >> what was the other? commissioner maufas: the highest rated. >> let's be clear about that. commissioner fewer: i would like

to emphasize that we have had to make some administration changes in the zones. we are very conscious about the communities. many of those changes were driven partly by community requests. these are communities that had administration there that were much loved in the community but as persistently consistently stated, in the lower 6%. it is hard to make this kind of changes once administrators institutionalize into the committee to make that kind of change. strong communities, not strong academic foundation. we had to make some of those changes. it was upsetting to also focus on the school board that a lot of administrators with the court -- we think we're going to work out did not. we do not have a huge selection

of principals who want to work in the schools. it is hard work and you have to be transformational. there are people looking at you and over your shoulder all the time. giving a lot of support but still we listened to a community, we listen hard and well and will -- weighed everything. we had to make changes in the bayview zone. that traces we have been making are smart traces -- changes we have made our smart changes. you also have to bring the community along, too. supervisor campos: i do have a couple of follow-up questions. one of the things that i have seen and will have seen over the years is a different school reform efforts that have been instituted at the school district, and so, the question is always whether it is d.r.e.a.m. schools, how do you

institute this? i wonder if you could talk about what the long-term sustainability strategy is as we move forward. >> as i said, there are sustainable things you can do in the absence of resources and there is the need to find new resources to support the good efforts. part of it is identifying what works and even getting to the point when you know what is transformational and what is successful is important. building the capacity of the staff here this job imbedded professional development, we're building capacity among our teachers that will stay there. we're making the schools places where we are feeling we could have a better retention rate for the teachers who are there and retaining that wanted has been -- talent once it has been developed is an important part of that sustainability. the board has taken a strong effort to make sure those

teachers can stay in the classrooms and stay in the schools where there are now. that is an important part of it, the school leadership as well. we are developing sustainability structures there but also the reforms and changes at the district level. we're making some changes to support the community schools model at the schools. our student support services department have become the student, family, and community engagement department and looking for ways to check what it was doing fairly well and strengthen that in terms of the coordination and seamless as of those services, so those are things that are -- that can happen in using resources for when sig is done. the unit has a number of staff and social workers and others that are funded through funds that will continue to be there. maybe not at the levels we would always like. at least we will have a better trained person there.

we are also developing technology infrastructure at the school that will have a shelf life logger than the life of the grants so that is important as well. -- longer than the life of the grants and that is important as well. the difference is when we look at other kinds of opportunity comes down the line, we have a better sense of what is we want to do with those funds. therefore we have a better case to make for the use of those funds. part of the sustainability is to have a stronger case for the kinds of things that we would like to get funded in the future. of course, we are hoping to emerge from this budget crisis at some point. it is important for us to know what exactly we will do with the funds that we finally get back in the district when we do see those funds return again. supervisor campos: we are the joint board of supervisors, board of education committee. one of the things we have to think about is how we leverage the assets of both institutions.

we in this city fund a number of community-based organizations that are doing tremendous work in the communities that we're talking about. i am wondering if you can say more about your relationship with those community-based organizations and how you are leveraging those resources to enhance your efforts. >> absolutely. we live on and deeply appreciate the funding that comes to our school sites for the after- school programs. many of our after-school providers and other providers who are the lead agencies for the funding have also received some of our sig funding to do more, that enables them to do more than with the funding alone. in the community schools model we wanted to have some opportunities for linked day staff. the excel and dcyf funding puts

up the firewall for -- between the school day and the after- school hours. there is a separation of those two. with sig, we had some flexibility so we could have some partners come in through the school day and learn more about what is happening to better academically a line what is happening in the after-school program. that is what we're working on together. that is one of the ways we're working with the community partners. a number of the mental health and social-service providers are funded and out of that creative synergy i mentioned, some of them, the mental health services have gone together with the san francisco unified school district and created a proposal for creating a mental health collaborative process for the schools. that is a notch up. that is ratcheting things up. those are all ways in -- and they are becoming solutions that we are proposing under the promise neighborhoods

initiative. these are the best of times and the worst of times. this is the budget crisis. the best of times in terms of a single light in terms of what can be accomplished and feeling like we have a better handle on who to connect with and find the funds to keep that going. supervisor campos: a couple more questions. i'm wondering if you could say more about the use and collection of data through the sig program. wondering what is being collected and how that will be used? >> all the indicators are listed earlier are being collected for the purposes of compliance and showing performance on the sig grant. many of those are not new. some of them are new. if not new, they are not things we had as much of by a systematic catalog. dual enrollment, we're becoming more systematic about understanding which of our students and how they are impacted by dual enrollment by

-- in high school and community colleges and other locales. there is not much extra new data. i am trying to think what new data we are collecting. what we're doing, we rely heavily- -- relied on the annual achievement tests. we would know at the end of the year whether we did a good job all year long. if he did not do a good job at the next year you have the whole year before you -- we did not do a good job at the next year and you have the whole year before you to measure how well you did. the superintendent zone was the first set of schools to use interim assessments. those are assessments that are aligned to the final assessment at the end of the year but their formative. they have been up to four times a year depending on the school. -- happened up to four times a year depending on the school. to take that data and start

re-tweaking their responses. we do not have to wait for the end of the year to find out what we did did not work. in between all those interim assessments that are quarterly, we're finding more evidence and research based on going daily kinds of assessments from their resources. we're using other kinds of data. one of the things we're proposing with our work with sfusd and promise neighborhoods is to do early education data sharing across organizations. supervisor campos: that was my next question. whom are you sharing that data? are you sharing that with city agencies to maybe inform some of their funding decisions? are we sharing it with the parents, with the public? >> some -- a lot of the data, you know what is available. blog is available on the

department of ed website. -- a lot of it is available on the department of and website. there is a number of processed data that can be used. we're having some conversations with -- around promise neighborhoods and uc-berkeley around the use of data. we have mous with stanford university. there are a number of confidentiality issues. there are a number of legal and compliance issues that figure into the use of data. we're interested in finding out better ways to know our students and our families and meet their needs. supervisor campos: a final question about one specific school if my colleagues do not mind. with horseman -- horace mann, what is happening with them next year? >> they are continuing with buena vista. the school is becoming bilingual

immersion school. k-eight. you often grow it year by year. they had it through fifth grade. they grew it -- they will grow into the sixth grade and into the seventh and eighth grade. as they did that, we are phasing out a general education strand within the program. we are having a fully immersion bilingual school. supervisor campos: in terms of the leadership, the continuity going forward. >> i should let the assistant supervisor speak to that. >> good afternoon. what i think makes the zone work is is a collective effort. there are key set of high leverage priority areas. there is capacity building that

is happening at the central level as well as the school site level. each of our schools have to undergo any assessment. we have to scaffold the improvement that is happening there with -- that is happening there. that is a new school that came into the zone a year later than anyone else -- everyone else. what you find is a building of the systems and structures and a lot of the priorities -- the schools have been undergoing that earlier. sometimes there necessary, the changes in leadership. this is another situation where the supervisor of the school beams that is appropriate. what is not changing is the priority work that is happening there. to make sure we continue to work toward division and establish a flagship model, tool immersion k through 8. that also -- bull immersion, k

throug a period t-- dual immers, k-8. supervisor campos: i want to thank the assistant superintendent for their work. this is difficult work. i do not know of the would like to add anything. we have heard from patricia gray and guadalupe guerrero. i knoew you when you were a principal at balboa. >> thank you. is t is a difficult job but that is what we got into this for to make a difference. you were talking earlier about the changes that have happened at mission high school and at some of the other schools where the parents are saying that good

things happen. it takes time for the reputation to really catch up. the buzz is out there now. as you know, people will sit back and wait and say, let somebody else try it out and see how it works. it will be a few years before we see the enrollment trite -- start to improve as a result. i know it will happen. my biggest challenge and i do not want to put a bus killed on anything. my biggest challenge is that two of -- six schools. they're doing wonderfully. we finally got a really good principal in one of them. the first one did not work out in one of them. and as commissioner fewer said, we listened to the community. but putting together what they needed because they felt they

had lost so much but with what we knew we needed to make things change. it has been very challenging with only two sig schools but we tried to leverage our resources by having sig schools with professional development and they would share that with the other non-sig schools. we do not have the funding to pay for extended hours. that is about it. it has been difficult, like i said. when you say that a beloved principal or teacher has to leave, they seem to feel it is important that the child be happy and they overlook the fact that the child is not necessarily achieving academically. it may not be because that person is not a good teacher or a change baby needed. and more professional

development. supervisor campos: thank you. thank you for your leadership. i would add a couple of points. we are thankful to have this opportunity to have the district make the commitment. a lot of our partners make a priority, a set of school's historically have underserved students and families. here is an opportunity, think we have the blessing of the -- thankfully, we have the blessing of the sig. it is important for the need to not have this seen as the remedial cohort of schools. what are the kinds of practices that result in the achievement gains and acceleration for some of our urban schools? it is an example and you do not see a lot of pockets of that happening across the country. as i exchange notes with a lot of leaders doing similar note -- work across the country that are

thoughtful about it, that are seeing the same kinds of double- digit gains we're seeing, it is an opportunity to build the infrastructure. we get to a place of heavy emphasis on literacy. how do you assess that? how do we engage in conversations at the school level? how do we build our leaders so they are transformational and they are exhibiting a lot of the kinds of qualities we wrote into the new job descriptions we wrote for this effort? we're able to innovate with the community schools model. how do we continue to work with cbo's. the after-school providers? why are the promise applications -- they were saying it was effective. we have a lot of rich resources. we have not always coordinated it effectively toward serving the same set of students and

family. we are we don't expect anythingless than the acceleration we got last spring when we were a few months in. we're thankful to our families. we're going to continue to work with them as they ask the right questions on how to gauge whether their sons and daughters are going to progress because we want them college and career successful. supervisor campos: why don't we open it up to public comment? any member of the public wish to speak, please come up. you each have three minutes. >> here's an old picture about 1900. i would show a bigger picture

but that's how the school looked. ♪ the leader of the school grant making grades and we could hardly wait and i know we're going to fix it up and the school is gonna be just great oh, won't you make it soon and make it all before june and i know i'll be happy oh happy there an you'll be learning everything new oh and i know you're going to fix it up and you're going to make it swell and i know you're going to learn it all and i know you'll learn it all i can tell right now ♪ and the things you do and say to me learn me so much more

it's a doggone shame that schools don't have don't have even more and the things i do and say to me help me more an more ain't that peculiar what a school year ain't that peculiar what a school year and i and i know it's going to help me school through the years sbu we'll go through the tears ain't that peculiar what a school year ♪ thanks. >> thank you, mr. paulson. next speaker. >> good afternoon, my name is douglas chapman. i've lived here for 60 years. on the subject of school improvement grants, my main concern especially when i had two young children are water happened to thurgood marshall

and bergen high school? i was planning to send my son and daughter there. unfortunately, when i researched it, they had gotten off to such dubious starts that i ended up not going to either school. as far as i could research it, it seems like marshall and bergen achieved the school of being a low high school. i think we're doing a disservice by having one low high school and allowing marshall and bergen to continue to fall behind in achieving the saddest of low high schools. everyone agrees that it's obviously important to have the three r's emphasized. in my opinion, they even need more emphasis because i think like most kids, growing up in san francisco like myself, once you have the strong foundation

under three r's you can basically learn other subjects on your own. you don't have to be taught by any special teachers or persons like that. you can kind of learn it on your own depending on your interest field. i think we should emphasize the three r's and some of the other school prudgets that schools have been working on, could be slightly de-emphasized so at least the kids when they get a strong foundation could actually make up their own mind where they want to go. one of the other things i would like to mention in regards to school improvement grant is why so many kids when they go to college need medial courses. when my son and daughter went to college, it was really eye-opening to see how many of their incoming freshman had to -- like had to take remedial

courses and according to my research, i don't think it's made that much improvement in the sense that as more kids become more incoming freshman, they still need so many remedial courses on the college level. so obviously something isn't working because why wouldn't these kids pass and yet go to college but yet need remeal yeah teaching? if i were one of those kids and someone told me you're at c.s.u., cal poly and you still need remedial course, i would definitely wonder what kind of education i got because when my son was at st. luis obispo it was sad to see how many needed it. supervisor campos: is there anybody who wants to speak on this item? seeing none, public comment is

closed. i want to thank you for the presentation and colleagues i don't know if you have any comments or questions. if it's ok with everyone, i would like to have the opportunity to come back to this item in the near future. we want to make sure that we continue to monitor this very, very important endeavor. i would ask if we could have a motion to continue this to the call of the chair? we have motion by supervisor olague, seconded by president chiu. commissioner olague: i would like have some information with some of these collaboratives to see how much progress has been made and some of that. supervisor campos: i think that's probably all the members of the committee probably would like to have that information. that would be greatly appreciated. if we could take that motion

without objection. madam secretary if you could please call item two. [reading item two] supervisor campos: thank you very much. and i won't belabor this item and i will simply introduce victor coral who is the project manager of the mission promise neighborhood initiative. mr. coral works for the mission economic development agency, metta and we also have in the room a number of district officials who are also working on this. we heard earlier from kevin rowcap and guadalupe guerrero. so we that i turn it over to you mr. coral. >> thank you to you, supervisor campos and to all of you. my friend invited me to speak